English Education Department Graduate School of Teacher Training

Transcription

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PAGE OF TITLE
THE EFFECTIVENESS OF STORY CIRCLES METHOD IN TEACHING
READING VIEWED FROM STUDENTS’ RISK TAKING BEHAVIOR
(An Experimental Study on the Seventh Grade Students of SMP Kristen Satya
Wacana Salatiga in the Academic Year of 2013/2014)
A Thesis
Presented as a Partial Fulfillment of Requirements for Getting the
Graduate Degree in English Education
Rah Seto Sumirat
S891108083
English Education Department
Graduate School of Teacher Training and Education Faculty
Sebelas Maret University
Surakarta
2014
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APPROVAL
THE EF'F'ECTIVENESSOF STORY CIRCLES METHOD IN TEACHING
READING VIEWED FROM STUDENTS' RISK TAKING BEHAVIOR
(An ExperimentalStudyon the SeventhGradeStudentsof SMPKristenSatya
WacanaSalatisain theAcademicYeat of 2013/2014)
By:
RahSetoSumirat
s891108083
Thisthesishasbeenapproved
by theBoardofConsultants
ofEnglishEducation
Department
of Graduate
SchoolofSebelasMaretUniversitySurakarta,
on August
,2014
Consultant
II
NIP.19520307
198003
1005
Dra.DewiRochsantiningsih,
M.Ed.,Ph.D.
198'7022
NIP. 19600918
001
Approved
TheHeadof English
GraduateSchoolof Sebelas
Department
of Surakarta
to userM.Pd.
Dr.commit
AbdulAsib,
19s20307
198003
1 005
1l
-
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LEGALIZATION F'ROM THE BOARD EXAMINERS
Title:
THE EFFECTIVENESSOF'STORYCIRCLESMETHOD IN TEACHING
RI,ADING VIEWED FROM STUDENTS'RISKTAKING BEHAVIOR
(An ExperimentalStudyon the SeventhGradeStudentsof SMPKristenSatya
WacanaSalatigain theAcademicYearof 201312014)
Anangedby:
RahSetoSumirat
s891108083
This thesishas beenexaminedby the boardof ThesisExaminersof English
EducationDepartment
of GraduateSchoolSebelasMaret UniversitySurakartaon
August ,2014.
TheBoardof Examiners:
1. Chainnan:
Dr. Ngadiso,M.Pcl
N I P .1 9 6 2 1 2 3119 8 8 0130 0 9
2. Secretary:
Dr. Sumarcli,M.Hum.
NrP.19740608
1999031 002
3. ExaminerI:
Dr. Abdul Asib, M.Ptl.
NIP.19s20307
198003
1 005
4. ExaminerII:
Dra. Dewi Roclrsantiningsih,
M.Ed.,Ph.D.
NrP. 19600918
1987022 001
of TeacherTraining
,v::
.. . )
The HeadofEnglish
g,nffi?
Department
of
Sebelas
MaretUni
Hidayatullah,
M.Pd.to user
commit
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lll
ofS
r. AbdulAsib,M.Pd.
19520307
198003l 005
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PRONOUNCEMENT
This is to certifr I myself write this thesisentitled: THE EFFECTTVENESS
OF
STORY CIRCLESMETHOD IN TEACHING READING VIEWED FROM
STIJDENTS' RISK TAKING BEHAVIOR (An ExperimentalStudyon the
SeventhGradeStudentsof SMP Kristen SatyaWacanaSalatigain the Academic
Yearof2013/2014)
It is not plagiarismor madeby others.Anything relatedto other's work is
written in quotation,the sourceof which is listed on the bibliography.If then this
pronouncementprovesincorrect,I am readyto acceptany academicpunishment,
including the withdrawal or cancellationof my academicdegree.
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ABSTRACT
RAH SETO SUMIRAT, (S891108083). The Effectiveness of Story Circle Method
in Teaching Reading Viewed From Students’ Risk Taking Behavior (An
Experimental Study on the Seventh Grade Students of SMP Kristen Satya Wacana
Salatiga in the Academic Year of 2013/2014). First Consultant: Dr. Abdul Asib,
M.Pd.; Second Consultant: Dra. Dewi Rochsantiningsih, M.Ed. Ph.D. Thesis.
Surakarta. English Education Department of Graduate School, Sebelas Maret
University of Surakarta. 2014.
The objectives of this research are to find out: (1) whether Story Circle
Method is better than Direct Teaching Method for teaching reading skill; (2) whether
students having high level of Risk Taking Behavior have better reading skill than
those having low level of Risk Taking Behavior; (3) whether there is an interaction
between the methods of teaching and students‘ Risk Taking Behavior in teaching
reading.
The independent variables in this research are teaching methods (Story Circle
Method and Direct Teaching Method) in teaching reading and the attributive variable
is risk taking behavior while the dependent variable is reading skill. The researcher
conducted the research in the first semester of the seventh grader students of SMP
Kristen Satya Wacana, Salatiga in the academic year of 2013/2014.There are two
classes in this research, the experimental class (VIIC) and the control class (VIIB). In
this case, the technique used to obtain the sample was cluster random sampling. The
techniques of collecting data were a non-test (a questionnaire for Risk Taking
Behavior) and a test (reading test of descriptive text). The questionnaire and the
reading test were valid and reliable after they were tried out. In this research, the data
of reading test were analyzed by using multifactor analysis of variance 2x2. Then, it
was analyzed by using Tukey test. It was used to reveal the significant difference
between the teaching methods.
The results of the research reveals that: First, Story Circle Method is more
effective than Direct Teaching Method for teaching reading. Second, students having
high level of Risk Taking Behavior have better reading skill than the students having
low level of Risk Taking Behavior. Third, there is an interaction between the methods
used and students‘ Risk Taking Behavior in teaching reading: (1) Story Circle
Method is more effective than Direct Teaching Method in teaching reading for
students having high level of Risk Taking Behavior; (2) Direct Teaching Method is
more effective than Story Circle in teaching Reading for students having low level of
Risk Taking Behavior. Dealing with the result above, it is expected that teachers can
choose the method he/she uses properly to teach reading in order to improve the
students’ skill of reading by considering students’ level of risk taking behavior.
Keyword: Story Circle Method, Direct Teaching Method, reading, Risk Taking
Behavior, experimental study
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MOTTO
“It is the supreme art of the teacher to awaken joy in creative expression and
knowledge.”
(Albert Einstein)
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DEDICATION
This thesis is specially dedicated for those who share happiness and sadness in
every single part of my life:

Jesus Christ, My incredible savior,

My beloved wife and son: Novia and my “great lion”, Otniel

My beloved Father and Mother,

Teachers and crews of SD Kristen Satya Wacana Salatiga,

S8911ers,

The readers.
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ACKNOWLEDGEMENT
Praise to The LORD for His blessing so that the writer can accomplish the
writing of this thesis. This thesis would never be like this without the helps,
supports, contributions, and assistances from many people. Thus, the writer’s
gratefulness is delivered to all who have directly and indirectly assisted,
supported, and encouraged his to finish this thesis.
His deepest gratitude and appreciation are addressed to: (1) The Dean of
Teacher Training and Education Faculty Sebelas Maret University of Surakarta
for allowing the researcher to write the thesis; (2) Dr. Abdul Asib, M.Pd as the
first consultant, for his advises, helpful corrections, and incredible attentions to
every details; (3) Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., as the second
consultant, for inspiring the writer and showing him how to survive and fight.
The researcher would like to present his gratitude to the headmaster of
SMP Kristen Satya Wacana Salatiga, who allowed him to conduct the research in
the school, and to the English teachers, who allowed him to conduct the research
in the seventh grade in 2013-2014 academic year. He delivers his thanks to the
students of Grade VIIA, VIIB, and VIIC in SMP Kristen Satya Wacana Salatiga
in the 2013-2014 academic years, the subject of the research, for being
cooperatively and kindly help the writer during the research process. He also
expresses his thanks to all his colleagues in SD Kristen Satya Wacana Salatiga,
classmates and friends to whom he had a discussion the research.
He would like to extend him special thanks to His beloved wife, son,
parents and his impressive supporter, because of them he has spirit, support, and
desires to finish this thesis as soon as possible. He also thanks and appreciates to
all who are not mentioned here.
Suggestion and criticism are absolutely needed for the improvement of this
thesis in the future. The last but not least, this thesis is expected to be able to share
contributions, especially to those who are interested in similar study.
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Surakarta, June 2014
Rah Seto Sumirat
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TABLE OF CONTENT
Page
PAGE OF TITLE…………………………………………………………..... i
APPROVAL……………………………………………………………….....
ii
LEGALIZATION FROM THE BOARD EXAMINERS…………………
iii
PRONOUNCEMENT……………………………………………………….
iv
ABSTRACT………………………………………………………………….. v
MOTTO………………………………………………………………………
vi
DEDICATION……………………………………………………………….
vii
ACKNOLEDGEMENT……………………………………………………..
viii
TABLE OF CONTENT………………………………………......................
ix
LIST OF FIGURES…………………………………………………………
xi
LIST OF TABLE……………………………………………………………
xii
APPENDICES………………………………………………………………..
xiii
CHAPTER I INTRODUCTION
A.
Background of Study………………………………………...
1
B.
Problem identification……………………………………….
4
C.
Problem Limitation………………………………………….
5
D.
Problem Statement…………………………………………..
5
E.
Research Objectives…………………………………………. 6
F.
Significant of the Research………………………………….
6
CHAPTER II LITERATURE REVIEW
A.
Reading………………………………………………….......
8
1.
Definition of Reading…………………………………...
8
2.
Reading Comprehension…………………………..........
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B.
C.
D.
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3.
Component of Reading……………………………….....
13
4.
Teaching Reading……………………………………….
16
5.
Difficulties in Reading………………………………….. 22
Story Circle………………………………………………….
24
1.
Definition of Story Circle Method………………….......
24
2.
Story Circle Method Procedure…………………………
25
3.
Advantages and Story Circle Method…………………...
26
4.
Disadvantages and Story Circle Method………………..
27
Direct Teaching Method…………………………………….
27
1.
Definition of Direct Teaching Method…………………
27
2.
Direct Teaching Method Procedure…………………….
28
3.
Advantages of Direct Teaching Method………………..
30
4.
Disadvantages of Direct Teaching Method……………..
31
Teaching Reading using Story Circle Method Compared to
Direct Teaching Method……………………………………
Risk Taking Behavior……………………………………….
31
32
1.
Definition of Risk Taking Behavior…………………….
32
2.
Hierarchy of Risk Taking in Reading…………………..
34
3.
How to Stimulate Risk Taking………………………….
36
F.
Review of Related Research…………………………………
37
G.
Rationale……………………………………………………..
41
H.
Hypothesis…………………………………………………...
44
E.
CHAPTER III RESEARCH METHOD
A.
Research Setting……………………………………………..
46
B.
Research Methodology………………………………………
47
C.
Research Design……………………………………………..
49
D.
Population, Sample, and Sampling…………………………..
51
E.
Technique of Collecting Data……………………………….
52
F.
Data Analysis………………………………………………...
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G.
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Hypothesis Testing…………………………………………..
58
CHAPTER IV THE RESULT OF STUDY
A.
Implementation of Research…………………………………
65
B.
The Description of Data……………………………………..
67
C.
Normality and Homogeneity Test…………………………… 76
D.
Hypothesis Test……………………………………………… 79
E.
Discussion of Data Analysis…………………………………
84
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
A.
Conclusion…………………………………………………...
90
B.
Implication and Suggestion………………………………….
91
BIBLIOGRAPHY……………………………………………………………
98
APPENDICES……………………………………………………………….
102
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LIST OF FIGURES
Page
Figure 3.1.
Factorial design 2 x 2 / 2by 2………………………………..
50
Figure 3.2.
Summary of 2 x 2 multifactor analysis of variance………….
60
Figure 4.1.
Histogram and Polygon of Data A1………………………………………..
68
Figure 4.2.
Histogram and Polygon of Data A2………………………...... 69
Figure 4.3.
Histogram and Polygon of Data B1…………………………..
70
Figure 4.4.
Histogram and Polygon of Data B2…………………………..
71
Figure 4.5.
Histogram and Polygon of Data A1B1……………………….
72
Figure 4.6.
73
Figure 4.7.
74
Figure 4.8.
75
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LIST OF TABLE
Page
Table 2.1.
Strategies and process of effective readers…………………...
Table 2.2.
Contrasting SCM and DTM………………………………….. 32
Table 3.1.
Schedule of the Research……………………………………..
47
Table 4.1.
The implementation of the Research…………………………
65
Table 4.2.
Materials of Teaching………………………………………..
66
Table 4.3.
Frequency Distribution of Data A1…………………………………………
68
Table 4.4.
Frequency Distribution of Data A2…………………………………………
69
Table 4.5.
Frequency Distribution of Data B1…………………………………………
70
Table 4.6.
Frequency Distribution of Data B2…………………………………………
71
Table 4.7.
Frequency Distribution of Data A1B1…………………………………….
72
Table 4.8.
73
Table 4.9.
74
Table 4.10.
75
Table 4.11.
Normality Test……………………………………………….
78
Table 4.12.
Homogeneity Test……………………………………………
79
Table 4.13.
2 x 2 Multifactor Analysis of Variance………………………
80
Table 4.14.
Summary of a 2x2 Multifactor Analysis of Variance………..
80
Table 4.15.
Tukey Test……………………………………………………
82
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APPENDICES
Page
Appendix 1
Syllabus of Reading Class………………………………….
Appendix 2
Lesson Plan for Experimental Class (SCM)……………….. 105
Appendix 3
Lesson Plan for Control Class (DTM)……………………..
148
Appendix 4
Blueprint of reading test……………………………………
188
Appendix 5
Reading test (try out)……………………………………….
196
Appendix 6
Validity and reliability of reading items…………………… 206
Appendix 7
Reading Test of Descriptive text (after try out)……………. 213
Appendix 8
Distribution of Students’ reading test score………………..
Appendix 9
Blueprint of Questionnaire Risk Taking behavior…………. 221
Appendix 10
Questionnaire – Risk Taking Behavior (try out)…………...
Appendix 11
Validity and reliability of questionnaire Risk Taking
103
220
227
Behavior……………………………………………………. 233
Appendix 12
Questionnaire -- Risk Taking Behavior (after try out)……..
240
Appendix 13
Distribution of Students’ Risk taking Behavior……………
245
Appendix 14
Descriptive analysis of the data…………………………….
246
Appendix 15
Normality and Homogeneity……………………………….
248
Appendix 16
Multifactor Analysis of Variance 2 x 2……………………
256
Appendix 17
Tukey Test…………………………………………………
258
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CHAPTER I
INTRODUCTION
A. Background of the Study
The goal of teaching English at Junior High School, as stated in Permendiknas
No. 22 year 2006, is to support the students in achieving their competencies to: (1)
increase their communicative competences, oral or written, to achieve the functional
literacy level; (2) have awareness about the importance of English to increase the
Indonesian capability in competing with other nations in the world; and (3) increase
students’ understanding about interrelationship between language and culture.
Reading is one of essential skills in learning English. Through reading,
students can obtain information to open their mind and broaden their knowledge.
Linse (2005: 69) states that reading is a set of skills that involves making sense and
deriving meaning from the printed word. In reading, they must be able to decode the
printed word and also to comprehend what they read.
Students read for two reasons: the first is for pleasure and the second is for
information. They read for pleasure when they read certain story. They read the story
because they like to read to entertain their selves. Bedtime story read by parents also
bring pleasure to children. They are unaware that when they listen to a story being
read aloud, they are being introduced to the idea that reading can be used as a form of
entertainment. People read because they need information. Students who want to
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learn their subject should read the books to obtain the information. Reading for
information can be as simple as you read menu in a restaurant. If a new owner of a
sophisticated computer needs to know more about the technology, he or she may
enjoy reading a passage about computer engineering.
Students have problems related to the reading competence. Many students do
not like to read English passage or books. They still find difficulties to catch the
authors’ message when the teachers try to provide them English text. It happens, in
my opinion, because they do not like English because of the previous teaching
method or probably their family background does not enable them to learn English
well. As the result, they tend to be passive in the classroom. From the assumption,
teacher needs to make English interesting using various method suits to the students’
condition to make them active. Moreover, method is one of the most important
aspects to ensure successful English teaching process. Method guides teachers “how
to teach” and “how his /her teaching may be effective” (M.F. Patel, 2008:71).
Choosing a suitable method will help teachers and students to understand the
materials being discussed.
English has so limited time to be taught to the students. School allocates four
times forty five minutes for a week. “Saving the time” is very important for the
English teacher. As time is limited, the English teacher try compromise the time
allocation with the teaching method they use. As the demand of success (in the form
of test grade) is high and the time is limited, direct teaching will be the best solution
for the situation.
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The method is teacher centered. It means that the teacher is the center in
teaching and learning process. The instruction is explicit so the students know how to
do the task. The method is based upon behavioral views and learning where
modeling, imitation, practice, shaping, and reinforcement is the basic ingredients to
helping students master objectives set for the lesson (Westwood, 2008:10). In the
process using this method, students has limited opportunity to wider their knowledge.
As a result, they tend to be passive in the classroom.
Most in the teaching, especially in the asking question session no one will ask.
The most possible reason that they are too afraid to make mistakes. The same thing
will happen when the researcher asked volunteer to ask or do something in the
relation to the subject being taught, the results will always the same – no one will
come for volunteer. The students lost their willingness to take a risk simply for the
sake of asking something that bothers their mind.
New method is needed, especially in teaching reading, a method that enables
the students to be active and take risks. The idea is from the assumption that active
students will gain more knowledge to empower them having a better result. To
overcome the difficulties of reading, the writer uses Story Circles method. It is an
innovative method introduced by N’Namdi (2005) that helps students understand the
sequance of a story in order to facilitate students’ comprehension toward such
reading. The method is very useful for the students to really understand about such
reading text, not only for the subject requirement but also provide them deeper
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understanding about reading . Moreover, it will increase students’s reading skill. As a
result, students will be able to be independent readers.
Besides teaching methods, the students’ reading skill is also influenced by
their risk taking behavior. Risk –taking behavior is the willingness to speculate for
unknown. It is eagerness to try something new and different without putting the
primary focus on success and failure (Young, 1991:8). Students who have low level
risk taking behavior tend to be unsuccessful in their learning process, and vice versa,
students who have high level risk taking behavior tend to success in their learning
process. From the description above, the researcher is motivated in conducting a
research entitled “The Effectiveness of Story Circles Method in Teaching Reading
Viewed from Students’ Risk Taking Behavior”
B. Problem Identification
From the background of the study, the following problem comes up:
1. Why do students tend to have low reading skill?
2. What factors cause low reading skill?
3. Does students’ risk taking behavior level influence their reading skill?
4. Does the inappropriate teaching and learning method cause problems for students
in learning reading?
5. Is Story Circle method effective to teach reading so that students are able to
improve their reading skill?
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6. Is direct teaching method effective to teach reading so that students are able to
improve their reading skill?
C. Problem limitation
This research focuses the investigation on the effectiveness of Story Circle
method and Direct Teaching Method in teaching reading. Meanwhile, students’ risk
taking behavior level is the attributive variable which is regarded as one factor that
may affect the students’ reading skill.
D. Problem Statement
The statements of the problems are formulated as follows:
1. Is Story Circles Method more effective than direct teaching method in teaching
reading for the seventh grade students of SMP Kristen Satya Wacana Salatiga in
the 2013-2014 academic year?
2. Is the reading skill of the students having high level of risk-taking behavior better
than that of those having low risk-taking behavior?
3. Is there any interaction between teaching methods and English students risktaking behavior in teaching reading for the seventh grade students of SMP Kristen
Satya Wacana Salatiga in the 2013-2014 academic year?
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E. Research objectives
The objectives of the research are to find out:
1. Weather Story Circle method is more effective than Direct Teaching method in
teaching English reading for the seventh grade students of SMP Kristen Satya
Wacana Salatiga in the 2013-2014 academic year.
2. Weather the students who have high level of risk taking behavior have better
reading skill than those having low level of risk taking behavior?
3. The interaction between teaching methods and English students risk-taking
behavior for the seventh grade students of SMP Kristen Satya Wacana Salatiga in
the 2013-2014 academic year.
F. Significance of the Research
Hopefully, this research is beneficial for other related parties mentioned as the
following:
1. To the Teacher, he/she is expected to obtain information about Story Circle
method more and the importance of students’ Risk Taking Behavior during
the instruction to the students’ English reading skill. In addition, the teachers
also motivated to do the innovation of learning in finding the active, creative,
and fun strategy as an effort to minimize the students’ weaknesses and
maximize the students’ reading skill. The writer expects that this study will
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provide contribution to other teacher or lecturer to use Story Circle Method as
an alternative method in teaching reading.
2. To the Students, they are expected to enrich their insight and obtain better
learning by which they will be able to improve their reading skill. The result
of this study is also expected to help and to be beneficial for the students in
finding out the effective way of method to solve their difficulties in
developing reading ability.
3. To the Headmaster, it is expected that the headmaster will obtain information
as an input in leading the teachers to create an effective teaching and learning
process in improving the quality of English learning.
4. To other researchers, it is expected researchers can develop the next research
from the result and apply it as one of additional references in understanding
and mastering the reading ability. In addition, the result of this study is also
expected to arouse the creativity of the other researches by using the best
method and also try to express other factors, which are have not been
mentioned yet in order to achieve the most comprehensive research result.
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CHAPTER II
LITERATURE REVIEW
This particular chapter sets out to review the underlying theories of the
presents study. It is intended to provide the overview of the related studies as well.
This chapter is finalized with the formulation of the hypothesis.
A. Reading
1. The Definition of Reading
Reading is a complex high-order task. The reader is not only digesting the
word in the book, but he/ she must obtain the author messages, decode the words, and
in the same time interpret the meaning into wider meaning as a whole. Axford,
Harders, & Wise (2009: 23-24) states:
“…reading can be seen as multiple acts of interpretation and
inference. The reader must interpret the author’s meaning through
cues such as the type of text being read, who is ‘speaking’, how
parts of the text relate to other parts, and how individual words and
‘clusters of words’ relate to other words in the text. These multiple
acts of interpretation require sophisticated decoding skills combined
with an awareness of the semantic and syntactical cues that help
convey the author’s intent”.
Cameron (2005, 125) states that reading is a process in bringing together
three types of information. They are: (1) visual information from the written
symbols, (2) phonological information from the sounds those symbols make when
spoken, (3) semantic information from the conventional meanings associated with
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the words as sounds and symbols. Those three types of information are used by
reader to understand the text, together with information about the social uses of the
text as discourse.
Reading is making meaning from print and visual information. But reading is
not that simple. Moreillon (2007:10) states that reading is an active procces that
requires a graet deal of practice and skills. Moreover, reading is one of the most
important activities in language class. There are text, eye, and brain working together
to engage a process called reading. Johnson (2008:3-5) defines reading into some
meanings, they are: (1) Reading is the practice of using text to create meaning, (2)
Reading is a constantly developing skill, (3) Reading integrates visual and nonvisual
information, (4) Reading is the act of linking one idea to another.
Reading is the practice of using text to create meaning. The key word for the
above statements are creating and meaning. If there is no creation of meaning, there
will be no reading occurs. For example: when a boy provided a text like: *“simpo
kidio konsuo cityio songgo”. The boy would look at that text and process the text in
his brain and may produce the sounds of that text, but he would not understand the
meaning of that text, he realized that the text is only meaningless text. However if his
parent provide him a super hero comic and all the dialogue removed, he would be
able to look at the sequence of the comic strip and understand what is going on in the
comic. In this case, the boy is using text (picture text). While young children rely on
the picture to read, it will gradually change as they experience more print and obtain
the information for that print along the way.
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Reading is a constantly developing skill. Like any skills, reading will be
mastered well with practice. The more people read, the more people will master the
skill of reading. A fifteen-year old boy will have better reading skill than ten-year old
boy, as he has more experience in knowing more words and has been exposed to
more ideas and concepts.
Reading integrates visual and nonvisual information. During the act of
reading, the visual information found on the page combines with the nonvisual
information contained in someone brain to create meaning. To illustrate: When I have
nothing to do in one evening, I decided to read a book about molecular biology. Once
I began to read, I discovered that even though my eye obtains every word, I had very
little idea about what I was reading. This was because the file folder in my head
(schema) related to molecular biology contains very little information. However,
when I read about teaching book I can easily obtain the information of what I read as
I have enough schemas to understand the meaning of what the author wants to say.
Reading is the act of linking one idea to another. Putting some ideas together
to create whole understanding toward the subject is very important in reading. People
do not need to know every single word in the text in order to obtain the information
in the book. People (reader) can obtain a general sense of the word (difficult
word/word that the reader does not understand) by seeing it in the context of the
sentence and paragraph.
Reading can be concluded as an active constantly developing skill with
complex high-order task which involved text, eyes and brain to process visual and
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non-visual; phonological and semantic information from the written symbols to create
meaning by linking one idea to another that need practice and skills.
2. Reading Comprehension
Reading is a very complex high order task; where someone creates something
of what he/she sees. In order to be a reader someone needs to decode written symbols
become meaningful by linking one idea to another. Reading is not just pronouncing
words; re-tell a text and answering question from the text, more of it reading is
comprehend the meaning. Lems, Miller, & Soro (2010:170) states that reading
comprehension is readers ability to construct meaning from a provided written text.
Moreover, Snow (2002:8) defines reading comprehension as the process of
simultanously extracting and constructing meaning through interaction and
involvement with written language.
Unlocking the meaning to really comprehend written text, Zimmerman &
Hutchins (2003:5) identify seven keys of reading comprehension, they are:
a. Create mental image. Good readers create a wide range of visual, auditory, and
other sensory images as they read, and they become emotionally involved with
what they read.
b. Use background knowledge. Good readers use their relevant prior knowledge
before, during, and after reading to enhance their understanding of what they're
reading.
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c. Ask questions. Good readers generate questions before, during, and after reading
to clarify meaning, make predictions, and focus their attention on what's
important.
d. Make inferences. Good readers use their prior knowledge and information from
what they read to make predictions, seek answers to questions, draw conclusions,
and create interpretations that deepen their understanding of the text.
e. Determine the most important ideas or themes. Good readers identify key ideas or
themes as they read, and they can distinguish between important and unimportant
information.
f. Synthesize information. Good readers track their thinking as it evolves during
reading, to obtain the overall meaning.
g. Use “fix-up” strategies. Good readers are aware of when they understand and
when they don't. If they have trouble understanding specific words, phrases, or
longer passages, they use a wide range of problem-solving strategies including
skipping ahead, rereading, asking questions, using a dictionary, and reading the
passage aloud.
From the theories above, it can be identified reading comprehension as the
process of constructing meaning through interaction and involvement with written
language. Comprehension involves three elements: the reader who is doing the
comprehending, the text that is to be comprehended and the activity in which
comprehension is a part.
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3. Components of Reading
There are some reviews of components of reading. Burgess and Head (2005,
29-33) stated the list what is measured in reading test:
a. Understanding the main ideas (the skills here is reading for gist or
skimming),
b. Finding specific information and detail (the reading sub-skill to be used is
scanning),
c. Recognizing the writer’s attitude and opinion,
d. Identifying the tone,
e. Understanding implication,
f. Identifying the purpose for which the text was written,
g. Understanding text structure and organization and
h. Understanding cohesion and coherence.
i. Understanding the meaning of specific words in context
Reading involves a variety of skills. Grellet (1998:4) proposes the variety of
reading as follows:
a. Recognizing the script of a language
b. Deducing the meaning and use of unfamiliar lexical items
c. Understanding explicitly stated information
d. Understand information when not explicitly stated
e. Understanding conceptual meaning
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f. Understanding the communicative value (function) of sentences and
Utterances
g. Understanding relations within the sentence
h. Understanding relations between the parts of a text through lexical cohesion
devices
i. Understanding cohesion between parts of a text through grammatical
cohesion devices
j. Interpreting text by going outside it
k. Recognizing indicators in discourse
l. Identifying the main point or important information in a piece of discourse
m. Distinguishing the main idea from supporting details
n. Extracting salient points to summarize
o. Selective extraction of relevant points from a text
p. Basic reference skills
q. Skimming
r. Scanning to locate specifically required information
s. Transcoding information to diagrammatic display
Grabe and Stoller (2013: 6) define the variety or reading purposes as
follows:
a. Reading to search for simple information
b. Reading to skim quickly
c. Reading to learn from texts
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d. Reading to integrate information
e. Reading to write (or search for information needed for writing)
f. Reading to critique texts
g. Reading for general comprehension
Brown (2003: 307) proposes fourteen skills the students of English as a
second or foreign language need to have in order to become efficient readers, namely:
a. Discriminating among the distinctive graphemes and orthographic patterns
of English.
b. Retaining chunks of language of different lengths in short-term memory.
c. Processing writing at an efficient rate of speed to suit the purpose.
d. Recognizing a core of words, and interpret word order patterns and their
significance.
e. Recognizing grammatical word classes (nouns, verbs, adjectives, etc.),
systems (e.g. tense, agreement, pluralization), patterns, rules, and elliptical
forms.
f. Recognizing that a particular meaning may be expressed in different
grammatical forms.
g. Recognizing cohesive devices in written discourse and their role in signaling
the relationship between and among clauses.
h. Recognizing the rhetorical forms of written discourses and their significance
for interpretation.
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i. Recognizing the communicative functions of written texts, according to form
and purpose.
j. Inferring context that is not explicit by using background knowledge.
k. Inferring links and connections between events, ideas, supporting ideas, etc.,
deducing causes and effects, and detecting such relations as main idea,
supporting idea, new information, provided information, generalization, and
exemplification.
l. Distinguishing between literal and implied meanings
m. Detecting culturally specific references and interpreting them in a context of
the appropriate cultural schemata.
n. Developing and using a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of words from
context, and activating schemata for the interpretation of texts.
Reading comprehension is the ability of readers to really understand the
meaning of a text provided. The indicators of reading comprehension which becomes
the indicators of reading in this research are: (1) identifying main idea; (2) identifying
implied detail information (inference); (3) identifying stated detail information; (4)
guessing the unfamiliar words from the context; (5) identfiying referents.
4. Teaching Reading
Teaching reading is very important as a part of teaching English as a whole. In
teaching reading, teacher is not only providing the text and provides students
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instruction to do with the reading they are dealing with. Moreover, teacher should
include the students in the whole-instruction in the class so they can recognize the
strategies in reading.
a. Reading Comprehension Strategies
Haynes & Zacarian (2010: 74) introduce six reading comprehension
strategies. They are (1) Visualizing what is happening in the story, (2) Activating
background knowledge by making connections, (3) Asking mental questions to selfcheck comprehension, (4) Learning how to make inferences about what is read, (5)
Determining the importance of information in a text, (6) Synthesizing information
that is learned.
1) Visualizing what is happening in the story.
Teacher ask the students to “draw a picture” in his head while reading
a text. After that, the teacher will check students’ drawing. If the drawings
didn’t accurately reflect the content of the book, the teacher would modify her
instructional plans to support better comprehension.
2) Activating background knowledge by making connections
Activating students’ background knowledge will help students to make
connection between students’ prior knowledge and the reading material, so it
will be easier for the students to understand the material. Every student may
have different prior knowledge so teachers should help students make three
distinct types of connections: text-to-self, text-to text, and text-to-world.
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Text-to- self connection is a link that students make between the text
that they are reading and something that has happened in their own lives. This
type of connection helps students to understand the text and to share their
unique prior knowledge with their friends in the classroom.
Text-to-text connections are links that students make between the text
that they are reading and another book that they have read. It is important to
teach students the language of text-to text connections. Text-to-text
connections can be explored by using graphic organizers to compare different
books.
Text-to-world connections are links that students make between the
text that they are reading and something that has happened in the world. When
students from other countries make connections with their homelands, they
are more likely to learn. This is an important strategy for students because, as
with text-to-self connections, they are using their own prior knowledge to
understand the text.
3) Asking mental questions to self-check comprehension
Good readers are always asking themselves questions before, during
and after the reading. Here are some ways to help students to ask good
questions: (1) Ask students to predict what the story will be about from the
title or picture on the cover. (2) Explain that a prediction is a guess so the
prediction doesn’t have to be correct; it just needs to make sense, their
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predictions might change as they read. (3) Help students identify stopping
places in the text where they should think of questions or make predictions.
Vásquez, Hansen, & Smith (2010: 60) seem to agree with the strategy.
They explain it in a table 2.1.
Table 2.1. Strategies and process of effective readers
Before reading
During reading
After reading






















Set a purpose for reading
Set goals for reading
Determine a plan for reading
Activate background knowledge
Make predictions
Ask questions
Summarize
Identify main ideas
Make connections
Make inferences
Visualize
Monitor comprehension
Use fix-up strategies when they don’t understand
Use text features to assist comprehension
Use strategies to understand new vocabulary
Create interpretations of literature
Reflect on what they have read
Revise interpretations
Summarize main ideas
Draw conclusions
Seek additional information
Evaluate what they have read
From the table 2.1. it can concluded that English language teachers no
longer assign a text and then begin instruction. Instead, they help students
access texts before, during, and after reading and teach students explicit
strategies to handle the complex reading tasks expected of them.
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4) Learning how to make inferences about what is read
Good readers draw inferences while they read, they have to “read
between the lines” to obtain implied information from the reading. English
language learners need to learn strategies to infer meaning by making
connections to prior knowledge, visualizing, and predicting.
5) Determining the importance of information in a text
Good readers can distinguish between important and unimportant
information in nonfiction text. This ability is the key to understanding the
content that students must read. Teachers should introduce students to the
conventions of nonfiction text, such as by having them scan chapter titles,
headings, subheadings, picture captions, maps, glossaries, and indexes.
English language learners should receive plenty of support before they even
begin to read the text.
6) Synthesizing information that is learned
Good readers know how to summarize important information and put
them all into their prior knowledge. As they read, they carry on an internal
conversation, asking themselves what they understand or do not understand,
whether they agree or disagree, and what they wonder.
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b. Explicit Reading Instruction
Pearson and Gallagher (1983) in Miller (2006: 10-11) come with the idea of
the gradual release of responsibility model. Pearson and Gallagher use a model of
explicit reading instruction using these four stages that guide students toward
independence: (1) Teacher modeling and explanation of a strategy, (2) Guided
practice, where teachers gradually provide students more responsibility for task
completion, (3) Independent practice accompanied by feedback, (4) Application of
the strategy in real reading situations.
1) Teacher modeling and explanation of a strategy
Teacher modeling, or showing students how, includes explaining the
strategy, thinking aloud about the mental processes used to construct meaning,
and demonstrating when and why it is most effective. Thinking aloud about
what’s going on inside our heads as we read allows us to make the invisible
become visible and the implicit become explicit.
2) Guided
practice,
where
teachers
gradually
provide
students
more
responsibility for task completion
Guided practice consists of gradually giving students more
responsibility for using each strategy in a variety of authentic situations. Here,
students are invited to practice a strategy during whole-class discussions,
asked to apply it in collaboration with their friends in pairs and small groups,
and supported by honest feedback that honors both the child and the task.
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3) Independent practice accompanied by feedback
During independent practice, students begin to apply the strategy in
their own reading, ideally using real texts in real reading situations. Teacher
feedback through conferences is important; teachers need to let children know
when they’ve used a strategy correctly and correct students misconception,
encourage them to share their thinking with the teacher and their friends,
challenge them to think out loud about how using the strategy.
4) Application of the strategy in real reading situations
Application of the strategy is evident when students apply their
learning independently to different types of text. By this stage, students are
more flexible in their thinking: they begin to make connections between this
strategy and others; they understand that by using a strategy helps them to
construct meaning; and they can use strategies flexibly and adaptively when
they read.
5. Difficulties in Reading
Reading is a perceptive skill. Harmer (2001: 199) states that receptive skill is
the way in which people extract meaning from the discourse they see or hear. The
teaching and learning of receptive skill presents a number of particular problems and
difficulties which need to be addresses. They are language, topic and genre,
comprehension task, and knowledge and language gaps.
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Some experts found about something that makes a text difficult is language.
In the case of written text, some researchers look at word and sentence length. Paran
in Harmer (2001:203) claims that the critical issue is quite simply the number of
unfamiliar words which the text contains. If readers do not know half the words in a
text, they will have great difficulty in understanding the text as whole. To be
successful they have to recognize a high proportion of the vocabulary without
consciously thinking about it.
Many receptive skill activities less successful than anticipated because the
topic is not appropriate or because students are not familiar with the genre they are
dealing with. If the students are not interested in a topic, or if they are unfamiliar with
the text genre we are asking them to work on, they may be reluctant to engage fully
with the activity. Their lack of engagement may be a major problem and difficulty in
reading (Harmer, 2001: 205).
A key feature in the successful teaching of receptive skills concerns the
choices of comprehension tasks. Sometimes such tasks appear to be testing the
students rather than helping them to understand. If the teachers are trying to
encourage students to improve their reading skill, testing them will not be an
appropriate way of accomplishing this. Sometimes text and/or the tasks which
accompany them are far too easy and far too difficult (Harmer, 2001: 207).
Dealing with the difficulties in reading, Eidiger in Celce (2001: 154) states
that when the fluent readers read, they bring together all the skills in reading into a
complex process. Fluent readers recognize and get meaning from words they see in
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print and use their knowledge of the structure of the language to begin forming a
mental notion of the topic. When some part of the process breaks down, and begin
not to make sense, the reader often must re-examine the process being used, and must
call upon strategies to try to repair the process and facilitate comprehension again.
These are things fluent reader to. Similarly, for ELLs to read fluently, they must
develop the ability to bring all of these elements together simultaneously and rapidly.
However, sometimes there are gaps in their knowledge of language or culture.
B. Story Circles
1. Definition of Story Circle
Story circle or story map is practice of putting the story line in order of events,
or in sequence for facilitating comprehension. It enables students to practice thinking
about the story in connected parts, as opposed to a series of short thoughts N’Namdi
(2005: 53). It also shows students the format of stories: beginning, middle and end.
This method involve KWL chart that involves students actively, first by making real
the connection between their prior knowledge and the information that will be
presented in the texts, both by eliciting what they know about the specific information
and the ways that information is likely to be structured (Ogle, 1992). Story circles
are one way of helping students to put the story in sequence. Numbers are used in
sequencing to put the events of the story in order. Pupils may also use pictures that
they draw, or make copies from the book that tell the story line in order to put the
story in sequence N’Namdi (2005:54). Barton, J. & Sawyer, D.M. (2004) suggest that
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sequencing will increase students’ comprehension as they talk, draw, or write about
what they have read. Visual structures that organize information in a logical way help
to improve comprehension by providing concrete representations of concepts. As a
result, it builds their metacognition, or self-directed thinking, which helps students
understand the importance of comprehension strategies for their further reading
strategies.
Based on the explanation above, it can be concluded that story circle method
is a practice of putting the story line in order of events logically for facilitating
reading comprehension to enables students thinking the story as a connected parts
rather than only a series of short thoughts.
2. Story Circle Procedure
Story circles helps students to understand the sequance of a story in order to
facilitate students’ comprehension toward such reading. Here is the procedure of
story circles suggested by N’Namdi (2005:54-56):
a. Information processing involves a chart that can be started before any reading
activity. Students begin by stating what they know on a chart, in groups, what
they already know and what they want to know or learn from the text they are
going to read. This activity helps students set a purpose for their reading. A
chart design called the KWL (know- want-learn) can be used by the teacher
on the board or by pupils individually
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b. Summarizing involves taking out information in the text that is not important
and looking for the main points. This activity can and should be combined
with sequencing activities. For example, the teacher introduces a story and the
students. Read it silently to see how the plot develops. The teacher guides the
students to develop a story frame and instructs the class in writing one or two
sentence summaries for a small portion of the text.
c. Look for the most important ideas that help students know about the problem
or the solution.
d. State the important ideas in students’ words.
e. Combine the ideas into one or two sentences. Take out anything that repeats
information.
f. On the second reading of the text, the students will be assisted in determining
the most important ideas, and how to combine these ideas and summarize
them.
3. Advantages of Story Circle Method
Mendiola (2011: 2) states the advantages of Story Circle method, they are:
a. The story map is a highly effective, practical way to help students
organize story content into a coherent whole.
b. It is an effective strategy for exceptional and low achieving students.
c. Teachers become more involved in thinking about the structure of the
story they are to teach and how each part of the story relates to the others.
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d. These concrete representations help students in visualizing the story.
e. Students can more easily see how the story works, knowledge they
continually apply when they predict what might happens next in one story
after another.
f. It enables students to store information in their personal schema more
efficiently and facilitates the recall of story elements more completely and
accurately.
4. Disadvantages of Story Circle Method
N’Namdi (2005: 57) states the disadvantages of story circle method, they are:
a. The method will takes time as teacher should realy monitor students work.
b. It will hard for students who do not want to choose reading as source of
information and recreational activity.
c. Teacher needs more time to motivate students more in reading before
applying the method.
d. Teacher needs to provide various and interesting text to stimulate students
to read more.
C. Direct Teaching
1. Definition of Direct Teaching
Direct teaching or direct instruction is a form of explicit instruction that
attempts to present information to learners in a form they can easily access,
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understand and master. It is argued that direct teaching procedures are based upon
behavioral views of learning where modeling, imitation, practice, shaping and
reinforcement are key ingredients for helping learners master the objectives set for
each lesson (Westwood, 2008:10-11). In a direct teaching lesson the teacher usually
spends some time lecturing; then the teacher guides the students through a complex
problem, with the problem broken down into simple steps; then the students are
provided, one by one, the simple steps to carry out on their own; finally, the students
are provided one or many sample problems to accomplish on their own. (“Direct
Instruction”, 2003). Furthermore, Patterson in Cruichshank, Bainer and Metcalf
(1999: 231) says that Direct Teaching Method is similar to “traditional teaching”.
Generally, traditional teaching is directed toward learning academic content it also
characterized by teacher centered and teacher dominated classroom.
Based on the definition above, Direct Teaching Method is a traditional
teaching method which put teacher as the decision maker, decide what students
should do.
2. Direct Teaching Procedure
According to Arends (2001: 265) Direct Teaching method is a teacher
centered method that has five steps: establishing set, explanation and/or
demonstration, guided practice, feedback, and extended practice. A direct instruction
lesson requires careful orchestration by the teacher and a learning environment that
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businesslike and task-oriented while Kardi and Nur (2000: 27) state that a lesson
using direct teaching method pass through five phase:
a. explanation of the goal and preparing students;
b. presentation or demonstration of certain skill;
c. giving guided practice;
d. giving feedback;
e. give individual task.
Furthermore, Slavin (2006:210) suggest teaching steps of direct teaching, they are:
a. State learning objectives and orient students to the lesson: Tell students what
they will be learning and what performance will be expected of them. Sharpen
students' appetites for the lesson by informing them how interesting,
important, or personally relevant it will be to them.
b. Review prerequisites: Go over any skills or concepts students need in order to
understand today's lesson
c. Present new material: Teach the lesson, presenting information, giving
examples, demonstrating concepts, and so on.
d. Conduct learning probes: Pose questions to students to assess their level of
understanding and correct their misconceptions.
e. Provide independent practice: provide students an opportunity to practice new
skills or use new information on their own.
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f. Assess performance and provide feedback: Review independent practice work
or provide a quiz. Provide feedback on correct answers, and reteach skills if
necessary.
g. Provide distributed practice and review: Assign homework to provide
distributed practice on the new material. In later lessons, review material and
provide practice opportunities to increase the chances that students will
remember what they learned and will be able to apply it in different
circumstances.
In this method, the teacher becomes the decision maker. The teacher will be
engaged in many planning decisions, such as deciding what he or she wants to teach,
when he or she wishes to teach, and how he or she will go about the reading process
(Parson, et al, 2001: 11).
It can be concluded that direct teaching method is highly structured and
teacher directed teaching. The students are under the teacher control. The teacher
direction and control occur when the teacher selects and directs the learning tasks,
determines grouping patterns maintains a central role during instruction, keeps
students choice and freedom and minimizes the amount of non-academic students
task.
3. Advantages of Direct Teaching
Kizlik (2012) identify the advantages of direct teaching, they are:
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a. Very specific learning targets,
b. Students are told reasons why content is important - helps to clarify
lesson objective,
c. Relatively easy to measure student gains,
d. Is a widely accepted instructional method,
e. Good for teaching specific facts and basic skills.
4. Disadvantages of Direct Teaching
Kizlik (2012) also identify the disadvantages of direct teaching, they are:
a. Can stifle teacher creativity,
b. Requires
well-organized
content
preparation
and
good
oral
communication skills, (3) Steps must be followed in prescribed order,
c. May not be effective for higher-order thinking skills, depending on the
knowledge base and skill of the teacher.
D. Teaching Reading using Story Circles method Compared to Direct Teaching
Method
The most obvious differences teaching reading using Story Circles method
compared to Direct Teaching method lies in the way teacher act. In the Story Circles
method, teacher is a facilitator for the students to learn such skill. In the other hands,
the method is enabled students to learn such skill actively. Whereas, direct teaching
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method, teacher acts as a center of the learning process. As a result, students are
passive in learning the skill.
Story Circles procedure enables students to think in high order thinking skills
as they need to set their own purpose of reading using KWL (know-want-learn) chart
in group, connecting their prior knowledge with the text they are going to read,
summarizing their reading by taking out information in the text and find the main
point of the reading, look for the most important ideas to find out the problem and
solution, and then state their ideas with their own words as the product of their
learning process. While in Direct Teaching method, teacher is the one who active in
the classroom instead of students. Teacher takes some times lecturing, then the
teacher guides the students to understand the subject being taught and finally, the
students are provided one or many sample problems to accomplish on their own in
the classroom or as a homework.
Table 2.2. Contrasting SCM and DTM
Story Circle method
Students work in groups to discuss the
sequence of the text
Teacher is a facilitator in the class
Students set their own purpose of reading
Direct Teaching method
Students work individually
Teacher is the source for the class
Teacher set students purpose of reading
E. Risk-Taking Behavior
1. Definition of Risk-Taking Behavior
Risk –taking behavior is the willingness to speculate for unknown. It is
eagerness to try something new and different without putting the primary focus on
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success and failure (Young, 1991:8). Zafar&Meenakshi (2012:36) defines risk taking
as an ability of being eager to try out new information intelligently regardless of
embarrassment. The risk taker understands that success is not guaranteed; therefore,
student recognizes failure as a learning experiences. The lack of risk taken in learning
causes a failure to learn to solve problems and make decisions, which will affect their
ability to learn and to apply learning to real-life situations (Young, 1991:11-12).
Reading is about to take a risk. When students deal with a text sometimes they
do not know what to do, which one is correct or incorrect, they need to take a risk to
understand the content of the text by themselves. By doing so they are expected to be
actively engaged in reading task willingly (Michael,1981:139).
Reading involves a risk taking; it is a “guessing games”. In a reading activity,
a reader must, through a puzzle-solving process, infer meanings, decide what to retain
and not to retain, and move on. In this case, a reader processing written text in which
a reader draw in his/her own intelligence and experience to understand a text (Brown,
1994:299). Moreover, risk-taking in reading describes ways in which readers make
themselves and their knowledge vulnerable by questioning, taking a stance, shifting
interpretive stances, and rethinking the self as a reader (Bintz,2000:215).
Based on the definition above, it can be concluded that risk taking behavior
are: (1) Willingness to speculate in learning new information; (2) Eagerness to
produce and interpret new information; (3) recognizing failure as a learning
experience.
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2. Hierarchy of Risk Taking in Reading
English teachers should recognize students risk taking behavior level to
ensure that students can well engaged to the reading task. Risk taking may be
considered on a continuum from none to appropriate. At one end, the students takes
no risks and the teacher does all the risking, while at the other end, the students takes
those risks that are appropriate for the particular classroom and the teacher takes
fewer. Michael (1981:140-141) suggest hierarchy of risk taking in reading, they are:
1) no risk; 2) minimal risk; 3) moderate risk; and 4) appropriate risk.
a. No Risk. Initially, the teacher should take full responsibility for the success
of the reading session; the tasks should be structured in a manner that the
students cannot fail. Teachers should consider:
1. Beginning with tasks that don't look like reading to the students
(games, conversations, etc.).
2. Setting up situations where the students is "caught" reading
(recognizing signs, labels, etc.) and demonstrating surprise and
pleasure that the students can "read".
3. Rewarding the students for engaging in the activity.
4. Planning the activity in such a manner that the students’ responses are
acceptable.
5. Teacher taking responsibility for all materials.
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b. Minimal Risk. Once the students have become comfortable with the teacher
and the sessions, consideration can be given to increasing risks for the
students. The teacher continues to take the major responsibility for the
success of the sessions. The structure of the sessions should now include the
following:
1. Begin discrimination tasks. Because discrimination inherently
implies the possibility of correct and incorrect responses, the teacher
should begin with obvious differences and move slowly to fine
discrimination.
2. Corrections of all errors as they are made. The opportunity to correct
each error as it is made helps the students begin to take a few risks.
3. In a reading process, response is more important than the accuracy of
the response.
4. Continue reading and encouraging participation.
5. Teacher continues to take responsibility for materials.
c. Moderate Risk. As the students increases the ability to take risks, the
teacher's role gradually shifts to taking minor responsibility for the success
of the sessions. The structure may now include:
1. Asking the students to work independently for increasing period of
reading experience.
2. Inviting the students to participate in evaluation of work.
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3. Reward the students for asking for and using help.
4. Invite the students to take responsibility their own materials and
gradually increase this requirement.
d. Appropriate Risk. The teacher continues to take minor responsibility for the
success of the reading sessions by careful attention to the quality of the task
expected of the students.
By gradually increasing the risks taking, they continue to experience success
and no longer need to avoid the reading task.
3. How to Stimulate Students to Take the Risk in Learning English
Learning situation should be situated for students to be comfortable to take
risks, and it is the task of a teacher to create the class atmosphere. In
this
case
Brown1 (2000:63-64) suggests someways how to make the classroom can stimulate
students to take the risk of learning English, they are:
a. Create a classroom atmosphere that encourages students to try out the
language, make response of what being learnt, and not to wait someone to be a
volunteer.
b. Provide reasonable challenges (make them neither easy nor too hard).
c. Help the students understand how to calculate risk taking. In order to avoid
some feeling that they must expose any old response.
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d. Responds to students’ risky attempts with positive affirmation, praising them
for trying while at the same time warmly but firmly attending to their
language.
Risk taking behavior is eagerness of students to try out the language they
learn in order to master it without thinking consequences of being make mistakes. In
the other word students need to be a “gambler” to be able to master the language they
learn.
F. Review of Related Research
There are some pieces of research dealing with teaching reading using story
circle method viewed from students’ risk taking as follows.
Arleen Michael (1981) writes his journal in “Reading Horizons” entitled
“Reading and Risk Taking: The Teachers Role”. It is a major problem for an English
teacher to face students who do not want to learn reading at any cost because they
think that reading will give them more problems and it will caused them into failure.
Despite excellent objectives and activities which the skilled reading teacher has
planned, these students seem determined to avoid the reading task, and to deny the
teacher the opportunity to help them learn. To avoid it, teacher should promote risk
taking in reading session. Risk taking may be considered on a continuum from none
to appropriate (no risk, minimal risk, moderate risk, appropriate risk). At one end, the
child takes no risks and the teacher does all the risking, while at the other end, the
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child takes those risks that are appropriate for the particular classroom and the teacher
takes fewer. By gradually increasing students’ risk taking, they may continue to
experience success and no longer need to avoid reading session.
As progress
continues, avoidance of reading tasks should be replaced by acceptance, and, perhaps,
even willingness and eagerness.
Joanna Franciscone (2008) writes her thesis entitled ”The Effectiveness of
Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension” .
Graphic organizers help students sort, show relationship, make meaning, and manage
data quickly and easily before, during, and after reading and discussion. One of it is
story circle which display connection between ideas and concept which improve
students reading comprehension. Story circle provide a visual spatial display for key
information in reading text. The research was conducted in Catholic K-8 elementary
school located in an inner city, in the Northeastern part of the United States.
Researcher has found that teaching reading strategies is important in developing
student comprehension. At the same time, researchers have identified teachers often
lack a solid foundation for teaching reading comprehension strategies. Therefore,
teachers need to be prepared, through professional development to effectively teach
comprehension strategies to students.
Nurhikmah (2012) writes her collaborative action research entitled
“Implementing Story Mapping Strategy to Improve the Eleventh Grade Students'
Reading Comprehension of MAN 2 Marabahan”. The study was conducted on the
basis of the problem faced by the researcher in the teaching reading comprehension at
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MAN 2 Marabahan. The fact showed that the students' ability in comprehending the
English texts were low. Based on the preliminary study, out of 14 students, only 4
students (29%) passed the minimum passing grade (KKM) (65), while the other 10
students (71%) still couldn't reach the minimum passing grade or their score is under
KKM. To cope with the problem, the researcher applied the Story Mapping Strategy
as one of the strategies in the teaching of reading. The strategy is selected since it
provides a visual framework for understanding, identifying and analyzing the
elements of a story, and it makes the students easier in remembering the story.
Further, the strategy has been proven through many studies, to have been able to
improve the students' achievement in reading comprehension and involvement in
learning process. The finding of the study also indicated that the Story Mapping
Strategy had improved the students' reading comprehension. This study is considered
successful when 70% or more of the students can reach the gain improvement at least
10 points higher than the result of preliminary study. Based on the findings, four
suggestions are presented. First, it is suggested to students to utilize this strategy as
their learning strategy in reading English texts, especially in comprehending narrative
texts. Second, it is recommended for English teachers to use the Story Mapping
Strategy as an alternative strategy in the teaching and learning of reading
comprehension. Third, it is suggested to school principals to provide facilities to
improve the students' ability in learning English especially reading. And the last, it is
suggested to future researchers to carry out a similar study on the same or different
skill (listening, speaking, or writing skill) in different setting, or for other text types
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like expository, such as biographies and autobiographies. They may also carry out
research using Story Mapping Strategy with different research design.
Ashadi Kurniaawan (2013) writes a class action research entitled “Improving
Students’ Reading Comprehension on Narrative Text through Story Mapping
Strategy”. It was conducted to the ninth year students, especially class IXB as the
subject of research. The researcher conducted a classroom action research.
Achievement test, observation checklist and field note used as the tools of data
collecting. The research findings showed that story mapping strategy was appropriate
for teaching reading comprehension. Students’ mean score increased from 56.68 to
73.19. The students were able to map out basic components of the story such as
setting, problem, goals, action, and outcomes. Story mapping provides structure and
organization so students were able to comprehend the story more effective.
Riza Kisfinata (2013) writes “The Effect of Using Story Mapping technique
on reading comprehension achievement of Eight year Students at MTs. Negeri
Bangasalsari”. This article was intended to investigate the effect of using Story
Mapping Technique on reading comprehension achievement at MTs. Negeri
Bangsalsari. Through Story Mapping, the students were helped to comprehend the
English text more easily. In this research, two classes were chosen as the
experimental and control group. The quantitative data gathered from the result of the
mean difference from both of groups to answer the question. The result of the
research proved that there is a significant effect of using Story Mapping Technique on
reading comprehension achievement of the eighth year students at MTs. Negeri
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Bangsalsari. The findings of the research suggested the English teacher to apply Story
Mapping Technique in teaching reading comprehension to help and improve
student’s ability in comprehending the text, so that it gives positive impact for
students learning achievement.
G. Rationale
1. The differences between story circle and direct teaching method
Story circle is enabling students to understand the sequance of a story
in order to facilitate students’ comprehension toward such reading. It helps
students to prepare their reading by themselves, working in the group, finding
problems and finds the solution by themselves with a teacher facilitates them.
In other words, students really experience their reading process.
Direct teaching is a set of sequence where a teacher provides material
to be provided to the students. A teacher is a model and the students are
immitating. In this method students have limited chance to improve their
knowledge by having their own learnning experience as the teacher takes
control the learning process with prepared-procedure. In other words, we can
say this method limits students’ access in having meaningful learning.
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There is no worse or better method among others in teaching English.
However, story circle method is believed to be more effective than direct
teaching method to teach reading. The method provides opportunities for the
students to experience learning English.
2. The difference between the students having high level risk taking behavior
and low level risk taking behavior
The students having high-level of risk taking behavior are active in the
classroom. The students are willing to try out new information in the reading
intelegently regardless of embarasment. They read in purpose not only as the
class requirement. They make speculaton toward the reading topic provided.
Asking questions for informations they do not understand; supply their
opinions, ideas and solution about the problem in reading; state their
agreement and disagreement without any hesitation as they understand that
failure is the part of learning experience.
On the other hand, the students having low level of risk taking
behavior tend to be passive in the classroom as they need to make sure that
they are ready to participate. The students in this level are not willing to try
out new information in the reading, they tend to wait others and teachers to
take part first. They are afraid of making mistakes so they choose to be stay
still and observing others do the reading proccess activities (asking questions
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for informations they do not understand; provide opinions, ideas and solution
about the problem in reading; state agreement and disagreement) rather than
take place in the activities. The condition causes a failure to solve problems
and make dicision, which will affect their ability to learn and apply reading
skill.
Therefore, the students having high level risk taking behavior are
supposed to have better reading skill than those having low level risk taking
behavior.
3. Interaction between teaching methods and students’ risk taking behavior
Teaching and learning can be successful, when it is supported by
suitable teaching method which is applied. In teaching process, including
teaching reading, the teacher needs to consider the students’ level, the
students’ needs and the students’ interest in choosing appropriate method. The
teacher should be open minded and involve the students in teaching and
learning process.
The characteristics of story circle method are active learning in a
group to find the sequence of the text given. In the method students are
expected to interact with partners. In the interactions students need to
communicate and express their thought. Communication skill is needed and it
will be developed in the process of learning English reading using the method.
Students who have high level of risk taking behavior will love the method as
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they are chalanged to express their mind and try out new information about
the reading text using the language skill they know.
Direct teaching method is a teacher centered method where a teacher
almost takes part in every activities. In this method, students are passive. They
tend to do all the instruction the teacher provided. There are less opportunities
for the students to express their thought. The method is suitable for students
who have low level of risk taking behavior as they are passive and not willing
to take part in the reading text discussion. They tend to observe others and
easily get embarrased when they face problems. They need teacher direction
to achieve their goal of learning to read.
Therefore, teaching methods and level of risk taking behavior are
supposed to have interaction effect toward students’ reading skill.
H. Hypothesis
From the related theories and the rationale, the hypothesis of the research can
be formulated as follows:
1. Story circles method is more effective than direct teaching method in teaching
2. The reading achievement of the students having high level risk-taking behavior is
better than that of those having low risk-taking behavior.
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3. There is an interaction between teaching methods and English student risk-taking
behavior in teaching reading for the seventh grade students of SMP Kristen Satya
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CHAPTER III
RESEARCH METHOD
A. Research Setting
This research was conducted in SMP Kristen Satya Wacana Salatiga. It is
located in the campus of Satya Wacana Christian University Salatiga at Jl.
Diponegoro No. 52-50. It is one of some private junior school in Salatiga. The school
has become the destination of elementary school graduate as it considered as the
school with university support. There are total of 9 classrooms evenly divided for
class VII, VIII, and IX. Each of the classes consists of approximately 25 students. In
addition to that, the school also provides several additional rooms used as the
facilitations of students learning, such as language laboratory, science laboratory,
computer room, library, and indoor sport field. Furthermore, there are several other
rooms us as facilitation for students to express their creativity, including art room and
music studio. This school was purposely chosen as the setting of the research because
most of the students in the seventh grade were the researcher’s students when they
were study in elementary school so that both the students and the researcher know
well each other. Another consideration is that the school is located in the same
location of the researcher’s school so the writer can adjust the teaching time in his
school and the school of the research conducted.
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This research was initiated to be on going since July 2013, in which the
researcher started to gather preliminary data about the setting of the research through
indirect interview. There were some phases that the researcher had to go through
before the research was officially completed. The included phases were composing
research proposal, preparing any related instruments of the research, composing
proposal for license of the research, trying out the instruments, conducting the
research, gathering required data, analyzing the data, and finally writing the report of
the research. The schedule of the research conduction can be seen in table 3.1
Table 3.1. Schedule of the Research
Activities
Jul
Aug
Sep
Oct
Nov
Dec
Jan
Feb
Mar
May
Arranging proposal
Preparing Instrument
Conducting treatment
Collecting the data
Analyzing the data
Submitting report
B. Research Methodology
The method which was used in this research was experimental study. An
experiment is a scientific investigation in which the researcher manipulates one or
more independent variables, controls any other relevant variables, and observes the
effect of the manipulations on the dependent variable(s). An experimenter
deliberately and systematically introduces change and then observes the
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consequences of that change. Only research problems that permit a researcher to
manipulate conditions are appropriate for experimental research. The goal of
experimental research is to determine whether a causal relationship exists between
two or more variables. Because the experiment involves control and careful
observation and measurement, this research method provides the most convincing
evidence of the effect that one variable has on another. (Donald, Jacobs, & Sorenser,
2010:265).
An experiment begins with an experimental hypothesis, a prediction that the
treatment will have a certain effect. The research hypothesis expresses expectations
as to results from the changes introduced—that the treatment and no- treatment
groups will differ because of the treatment’s effects. On the simplest experiment,
researcher needs two groups of subjects: the experimental group and the control
group. The experimental group receives a specific treatment; the control group
receives no treatment. Using a control group enables the researcher to discount many
alternative explanations for the effect of treatment (Donald, Jacobs, & Sorenser,
2010:270).
.
Due to the school system where the researcher conduct the research (the
researcher cannot change the classroom setting), a true experiment design is not
possible to conduct. Dealing with the situation, a quasi-experimental method is the
solution. The method is similar to the true experiment design. It has pre-and post test;
and experimental and control group, but no random assignment of subjects (Nunan,
1992:41). Quasi- experimental designs are considered worthwhile because they
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permit researchers to reach reasonable conclusions even though full control is not
possible (Donald, Jacobs, & Sorenser, 2010:316).
There are two groups in the quasi-experiment method, namely control group
and experimental group. In this study, the control group is the class that was taught
using direct teaching method and the experimental group was the class that was
taught using story circles method. Before provided the treatment, the students did the
pretest in order to measure that the two groups have equal basic skill (Lodico,
Spaulding, & Voegtle., 2010:236). After the treatment, the groups were provided a
post-test to know the progress after the treatment.
In addition, before the treatment, the writer also gave a questionaire about
students’ risk taking behavior. The risk-taking behavior is classified into high and
low.
C. Research Design
The design of this research is 2 X 2 Factorial Design. It aims to finds the
cause-effect relationship between independent variable and dependent variable. The
independent variables are Story Circles method, Direct Teaching method and risk
taking behavior; the dependent variable is reading skill. In this research, there is one
group experimental group and one control group. Every group is provided a
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taking behavior and students with low risk-taking behavior. In the teaching-learning
process, both groups are provided the same topic for the reading materials. In the
experimental group, the students are taught using Story Circles method, while in the
control group, the students are taught using direct teaching method. After the
treatment, the researcher conducts a posttest to measure the students’ reading skill.
The scores of the posttest are the data to be analyzed.
The proposed research design of the independent and dependent variables can
be seen at the figure 3.1.
Figure 3.1. Factorial Design 2 x 2 / 2 by 2
Teaching Method
Factor A
Factor B
Story circles
Direct teaching
(experimental
(control group)
group)
(A2)
(A1)
High
Students’ level
(B1)
of risk taking
Low
behavior
(B2)
A1B1
A2B1
B1
A1B2
A2B2
B2
A1
A2
Note:
A1
: The mean score of reading test of experimental class which was taught
by using story circle.
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A2
: The mean score of reading test of control class which was taught by
using direct teaching.
B1
: The mean score of reading test of students having high level risk
taking behavior
B2
: The mean score of reading test of students having low level risk taking
behavior
A1B1
taking behavior who were taught by using story circle.
A2B1
taking behavior who were taught by using direct teaching.
A1B2
behavior who were taught by using story circle.
A2B2
behavior who were taught by using direct teaching.
D. Population, Sample, and Sampling
1. Population
Donald, Jacobs, & Sorenser (2010:148) states a population is defined as all
members of any well-defined class of people, events, or objects. The population of
this research is students of the seventh grade students of SMP Kristen Satya Wacana
Salatiga in the academic year of 2013/2014. There are three classes, VIIA, VIIB and
VIIC, consisting of 75 students.
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2. Sample
Sample is the small group that is observed (Donald, Jacobs, & Sorenser,
2010:148). The sample of this study is the students of VIIA and VIIB (two out of
three classes) of SMP Kristen Satya Wacana Salatiga.
There are 48 students in both classes and then divided into two groups,
experimental class and control class. The experimental class is VIIA which consists
of 24 students, while the control class is VIIB which consists of 24 students. Every
group is classified by questionnaire into the students with high level risk-taking
behavior and students with low level risk-taking behavior.
3. Sampling
This research uses a cluster random sampling to choose the sample of the
research. Cluster random sampling is used because it is difficult to list all members of
target population and select the sample among them. This technique of sampling is
called cluster random sampling because the sample is not an individual but a group of
individual who are naturally together (Donald, Jacobs, & Sorenser, 2010:154). So the
result of the research is represented by the cluster.
E. Technique of Collecting Data
The data needed in this research are the scores of students’ risk-taking
behavior and the scores of the students reading. Questionnaire is used to determine
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which students having high level of risk taking behavior and which students having
low level of risk taking behavior. While a reading test is used to examine and
measure the quality of students’ knowledge or abilities.
Before the researcher uses the instruments in the real test, there is a try-out for
the instruments to obtain information about the characteristics of the instruments. A
good test must guarantee the validity and reliability of the result because this aspect
influences the accuracy and dependability of the instruments.
1. Validity of Reading Test Item
ri 
X
i

s
X
t
t
p
q
i
i
where
s
t

x
2
t
n
if ri is higher than rt, it means that the item is valid
2. Reliability of reading test item
r
kk
2
k   pq

1
2
k 1
st





Where
K
= the number of valid item on the test
rkk
= the
coefficient of the reliability
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s
2
t
s

2
t
n
if ri is higher than rt, it means that the instrument is reliable
3. Validity Analysis of Questionnaire Items
∑
=
∑
Where:
∑
∑
∑
.
=
=
=
=
.
If ro is higher than rt, the item is valid.
4. Reliability of Questionnaire Items
2

k   si 
r 
1
kk k  1 
2
s


t 
Where:
: Coefficient of reliability
: Total of valid items
∑
∑
: Total variance of all items
: Total variance
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If ro is higher than rt, the instrument is reliable
F. Data Analysis
After the data were collected, the researcher summarized the research data. It
includes the measure of central tendency and frequencies. The measure of central
tendency is a statistic that represents a set of scores. It consists of mean, median,
mode, and standard deviation. Before testing research hypothesis, the sample is
analyzed first to know whether they are in normal distribution or not, and whether
they are homogenous or not.
1. Mean
X
X 
n
X
= the mean
X
= the sum of raw scores
n
= the number of cases
2. Median
n

  cfb 
M e  L  i 2 f 
w




M
e
= the median
L
= the lower limit of the interval within which the median lies
i
= the interval size
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N
= the number of cases in the distribution
cfb
= the cumulative frequency in all interval below the interval
containing the median.
f
= the frequency of cases within the interval containing the median.
w
3. Mode
M
M

 L  i


d
f
f

1
1
f



2
= the mode
d
L
= the lower limit of the interval within which the median lies
i
= the interval size
f1
= the frequency of interval containing mode reduced by that of the
previous interval
f2
= the frequency of interval containing mode reduced by that of the
following interval
4. Standard Deviation
 x 
2
x

2

n

n
 f x 
2
or
 
f x
i
2
i

i
i
n
n
= the standard deviation
x
2
= the sum of the squares of each score (each score is first
squared, then these squares are summed)
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 x
2
= the sum of the scores squared (the score are first summed,
then the total is squared)
n
= the number of cases in the distribution
5. Normality of the Sample Distribution
s
zi 
X
 X 

2
2
n 1
n
X X
s
F  z i   0.5  Table 
sz i  
1
n
Lo  F  z i   s  z i 
If Lo lower than Lt , it can be concluded that the sample is in normal distribution.
6. Data Homogeneity
 X 

2
s 
2
1
s 
2
2
X
2
1
1
n 1
X
n
 X 

2
2
2
2
n 1
n
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s 
2
3
s 
2
4
X
 X 

2
3
2
3
n
n 1
X
S2 
 X 

2
4
2
4
n
n 1
 n  1S /  n  1
2
i
i
i
log s 2  ...

B  log s 2
 n
i
 1

 2  ln 10 B   ni  1 log s i2

Criteria:
 o   table = the population is homogenous
2
 o   table = the population is not homogenous
2
G. Hypothesis Testing
1. Multifactor Analysis of Variance (ANOVA)
The computation of Multifactor Analysis of Variance consists of:
a. The total sum of the squares:
 X 

2
x
2
t
X
2
n
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b. The Sum of squares between groups:
x
 X   X   X   X   X 





2
2
b
2
1
2
2
n1
2
3
n2
2
4
n3
n4
t
N
c. The sum of squares within groups:
x
2
w
 xt   xb
2
2
d. The between-columns sum of squares:
x
 

2
2
bc
c1
n c1
 

2
c2
nc 2
 

2
t
N
e. The between-rows sum of squares:
x
 

2
2
br
r1
n r1
 

2
r2
nr 2
 

2
t
N
f. The sum-of-squares interaction:
x
int
  xb2 
 x
2
bc
  xbr2

g. The number of degrees of freedom associated with each source of variations:
df for between-columns sum squares
=C–1
df for between-rows sum of squares
=R–1
df for interaction
= (C – 1)(R – 1)
df for between-groups sum of squares
=G–1
df for within-groups sum of squares
=
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df for total sum of squares
=N–1
where
C = the number of columns
R = the number of rows
G = the number of groups
n = the number of subjects in one group
N = the number of subjects in all groups
Figure 3.2. Summary of 2 x 2 multifactor analysis of variance
Source of variance
SS
df
MS
F0
Ft(.05)
Ft(.01)
Between columns
(teaching method)
Between rows
(risk-taking behavior)
Columns by rows
(interaction)
Between groups
Within groups
Total
After the computation, it can be concluded that:
1. If F0 between columns is higher than Ft(.05) and Ft(.01), the difference
between columns is significant. It can be concluded that the two
reading methods differ significantly from one another in their effect on
the reading comprehension of the subjects in the experiment.
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2. If F0 between rows is higher than Ft(.05) and Ft(.01), the difference
between rows is significant. It can be concluded that the difference
between the performance of those subjects having high level of risk
taking behavior and those having low level of risk taking behavior is
significant. A higher level of reading comprehension can be expected
when the students’ risk taking behavior level is high than when it is
low.
3. If F0 interaction is higher than Ft(.05) and Ft(.01), there is interaction
effect between the two variables, reading method and students’ risk
taking behavior. It means that the effect of reading method on reading
comprehension depends on the students’ risk taking behavior.
2. TUKEY Test
In order to know the significance of difference between columns, rows, and
cells, Tukey test is applied in this research.
a. Between columns q
Comparing two means from two groups (A1 and A2) story circle method is
compared to direct teaching method.
q
X c1  X c 2
ErrorVariance
n
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b. Between rows q
Comparing two means from two groups (B1 and B2) students with high level
risk taking behavior is compared with low risk taking behavior.
q
X r1  X r 2
ErrorVaria nce
n
c. Between columns q (HLRT)
Comparing two means between A1B1 and A2B1 (story circle method is
compared to direct teaching for students having high level risk taking behavior)
q
X c1r1  X c 2 r1
ErrorVaria nce
n
d. Between columns q (LLRT)
Comparing two means between A1B2 and A2B2 (story circle method is
compared to direct teaching for students having low level risk taking behavior)
q
X c 2 r 2  X c1 r 2
ErrorVariance
n
ANNOVA and TUKEY test functions as an explanatory tools. It describes the
significant differences of the data and shows whether there is an effect or interaction
among the data. Furthermore, in order to know which teaching approach and
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attributive variable are more effective, the researcher compares the means among
variables.
3. Statistical hypothesis
In the research, the researcher proposes three hypotheses as follows:
a. The differences between story circles method (A1) and direct teaching method
(A2) to teach English reading for the seventh grade students of SMP Kristen Satya
Ho1
: µA1 = µA2
Ha1
: µA1 > µA2
H01 : There is no significantt difference in reading skill between the students
who are taught by using Story circles method and students who are taught
by using direct instruction method.
Hɑ1: The students who are taught by using story circles method have better
reading skill than students who are taught by using direct instruction
method.
b. The difference between the students having high level risk taking behavior (B1)
and low level risk taking behavior (B2) in the seventh grade students of SMP
Kristen Satya Wacana Salatiga in the 20132-2014 academic year.
Ho2
: µB1 = µB2
Ha2
: µB1 > µB2
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H02 :
There is no significant difference in reading skill between the students
who have high level risk taking behavior and students who have low level
risk taking behavior
Hɑ2 :
The students who have high level risk taking behavior have better
reading skill than the students who have low level risk taking behavior.
c. Interaction between teaching method (A) and students’ risk taking behavior (B) in
teaching English reading for the seventh grade students of SMP Kristen Satya
Ho3
:AxB=0
Ha3
:AxB>0
H03 :
There is no interaction between teaching methods and students’ risk
taking behavior in teaching reading. It means that the effect of teaching
methods on reading skill does not depend on risk taking behavior.
Hɑ3 :
There is an interaction between teaching methods and students’ risk
taking behavior in teaching reading. It means that the effect of teaching
methods on reading skill depends on risk taking behavior.
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CHAPTER IV
THE RESULT OF THE STUDY
A. Implementation of the Research
The research has several stages of preparation. In general, the implementation
of the research consists of two stages. They are initial and implementation stage. The
details can be seen in table 4.1.
Table 4.1.Implementation of the Research
1.





2.





Initial Stage
Preparing the thesis proposal
Preparing instruments of the research (lesson plan, reading test, questionnaire of risk
taking behavior)
Asking permission to the target school
Conducting tryout try out of reading test and risk taking behavior questionnaire
Analyzing the result of the try out
Implementation Stage
Determining the experimental and control class for the sample
Administering risk taking behavior test to both experimental and control class
Teaching and learning process of story circle method for the experimental class and direct
teaching method for control class
Administering reading test
Analyzing the result of risk taking behavior and reading test
1. Initial Stage
Before conducting the research, the researcher prepared and completed
the thesis proposal, constructing instruments of the research, obtaining
permission letter to conduct the research to the Headmaster of SMP Kristen
Satya Wacana Salatiga. After obtaining the permission, the researcher tried
the test items out first. It is needed in order to make sure that all of the items
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are used to obtain the data valid and reliable. The tryout of the reading test
was conducted in the try out class, outside the two of research classes. It was
also done for the risk taking behavior questionnaire. After all the items valid
and reliable, they are used to conduct a posttest. The significant difference
between the two reading methods can be seen from the result of analysis data.
2. Implementation Stage
The implementation stage was conducted in eight meetings. In the
beginning
of
implementation
stage,
the
researcher
distributed
the
questionnaire of risk taking behavior to find the level of students’ risk taking
behavior level. Then teaching and learning process were carried out. The
experimental class was taught using story circle method and the control class
was taught using direct teaching method. The materials taught to the students
were adjusted from the syllabus used by the teacher; the discussion is about
descriptive text. The reading test was conducted in the 9th meeting to collect
the students’ reading score. The list of materials given to the students both in
experimental and control class is presented in table 4.2.
Table 4.2. Materials of Teaching
Meeting
1
2
3
4
5
6
7
8
Topic
The descriptive text “Emma”
The descriptive text “Blecky”
The descriptive text “Cattie”
The descriptive text “Agnes Monica”
The descriptive text “Justin Beiber”
The descriptive text “Bill Gates”
The descriptive text “Jennifer Lopez”
The descriptive text “Rowan Atkinson”
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B. The Description of the Data
The data presented are the result of the reading test. It includes the mean,
mode, median, standard deviation, and frequency distribution, then followed by
histogram and polygon. The descriptions of the data are based on the groups analyzed
which are divided into eight groups:
1. The mean score of reading test of experimental class which was taught by using
story circle (A1)
2. The mean score of reading test of control class which was taught by using direct
teaching (A2).
3. The mean score of reading test of students having high level risk taking behavior
(B1)
4. The mean score of reading test of students having low level risk taking behavior
(B2)
who were taught by using story circle (A1B1).
who were taught by using direct teaching (A2B1).
who were taught by using story circle (A1B2).
who were taught by using direct teaching (A2B2).
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The data of each group are described as follows:
1. The Mean Score of Reading Test of Experimental Class Which was Taught by
Using Story Circle (A1)
The score of students who were taught by using Story Circle are: 66,
68, 72, 79, 82, 85, 76, 83, 67, 84, 82, 65, 71, 65, 80, 77, 83, 70, 83, 69, 70, 84,
88, 71. Descriptive analysis of the data A1 shows that the lowest score is 65
and the highest score is 88. The mean is 75.66, the mode is 81.83, the median
is 76.50, and the standard deviation is 7.12. The frequency distribution,
histogram, and polygon are presented in Table 4.3. and Figure 4.1.
Table 4.3. Frequency Distribution of Data A1
Class Limits
Class Boundaries
65
69
73
77
81
85
64.5
68.5
72.5
76.5
80.5
84.5
-
68
72
76
80
84
88
-
68.5
72.5
76.5
80.5
84.5
88.5
Midpoint
frequency (fi)
Percentage (%)
66.5
70.5
74.5
78.5
82.5
86.5
5
6
1
3
7
2
24
21%
25%
4%
13%
29%
8%
100%
Figure 4.1. Histogram and Polygon of Data A1
The score of reading test of experimental class
which was taught by using story circle (A1)
Frequency
8
6
4
2
0
Class Boundaries
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2. The Mean Score of Reading Test of Control Class Which Was Taught by
Using Direct Teaching (A2).
The score of students who were taught by using Direct Teaching are:
73, 72, 76, 77, 71, 64, 67, 74, 69, 74, 70, 71, 75, 75, 81, 70, 71, 73, 76, 73, 74,
78,
78, and 78. Descriptive analysis of the data A2 shows that the lowest
score is 64 and the highest score is 81. The mean is 73.50, the mode is 73.64,
the median is 73.16, and the standard deviation is 3.50. The frequency
distribution, histogram, and polygon are presented in Table 4.4. and Figure
4.2.
Table 4.4. Frequency Distribution of Data A2
Class Limits
64 - 66
67 - 69
70 - 72
73 - 75
76 - 78
79 - 81
Class Boundaries
63.5 - 66.5
66.5 - 69.5
69.5 - 72.5
72.5 - 75.5
75.5 - 78.5
78.5 - 81.5
Midpoint
65
68
71
74
77
80
frequency (fi)
1
2
5
9
6
1
24
Percentage (%)
4%
8%
21%
38%
25%
4%
100%
Figure 4.2. Histogram and Polygon of Data A2
Frequency
The score of reading test of control class which was
taught by using direct teaching (A2)
10
8
6
4
2
0
Class Boundaries
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3. The Mean Score of Reading Test of Students Having High Level Risk Taking
Behavior (B1)
The score of students who have high level risk taking behavior are: 79,
82, 85, 78, 83, 84, 82, 80, 83, 83, 84, 88, 64, 67, 69, 70, 71, 70, 71, 73, 73, 74,
78, 78. Descriptive analysis of the data B1 shows that the lowest score is 64
and the highest score is 87. The mean is 76.66, the mode is 81.00, the median
is 76.00, and the standard deviation is 6.56. The frequency distribution,
histogram, and polygon are presented in Table 4.5. and Figure 4.3.
Table 4.5. Frequency Distribution of Data B1
Class Limits
64 - 67
68 - 71
72 - 75
76 - 79
80 - 83
84 - 87
Class Boundaries
63.5 67.5
67.5 71.5
71.5 75.5
75.5 79.5
79.5 83.5
83.5 87.5
Midpoint
65.5
69.5
73.5
77.5
81.5
85.5
frequency (fi)
2
5
3
4
6
4
24
Percentage (%)
8%
21%
13%
17%
25%
17%
100%
Figure 4.3. Histogram and Polygon of Data B1
The score of reading test of students having high level
risk taking behavior (B1)
Frequency
8
6
4
2
0
Class Boundaries
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4. The Mean Score of Reading Test of Students Having Low Level Risk Taking
Behavior (B2)
The score of students who have low level risk taking behavior are: 66,
68, 72, 67, 65, 71, 65, 77, 70, 69, 70, 71, 73, 72, 76, 77, 71, 74, 74, 75, 75, 81,
76, and 78. Descriptive analysis of the data B2 shows that the lowest score is
65 and the highest score is 81. The mean is 72.50 the mode is 71.83, the
median is 73.21, and the standard deviation is 4.39. The frequency
4.4.
Table 4.6. Frequency Distribution of Data B2
Class Limits
Class Boundaries
65
68
71
74
77
80
64.5
67.5
70.5
73.5
76.5
79.5
67
70
73
76
79
82
-
67.5
70.5
73.5
76.5
79.5
82.5
frequency (fi)
Percentage (%)
66
69
72
75
78
81
4
4
6
5
4
1
24
17%
17%
25%
21%
17%
4%
100%
Figure 4.4. Histogram and Polygon of Data B2
The score of reading test of students having low level
risk taking behavior (B2)
8
Frequency
-
Midpoint
6
4
2
0
Class Boundaries
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5. The Mean Score of Reading Test of Students Having High Level Risk Taking
Behavior Who Were Taught by Using Story Circle (A1B1).
The score of students who have high level risk taking behavior who
are taught using story circle method are: 79, 82, 85, 78, 83, 84, 82, 80, 83, 83,
84, and 88. Descriptive analysis of the data A1B1 shows that the lowest score
is 76.00 and the highest score is 88. The mean is 82.75 the mode is 82.40, the
distribution, histogram, and polygon are presented in Table 4.7 and Figure
4.5.
Table 4.7. Frequency Distribution of Data A1B1
Class Limits
Class Boundaries
76
79
82
85
88
75.5
78.5
81.5
84.5
87.5
-
78
81
84
87
90
-
78.5
81.5
84.5
87.5
90.5
Midpoint
frequency (fi)
Percentage (%)
77
80
83
86
89
1
2
7
1
1
12
8%
17%
58%
8%
8%
100%
Figure 4.5. Histogram and Polygon of Data A1B1
risk taking behavior who were taught by using story
circle (A1B1)
Frequency
8
6
4
2
0
Class Boundaries
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6. The mean score of reading test of students having high level risk taking
behavior who were taught by using direct teaching (A2B1)
The score of students who have high level risk taking behavior who are
taught using Direct Teaching method are: 66, 67, 69, 70, 71, 70, 71, 73, 73, 74,
78, and 78. Descriptive analysis of the data A2B1 shows that the lowest score is
66.00 and the highest score is 78.00. The mean is 71.75 the mode is 69.70, the
median is 71.16, and the standard deviation is 3.93. The frequency distribution,
histogram, and polygon are presented in Table 4.8. and Figure 4.6
Class Limits
Class Boundaries
66
69
72
75
78
65.5
68.5
71.5
74.5
77.5
-
68
71
74
77
80
-
68.5
71.5
74.5
77.5
80.5
Midpoint
frequency (fi)
Percentage (%)
67
70
73
76
79
2
5
3
0
2
12
17%
42%
25%
0%
17%
100%
risk taking behavior who were taught by using direct
teaching (A2B1)
Frequency
6
4
2
0
Class Boundaries
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7. The mean score of reading test of students having low level risk taking
behavior who were taught by using story circle (A1B2)
The score of students who have low level risk taking behavior who are
taught using Story Circle method are: 66, 68, 72, 67, 65, 71, 65, 77, 70, 69,
70, 71. Descriptive analysis of the data A1B2 shows that the lowest score is
65.00 and the highest score is 77.00. The mean is 70.00 the mode is 67.50, the
4.7.
Class Limits
Class Boundaries
65
68
71
74
77
64.5
67.5
70.5
73.5
76.5
67
70
73
76
79
-
67.5
70.5
73.5
76.5
79.5
frequency (fi)
Percentage (%)
66
69
72
75
78
4
4
2
0
2
12
33%
33%
17%
0%
17%
100%
risk taking behavior who were taught by using story
circle (A1B2)
Frequency
-
Midpoint
5
4
3
2
1
0
Class Boundaries
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8. The Mean Score of Reading Test of Students Having Low Level Risk Taking
Behavior Who Were Taught by Using Direct Teaching (A2B2)
The score of students who have low level risk taking behavior who are
taught using Story Circle method are: 73, 72, 76, 77, 71, 74, 74, 75, 75, 80,
76, and 78. Descriptive analysis of the data A2B2 shows that the lowest score
is 71 and the highest score is 80. The mean is 75.00 the mode is 74.83, the
4.8.
Class Limits
Class Boundaries
71
73
75
77
79
70.5
72.5
74.5
76.5
78.5
72
74
76
78
80
-
72.5
74.5
76.5
78.5
80.5
frequency (fi)
Percentage (%)
71.5
73.5
75.5
77.5
79.5
2
3
4
2
1
12
17%
25%
33%
17%
8%
100%
risk taking behavior who were taught by using direct
teaching (A2B2)
6
Frequency
-
Midpoint
4
2
0
Class Boundaries
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C. Normality and Homogeneity Test
Before analyzing the data using inferential analysis, normality and
homogeneity test must be done. The normality test is to know whether the sample is
in normal distribution and the homogeneity test is to know whether the data are
homogenous. Each test is presented in the following section:
1. Normality Test
The sample is in normal distribution if Lo (L obtained) is lower than Lt (L
Table) at the level of significance α = 0.05. L stands for Lilliefors.
a. Cell (A1)
In this cell, that contains 24 students who were taught by using Story
circle method (n = 24), the highest value of F(Zi) - S(Fi) or Lo is 0.1589. Lt at the
level of significance α = 0.05 is 0.1766. Because Lo is lower than Lt (0.1589<
0.1766), it can be concluded that the sample is in normal distribution.
b. Cell (A2).
In this cell, that contains 24 students who were taught by using Direct
Teaching method (n = 24), the highest value of F(Zi) - S(Fi) or Lo is 0.0726. Lt at
the level of significance α = 0.05 is 0.1766. Because Lo lower than Lt (0.0726<
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c. Cell (B1).
In this cell, that contains 24 students having high level Risk Taking
Behavior (n = 24), the highest value of F(Zi) - S(Fi) or Lo is 0.1085. Lt at the
d. Cell (B2).
In this cell, that contains 24 students having low level Risk Taking
Behavior (n = 24), the highest value of F(Zi) - S(Fi) or Lo is 0.0697. Lt at the
e. Cell (A1B1).
In this cell, that contains 12 who were having high Risk Taking Behavior
who are taught by using Story Circle Method (n = 12), the highest value of F(Zi) S(Fi) or Lo is 0.1357. Lt at the level of significance α = 0.05 is 0.2420. Because
Lo is lower than Lt (0.1357< 0.2420), it can be concluded that the sample is in
normal distribution.
f. Cell (A2B1).
In this cell, that contains 12 who were having high Risk Taking Behavior
who are taught by using Direct Teaching Method (n = 12), the highest value of
F(Zi) - S(Fi) or Lo is 0.1321. Lt at the level of significance α = 0.05 is 0.2420.
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Because Lo is lower than Lt (0.1321< 0.2420), it can be concluded that the
sample is in normal distribution.
g. Cell (A1B2).
In this cell, that contains 12 who were having low Risk Taking Behavior
h. Cell (A2B2).
In this cell, that contains 12 who were having low Risk Taking Behavior
Table 4.11. Normality Test
No
Data
The number
of sample
L obtained
(Lo)
L
Table
(Lt)
Alfa
(α)
Distribution of
Sample
1
A1
24
0.1589
0.1766
0.05
Normal
2
A2
24
0.0726
0.1766
0.05
Normal
3
B1
24
0.1085
0.1766
0.05
Normal
4
B2
24
0.0697
0.1766
0.05
Normal
5
A1B1
12
0.1357
0.242
0.05
Normal
6
A2B1
12
0.1321
0.242
0.05
Normal
7
A1B2
12
0.1375
0.242
0.05
Normal
8
A2B2
12
0.1299
0.242
0.05
Normal
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Because all of Lo is lower than Lt, it can be concluded that the entire sample
is in normal distribution.
2. Homogeneity Test
Homogeneity test is done to know that the data are homogenous. If χo is lower
than χt (0.05), it can be concluded that the data are homogenous.
Table 4.12. Homogeneity Test
2
Sample
df
1/(df)
si
1
2
3
4
11
11
11
11
0.09091
0.09091
0.09091
0.09091
9.35606
11.6591
16.6364
7.42424
Result

 2   n10 B   ni  1log si
2
log si
2
0.97109
1.06666
1.22106
0.87065
Ʃ
2
χ0
2
χt
Homogenous
2
(df) log si
10.6820
11.7333
13.4316
9.5772
45.424
1.9772
19.675
 = (2.3026)( 46.2829 – 45.424) = 1.9772
Because  o (1.9772) is lower than  t (19.675), it can be concluded that the data are
2
2
homogeneous.
D. Hypothesis Test
Hypothesis test can be done after the results of normality and homogeneity
test are fulfilled. The data analysis is done by using multifactor analysis of variance
2x2. Ho is rejected if Fo > Ft. It means that there is a significant difference and an
interaction. If Ho is rejected, the analysis is continued by using Tukey test. It is used
in conjunction with an ANOVA to find which means are significantly different from
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one another. It compares all possible pairs of means, and is based on a studentized
range distribution q.
1. Summary of a 2x2 Multifactor Analysis of Variance
The multifactor analysis of variance 2x2 and Tukey test are described on table
4.13:
Table 4.13. Multifactor Analysis of Variance
Teaching Method
Factor A
Story circles
Direct teaching
(experimental group)
(control group)
(A1)
(A2)
Factor B
High
(B1)
X
= 82.42
A1B1
X
= 71.50
A2B1
X
= 76.95
B1
X
= 69.25
A1B2
X
= 75.17
A2B2
X
= 72.20
B2
X
= 75.83
A1
X
= 73.33
A2
X
= 74.58
Students’ level of
risk
taking
Low
(B2)
behavior
Table.4.14. Summary of a 2x2 Multifactor Analysis of Variance
Source of variance
SS
df
MS(SS/df)
Fo
Ft(.05)
Between columns
270.75
1
270.75
24.03
4.06
Between rows
Columns by rows
(interaction)
75
1
75
6.66
4.06
850.0833
1
850.0833
75.44
4.06
Between groups
1195.833
3
398.6111
Within groups
495.8333
44
11.26894
Total
2887.5
50
From the table 4.15, it can be concluded that:
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a.
Because Fo between columns (24.03) is higher than Ft (Fo > Ft) at the level of
significance α = 0.05 (4.06), the difference between columns is significant.
Therefore, Ho stating that there is no significant difference in reading skill
between the students who are taught by using Story circles method (A1) and
students who are taught by using Direct Teaching method (A2) is rejected. The
mean score of the students who are taught by using Story Circle Method (75.83)
is higher than the mean score of those who are taught by using Direct
Instruction Method (73.33). It can be concluded that Story Circle Method is
more effective than Direct Teaching Method to teach reading of descriptive text.
b.
Because Fo between rows (6.66) is higher than Ft (Fo > Ft) at the level of
significance α = 0.05 (4.06), the difference between rows is significant.
Therefore, Ho stating that there is no significant difference in reading skill
between the students who have high level risk taking behavior (B1) and students
who have low level risk taking behavior (B2) is rejected. The mean score of
students having high level risk taking behavior (76.95) is higher than the mean
score of those who have low level risk taking behavior (72.20). It can be
concluded that the students having high level risk taking behavior have better
reading skill of descriptive text than those having low level risk taking behavior.
c.
Because Fo interaction (75.44) is higher than Ft (Fo > Ft) at the level of
significance α = 0.05 (4.06), the difference between columns by rows is
significant. Therefore, Ho stating that there is no interaction between teaching
methods and level of risk taking is rejected. It can be concluded that there is
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interaction between the two variables, teaching methods and risk taking
behavior level to teach reading.
2. Summary of Tukey Test
The following is the analysis of the data using Tukey test. The finding of q is
found by dividing the difference between the means by the square root of the ratio of
within group variation and the sample size. The summary of Tukey test are described
as follows:
Table 4.15. Tukey Test
Between groups
qo
qt(.05)
Meaning
Category
A1 - A2
3.648414
2.92
qo > qt
Significant
B1 - B2
4.064771
2.92
qo > qt
Significant
A1B1 - A2B1
9.947606
3.08
qo > qt
Significant
A1B2 - A2B2
4.947606
3.08
qo > qt
Significant
From the table 4.14, it can be concluded that:
1. Because qo between columns (A1-A2) (3.648414) is higher than qt at the level of
significance α = 0.05 (2.92), Story Circle method differs significantly from Direct
Teaching method for teaching reading of descriptive text. The mean score of the
students who are taught by using Story Circle method (75.83) is higher than that
of those who are taught by using Direct Teaching method (73.33). It can be
concluded that Story Circle method is more effective than Direct Teaching
method for teaching reading of descriptive text.
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2. Because qo between rows (B1-B2) (4.064771) is higher than qt at the level of
significance α = 0.05 (2.92), students having high level of Risk Taking Behavior
differ significantly from those having low Risk Taking Behavior on their reading
achievement. The mean score of students having high level of Risk Taking
Behavior (76.95) is higher than that of those who have level of Risk Taking
Behavior (72.20). It can be concluded that students having high level of Risk
Taking Behavior have better reading skill than students having low level of risk
taking behavior.
3. Because qo between cells (A1B1 - A2B1) (9.947606) is higher than qt or qo > qt at
the level of significance α = 0.05 (3.08), Story Circle method differs significantly
from Direct Teaching method for teaching reading for students having high level
of Risk Taking Behavior. The mean score of students having high level of Risk
Taking Behavior who are taught by using Story Circle Method (82.42) is higher
than that of those who are taught by using Direct Teaching method (71.50). It can
be concluded that Story Circle Method is more effective than Direct Teaching
method to teach reading of descriptive text for students having high level of Risk
Taking Behavior.
4. Because qo between cells A1B2 – A2B2 (4.947606) is higher than qt or qo > qt at
the level of significance α = 0.05 (3.08), it can be concluded that Direct Teaching
method differs significantly from Story Circle method for teaching reading of
descriptive text for students having low level of Risk Taking Behavior. The mean
score of students having low level of Risk Taking Behavior who are taught by
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using Direct Teaching method (75.17) is higher than that of those who are taught
by using Story Circle Method (69.25). It can be concluded that Direct Teaching
method is more effective than Story Circle method to teach reading of descriptive
text for students having low risk taking behavior level.
5. From the result of data analysis on point 3 and 4 above, it can be synthesized that
there is interaction between teaching methods (Story Circle Method (A1) and
Direct Teaching method (A2)) and students’ Risk taking Behavior (high Risk
taking Behavior (B1) and low Risk Taking Behavior (B2). It means that the effect
of teaching methods depends on the degree of Risk Taking Behavior.
E. Discussion of Data Analysis
This research is conducted to find the most effective method in teaching
reading to the seventh grade of junior high school. It has been discussed in the
previous chapter that using Story Circle method is one of alternative methods which
can be applied in the classroom. The following is elaboration discussion of the
research findings.
1. Story Circle Method is More Effective than Direct Teaching Method
Story Circles is practice of putting the story line in order of events, or
in sequence for facilitating comprehension. It enables pupils to practice
thinking about the story in connected parts, as opposed to a series of short
thoughts. It also shows pupils the format of stories: beginning, middle and
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end. Story circles are one way of helping students to put the story in sequence.
Numbers are used in sequencing to put the events of the story in order.
Students may also use pictures that they draw, or make copies from the book
that tell the story line in order to put the story in sequence N’Namdi
(2005:54). Barton, J. & Sawyer, D.M. (2003) suggest that sequencing will
increase students’ comprehension as they talk, draw, or write about what they
have read. Visual structures that organize information in a logical way help to
improve comprehension by providing concrete representations of concepts.
As a result, it builds their metacognition, or self-directed thinking, which
helps students understand the importance of comprehension strategies for
their further reading strategies, to be independent readers with high order
thinking skills.
Franciscone (2008) in her research finding concluded that story circle
method provides visual spatial display for key information in reading text
which improves students reading comprehension. Furthermore, Kurniawan
(2003) and Kisfinata (2013) in his their research found that students’ reading
mean score increased significantly when teacher using story circle. Story
circle provides structure and organization so students are able to comprehend
the story more effectively.
On the other hand, direct teaching method is considered to be less
effective to improve students’ reading skill. The method is based upon
behavioral views of learning where modeling, imitation, practice, shaping and
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reinforcement are key ingredients for helping learners master the objectives
set for each lesson (Westwood, 2008:10-11).
In Direct Teaching method, the students just become the passive side
and the teacher will decide everything what students should learn. The
students depend on teacher so much during reading activity. Students do not
have more chance to be more active in the classroom. It can be concluded that
Story Circle method is more effective than Direct Teaching Method.
2. Students Having High Level Risk Taking Behavior Have Better Reading Skill
Than Those Having Low Level Risk Taking Behavior
Students having high risk taking behavior posses eagerness to try
something new and different without putting the primary focus on success and
failure (Young, 1991:8). The risk taker understands that success is not
guaranteed; therefore, student recognizes failure as a learning experiences
Zafar&Meenakshi (2012:36). By doing so, students can freely express their
opinion about the subject of reading they learn without being afraid to make
any mistakes. Brown (1994: 299) states that students with high level risk
taking behavior will play “guessing game” to infer meaning, decide which
part is important or not and then move on to get the essence of the text given.
In the other words, a high risk taker will process the written text in which a
reader draw in his/her own intelligence and experience to understand a text.
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Moreover, a high risk takers will make themselves and their knowledge
vulnerable by questioning, taking a position, shifting interpretive stances, and
rethinking the self as a reader (Bintz,2000:215).
Meanwhile, students with low level of risk taking behavior believe
that making mistakes is strange and embarrassing. The lack of risk taken in
learning causes a failure to learn to solve problems and make decisions, which
will affect their ability to learn and to apply learning to real-life situations
(Young, 1991:11-12). Students in this level tend to avoid learning English at
any cost and it will cause them into failure. Despite excellent objectives and
activities which the reading teacher has planned, these students seem
determined to avoid the reading task and deny the teacher opportunity to help
them learning reading (Michael, 1981).
3. There is Interaction Between the Two Variables, Teaching Methods and Risk
Taking Behavior Level to Teach Reading
Methods should be carefully chosen by a teacher because it provides
influence to the successful of teaching and learning process. Story Circles
procedure enables students to think in high order thinking skills as they need
to set their own purpose of reading using KWL (know-want-learn) chart that
involves students actively, first by making real the connection between their
prior knowledge and the information that will be presented in the texts, both
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by eliciting what they know about the specific information and the ways that
information is likely to be structured (Ogle, 1992), summarizing their reading
by taking out information in the text and find the main point of the reading
(N’Namdi, 2005). The main skill that they need to master is sequencing.
Sequencing will help students to comprehend the reading to make a visual
structure that organize information in logical way by providing concrete
representation of the text concept. As a result it will build their self-directed
thinking (Barton, J. & Sawyer, D.M., 2003).
The students with high level of risk taking behavior are willing to
speculate for something that they don’t know before. They are eager to try
something new and different without putting the primary focus on success and
failure (Young, 1991:8). By doing the method students are encouraged to
actively predict the content of a certain text and processing it in which a
reader draw in his/her own intelligence and experience to understand a text
(Brown, 1994:299). Moreover, the students are put into a situation where they
have to make themselves and their knowledge defenseless by questioning,
struggle their interpretation and rethinking the meaning of the text personally
(Bintz, 2000: 215). In the other words, they are willing and eager to accept
reading task as a challenge for self-improvement (Michael 1981). Thus, it can
be stated that Story Circle Method is more suitable for the students having
high risk taking behavior.
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On the contrary, Direct Teaching
Method does not promote the
students to be active and creative for high order thinking skill because there is
no chance for them to think creatively and independently. In direct teaching
method, students are placed as an object of the lesson where they have to
model, imitate, and practice, shaping, and then having reinforcement
(Westwood, 2008:10-11).
The students having low level risk taking behavior tend to be passive
as they are afraid to speculate present their ideas which will cause them, in
their opinion, into a situation of embarrassment. As a result it will supply
them negative affect to their ability to learn and apply learning to real- life
situations (Young, 1991:11-12). The students in this level tend to avoid
reading task because they think that reading task will give them more
problems to solve. As a result, they tend to avoid it at any cost (Michael,
1981).
From the elaboration above, it can be stated that Direct Teaching
Method is more effective to be taught for the students having low level of risk
taking behavior. Thus, it can be concluded that there is an interaction between
teaching methods and students’ level risk taking behavior in teaching reading.
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CHAPTER V
CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion
From the data analysis, the researcher comes to the conclusion of research
findings as follows:
1. Story Circles Method is more effective than direct teaching method in teaching
2. The reading achievement of the students having high level of risk-taking behavior
is better than that of those having low risk-taking behavior.
3. There is an interaction between teaching methods and English students risk-taking
behavior in teaching reading for the seventh grade students of SMP Kristen Satya
From the research findings, it can be concluded that Story Circle is an
effective method to teach reading, and the effectiveness is affected by the level of the
students‘ risk Taking behavior level. Story Circle method is a valuable method for
teaching reading of descriptive text. Different from Direct Teaching Method, which
makes the students tend to be passive during teaching and learning process, Story
Circle method makes the students to be more active in reading activity. It makes the
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words come to life, the students becomes enthusiastic to comprehend the text
provided in sequence and reading becomes exciting activity.
B. Implication and Suggestion
The following section discusses about the implication and suggestion written
in accordance with the conclusion of this research.
1. Story Circle Method is an effective method to teach reading
Considering the first conclusion of this research, there are some
implication and suggestions addressed to English teachers, school, and English
teaching graduate students.
a. English Teacher
The research findings imply that Story Circle Method can affect
students’ reading skill. In Story Circle method, students practice to put the
story line in order of events or in sequence for facilitating comprehension. It
helps students to think about the text in connected parts rather than a short
thought. Visual structures that organize information in logical way will
facilitate students to improve their comprehension by providing concrete
concept. As a result it builds their self-directed thinking to get them into
high- order thinking skills which brings them to be independent reader.
Since Story Circle Method is an effective teaching method to teach
reading, English teacher can implement this teaching method in his teaching.
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To be able to implement this teaching method effectively teachers should
understand the concept of the method as well as the strength and the
weakness of this teaching method. It enables them to know the correct
procedure of this teaching method and aware to the obstacles that may
appear during the process of teaching and learning process. Moreover,
teachers also need to analyses the syllabus in order to be able to design
lesson plan appropriate for their students. Thus, to be able to follow all the
preparations before implementing this teaching method, teachers should read
and learn about this teaching method from any sources like books, journal
article seminars, workshop etc.
b. School
By knowing that Story Circle method is proved as an effective
method, the school should facilitate and support the English teachers on
implement this method by providing them with many resources deal with the
procedure of the method. It is strongly suggested for the school to provide
opportunities for the teachers to have discussion or seminar so that their
knowledge about this method will improve. Furthermore, after the process of
the implementation of this teaching method, school should also give more
concern on the effects of teaching method to the students reading skill in
order to observe whether the implementation of the teaching method is done
properly or not. When the implementation does not run well, the school
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should do some evaluation to find the problems in the process of
implementing this teaching method.
c. English teaching graduate students
As researcher doing some studies related to teaching method, English
teaching graduate students should be able to investigate something new and
beneficial for teaching and learning improvement in their field. They should
be able to explain new teaching methods more easily by reading some of
scientific sources, following seminars, workshop etc. If teachers can read
and understand the research report about teaching and learning English more
easily, they can implement the teaching methods. The findings of new
teaching methods should inspire English teachers to do further study or find
another method dealing with teaching English.
2. The reading achievement of the students having high level of risk-taking
behavior is better than that of those having low risk-taking behavior.
There are some implications and suggestions addressed to English
teachers, and students related to the second conclusion of this research.
a. English teacher
The teacher should consider some factors which influence student’s
success in understanding reading materials. One of factors which influence
students’’ reading is Risk Taking Behavior. Risk Taking Behavior is divided
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into high level of Risk taking Behavior and low level of Risk Taking
Behavior. Students who have high level of Risk Taking Behavior willing to
speculate for unknown. They have eagerness to try something new and
different without putting the primary focus on success and failure and
recognize failure as a learning experience. In contrary, students who have
low level of Risk Taking Behavior tend to get embarrassed to make mistakes
which cause a failure to learn and solve problems and affect their ability to
learn and apply the language.
Based on the result of this research, teachers can use Story circle
method to improve the students‘ reading of descriptive text especially for
students having high level of risk taking behavior. For the students having
low level of Risk Taking behavior, they need more guidance and extra
attention from the teacher. They need a suitable method which provide a
decision maker. Direct Teaching method can be a alternative method to be
applied for the students having low level of Risk Taking Behavior.
b. Students
Having the knowledge of their risk taking behavior level is very
important. By knowing their level of creativity, students need to adjust
themselves to the method used by the teacher in order to gain a higher
achievement in reading. Students need to value the failure and mistakes are
part of learning process. Being embarrassed is not a reason for them to be
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success in learning English. Being a “gambler” is necessary to know more,
through mistakes they will know the right things. They also need to improve
better sense of independence on others. They have to realize that teacher is
not their only key to get successful in reading class. They also has to take a
responsibilty to involve in teaching and learning process.
3. There is an interaction between teaching methods and English students risktaking behavior
Based on the last conclusion, the researcher describes the implication and
suggestion constructed for English teachers, school and other researcher.
a. English teacher
In choosing the Method, the teacher should be very careful. Not all
methods are suitable for the students who have different character and
personality. The teacher should also consider some factors which influence
student’s success in understanding reading materials. One of factors which
influence students’ reading is Risk Taking Behavior.
Based on the result of this research, teachers can use Story circle
method to improve the students’ reading of descriptive text especially for
students having high level of risk taking behavior. For the students having
low level of Risk Taking behavior, they need more guidance and extra
attention from the teacher. They need a suitable method which provides a
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decision maker. Direct Teaching method can be an alternative method to be
applied for the students having low level of Risk Taking Behavior.
b. School
Since risk taking behavior is regarded as one of the psychological
aspects to have good reading skill and any other subjects, school as the
official institution for education should pay attention on students’ risk taking
behavior level. In this case, school should conduct testing on students’ risk
taking behavior level. The test instrument can be designed by capable teachers
or psychologists. It can be conducted before the process of teaching and
learning in the classroom. By considering the test result, school can decide
what kinds of teaching method which is appropriate to teach reading in certain
class.
c. Other researcher
The result of this study can be used as additional reference for further
research in different context that will give contribution in teaching reading.
To find the most effective method in teaching reading, other researcher can
use these two methods to prove the effectiveness of each method. Other
researcher can also try many other methods and this study can be their
starting point in doing their research. They have to consider many factors
which can influence their research. Different population, sample, and
reading materials can be some factors that will influence their result of
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research. A research can be useful and important in improving our education.
That is why a researcher should not be tried to find the most effective way to
make the students understand what they learned.
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APPENDICES
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Appendix 1. Syllabus of Reading Class
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Appendix 2. Lesson Plan for Experimental Class (SCM)
LESSON PLAN 1
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
I.
: SMP Kristen Satya Wacana Salatiga
: English/ Reading
:1
: VII/ Seventh - Experiment
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
Standard Competence
Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang
berkaitan dengan lingkungan terdekat.
II.
Basic Competence
A. Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan,
tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan
terdekat.
B. Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat.
III. Indicators
The students are able to:
A. Finding the main idea.
B. Identifying implied detail information (inference)
C. Identifying stated detail information.
D. Guessing the unfamiliar words from the context.
E. Identifying referents
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IV. Materials
Descriptive text (description of a person).
V.
Teaching Method
Story Circle method
VI. Teaching and Learning Activity
A. Opening (10 minutes)
1. Teacher greats students
2. Teacher explaining the purpose of today’s lesson
3. Brainstorming students’ knowledge about the topic
B. Main Activity (60 minutes)
1. Teacher show a clue about the text students going to read
2. Teacher asks students to make a group of two or three.
3. Teacher distributes the K-W-L table. Students fill the table individually
and then discuss it in the group and share them to the class.
4. Teacher distributes the text “Emma”
5. Teacher asks students to read the text (whole paragraph) silently. After a
paragraph is read:
a. Asking for difficult word (s) and explain or discuss the meaning (write
on the white board).
b. Teacher asks students to identify important information and events in
the story
i. Students makes lists about important information and events
that occurred, trying to arrange them sequentiallywrite them
on the worksheet provided.
ii. Teacher check the answers (go around the class to check
students comprehension, explain and guide more if necessary)
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c. Teacher asks students to arrange the pieces of information into the
story circle worksheet.
d. Teacher and students discuss and summarize the reading.
6. Students answer the question related to the text and together with the
teacher, they check their answers.
7. Teacher gives individual task in the form of assignment of another
descriptive text.
C. Closing (10 minutes)
1. Teacher reviews the lesson of that day by asking some questions to the
students.
2. Teacher asks students’ difficulty and feeling of today’s lesson.
3. Close the class and say goodbye
VII. Media, Teaching Aid, and Source of learning
A. Media
: Computer, LCD
B. Teaching Aid
: Black board, boardmarker.
C. Source of Learning :

Wardiman, Artono et all. 2008. English in focus 1: for grade VII Junior
High School (SMP/ MTs). Jakarta: Pusat Perbukuan, Departemen
Pendidikan Nasional.

Priyana, Joko et all. 2008. Scaffolding English for Junior High School
Students Grade VII. Jakarta: Pusat Perbukuan, Departemen
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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
Total right answer x 100 = 10
10
10 x 100 = 10
10
D. Instrument :
Emma
Ema is a junior high school student. She goes to SMP 6, the same
school as mine. On Monday until Thursday, she is at school from 07.00 a.m
until 13.30 a.m. on Friday and Saturday, her school finish at 11.00 a.m.
Everyday, she goes to school on foot. She goes swimming every week. She
never comes late to school. She always respects and obeys her parents and
teacher. It makes them love to have her around.
Ema is a good looking girl. She has oval face. She also has pointed
nose and long black hair. Her skin is white. She has thick lips and beatiful
eyes. She is also tall and slim.
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Answer the following questions based on the text!
1. What is the main idea of paragraph 1?
2. What is Emma?
3. How long is Emma in a school on Monday until Thursday?
4. How does she look like?
5. “She never comes late to school.” what does the underline word refer to?
6. What is the relation between the writer and Emma?
8. “Ema is a good looking girl.” what does the underlined word have the similar
meaning to?
9. “It makes them love to have her around.” What does the underline word refer
to?
10. How is mr. Emma’s personality?
Acknowledged by
Headmaster of
SMP Kristen Satya Wacana Salatiga
Salatiga, November 2013
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 2
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:2
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
I. Standard Competence
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
Descriptive text (description of an animal)
V.
Teaching Method
Story Circle method
4. Teacher distributes the text “Blecky”
paragraph is read:
a. Asking for difficult word (s) and explain or discuss the meaning
(write on the white board).
b. Teacher asks students to identify important information and
events in the story
i. Students makes lists about important information and
events that occurred, trying to arrange them
sequentiallywrite them on the worksheet provided.
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students comprehension, explain and guide more if
necessary)
c. Teacher asks students to arrange the pieces of information into
the story circle worksheet.
descriptive text.
students.
A. Media
: Computer, LCD
B. Teaching Aid


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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
BLECKY
I have a very cute dog. His name is Blecky. Blecky is a Russian Dog. He
is 2 years old now. He has white and spotted black fur. He also has bright eyes
and cute tail.
Blecky is a loyal pet that I ever had. Everyday, he picks me up in front of
the Bus station. He takes my shoes when I suggest him to do. Sometimes he
takes bath with me. He is also a lovely and friendly pet. He is my playmate. He
always accompany me to go to the market, play football, run and play around.
In short, I love Blecky.
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2.
What is Blecky?
3.
How old is he?
4.
How does he look like?
5.
“He has white and spotted black fur.” What does the underline word refer
to?
6.
What is the relation between the writer and blecky?
7.
What is the main idea of paragraph 2?
8.
“He is also a lovely and friendly pet”
what does the underlined word have the similar meaning to?
9.
“Blecky is a loyal pet that I ever had.” What does the underline word
refer to?
10. Why does the writer love Blecky?
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 3
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:3
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
Descriptive text (description of an animal).
V.
Teaching Method
Story Circle method
4. Teacher distributes the text “Cathy”
paragraph is read:
events in the story
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necessary)
descriptive text.
students.
A. Media
: Computer, LCD
B. Teaching Aid


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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
CATTIE
Cattie is my wonderful cat. She is a Persian cat. She is 3 years old now.
She has long white fur. She also has sharp eyes and cute mustache.
Cattie is a lovely cat. She always walk beautifully that will attract
people’s attention. She likes to play around my feet when I watch TV. She
loves to play with my finger when I feed her. The moment that she likes most is
when I flatter her fur. She will wait for me in front of the door when I am not
around. Sometimes she sleeps near my bed. She is so cute and I love her so
much.
2.
What is Cattie?
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3.
How old is she?
4.
How does she look like?
5.
“She also has sharp eyes.” What does the underline word refer to?
6.
What is the relation between the writer and Cattie?
7.
8.
“Cattie is my wonderful pet”
9.
“She is so cute and I love her so much.” What does the underline word
refer to?
10. Why does the writer say that Cattie is a lovely pet?
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 4
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:4
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
Story Circle method
4. Teacher distributes the text “Agnes Monica”
paragraph is read:
events in the story
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necessary)
descriptive text.
students.
A. Media
: Computer, LCD
B. Teaching Aid


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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
Agnes Monica
Agnes Monica, born in Jakarta 1 July 1986, known as Agnez Mo, is an
Indonesian singer and actress. She started her career in the entertainment industry at
the age of six as a child singer. She has recorded three children's albums. She also
became a presenter of several children's television programs. Her role in the soap
opera “Pernikahan Dini” made her famous in Indonesian entertainment industry
In 2003, she released her fourth album “And the Story Goes”, which marked
her transition from a child singer to a female artist. On her fifth album, “Whaddup A..
'?!” (2005), she collaborated with American R&B singer Keith Martin. She also
appeared in two Taiwanese drama series, “The Hospital” and “Romance in the White
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House”. In 2010, she was appointed as one of the judges on the talent show
Indonesian Idol and was also one of the international hosts of the red carpet at the
American Music Awards of 2010 in Los Angeles.
Agnes is the most-awarded Indonesian singer. She has received lots of
awards, including ten “Anugerah Musik Indonesia” awards, seven Panasonic Awards,
and four MTV Indonesia Awards. She was also honored with a “Nugraha Bhakti
Musik Indonesia” (NBMI) from the Indonesian Ministry of Culture and Tourism and
the Singers, Songwriters, and Music Record Producers Association of Indonesia
(PAPPRI) for her contribution and support for the Indonesian music industry.
1. How old when Agnes Monica started her first career in the entertainment
Industry?
2. What album was marked Agnes Monica’s transition from a child singer to
a female artist?
3. How old when Agnes Monica produced her fifth album?
4. What was his role in the talent show Indonesian Idol?
5. “She collaborated with American R&B singer Keith Martin.
What does the underlined word have the similar meaning to?
6. “…she was appointed as one of the judges on...”
What does the underline word refer to?
7. Mention two Taiwanese drama series that Agnes Monica appeared!
8. What did Agnes Monica do at the American Music Awards of 2010 in Los
Angeles?
9. How many Panasonic Award did Agnes Monica receive?
10. Why NBMI honored Agnes Monica with “Nugraha Bhakti Musik
Indonesia”?
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 5
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:5
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
Story Circle method
4. Teacher distributes the text “Justin Beiber”
paragraph is read:
events in the story
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necessary)
descriptive text.
students.
A. Media
: Computer, LCD
B. Teaching Aid


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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
Justin Bieber
Justin Bieber is a Canadian pop star and actor. He was born on the 1st of
March 1994. He wanted to be a musician for as long as he could remember. When he
was a child, he taught himself to play the piano, guitar, trumpet and drums. In 2007,
his mother posted many videos of him singing covers of blues and soul songs. A
record company executive saw one and in 2008 Bieber signed for Island Records.
Bieber's first single, "One Time", reached number 17 on America’s Billboard
Hot 100. His first album, “My World”, was released in November 2009. It went
platinum in the U.S. He went on tour to promote the album. The 3D movie of the tour
nearly broke the sales record for the biggest opening weekend for a concert movie.
Bieber also appeared on many prime time TV shows in the US.
Bieber has become an international star in a very short period of time. In 2010
he won the Artist of the Year award at the American Music Awards. He was also
nominated for Best New Artist at the Grammy’s. Bieber appeared in several TV roles,
including in the hit TV series CSI. He has also sung on records for charity to help
victims of the Haiti and Japan earthquakes.
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1. Who is Justin Bieber?
2. Who taught Justin Bieber to play piano?
3. “He wanted to be a musician for as long as he could remember.”
4. When did Justin Bieber sign his first contract?
6. What was Justin Beiber first single?
7. “It went platinum in the U.S.”
8. What album did Justin Beiber release in November 2009?
10. What did he win in 2010?
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 6
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:6
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
Story Circle method
4. Teacher distributes the text “Bill Gates”
paragraph is read:
events in the story
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necessary)
descriptive text.
students.
A. Media
: Computer, LCD
B. Teaching Aid


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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
Bill Gates
William Henry Gates III was born on October 28, 1955. He is one of the
world's richest people and perhaps the most successful businessman ever. He cofounded the software giant Microsoft and turned it into the world’s largest software
company. He is the best-known entrepreneur of the PC revolution. He has also
written two best-selling books and started his own charity with his wife.
Gates was interested with electronics from a young age. In 1975 he read about
a small technology company. He contacted them to see if they were interested in a
computer program he had written. This led to the creation of Microsoft. Gates later
make a deal with IBM that put Microsoft's Windows on IBM computers. This deal
made Microsoft a major player in the IT industry.
Gates was in charge at Microsoft from 1975 until 2006. He was an active
software developer at the beginning. He had a vision that computers could change
everyone’s life. He helped make this vision come true and developed many products
that are now part of modern life. His management style has been studied and copied
around the world.
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Gates resign as Microsoft CEO in June 2008. He now spends his time with his
wife, Melinda, focusing on their charitable foundation. They provide funds for global
problems that are ignored by governments and other organizations. ‘Time’ magazine
voted Gates as one of the biggest influences of the 20th Century.
1. When was Bill Gates born?
2. What makes Bill Gates become the world richest person?
3. “He is the best-known entrepreneur of the PC revolution”
4. “He has also written two best-selling books....”
6. What deal made Microsoft become a major player in the IT Industry?
7. How long did Bill Gates in charge at Microsoft as a software developer?
8. What is Bill Gates’ vision?
9. What does Bill Gates do after he resigns as Microsoft CEO?
10. “They provide funds for global problems that are...”
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 7
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:7
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
Story Circle method
4. Teacher distributes the text “Jennifer Lopez”
paragraph is read:
events in the story
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necessary)
descriptive text.
students.
A. Media
: Computer, LCD
B. Teaching Aid


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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
Jennifer Lopez
Jennifer Lopez, a.k.a. J.Lo, is a multi-talented and superstar. She is an
actress, singer-songwriter, record producer, and dancer. She is also a very
smart businesswoman and has used her fame to launch her own fashion line
and perfumes. She is the richest entertainer of Latin American ancestry in
Hollywood.
Lopez was born in 1969 and raised in the Bronx district of New York.
She always dreamed to be a celebrity. When she was 19, she started singing
and dancing lessons. After two years, she was selected as a dancer for MTV
and as a backup singer for Janet Jackson.
In the 1990s, Lopez appeared in several hit movies. Lopez has
appeared in over 20 movies. She released her debut album ‘On the 6’ in 1999,
which was a top 10 hit in the US. She has released a total of seven albums in
English and Spanish.
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Lopez has expanded her business interests into many areas. In 2003,
she launched her JLO brand, which is highly popular with young women. She
followed this with her 2005 SweetFace and 2007 JustSweet collections. Her
“Glow by J.Lo” perfume broke many sales records. Lopez also owns a
restaurant in Miami and a film and television production company.
1. What people usually call Jennifer Lopez?
2. What makes Jennifer Lopez become the richest entertainer of Latin
American ancestry in Hollywood?
3. “She is also a very smart businesswoman …”
4. “She is the richest entertainer of Latin American ancestry in Hollywood.”
6. What did Jennifer always dream about when she was kids?
7. What album did Jennifer Lopez release in 1999?
9. When did Jennifer Lopez launch her JLO brand?
10. “Lopez also owns a restaurant in Miami and a film and television
production company.”
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 8
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:8
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
Story Circle method
4. Teacher distributes the text “Rowan Atkinson”
paragraph is read:
events in the story
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necessary)
descriptive text.
students.
A. Media
: Computer, LCD
B. Teaching Aid


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VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
Rowan Atkinson
Little Rowan was born in Consett, England January 6, 1955 to Anglican
farmers Ella May and Eric Atkinson, who had two older sons Rupert and Rodney. He
attended the same prep school as former British Prime Minister Tony Blair (who was
two years ahead of Rowan) and went on to study electrical engineering at Newcastle
University. With his future looking rather un-funny, Rowan continued his studies at
Oxford University, where he earned a master’s degree. It was while he was at Oxford
that Rowan planted the seeds that would eventually grow the Bean we all know and
love.
Rowan appeared in a half-hour TV special called Mr. Bean in 1988. The show
caught on at home in the UK and abroad, and led to several more TV specials and a
big screen film titled Bean, which debuted in 1997. Rowan went on to feature in
plenty of other big screen hits including Four Weddings and a Funeral with Hugh
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Grant, and the James Bond parody Johnny English, but the call of the Bean was hard
to ignore: Rowan stars in Mr. Bean's Holiday on August 24, 2007!
1.
2.
3.
4.
How many brothers does Rowan Atkinson have?
Where does Rowan Atkinson get the idea of “Mr.Bean”?
“With his future looking rather un-funny…”
5. “…where he earned a master’s degree.”
7. When did Rowan Atkinson start “Mr.Bean” serials?
8. What kind of movie do you think “Johnny English” is?
9. “The show caught on at home in the UK and abroad…”
10. “… and led to several more TV specials and a big screen film titled
Bean…”
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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Reading: _______________________
Date:________________________
Know
Wonder
Learn
What I Think I Know
What I Want To Know
What I Learned
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Detailed Information
Paragraph 1
No
1
2
3
4
5
Paragraph 2
No
1
2
3
4
5
Paragraph 3
No
1
2
3
4
5
Detail Information
Detail Information
Detail Information
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Story Circle
8
1
2
7
3
6
5
4
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Appendix 3. Lesson Plan for Control Class (DTM)
LESSON PLAN 1
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:1
: VII/ Seventh - Control
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
C. Membaca nyaring bermakna kata, frasa, dan kalimat dengan ucapan,
terdekat.
D. Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat
III. Indicators
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IV. Materials
V.
Teaching Method
1.
Teacher distributes descriptive text to the students.
2.
Teacher asks students to read the text silently.
3.
Teacher asks students to read the text loudly.
4.
Teacher asks some students as a volunteer to read the text loudly.
5.
Teacher explains the content of the text.
6.
Teacher explains the concept of main idea and gives examples from the
text how to find it.
7.
Teachers explain the concept of supporting details (implicit and explicit
information) and give examples from the text how to find it.
8.
Teacher explains the concept of word reference and gives examples
from the text how to find it.
9.
Teacher explains the concept of meaning of certain word based on the
context give examples from the text how to find it.
10. Teacher gives guided practice to reinforce students’ understanding.
11. Teacher gives feedback to students.
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descriptive text to find main idea, implicit and explicit information,
word reference, and meaning of certain words based on the context.
students.
A. Media
: Computer, LCD
B. Teaching Aid


VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
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10
10 x 100 = 10
10
D. Instrument :
Emma
Ema is a junior high school student. She goes to SMP 6, the same
school as mine. On Monday until Thursday, she is at school from 07.00 a.m
until 13.30 a.m. on Friday and Saturday, her school finish at 11.00 a.m.
Everyday, she goes to school on foot. She goes swimming every week. She
never comes late to school. She always respects and obeys her parents and
teacher. It makes them love to have her around.
Ema is a good looking girl. She has oval face. She also has pointed
nose and long black hair. Her skin is white. She has thick lips and beatiful
eyes. She is also tall and slim.
1.
2. What is Emma?
3. How long is Emma in a school on Monday until Thursday?
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4. How does she look like?
5. “She never comes late to school.” what does the underline word refer to?
6. What is the relation between the writer and Emma?
8. “Ema is a good looking girl.” what does the underlined word have the similar
meaning to?
9. “It makes them love to have her around.” What does the underline word refer
to?
10. How is mr. Emma’s personality?
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 2
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:2
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
Descriptive text (description of an animal)
V.
Teaching Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
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students.
A. Media
: Computer, LCD
B. Teaching Aid


VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
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10
10 x 100 = 10
10
D. Instrument :
BLECKY
I have a very cute dog. His name is Blecky. Blecky is a Russian Dog. He
is 2 years old now. He has white and spotted black fur. He also has bright eyes
and cute tail.
Blecky is a loyal pet that I ever had. Everyday, he picks me up in front of
the Bus station. He takes my shoes when I suggest him to do. Sometimes he
takes bath with me. He is also a lovely and friendly pet. He is my playmate. He
always accompany me to go to the market, play football, run and play around.
In short, I love Blecky.
2.
What is Blecky?
3.
How old is he?
4.
How does he look like?
5.
“He has white and spotted black fur.” What does the underline word refer
to?
6.
What is the relation between the writer and blecky?
7.
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8.
“He is also a lovely and friendly pet”
9.
“Blecky is a loyal pet that I ever had.” What does the underline word
refer to?
10. Why does the writer love Blecky?
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 3
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:3
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II. Basic Competence
terdekat.
III. Indicators
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IV. Materials
Descriptive text (description of an animal).
V. Teaching Method
F. Opening (10 minutes)
G. Main Activity (60 minutes)
1.
2.
3.
4.
5.
6.
7.
8.
9.
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H. Closing (10 minutes)
students.
VII.
Media, Teaching Aid, and Source of learning
A. Media
: Computer, LCD
B. Teaching Aid


VIII.
Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
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10
10 x 100 = 10
10
D. Instrument :
CATTIE
Cattie is my wonderful cat. She is a Persian cat. She is 3 years old now.
She has long white fur. She also has sharp eyes and cute mustache.
Cattie is a lovely cat. She always walk beautifully that will attract
people’s attention. She likes to play around my feet when I watch TV. She
loves to play with my finger when I feed her. The moment that she likes most is
when I flatter her fur. She will wait for me in front of the door when I am not
around. Sometimes she sleeps near my bed. She is so cute and I love her so
much.
2.
What is Cattie?
3.
How old is she?
4.
How does she look like?
5.
“She also has sharp eyes.” What does the underline word refer to?
6.
What is the relation between the writer and Cattie?
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7.
8.
“Cattie is my wonderful pet”
9.
“She is so cute and I love her so much.” What does the underline word
refer to?
10. Why does the writer say that Cattie is a lovely pet?
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Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
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LESSON PLAN 4
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:4
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
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students.
A. Media
: Computer, LCD
B. Teaching Aid


VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
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C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
Agnes Monica
Agnes Monica, born in Jakarta 1 July 1986, known as Agnez Mo, is an
Indonesian singer and actress. She started her career in the entertainment industry at
the age of six as a child singer. She has recorded three children's albums. She also
became a presenter of several children's television programs. Her role in the soap
opera “Pernikahan Dini” made her famous in Indonesian entertainment industry
In 2003, she released her fourth album “And the Story Goes”, which marked
her transition from a child singer to a female artist. On her fifth album, “Whaddup A..
'?!” (2005), she collaborated with American R&B singer Keith Martin. She also
appeared in two Taiwanese drama series, “The Hospital” and “Romance in the White
House”. In 2010, she was appointed as one of the judges on the talent show
Indonesian Idol and was also one of the international hosts of the red carpet at the
American Music Awards of 2010 in Los Angeles.
Agnes is the most-awarded Indonesian singer. She has received lots of
awards, including ten “Anugerah Musik Indonesia” awards, seven Panasonic Awards,
and four MTV Indonesia Awards. She was also honored with a “Nugraha Bhakti
Musik Indonesia” (NBMI) from the Indonesian Ministry of Culture and Tourism and
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the Singers, Songwriters, and Music Record Producers Association of Indonesia
(PAPPRI) for her contribution and support for the Indonesian music industry.
1. How old when Agnes Monica started her first career in the entertainment
Industry?
2. What album was marked Agnes Monica’s transition from a child singer to
a female artist?
3. How old when Agnes Monica produced her fifth album?
4. What was his role in the talent show Indonesian Idol?
5. “She collaborated with American R&B singer Keith Martin.
6. “…she was appointed as one of the judges on...”
7. Mention two Taiwanese drama series that Agnes Monica appeared!
8. What did Agnes Monica do at the American Music Awards of 2010 in Los
Angeles?
9. How many Panasonic Award did Agnes Monica receive?
10. Why NBMI honored Agnes Monica with “Nugraha Bhakti Musik
Indonesia”?
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Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
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LESSON PLAN 5
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:5
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
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students.
A. Media
: Computer, LCD
B. Teaching Aid


VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
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10
10 x 100 = 10
10
D. Instrument :
Justin Bieber
Justin Bieber is a Canadian pop star and actor. He was born on the 1st of
March 1994. He wanted to be a musician for as long as he could remember. When he
was a child, he taught himself to play the piano, guitar, trumpet and drums. In 2007,
his mother posted many videos of him singing covers of blues and soul songs. A
record company executive saw one and in 2008 Bieber signed for Island Records.
Bieber's first single, "One Time", reached number 17 on America’s Billboard
Hot 100. His first album, “My World”, was released in November 2009. It went
platinum in the U.S. He went on tour to promote the album. The 3D movie of the tour
nearly broke the sales record for the biggest opening weekend for a concert movie.
Bieber also appeared on many prime time TV shows in the US.
Bieber has become an international star in a very short period of time. In 2010
he won the Artist of the Year award at the American Music Awards. He was also
nominated for Best New Artist at the Grammy’s. Bieber appeared in several TV roles,
including in the hit TV series CSI. He has also sung on records for charity to help
victims of the Haiti and Japan earthquakes.
1. Who is Justin Bieber?
2. Who taught Justin Bieber to play piano?
3. “He wanted to be a musician for as long as he could remember.”
4. When did Justin Bieber sign his first contract?
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6. What was Justin Beiber first single?
7. “It went platinum in the U.S.”
8. What album did Justin Beiber release in November 2009?
10. What did he win in 2010?
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Headmaster of
Researcher
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Rah Seto Sumirat
S891108083
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LESSON PLAN 6
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:6
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
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students.
A. Media
: Computer, LCD
B. Teaching Aid


VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
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10
10 x 100 = 10
10
D. Instrument :
Bill Gates
William Henry Gates III was born on October 28, 1955. He is one of the
world's richest people and perhaps the most successful businessman ever. He cofounded the software giant Microsoft and turned it into the world’s largest software
company. He is the best-known entrepreneur of the PC revolution. He has also
written two best-selling books and started his own charity with his wife.
Gates was interested with electronics from a young age. In 1975 he read about
a small technology company. He contacted them to see if they were interested in a
computer program he had written. This led to the creation of Microsoft. Gates later
make a deal with IBM that put Microsoft's Windows on IBM computers. This deal
made Microsoft a major player in the IT industry.
Gates was in charge at Microsoft from 1975 until 2006. He was an active
software developer at the beginning. He had a vision that computers could change
everyone’s life. He helped make this vision come true and developed many products
that are now part of modern life. His management style has been studied and copied
around the world.
Gates resign as Microsoft CEO in June 2008. He now spends his time with his
wife, Melinda, focusing on their charitable foundation. They provide funds for global
problems that are ignored by governments and other organizations. ‘Time’ magazine
voted Gates as one of the biggest influences of the 20th Century.
1. When was Bill Gates born?
2. What makes Bill Gates become the world richest person?
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3. “He is the best-known entrepreneur of the PC revolution”
4. “He has also written two best-selling books....”
6. What deal made Microsoft become a major player in the IT Industry?
7. How long did Bill Gates in charge at Microsoft as a software developer?
8. What is Bill Gates’ vision?
9. What does Bill Gates do after he resigns as Microsoft CEO?
10. “They provide funds for global problems that are...”
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 7
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:7
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
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students.
A. Media
: Computer, LCD
B. Teaching Aid


VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
C. Scoring rubric :
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10
10 x 100 = 10
10
D. Instrument :
Jennifer Lopez
Jennifer Lopez, a.k.a. J.Lo, is a multi-talented and superstar. She is an
actress, singer-songwriter, record producer, and dancer. She is also a very
smart businesswoman and has used her fame to launch her own fashion line
and perfumes. She is the richest entertainer of Latin American ancestry in
Hollywood.
Lopez was born in 1969 and raised in the Bronx district of New York.
She always dreamed to be a celebrity. When she was 19, she started singing
and dancing lessons. After two years, she was selected as a dancer for MTV
and as a backup singer for Janet Jackson.
In the 1990s, Lopez appeared in several hit movies. Lopez has
appeared in over 20 movies. She released her debut album ‘On the 6’ in 1999,
which was a top 10 hit in the US. She has released a total of seven albums in
English and Spanish.
Lopez has expanded her business interests into many areas. In 2003,
she launched her JLO brand, which is highly popular with young women. She
followed this with her 2005 SweetFace and 2007 JustSweet collections. Her
“Glow by J.Lo” perfume broke many sales records. Lopez also owns a
restaurant in Miami and a film and television production company.
1. What people usually call Jennifer Lopez?
2. What makes Jennifer Lopez become the richest entertainer of Latin
American ancestry in Hollywood?
3. “She is also a very smart businesswoman …”
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4. “She is the richest entertainer of Latin American ancestry in Hollywood.”
6. What did Jennifer always dream about when she was kids?
7. What album did Jennifer Lopez release in 1999?
9. When did Jennifer Lopez launch her JLO brand?
10. “Lopez also owns a restaurant in Miami and a film and television
production company.”
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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LESSON PLAN 8
Name of School
Subject/ Skill
Meeting
Class
Semester
Material
Time Allotment
: English/ Reading
:8
: 1 (One)
: Descriptive Text
: 2 x 40 Minutes
II.
Basic Competence
terdekat.
III. Indicators
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IV. Materials
V.
Teaching Method
1.
2.
3.
4.
5.
6.
7.
8.
9.
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students.
A. Media
: Computer, LCD
B. Teaching Aid


VIII. Assessment
A. Technique
: Written test.
B. Form
: Essay
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C. Scoring rubric :
10
10 x 100 = 10
10
D. Instrument :
Rowan Atkinson
Little Rowan was born in Consett, England January 6, 1955 to Anglican
farmers Ella May and Eric Atkinson, who had two older sons Rupert and Rodney. He
attended the same prep school as former British Prime Minister Tony Blair (who was
two years ahead of Rowan) and went on to study electrical engineering at Newcastle
University. With his future looking rather un-funny, Rowan continued his studies at
Oxford University, where he earned a master’s degree. It was while he was at Oxford
that Rowan planted the seeds that would eventually grow the Bean we all know and
love.
Rowan appeared in a half-hour TV special called Mr. Bean in 1988. The show
caught on at home in the UK and abroad, and led to several more TV specials and a
big screen film titled Bean, which debuted in 1997. Rowan went on to feature in
plenty of other big screen hits including Four Weddings and a Funeral with Hugh
Grant, and the James Bond parody Johnny English, but the call of the Bean was hard
to ignore: Rowan stars in Mr. Bean's Holiday on August 24, 2007!
1.
2.
3.
4.
How many brothers does Rowan Atkinson have?
Where does Rowan Atkinson get the idea of “Mr.Bean”?
“With his future looking rather un-funny…”
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5. “…where he earned a master’s degree.”
7. When did Rowan Atkinson start “Mr.Bean” serials?
8. What kind of movie do you think “Johnny English” is?
9. “The show caught on at home in the UK and abroad…”
10. “… and led to several more TV specials and a big screen film titled
Bean…”
Acknowledged by
Headmaster of
Researcher
Drs. Budi Santoso
Rah Seto Sumirat
S891108083
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Appendix 4. Blueprint of reading test
No.
Kompetensi Dasar
Uraian materi
Indikator
Menemukan
gagasan pokok
Memahami makna
dalam teks tulis
fungsional pendek
sangat sederhana
yang berkaitan
dengan lingkungan
terdekat.
Disajikan teks “Emma
Watson” siswa menjawab
pertanyaan:
What does the text tell
about?
pertanyaan:
“… Emma and her brother
Alex Watson moved to
Oxfordshire and lived with
their mother”. (par. 2, line
7)
pertanyaan:
What is Emma Watson
famous for?
pertanyaan:
Emma Watson’s mother is a
…
pertanyaan:
From the text we know that
…
pertanyaan:
“… Deathly Hallows are
being awaited by fans
across the globe.” (par. 1,
line 4)
The synonym of globe is ….
1
2
3
4
5
6
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Nomor
Soal
1
Menemukan
referent
2
Menemukan
makna tersurat
3
Menemukan
makna tersurat
4
Menemukan
makna tersirat
5
Menebak arti
kata dalam
konteks bacaan
6
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7
8
9
10
11
12
13
Memahami makna
dalam teks tulis
fungsional pendek
sangat sederhana
yang berkaitan
dengan lingkungan
terdekat.
pertanyaan:
What does Emma like to do
in her spare time?
pertanyaan:
The second paragraph tells
you about …
pertanyaan:
“…she loves hanging out
with her friends, …” (par. 3,
line 9)
The italic word can be best
replaced by ...
pertanyaan:
The correct statement about
Emma Watson is…
Disajikan teks “David
Beckham” siswa menjawab
pertanyaan:
The main idea of the text
is…
pertanyaan:
How many goals did David
Beckham score when he was
playing for English National
team?
pertanyaan:
David Beckham is …
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Menemukan
makna tersurat
7
Menemukan
gagasan pokok
8
Menebak arti
kata dalam
konteks bacaan
9
Menemukan
makna tersirat
10
Menemukan
gagasan pokok
11
Menemukan
makna tersurat
12
Menemukan
makna tersirat
13
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14
15
16
17
18
19
20
pertanyaan:
After reading the text we
can notice that …
pertanyaan:
The Nick name of David
Beckham’s father is…
pertanyaan:
How did David and
Victoria’s wedding
ceremony look like?
pertanyaan:
“They fell in love and soon
dated each other.” (par. 2,
line 7)
The word They refer to …
pertanyaan:
David Beckham’s second
son is …
pertanyaan:
Who is the youngest child of
The Beckhams?
pertanyaan:
“…she is famous as Posh
Spice, of Spice Girls fame.”
(par.3, line 6)
The word famous can be
replaced by the word …
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Menemukan
makna tersirat
14
Menemukan
makna tersurat
15
Menemukan
makna tersirat
16
Menemukan
referent
17
Menemukan
makna tersurat
18
Menemukan
makna tersurat
19
Menebak arti
kata dalam
konteks bacaan
20
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21
22
23
24
25
26
27
Memahami makna
dalam teks tulis
fungsional pendek
sangat sederhana
yang berkaitan
dengan lingkungan
terdekat.
Disajikan teks “Selena
Marie Gomez” siswa
menjawab pertanyaan:
The suitable title for the text
is…
Selena Gomez acts as … in
the popular Disney Channel
show Wizards of Waverly
Place.
Selena Gomez was
appointed as … by
UNICEF.
“She was raised by her
working mother, who…”
(par. 2, line 7)
The word she refers to…
Based on the text, how many
show does Selena Gomez
have?
In what year did Selena
Gomez' birth parents
divorce?
Selena Gomez family is …
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Menemukan
makna tersirat
21
Menemukan
makna tersurat
22
Menemukan
makna tersurat
23
Menemukan
referent
24
Menemukan
makna tersirat
25
Menemukan
makna tersirat
26
Menemukan
makna tersirat
27
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28
29
30
31
32
33
34
Memahami makna
dalam teks tulis
fungsional pendek
sangat sederhana
yang berkaitan
dengan lingkungan
terdekat.
“Gomez was appointed to
be a UNICEF Goodwill
Ambassador in 2008.” (par.
1, line 4)
The word appointed has
closest meaning with …
Selena Gomez’s mother was
a…
Selena Gomez got interested
in acting because she
often…
Disajikan teks “William
Bradley "Brad" Pitt” siswa
The second paragraph of
the reading tells you
about…
What does Brad do for
living?
Brad Pitt received …
Academy Award
nominations.
Brad Pitt wins … Golden
Globe.
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Menebak arti
kata dalam
konteks bacaan
28
Menemukan
makna tersurat
29
Menemukan
makna tersurat
30
Menemukan
gagasan pokok
31
Menemukan
makna tersurat
32
Menemukan
makna tersurat
33
Menemukan
makna tersurat
34
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35
36
37
38
39
40
41
Memahami makna
dalam teks tulis
fungsional pendek
sangat sederhana
Why does Brad Pitt receive
media attention?
“…one of the world's most
attractive men…” (par. 1,
line 3)
The synonym of attractive is
…
Brad Pitt’s parents is…
“…lived together with his
younger siblings…”
The suitable word to replace
the word siblings is…
“He attended Kickapoo
High School…” (par. 2, line
8)
The word he refers to…
Based on the story Brad
Pitt…
Disajikan teks “Barack
Obama” siswa menjawab
pertanyaan:
The text tells you about …
commit to user
Menemukan
makna tersurat
35
Menebak arti
kata dalam
konteks bacaan
36
Menemukan
makna tersirat
37
Menebak arti
kata dalam
konteks bacaan
38
Menemukan
referent
39
Menemukan
makna tersirat
40
Menemukan
gagasan pokok
41
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yang berkaitan
dengan lingkungan
terdekat.
42
43
44
45
46
47
48
pertanyaan:
“…Stanley Ann Dunham,
was from Kansas while his
father..” (par. 1, line 2)
The word his refers to…
pertanyaan:
The correct statements
about Barrack Obama’s
parents is …
pertanyaan:
Before went into political
career, Barrack Obama was
a…
pertanyaan:
He was serving as Illinois
State Senate for … years.
pertanyaan:
“They got married on the
third of October in 1992…”
(par. 3, line 9)
The word They refers to…
pertanyaan:
Barrack Obama won the
U.S. presidency re-election
in year …
pertanyaan:
Michelle LaVaughn
Robinson Obama got
commit to user
Menemukan
referent
42
Menemukan
makna tersirat
43
Menemukan
makna tersurat
44
Menemukan
makna tersurat
45
Menemukan
referent
46
Menemukan
makna tersirat
47
Menemukan
makna tersirat
48
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married with Barrack
Obama when she was …
49
50
pertanyaan:
The incorrect statement
about Barrack Obama is…
pertanyaan:
Malia Ann will celebrate
her … birthday in 2013.
commit to user
Menemukan
makna tersirat
49
Menemukan
makna tersurat
50
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Appendix 5. Reading test (try out)
READING TEST
Please cross (X) the correct answer for the multiple choice test items on the
answer sheet provided!
Use the information in the text 1 to answer questions below! (no. 1-10)
Text 1
Emma Charlotte Duerre Watson is an actress. She is famous as Hermione
Granger in the Harry Potter series and since then, she has been an integral part of all
the sequels. Her current roles in Harry Potter and the Half-Blood Prince and Harry
Potter and the Deathly Hallows are being awaited by fans across the globe.
She was born to lawyer parents Jacqueline Luesby and Chris Watson in Paris,
France on April 15th, 1990. Her parents divorced when Emma was 5 years old which
is when Emma and her brother Alex Watson moved to Oxfordshire and lived with
their mother.
In her spare time Emma has lots of hobbies including field hockey and
dancing, she loves hanging out with her friends and likes to be treated like a normal
teenager which is one of the reasons why Emma appeals to so many people around
the world.
1. What does the text tell about?
A. Jacqueline Luesby
B. Chris Watson
Watson
C. Alex Watson
D. Emma Charlotte Duerre
2. “… Emma and her brother Alex Watson moved to Oxfordshire and lived with
their mother”. (par. 2, line 7)
The word their refers to ....
A. Emma and Alex Watson.
B. Emma and Hermione Watson.
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C. Emma and Chris Watson.
D. Emma and Jacqueline Watson.
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3. What is Emma Watson famous for?
A. Emma is famous for her act as Harry Potter.
B. Emma is famous for her act as Hermione Granger.
C. Emma is famous for her act as a field hockey player.
D. Emma is famous for her act as a Deathly Hallows / a dancer.
4. Emma Watson’s mother is a …
A. lawyer.
B. actress .
C. driver.
D. police officer.
5. From the text we know that …
A. Emma was the only child, she has no sibling.
B. As she was fifteen, her family moved to Oxfordshire.
C. Emma’s parents had separated when she was five.
D.Emma has no leisure time because she is so busy.
6. “… Deathly Hallows are being awaited by fans across the globe.” (par. 1, line
4)
The synonym of globe is ….
A. city
C. village
B. nation
D. world
7. What does Emma like to do in her spare time?
A. Emma likes to play basketball.
C. Emma likes to dance.
B. Emma likes to sing.
D. Emma likes to play soccer.
8. The second paragraph tells you about …
A. Emma Watson’s career.
B. Emma Watson’s family.
C. Emma Watson’s sports.
D. Emma Watson’s father.
9. “…she loves hanging out with her friends, …” (par. 3, line 9)
The italic word can be best replaced by ...
A. spending money.
C. giving money.
B. spending time.
D. giving time.
10. The correct statement about Emma Watson is…
A. Emma Watson is a famous actress and she loves to be treated as an
actress.
B. Emma Watson likes people to see her as a normal teenager.
C. Emma Watson has one brother and one sister.
D. Emma Watson hates being an actress.
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Text 2
David Beckham is an English footballer who plays for Italian Serie A team,
AC Milan. He had scored 17 goals in his 110 appearances for the English national
side. He is the only English player to score in three repeated World Cups.
He was born to David Edward Alan 'Ted' Beckham and Sandra Georgina
West on May 2, 1975 in London, England. The whole of the Beckham family was a
great Manchester United fan. In March 1997, Beckham met Victoria Caroline Adams;
she was famous as Posh Spice, of Spice Girls fame. They fell in love and soon dated
each other.
They got married in a grand wedding ceremony that took place at
Luttrellstown castle near Dublin, Ireland. They have four lovely children. They are:
Brooklyn Joseph who was born on March 4th, 1999; Romeo James who was born on
September 1st, 2002; Cruz David who was born on February 20th, 2005; and Harper
Seven who was born on July 10th, 2011.
11. The main idea of the text is…
A. the great footballer
B. Victoria Beckham’s life
C. David Beckham’s life.
D. Great football game.
12. How many goals did David Beckham score when he was playing for English
National team?
A. He had scored one hundred and ten goals when he was playing for
English national team.
B. He had scored one hundred and seventeen goals when he was playing
for English national team.
C. He had scored seventy goals when he was playing for English national
team.
D. He had scored seventeen goals when he was playing for English
national team.
13. The correct statement about David Beckham is ……..
A. David Beckham has never failed in making score.
B. David Beckham was making more score than other players in three
repeated World Cup.
C. David Beckham’s family was a great fan of AC Milan.
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D. David Beckham fell in love with Victoria Beckham, got married, and
had four daughters.
14. After reading the text we can notice that ………
A. Victoria Beckham is the manager of Spice Girls.
B. Victoria Beckham was born on May 2, 1975 in London, England.
C. Victoria Beckham’s complete name is Victoria Caroline Adams.
D. Victoria Beckham’s mother is a great fan of Manchester United.
15. The Nick name of David Beckham’s father is…
A. Ted.
C. West.
B. Edward.
D. Posh.
16. How did David and Victoria’s wedding ceremony look like?
A. It was great.
C. It was bad.
B. It was awful.
D. It was sad.
17. “They fell in love and soon dated each other.” (par. 2, line 7)
The word They refer to …
A. David Beckham and Victoria Caroline Adams.
B. David Edward Alan Beckham and Victoria Caroline Adams.
C. David Beckham and Sandra Georgina West.
D. David Edward Alan Beckham and Victoria Caroline Adams.
18. David Beckham’s second son is …
A. Brooklyn Joseph
B. Romeo James
C. Cruz David
D. Harper Seven
19. Who is the youngest child of The Beckhams?
A. Brooklyn Joseph
C. Cruz David
B. Romeo James
D. Harper Seven
20. “…she is famous as Posh Spice, of Spice Girls fame.” (par.3, line 6)
The word famous can be replaced by the word …
A. member.
C. well-known.
B. part of.
D. well-done.
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Text 3
Selena Marie Gomez is an American actress and singer. Gomez is best-known
for playing Alex Russo in the popular Disney Channel show Wizards of Waverly
Place. Gomez is also known as a singer of the popular band Selena Gomez & The
Scene. Gomez was appointed to be a UNICEF Goodwill Ambassador in 2008.
Gomez was born in Grand Prairie, Texas on July 22, 1992. She is the daughter
of Ricardo Gomez and Mandy Teefy, a former stage actress. Gomez is an only child.
Gomez' birth parents divorced when she was five years old. She was raised by her
working mother, who remarried to Brian Teefy in 2006. Her father is Mexican and
her mother is Italian. Gomez has stated that when she was a child, she developed an
interest in acting from watching her mother’s performance in theater productions.
21. The suitable title for the text is…
A. Selena Marie Gomez
B. Selena Marie Gomez Family
C. Selena Marie Gomez Movie
D. Selena Gomez & The Scene
22. Selena Gomez acts as … in the popular Disney Channel show Wizards of
Waverly Place.
A. Gomez Russo.
C. Alex Russo.
B. Mandy Russo.
D. Brian Russo.
23. Selena Gomez was appointed as … by UNICEF.
A. Beauty Ambassador.
C. Art Ambassador.
B. Goodwill Ambassador.
D. Youth Ambassador.
24. “She was raised by her working mother, who…” (par. 2, line 7)
A. Brian Teefy.
C. Ricardo Gomez.
B. Mandy Teefy.
D. Selena Gomez.
25. Based on the text, how many show does Selena Gomez have?
A. 1
C. 3
B. 2
D. 4
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26. In what year did Selena Gomez' birth parents divorce?
A. 1994
C. 1997
B. 1995
D. 1998
27. The correct statement about Selena Gomez family is …
A. Selena Gomes has one sister and one brother.
B. Selena Gomez has two sisters and one brother.
C. Selena Gomez has only one sister.
D. Selena Gomez doesn’t have any sisters and brothers.
28. “Gomez was appointed to be a UNICEF Goodwill Ambassador in 2008.”
(par. 1, line 4)
The word appointed has closest meaning with …
A. chosen
C. forgotten
B. neglected
D. given
29. Selena Gomez’s mother was a …
A. singer
B. stage actress
C. movie actress
D. director
30. Selena Gomez got interested in acting because she often…
A. watched TV serials with her mother.
B. watched movie with her mother.
C. watched her mother playing in a opera show
D. watched her mother’s performance in theatre production.
Text 4
William Bradley "Brad" Pitt is an American actor and film producer. Pitt has
received four Academy Award nominations and five Golden Globe Award
nominations, winning one Golden Globe. He has been described as one of the world's
most attractive men, a label for which he has received media attention.
William Bradley "Brad" Pitt was born in Shawnee, Oklahoma, December 18,
1963 and is the son of Jane Etta, a high school counselor, and William Alvin Pitt, a
truck company owner. The family soon moved to Springfield, Missouri, where he
lived together with his younger siblings, Douglas Pitt (born 1966) and Julie Neal Pitt
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(born 1969). He attended Kickapoo High School where he joined the tennis, golf and
swimming teams, and was a member of the choir, the debating club and the student
council.
31. The second paragraph of the reading tells you about…
A. Brad Pitt family tree.
B. Brad Pitt family history.
C. Brad Pitt life before he becomes an actor.
D. Brad Pitt life after he becomes an actor.
32. What does Brad do for living?
A. He is an actor and a film director.
B. He is an actor and a film producer.
C. He is an actor and a truck company owner.
D. He is an actor and a school counsellor.
33. Brad Pitt received … Academy Award nominations.
A. five
C. six
B. four
D. seven
34. Brad Pitt wins … Golden Globe.
A. one
B. two
C. three
D. four
35. Why does Brad Pitt receive media attention?
A. He can sing and dance.
B. He joins debating club in his school.
C. He is the son of a truck company owner.
D. He is one of the world's most attractive men.
36. “…one of the world's most attractive men…” (par. 1, line 3)
The synonym of attractive is …
A. Bad-looking
C. best-looking
B. Good –looking
D. worse looking
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37. The correct statement about Brad Pitt’s parents is…
A. They live in Shawnee, Oklahoma.
B. They have three sons.
C. His mother is a high school counsellor.
D. His father is truck driver.
38. “…lived together with his younger siblings…”
The suitable word to replace the word siblings is…
A. brothers and sisters.
C. parents.
B. close friends.
D. relatives.
39. “He attended Kickapoo High School…” (par. 2, line 8)
A. William Alvin Pitt
C. Julie Neal Pitt.
B. William Bradley Pitt.
D. Douglas Pitt.
40. Based on the story Brad Pitt…
A. is successful actor and husband.
B. is living with his two brothers in Springfield, Missouri.
C. was happy for being a student of Kickapoo High School.
D. was very active in extracurricular activities in Kickapoo High School.
Text 5
Barack Obama was born on August 4, 1961, in Honolulu, Hawaii. Barack
grew up in the state of Hawaii as well as Jakarta, a city in Indonesia. His mother,
Stanley Ann Dunham, was from Kansas while his father, Barack Obama, Sr., was
born in Kenya, Africa.
He is the 44th and current president of the United States. He was a civil-rights
lawyer and teacher before pursuing a political career. He was elected to the Illinois
State Senate in 1996, serving from 1997 to 2004. He was elected to the U.S.
presidency in 2008, and won re-election in 2012 against Republican challenger Mitt
Romney.
Barrack Obama met Michelle LaVaughn Robinson Obama, which born on
th
17 January 1964, at the end of his first year at Harvard Law School. They got
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married on the third of October in 1992 at Trinity United Church of Christ in Chicago
Illinois. From their marriage they have two beautiful daughters: Malia Ann, born on
July 4, 1998, and Natasha (known as Sasha) born on June 10, 2001.
41. The text tells you about …
A. The 44th president of United State of America life.
B. Barrack Obama family members’ life.
C. Michelle LaVaughn Robinson Obama’s life.
D. Trinity United Church of Christ in Chicago Illinois.
42. “…Stanley Ann Dunham, was from Kansas while his father..” (par. 1, line 2)
A. Michelle LaVaughn Robinson Obama.
B. Malia Ann
C. Barack Obama, Sr
D. Barrack Obama.
43. The correct statements about Barrack Obama’s parents is …
A. His mother’s name is Michelle LaVaughn Robinson Obama.
B. His father was born in Kenya, Africa.
C. His mother was born in Chicago, Illinois.
D. His Father’s name is Barrack Obama, Jr.
44. Before went into political career, Barrack Obama was a …
A. Harvard Law School teacher.
B. Illinois State Senate.
C. Civil-rights lawyer.
D. High school counsellor.
45. He was serving as Illinois State Senate for … years.
A. four
C. six
B. five
D. seven
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46. “They got married on the third of October in 1992…” (par. 3, line 9)
A. Barrack Obama and Michelle LaVaughn Robinson Obama.
B. Barrack Obama and Barack Obama, Sr.
C. Barrack Obama and Malia Ann.
D. Barrack Obama and Stanley Ann Dunham.
47. Barrack Obama won the U.S. presidency re-election in year …
A. 1996
C. 2008
B. 1998
D. 2012
\
48. Michelle LaVaughn Robinson Obama got married with Barrack Obama when
she was …
A. 26 years old.
C. 28 years old.
B. 27 years old.
D. 29 years old.
49. The incorrect statement about Barrack Obama is…
A. He met his wife at the end of his first year at Harvard Law School.
B. He was elected to the Illinois State Senate in 1997.
C. He married his wife in Chicago, Illinois.
D. He has two daughters.
50. Malia Ann will celebrate her … birthday in 2013.
A. 15th
B. 16th
C. 17th
D. 18th
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Appendix 6. validity and reliability of reading items
Resp. No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
∑
p
q
pq
St
Mean Xi
Mean Xt
ro
rt
X1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
X2
1
1
1
1
1
1
1
1
0
1
1
1
0
1
1
1
1
1
1
1
1
1
0
1
X3
0
1
1
0
0
1
1
1
0
0
1
0
1
1
1
1
0
1
0
1
0
1
0
0
X4
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
0
1
1
1
Numbe rs of ite ms
X5
X6
X7
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
0
1
0
1
1
0
1
1
0
1
0
0
1
1
0
0
1
0
1
1
1
1
1
0
1
1
0
1
1
0
1
0
0
1
1
1
1
1
1
1
1
0
0
0
1
1
1
1
0
1
0
1
1
X8
1
1
1
1
1
1
0
1
0
1
1
0
1
1
1
1
1
1
1
1
0
1
1
1
X9
1
1
1
1
1
1
1
1
0
0
0
0
0
0
0
0
0
1
0
1
0
0
1
0
X10
1
1
0
1
0
1
1
0
1
0
0
0
0
0
0
0
0
0
0
1
0
0
0
1
X11
1
1
1
1
1
1
1
1
1
1
1
0
1
1
1
1
1
1
0
1
0
1
1
0
22
3
0.880
0.120
0.106
21
4
0.840
0.160
0.134
13
12
0.520
0.480
0.250
21
4
0.840
0.160
0.134
11
14
0.440
0.560
0.246
20
5
0.800
0.200
0.160
11
14
0.440
0.560
0.246
8
17
0.320
0.680
0.218
20
5
0.800
0.200
0.160
not valid
k
k 1
21
4
0.840
0.160
0.134
8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041
31.1 31.238
33.2 31.381 32.909
31.6
32.81
33.35 36.273
33.5
33.15
30
30
30
30
30
30
30
30
30
30
30
0.350
0.334
0.392
0.372
0.303
0.376
0.757
0.788
0.654
0.282
0.741
0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396
not
not
not
not
not
not
valid
valid
valid
not
valid
1
valid
20
5
0.800
0.200
0.160
2
32
18
1.0417
3
4
5
6
St
7
8
8.504
St2
reliability
r table
Status
commit to user
72.320
0.901
0.396
Reliable
9
10
11
digilib.uns.ac.id
207
Number of items
X17
X18
X19
1
1
1
1
1
1
1
1
1
0
1
0
0
1
1
1
1
1
1
1
1
1
1
0
1
0
1
1
0
0
1
1
1
1
0
0
1
1
1
1
1
0
1
1
1
1
1
1
1
0
0
1
1
1
1
0
1
1
1
1
1
1
0
1
1
1
1
1
1
1
1
1
X12
1
1
1
0
1
1
1
1
0
1
1
0
1
0
1
1
0
1
1
1
1
1
1
1
X13
1
0
0
0
0
0
0
1
0
1
1
0
1
0
1
0
0
0
0
0
0
1
1
0
X14
1
1
1
1
1
1
1
1
0
0
1
0
1
0
0
1
0
1
0
1
0
1
1
1
X15
1
1
1
0
1
1
1
1
0
1
1
1
1
0
1
1
0
1
1
1
1
1
1
1
X16
1
1
1
1
1
1
1
1
1
1
0
0
1
0
1
1
0
1
0
1
1
1
1
1
19
6
0.760
0.240
0.182
8
17
0.320
0.680
0.218
16
9
0.640
0.360
0.230
20
5
0.800
0.200
0.160
19
6
0.760
0.240
0.182
22
3
0.880
0.120
0.106
19
6
0.760
0.240
0.182
17
8
0.680
0.320
0.218
X20
0
1
1
0
1
1
0
1
0
0
0
0
0
1
0
0
0
0
0
1
0
0
0
0
X21
1
1
1
0
0
0
1
1
1
1
1
1
0
0
1
1
1
1
1
0
0
1
0
1
X22
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
X23
1
1
1
0
1
1
0
1
0
0
1
1
1
1
1
1
0
1
1
1
1
1
1
1
7
18
0.280
0.720
0.202
16
9
0.640
0.360
0.230
23
2
0.920
0.080
0.074
19
6
0.760
0.240
0.182
8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041
34.105 34.625
36
33.1 33.421
31.2
31.8 34.824 37.571 31.563
30.8 33.368
30
30
30
30
30
30
30
30
30
30
30
30
0.859
0.373
0.941
0.729
0.716
0.382
0.377
0.827
0.555
0.245
0.319
0.705
0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396
valid not
valid valid valid not
not
valid valid not
not
valid
12
13
14
15
16
17
18
commit to user
19
20
21
22
23
digilib.uns.ac.id
208
Number of items
X29
X30
X31
0
1
1
1
1
0
1
1
0
0
1
0
1
1
0
1
1
0
0
1
0
1
1
0
0
1
0
0
1
0
0
1
0
0
0
0
1
1
0
1
0
0
0
1
0
1
1
0
1
1
0
0
1
0
1
1
0
0
0
0
0
0
0
1
1
0
1
1
1
1
1
0
X24
0
1
1
0
0
0
1
1
0
0
1
0
1
0
0
1
0
0
0
0
0
0
1
1
X25
0
0
1
0
1
1
0
1
1
0
1
0
1
0
0
1
1
1
0
1
0
0
0
1
X26
1
1
1
0
1
1
0
1
1
0
1
0
1
1
1
1
1
1
1
1
0
1
1
1
X27
1
1
1
0
0
1
1
1
0
0
1
0
1
1
1
0
0
0
0
0
0
1
0
1
X28
1
1
1
0
0
1
1
1
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
9
16
0.360
0.640
0.230
12
13
0.480
0.520
0.250
19
6
0.760
0.240
0.182
12
13
0.480
0.520
0.250
7
18
0.280
0.720
0.202
13
12
0.520
0.480
0.250
20
5
0.800
0.200
0.160
2
23
0.080
0.920
0.074
X32
1
1
1
1
1
1
0
1
1
1
1
0
1
0
1
1
1
1
0
1
1
1
1
1
X33
1
0
1
0
1
1
0
1
1
0
1
1
1
1
1
1
0
1
0
1
0
1
1
1
X34
1
1
1
1
0
1
0
1
1
1
1
0
1
1
1
1
1
1
1
1
1
1
1
1
X35
1
1
1
1
1
1
0
1
1
1
0
1
1
0
1
1
0
1
0
1
0
1
1
1
20
5
0.800
0.200
0.160
17
8
0.680
0.320
0.218
21
4
0.840
0.160
0.134
18
7
0.720
0.280
0.202
8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041
36.667 34.833 34.105 36.333 39.286 34.385
33
37.5
33.15 33.941
32
33.5
30
30
30
30
30
30
30
30
30
30
30
30
0.588
0.546
0.859
0.716
0.681
0.537
0.706
0.260
0.741
0.676
0.539
0.660
0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396
valid valid valid valid valid valid valid not
valid valid valid valid
24
25
26
27
28
29
30
commit to user
31
32
33
34
35
digilib.uns.ac.id
209
Number of items
X41
X42
X43
0
1
1
0
1
1
0
1
1
0
1
0
1
0
1
1
1
1
1
0
1
0
0
1
0
0
0
0
0
1
0
1
1
1
0
0
0
1
1
0
0
1
0
0
1
0
0
1
1
0
0
0
0
1
0
0
0
1
0
1
0
0
1
1
0
0
1
0
1
1
0
1
X36
0
0
0
1
0
1
1
0
0
1
0
0
0
0
1
0
1
1
0
0
1
0
1
0
X37
0
1
1
0
1
0
0
1
0
0
1
0
0
1
0
1
0
0
0
0
1
1
0
0
X38
1
1
0
0
0
1
0
0
1
0
1
0
0
0
1
0
1
1
1
1
1
1
1
1
X39
1
1
1
0
1
1
1
1
0
0
1
1
1
0
0
0
1
0
0
1
0
1
0
0
X40
0
0
1
0
1
1
0
0
0
1
0
0
0
0
1
0
0
1
0
1
0
1
1
1
9
16
0.360
0.640
0.230
9
16
0.360
0.640
0.230
14
11
0.560
0.440
0.246
13
12
0.520
0.480
0.250
10
15
0.400
0.600
0.240
9
16
0.360
0.640
0.230
7
18
0.280
0.720
0.202
18
7
0.720
0.280
0.202
X44
1
1
1
0
1
1
1
1
1
0
0
0
1
0
0
1
0
1
0
0
0
0
1
1
X45
1
1
1
0
1
1
0
1
1
0
1
1
1
0
1
1
0
1
0
1
0
0
1
1
X46
1
1
1
0
1
1
1
1
1
0
1
0
1
0
1
1
1
1
1
1
1
1
1
1
X47
1
0
1
0
0
0
1
0
0
0
0
0
0
0
0
0
1
0
0
1
0
0
0
1
13
12
0.520
0.480
0.250
16
9
0.640
0.360
0.230
20
5
0.800
0.200
0.160
6
19
0.240
0.760
0.182
8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041 8.5041
28.333 34.111 32.357 34.846
35.4 31.778 37.143 34.056 36.231 34.938
33.55 34.333
30
30
30
30
30
30
30
30
30
30
30
30
-0.147
0.363
0.313
0.593
0.518
0.157
0.524
0.765
0.763
0.774
0.835
0.286
0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396 0.396
not
not
not
valid valid not
valid valid valid valid valid not
36
37
38
39
40
41
42
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44
45
46
47
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X48
1
1
1
0
1
1
0
1
1
1
0
0
1
1
1
1
0
1
0
0
0
1
0
0
X49
1
1
1
0
0
1
0
1
0
1
1
0
1
0
0
1
0
0
0
0
0
1
1
0
X50
1
1
1
0
1
1
0
1
1
0
1
0
1
1
1
1
1
1
1
1
1
0
0
1
14
11
0.560
0.440
0.246
11
14
0.440
0.560
0.246
18
7
0.720
0.280
0.202
Xt
xt2
xt
40
42
44
20
35
43
29
40
23
22
35
14
36
23
32
34
22
35
21
36
17
37
35
35
10
12
14
-10
5
13
-1
10
-7
-8
5
-16
6
-7
2
4
-8
5
-9
6
-13
7
5
5
100
144
196
100
25
169
1
100
49
64
25
256
36
49
4
16
64
25
81
36
169
49
25
25
750
30
1808
30
9.7728
8.5041 8.5041 8.5041
34.714 37.091 32.944
30
30
30
0.625
0.739
0.555
0.396 0.396 0.396
valid valid valid
48
49
50
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Further, based on the table above, the data are calculated using the following
formula to get the validity of items:
Ʃ
St =
=
= 8.504
St2 = 72.320
r
1
=
=
.
.
.
.
= 0.757
Based on the calculation above, it can be seen that the ro (0.757) is higher than
rtable for n = 24 at the level of significance (α) 5 % = 0.396. So, r o
>
rtable (0.757 >
0.396) and item number 7 is valid. For the other items, they are calculated in the same
way.
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formula to get the reliability of items:
rkk =
−1
24
1− Ʃ
2
9.772
= 23 1 − 72.320
= 0.901
rtable for n = 24 at the level of significance (α) 5 % = 0.396. So, ro
0.396) and the test is reliable.
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>
rtable (0.901 >
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Appendix 7. Reading Test of Descriptive text (after try out)
READING TEST
Please cross (X) the correct answer for the multiple choice test items on the
answer sheet provided!
Text 1
Emma Charlotte Duerre Watson is an actress. She is famous as Hermione
Granger in the Harry Potter series and since then, she has been an integral part of all
the sequels. Her current roles in Harry Potter and the Half-Blood Prince and Harry
Potter and the Deathly Hallows are being awaited by fans across the globe.
She was born to lawyer parents Jacqueline Luesby and Chris Watson in Paris,
France on April 15th, 1990. Her parents divorced when Emma was 5 years old which
is when Emma and her brother Alex Watson moved to Oxfordshire and lived with
their mother.
In her spare time Emma has lots of hobbies including field hockey and
dancing, she loves hanging out with her friends and likes to be treated like a normal
teenager which is one of the reasons why Emma appeals to so many people around
the world.
1. What is Emma Watson famous for?
A. Emma is famous for her act as Harry Potter.
B. Emma is famous for her act as Hermione Granger.
C. Emma is famous for her act as a field hockey player.
D. Emma is famous for her act as a Deathly Hallows / a dancer.
2. What does Emma like to do in her spare time?
A. Emma likes to play basketball.
C. Emma likes to dance.
B. Emma likes to sing.
D. Emma likes to play soccer.
3. The second paragraph tells you about …
A. Emma Watson’s career.
B. Emma Watson’s family.
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C. Emma Watson’s sports.
D. Emma Watson’s father.
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4. “…she loves hanging out with her friends, …” (par. 3, line 9)
The italic word can be best replaced by ...
A. spending money.
C. giving money.
B. spending time.
D. giving time.
Text 2
David Beckham is an English footballer who plays for Italian Serie A team,
AC Milan. He had scored 17 goals in his 110 appearances for the English national
side. He is the only English player to score in three repeated World Cups.
He was born to David Edward Alan 'Ted' Beckham and Sandra Georgina
West on May 2, 1975 in London, England. The whole of the Beckham family was a
great Manchester United fan. In March 1997, Beckham met Victoria Caroline Adams;
she was famous as Posh Spice, of Spice Girls fame. They fell in love and soon dated
each other.
They got married in a grand wedding ceremony that took place at
Luttrellstown castle near Dublin, Ireland. They have four lovely children. They are:
Brooklyn Joseph who was born on March 4th, 1999; Romeo James who was born on
September 1st, 2002; Cruz David who was born on February 20th, 2005; and Harper
Seven who was born on July 10th, 2011.
5. The main idea of the text is…
A. The great footballer
B. Victoria Beckham’s life
C. David Beckham’s life.
D. Great football game.
6. How many goals did David Beckham score when he was playing for English
National team?
A. He had scored one hundred and ten goals when he was playing for
English national team.
B. He had scored one hundred and seventeen goals when he was playing
for English national team.
C. He had scored seventy goals when he was playing for English national
team.
D. He had scored seventeen goals when he was playing for English
national team.
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7. After reading the text we can notice that ………
A. Victoria Beckham is the manager of Spice Girls.
B. Victoria Beckham was born on May 2, 1975 in London, England.
C. Victoria Beckham’s complete name is Victoria Caroline Adams.
D. Victoria Beckham’s mother is a great fan of Manchester United.
8. The Nick name of David Beckham’s father is…
A. Ted.
C. West.
B. Edward.
D. Posh.
9. How did David and Victoria’s wedding ceremony look like?
A. It was great.
C. It was bad.
B. It was awful.
D. It was sad.
10. David Beckham’s second son is …
A. Brooklyn Joseph
B. Romeo James
C. Cruz David
D. Harper Seven
11. Who is the youngest child of The Beckhams?
A. Brooklyn Joseph
C. Cruz David
B. Romeo James
D. Harper Seven
12. “…she is famous as Posh Spice, of Spice Girls fame.” (par.3, line 6)
The word famous can be replaced by the word …
A. member.
C. well-known.
B. part of.
D. well-done.
Text 3
Selena Marie Gomez is an American actress and singer. Gomez is best-known
for playing Alex Russo in the popular Disney Channel show Wizards of Waverly
Place. Gomez is also known as a singer of the popular band Selena Gomez & The
Scene. Gomez was appointed to be a UNICEF Goodwill Ambassador in 2008.
Gomez was born in Grand Prairie, Texas on July 22, 1992. She is the daughter
of Ricardo Gomez and Mandy Teefy, a former stage actress. Gomez is an only child.
Gomez' birth parents divorced when she was five years old. She was raised by her
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working mother, who remarried to Brian Teefy in 2006. Her father is Mexican and
her mother is Italian. Gomez has stated that when she was a child, she developed an
interest in acting from watching her mother’s performance in theater productions.
13. Selena Gomez was appointed as … by UNICEF.
A. Beauty Ambassador.
C. Art Ambassador.
B. Goodwill Ambassador.
D. Youth Ambassador.
14. “She was raised by her working mother, who…” (par. 2, line 7)
A. Brian Teefy.
C. Ricardo Gomez.
B. Mandy Teefy.
D. Selena Gomez.
15. Based on the text, how many show does Selena Gomez have?
A. 1
C. 3
B. 2
D. 4
16. In what year did Selena Gomez' birth parents divorce?
A. 1994
C. 1997
B. 1995
D. 1998
17. The correct statement about Selena Gomez family is …
A. Selena Gomes has one sister and one brother.
B. Selena Gomez has two sisters and one brother.
C. Selena Gomez has only one sister.
D. Selena Gomez doesn’t have any sisters and brothers.
18. “Gomez was appointed to be a UNICEF Goodwill Ambassador in 2008.”
(par. 1, line 4)
The word appointed has closest meaning with …
A. chosen
C. forgotten
B. neglected
D. given
19. Selena Gomez’s mother was a …
A. singer
B. stage actress
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C. movie actress
D. director
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20. Selena Gomez got interested in acting because she often…
A. watched TV serials with her mother.
B. watched movie with her mother.
C. watched her mother playing in a opera show
D. watched her mother’s performance in theatre production.
Text 4
William Bradley "Brad" Pitt is an American actor and film producer. Pitt has
received four Academy Award nominations and five Golden Globe Award
nominations, winning one Golden Globe. He has been described as one of the world's
most attractive men, a label for which he has received media attention.
William Bradley "Brad" Pitt was born in Shawnee, Oklahoma, December 18,
1963 and is the son of Jane Etta, a high school counselor, and William Alvin Pitt, a
truck company owner. The family soon moved to Springfield, Missouri, where he
lived together with his younger siblings, Douglas Pitt (born 1966) and Julie Neal Pitt
(born 1969). He attended Kickapoo High School where he joined the tennis, golf and
swimming teams, and was a member of the choir, the debating club and the student
council.
21. What does Brad do for living?
A. He is an actor and a film director.
B. He is an actor and a film producer.
C. He is an actor and a truck company owner.
D. He is an actor and a school counselor.
22. Brad Pitt received … Academy Award nominations.
A. five
C. six
B. four
D. seven
23. Why does Brad Pitt receive media attention?
A. He can sing and dance.
B. He joins debating club in his school.
C. He is the son of a truck company owner.
D. He is one of the world's most attractive men.
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24. “He attended Kickapoo High School…” (par. 2, line 8)
A. William Alvin Pitt
C. Julie Neal Pitt.
B. William Bradley Pitt.
D. Douglas Pitt.
25. Based on the story Brad Pitt…
A. is successful actor and husband.
B. is living with his two brothers in Springfield, Missouri.
C. was happy for being a student of Kickapoo High School.
D. was very active in extracurricular activities in Kickapoo High School.
Text 5
Barack Obama was born on August 4, 1961, in Honolulu, Hawaii. Barack
grew up in the state of Hawaii as well as Jakarta, a city in Indonesia. His mother,
Stanley Ann Dunham, was from Kansas while his father, Barack Obama, Sr., was
born in Kenya, Africa.
He is the 44th and current president of the United States. He was a civil-rights
lawyer and teacher before pursuing a political career. He was elected to the Illinois
State Senate in 1996, serving from 1997 to 2004. He was elected to the U.S.
presidency in 2008, and won re-election in 2012 against Republican challenger Mitt
Romney.
Barrack Obama met Michelle LaVaughn Robinson Obama, which born on
th
17 January 1964, at the end of his first year at Harvard Law School. They got
married on the third of October in 1992 at Trinity United Church of Christ in Chicago
Illinois. From their marriage they have two beautiful daughters: Malia Ann, born on
July 4, 1998, and Natasha (known as Sasha) born on June 10, 2001.
26. “…Stanley Ann Dunham, was from Kansas while his father..” (par. 1, line 2)
A. Michelle LaVaughn Robinson Obama.
B. Malia Ann
C. Barack Obama, Sr
D. Barrack Obama.
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27. The correct statements about Barrack Obama’s parents is …
A. His mother’s name is Michelle LaVaughn Robinson Obama.
B. His father was born in Kenya, Africa.
C. His mother was born in Chicago, Illinois.
D. His Father’s name is Barrack Obama, Jr.
28. Before went into political career, Barrack Obama was a …
A. Harvard Law School teacher.
B. Illinois State Senate.
C. Civil-rights lawyer.
D. High school counselor.
29. He was serving as Illinois State Senate for … years.
A. four
C. six
B. five
D. seven
30. “They got married on the third of October in 1992…” (par. 3, line 9)
A. Barrack Obama and Michelle LaVaughn Robinson Obama.
B. Barrack Obama and Barack Obama, Sr.
C. Barrack Obama and Malia Ann.
D. Barrack Obama and Stanley Ann Dunham.
31. Michelle LaVaughn Robinson Obama got married with Barrack Obama when
she was …
A. 26 years old.
C. 28 years old.
B. 27 years old.
D. 29 years old.
32. The incorrect statement about Barrack Obama is…
A. He met his wife at the end of his first year at Harvard Law School.
B. He was elected to the Illinois State Senate in 1997.
C. He married his wife in Chicago, Illinois.
D. He has two daughters.
GOOD LUCK and THANK YOU
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Appendix 8. Distribution of Students’ reading test score
The score of reading test of
experimental class which is taught
by using story circle (A1)
The score of reading test of control
class which is taught by using
direct teaching (A2)
No
Name
Score
No
Name
Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
E.1
E.2
E.3
E.4
E.5
E.6
E.7
E.8
E.9
E.10
E.11
E.12
E.13
E.14
E.15
E.16
E.17
E.18
E.19
E.20
E.21
E.22
E.23
E.24
66
68
72
79
82
85
76
83
67
84
82
65
71
65
80
77
83
70
83
69
70
84
88
71
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
C.1
C.2
C.3
C.4
C.5
C.6
C.7
C.8
C.9
C.10
C.11
C.12
C.13
C.14
C.15
C.16
C.17
C.18
C.19
C.20
C.21
C.22
C.23
C.24
73
72
76
77
71
64
67
74
69
74
70
71
75
75
81
70
71
73
76
73
74
78
78
78
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Appendix 9. Blueprint of Questionnaire Risk Taking behavior
Questionnaire – Risk Taking Behavior
No
Indicator
Willingness to speculate in
learning target language.
Eagerness to produce and
interpret target language.
Recognizing failure as a learning
experience.
1.
2.
3.
No
Positive (+)
Negative (-)
TOTAL
10
10
20
10
10
20
9
9
18
Pertanyaan
Willingness to speculate in learning target language.
+
+
+
1
Saya merasa bahasa Inggris akan membantu saya
mempelajari hal-hal baru.
2
Saya selalu menantikan pelajaran bahasa Inggris di
sekolah
3
Saya mencoba untuk selalu membaca bacaan dalam
bahasa Inggris walau kadang tidak tahu artinya.
4
_
Saya akan menunggu guru saya menterjemahkan
pertanyaanya
ke bahasa Indonesia sebelum saya
menjawabnya.
+
+
5
Saya senang mendengarkan musik berbahasa Inggris
dan mencoba menebak maksud liriknya.
6
Saya senang mengutip kata-kata bijak berbahasa
Inggris.
7
_
Saya mencoba untuk mengerjakan tugas bahasa Inggris
yang diberikan sesuai dengan contoh yang diberikan di
buku sebelum pelajaran bahasa Inggris dimulai.
+ 8
Tanpa diulang menggunakan bahasa Indonesia, saya
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melakukan perintah guru yang diberikan dalam bahasa
Inggris.
_ 9
Saya tidak suka membaca teks dalam bahasa Inggris.
_ 10
Pelajaran bahasa Inggris sangat membosankan
_
11
Saya malu bertanya mengenai hal yang saya tidak
pahami dalam bahasa Inggris.
12
_
Di dalam kelas, saya akan mengucapkan kalimat di
dalam hati terlebih dahulu sebelum saya benar-benar
mengatakannya karena saya pasti ragu-ragu.
+
+
13
Saya selalu mengangkat tangan untuk menjawab
pertanyaan dari guru bahasa Inggris.
14
Saya mencari informasi tambahahan sendiri di internet
agar saya lebih mengerti tentang apa yang telah dibahas.
15
+
Saya suka bermain permainan computer scrable
(menyusun kata) dari pada permainan hiburan (angry
bird)
-
_
_
_
+
16
Saya
cuek
apabila
guru
selalu
mengajar
dan
berkomunikasi dengan menggunakan bahasa Inggris.
17
Saya tidak berusaha keras untuk mendapatkan nilai
bahasa Inggris yang baik.
18
Penguasaan bahasa Inggris tidak terlalu bernilai bernilai
bagi masa depan saya.
19
Dapat mengguanakan bahasa Inggris dengan baik bukan
merupakan prioritas saya dalam belajar di sekolah.
20
Saya menikmati berkomunikasi dengan teman-teman
saya dengan menggunakan bahasa Inggris.
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Eagerness to produce and interpret target language.
+
21
Saya senang menulis status di jejaring sosial (facebook,
twitter, dll) dengan menggunakan bahasa Inggris.
22
_
Saya akan diam dan pura-pura tidak mendengar ketika
diminta guru menjawab pertanyaan tentang isi bacaan
yang sedang dibahas.
+
23
Saya senang mengerjakan soal bahasa Inggris yang
menurut saya sulit.
24
_
Saya tidak suka mengutarakan ide saya atas teks yang
diberikan guru saya dengan menggunakan bahasa
Inggris yang rumit.
25
+
Saya berusaha menggunakan kosa kata, grammar
bahasa Inggris yang saya dapat dari jam pelajaran
sebelumnya untuk menjawab pertanyaan dari guru.
_
26
Saya merasa grogi ketika harus mengerjakan tugas
dalam bahasa Inggris
27
_
Saya lebih suka menggunakan bahasa Indonesia atau
jawa untuk berbicara dengan teman maupun guru di
dalam kelas bahasa Inggris.
_
+
28
Saya merasa tidak percaya diri jika harus berbicara
menggunakan bahasa Inggris.
29
Saya lebih senang menyanyi nyanyian berbahasa
Inggris daripada nyanyian dengan bahasa Indonesia.
30
+
Saya berusaha mengerjakan tugas bahasa Inggris di
dalam kelas dengan menggunakan kaidah tata bahasa
Inggris yang yang menurut saya benar.
_ 31
Ketika menonton film berbahasa Inggris saya selalu
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membaca terjemahannya.
+
+
32
Saya membuka kamus untuk mengetahui arti kosa kata
bahasa Inggris yang saya tidak ketahui.
33
Setiap kali ada kesempatan menggunakan bahasa
Inggris, saya selalu menggunakannya dengan baik
34
_
Saya lebih senang membuka situs internet berbahasa
Indonesia daripada berbahasa Inggris dan membaca
isinya untuk mencari informasi yang saya perlukan.
+
35
Saya senang mengerjakan tes online bahasa inggris di
internet
36
+
Saya berharap memiliki teman yang berasal dari negara
yang berbicara dengan bahasa Inggris sehingga saya
bisa berlatih bahasa Inggris dengan lebih baik.
_ 37
+
_
_
38
Berbicara menggunakan bahasa Inggris itu aneh.
Saya atur HP/Tablet saya dengan menggunakan bahasa
Inggris agar saya terbiasa menggunakan bahasa Inggris.
39
Saya
berpura-pura
mengerti
penjelasan
yang
disampaikan guru bahasa Inggris saya.
40
Saya tidak yakin lawan bicara saya mengerti apa yang
saya sampaikan dengan menggunakan bahasa Inggris.
Recognizing failure as a learning experience.
41
_
Ketika di dalam kelas, saya lebih suka mengerjakan
tugas sama persis dengan contoh dari guru agar saya
tidak salah.
42
_
Saya mengerti ketika orang lain berbicara dengan
menggunakan bahasa Inggris dengan saya tetapi saya
akan menjawabnya dengan Bahasa Indonesia karena
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saya malu ketika membuat kesalahan.
43
+
Saya selalu mencoba menjawab pertanyaan guru Bahasa
Inggris dengan menggunakan bahasa Inggris walaupun
saya tidak yakin akan kebenarannya.
+
+
44
Saya berusaha untuk mencoba berbicara menggunakan
bahasa Inggris setiap kali ada kesempatan.
45
Saya lebih percaya diri ketika berbicara menggunakan
bahasa inggris ketika berada di kelompok kecil.
46
+
Saya akan mengerjakan apapun tugas bahasa Inggris
yang diberikan kepada saya dengan sebaik-baiknya
tanpa berpikir tentang kebenaran jawaban saya.
47
+
Saya selalu mencoba menggunakan kaidah bahasa
Inggris
yang
sulit
walaupun
mungkin
saya
menggunakannya dengan tidak benar.
48
_
Saya merasa gagal jika saya dokoreksi guru atas
kesalahan yang saya buat dalam mengerjakan tugas dan
berkomunikasi dengan menggunakan bahasa Inggris.
49
_
Saya tidak pernah meminta bantuan guru bahasa Inggris
saya dan bertanya mengenai materi pelajaran Bahasa
Inggris yang saya tidak mengerti.
_ 50
Saya tidak akan menulis jawaban pertanyaan dalam teks
yang diberikan kepada saya (saya akan biarkan kosong)
+ 51
Saya terus mencoba untuk memperbaiki kelemahan
saya dalam berbahasa Inggris.
+ 52
menurut saya membuat kesalahan adalah bagian dari
proses belajar
_ 53
Saya akan tertawa ketika melihat teman saya melakukan
kesalahan berbicara dengan menggunakan bahasa
commit to user
digilib.uns.ac.id
226
Inggris.
_ 54
Saya merasa kesal ketika guru bahasa Inggris saya
meminta
saya
menjawab
pertanyaan
dengan
menggunakan bahasa Inggris
_ 55
Saya merasa takut nilai bahasa Inggris saya jelek karena
itu berarti saya telah gagal.
_ 56
Lebih baik saya diam daripada menjawab salah dan
menjadi malu.
+ 57
Lebih baik saya mencoba mengerjakan tugas membaca
bahasa Inggris dan membuat kesalahan daripada tidak
melakukan apa-apa.
+ 58
Saya sadar bahwa dengan membuat kesalahan saya tahu
mana yang benar
commit to user
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227
Appendix 10. Questionnaire – Risk Taking Behavior (try out)
Nama:
Kelas:
Tanggal:
KUISIONER
Kuisioner ini dimaksudkan untuk menggali data tentang kemampuan siswa
untuk melakukan pengambilan resiko (risk taking) dalam pembelajaran
Bahasa Inggris. Untuk itu Anda dimohon untuk membaca dan kemudian
merespon pernyataan-pernyataan di bawah ini sesuai dengan pendapat Anda.
STS:Sangat Tidak Setuju; TS: Tidak Setuju; S: Setuju; SS: Sangat Setuju
No
1
Pertanyaan
Saya
merasa
bahasa
Inggris
STS TS S SS
akan
membantu
saya
mempelajari hal-hal baru.
2
Saya selalu menantikan pelajaran bahasa Inggris di sekolah
3
Saya mencoba untuk selalu membaca bacaan dalam bahasa
Inggris walau kadang tidak tahu artinya.
4
Saya
akan
pertanyaanya
menunggu
ke
guru
bahasa
saya
menterjemahkan
Indonesia
sebelum
saya
menjawabnya.
5
Saya senang mendengarkan musik berbahasa Inggris dan
mencoba menebak maksud liriknya.
6
Saya senang mengutip kata-kata bijak berbahasa Inggris.
7
Saya mencoba untuk mengerjakan tugas bahasa Inggris yang
diberikan sesuai dengan contoh yang diberikan di buku
sebelum pelajaran bahasa Inggris dimulai.
8
Tanpa diulang menggunakan bahasa Indonesia, saya
melakukan perintah guru yang diberikan dalam bahasa
Inggris.
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9
10
Pelajaran bahasa Inggris sangat membosankan
11
Saya malu bertanya mengenai hal yang saya tidak pahami
dalam bahasa Inggris.
12
Di dalam kelas, saya akan mengucapkan kalimat di dalam
hati
terlebih
dahulu
sebelum
saya
benar-benar
13
Saya selalu mengangkat tangan untuk menjawab pertanyaan
dari guru bahasa Inggris.
14
Saya mencari informasi tambahahan sendiri di internet agar
saya lebih mengerti tentang apa yang telah dibahas.
15
Saya suka bermain permainan computer scrable (menyusun
kata) dari pada permainan hiburan (angry bird)
16
Saya cuek apabila guru selalu mengajar dan berkomunikasi
dengan menggunakan bahasa Inggris.
17
Saya tidak berusaha keras untuk mendapatkan nilai bahasa
Inggris yang baik.
18
Penguasaan bahasa Inggris tidak terlalu bernilai bernilai bagi
masa depan saya.
19
Dapat mengguanakan bahasa Inggris dengan baik bukan
20
Saya menikmati berkomunikasi dengan teman-teman saya
21
Saya senang menulis status di jejaring sosial (facebook,
22
Saya akan diam dan pura-pura tidak mendengar ketika
diminta guru menjawab pertanyaan tentang isi bacaan yang
sedang dibahas.
commit to user
digilib.uns.ac.id
229
23
Saya senang mengerjakan soal bahasa Inggris yang menurut
saya sulit.
24
Saya tidak suka mengutarakan ide saya atas teks yang
diberikan guru saya dengan menggunakan bahasa Inggris
yang rumit.
25
Saya berusaha menggunakan kosa kata, grammar bahasa
Inggris yang saya dapat dari jam pelajaran sebelumnya
untuk menjawab pertanyaan dari guru.
26
Saya merasa grogi ketika harus mengerjakan tugas dalam
bahasa Inggris
27
Saya lebih suka menggunakan bahasa Indonesia atau jawa
untuk berbicara dengan teman maupun guru di dalam kelas
bahasa Inggris.
28
Saya merasa tidak percaya diri jika harus berbicara
29
Saya lebih senang menyanyi nyanyian berbahasa Inggris
daripada nyanyian dengan bahasa Indonesia.
30
Saya berusaha mengerjakan tugas bahasa Inggris di dalam
kelas dengan menggunakan kaidah tata bahasa Inggris yang
yang menurut saya benar.
31
Ketika menonton film berbahasa Inggris saya selalu
32
Saya membuka kamus untuk mengetahui arti kosa kata
33
Setiap kali ada kesempatan menggunakan bahasa Inggris,
saya selalu menggunakannya dengan baik
34
Saya lebih senang membuka situs internet berbahasa
Indonesia daripada berbahasa Inggris dan membaca isinya
commit to user
digilib.uns.ac.id
230
untuk mencari informasi yang saya perlukan.
35
Saya senang mengerjakan tes online bahasa inggris di
internet
36
Saya berharap memiliki teman yang berasal dari negara yang
berbicara dengan bahasa Inggris sehingga saya bisa berlatih
bahasa Inggris dengan lebih baik.
37
Berbicara menggunakan bahasa Inggris itu aneh.
38
Saya atur HP/Tablet saya dengan menggunakan bahasa
39
Saya berpura-pura mengerti penjelasan yang disampaikan
guru bahasa Inggris saya.
40
Saya tidak yakin lawan bicara saya mengerti apa yang saya
sampaikan dengan menggunakan bahasa Inggris.
41
Ketika di dalam kelas, saya lebih suka mengerjakan tugas
sama persis dengan contoh dari guru agar saya tidak salah.
42
Saya
mengerti
ketika
orang
lain
berbicara
dengan
menggunakan bahasa Inggris dengan saya tetapi saya akan
menjawabnya dengan Bahasa Indonesia karena saya malu
ketika membuat kesalahan.
43
Saya selalu mencoba menjawab pertanyaan guru Bahasa
Inggris dengan menggunakan bahasa Inggris walaupun saya
tidak yakin akan kebenarannya.
44
Saya berusaha untuk mencoba berbicara menggunakan
45
Saya lebih percaya diri ketika berbicara menggunakan
46
Saya akan mengerjakan apapun tugas bahasa Inggris yang
diberikan kepada saya dengan sebaik-baiknya tanpa berpikir
commit to user
digilib.uns.ac.id
231
tentang kebenaran jawaban saya.
47
Saya selalu mencoba menggunakan kaidah bahasa Inggris
yang sulit walaupun mungkin saya menggunakannya dengan
tidak benar.
48
Saya merasa gagal jika saya dokoreksi guru atas kesalahan
yang saya buat dalam mengerjakan tugas dan berkomunikasi
49
Saya tidak pernah meminta bantuan guru bahasa Inggris
saya dan bertanya mengenai materi pelajaran Bahasa Inggris
yang saya tidak mengerti.
50
Saya tidak akan menulis jawaban pertanyaan dalam teks
51
Saya terus mencoba untuk memperbaiki kelemahan saya
dalam berbahasa Inggris.
52
menurut saya membuat kesalahan adalah bagian dari proses
belajar
53
Saya akan tertawa ketika melihat teman saya melakukan
kesalahan berbicara dengan menggunakan bahasa Inggris.
54
Saya merasa kesal ketika guru bahasa Inggris saya meminta
saya menjawab pertanyaan dengan menggunakan bahasa
Inggris
55
Saya merasa takut nilai bahasa Inggris saya jelek karena itu
berarti saya telah gagal.
56
Lebih baik saya diam daripada menjawab salah dan menjadi
malu.
57
Lebih baik saya mencoba mengerjakan tugas membaca
melakukan apa-apa.
commit to user
digilib.uns.ac.id
232
58
Saya sadar bahwa dengan membuat kesalahan saya tahu
mana yang benar
TERIMA KASIH
commit to user
digilib.uns.ac.id
233
Appendix 11. Validity and reliability of questionnaire Risk Taking Behavior
Resp. No.
X1
X2
X3
X4
X5
X6
X7
X8
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
3
3
4
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
4
3
4
4
3
3
3
3
3
3
3
3
3
3
3
2
2
3
3
3
3
3
3
3
4
3
2
3
3
3
4
2
3
3
2
3
3
3
4
2
3
3
3
4
2
2
4
3
3
3
3
3
4
4
1
4
2
2
3
3
2
2
1
3
2
3
3
3
3
3
2
3
2
3
3
4
4
4
1
2
3
3
4
3
3
3
3
4
4
3
4
3
2
3
4
4
4
3
3
4
4
3
2
2
2
3
2
2
2
3
3
4
2
4
3
3
2
2
3
4
3
3
2
3
3
1
2
2
2
2
2
2
2
1
2
2
3
1
2
2
2
2
2
2
2
2
2
2
2
3
3
3
2
2
3
3
3
2
3
2
3
2
3
3
3
3
3
3
3
3
2
4
3
∑Xi
∑X t
75
70
72
65
78
65
46
67
193
268
187
92
193
∑X t2
∑xt2
2
∑Xi
2
∑xi
∑XiXt
∑xixt
r
rtable
status
Si2
rkk
rt
concl us i on
3839
623029
33512.2
239
208
226
14.00
12.00
18.64
24.00
24.64
18.00
7.36
13.44
12300
783.00
1.143
0.396
not
11480
730.80
1.152
0.396
not
11808
751.68
0.951
0.396
valid
10660
678.60
0.757
0.396
valid
12792
814.32
0.896
0.396
valid
10660
678.60
0.874
0.396
valid
7544
480.24
0.967
0.396
valid
10988
699.48
1.042
0.396
not
0.56
0.48
0.7456
0.96
0.921
0.361
reliable
commit to user
0.9856
0.72
0.2944
0.5376
digilib.uns.ac.id
234
X9
X10
X11
X12
X13
X14
X15
X16
X17
X18
X19
4
3
4
2
3
3
3
3
3
2
3
2
4
4
4
3
3
4
3
3
4
2
4
4
4
3
4
3
3
3
4
3
4
3
3
3
4
3
4
3
3
4
3
3
4
3
4
4
2
3
3
3
2
3
4
3
2
2
1
2
3
3
4
2
2
4
3
4
4
2
4
4
3
2
2
2
1
1
3
2
2
1
2
2
3
2
1
2
3
2
2
2
1
2
2
2
2
3
3
3
2
2
3
3
3
3
2
2
3
3
3
2
3
2
3
3
3
2
3
3
1
3
3
2
3
2
1
3
3
2
2
3
2
4
4
2
3
3
2
3
2
2
2
3
4
3
3
3
4
2
1
3
3
2
1
2
1
3
2
3
2
4
3
3
4
2
3
3
3
3
3
3
3
3
4
3
2
3
2
2
2
3
4
2
2
4
3
3
3
2
2
4
4
3
3
2
4
3
4
1
3
2
3
4
4
4
4
4
3
4
3
2
3
2
4
1
4
4
4
1
3
3
3
3
4
3
3
3
4
3
4
4
3
4
4
3
4
3
4
4
3
2
3
3
2
3
4
2
4
3
3
2
2
4
4
3
2
4
4
3
4
3
1
4
77
82
69
47
64
60
64
68
74
82
72
259
286
217
101
176
164
190
204
250
292
234
21.84
17.04
26.56
12.64
12.16
20.00
26.16
19.04
30.96
23.04
26.64
12628
13448
11316
7708
10496
9840
10496
11152
12136
13448
11808
803.88 856.08 720.36 490.68 668.16 626.40 668.16 709.92 772.56 856.08 751.68
0.940 1.133 0.764 0.754 1.047 0.765 0.714 0.889 0.758 0.974 0.796
0.396
valid
0.396
not
0.396
valid
0.396
valid
0.396
not
0.8736 0.6816 1.0624 0.5056 0.4864
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.8 1.0464 0.7616 1.2384 0.9216 1.0656
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X20
X21
X22
X23
X24
X25
X26
X27
X28
X29
X30
2
3
2
2
2
2
3
3
2
3
2
2
2
2
3
2
3
3
2
3
2
2
3
4
2
2
2
2
3
2
3
2
2
2
2
2
3
2
2
2
3
2
3
3
2
2
3
4
2
3
2
3
2
2
3
3
2
3
2
2
3
2
4
2
3
4
3
2
2
3
2
4
2
2
3
2
2
1
1
2
3
2
2
2
2
2
3
2
2
3
3
3
2
2
3
3
3
3
2
3
2
2
3
3
2
2
2
2
3
2
3
3
2
4
3
3
3
3
4
4
2
2
2
3
2
2
2
2
2
3
3
2
2
3
4
3
2
3
3
3
2
2
3
3
5
2
3
3
3
3
3
3
2
3
3
2
3
3
4
3
3
4
3
4
4
3
4
4
2
3
2
3
2
3
3
2
2
1
2
2
2
3
4
2
2
4
3
3
3
3
4
4
3
4
3
2
2
2
3
2
1
2
2
2
4
3
4
3
2
4
3
4
3
2
4
4
2
2
3
3
2
2
2
3
3
3
3
4
2
3
3
2
3
1
4
4
3
2
4
4
3
3
2
3
2
3
3
2
2
2
3
2
3
4
4
2
2
1
3
3
2
3
4
4
59
57
63
54
66
60
77
64
68
67
65
153
143
177
130
192
158
259
186
212
203
191
13.76
13.04
18.24
13.36
17.76
14.00
21.84
22.16
27.04
23.44
22.00
9676
9348
10332
8856
10824
9840
12628
10496
11152
10988
10660
615.96 595.08 657.72 563.76 689.04 626.40 803.88 668.16 709.92 699.48 678.60
0.907 0.900 0.841 0.843 0.893 0.915 0.940 0.775 0.746 0.789 0.790
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.5504 0.5216 0.7296 0.5344 0.7104
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.56 0.8736 0.8864 1.0816 0.9376
commit to user
0.396
valid
0.88
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X31
X32
X33
X34
X35
X36
X37
X38
X39
X40
X41
3
2
2
2
1
3
3
2
2
2
1
2
1
1
1
2
2
1
3
1
3
2
4
1
3
2
3
3
2
2
2
3
3
1
2
3
4
4
3
3
2
4
3
4
3
2
3
4
2
3
2
3
2
2
2
2
2
2
2
2
3
3
3
3
2
3
3
4
3
2
3
4
1
3
2
3
2
2
1
2
1
2
1
1
1
2
2
2
2
1
3
1
2
2
3
2
2
3
2
2
2
2
2
3
2
3
2
2
2
3
3
2
2
3
2
4
2
2
3
3
1
3
3
3
3
3
3
2
2
2
2
2
2
3
3
2
3
3
3
4
3
2
4
4
4
4
4
3
3
3
3
3
2
2
2
2
3
3
4
3
3
4
3
4
3
2
4
4
3
2
2
3
3
2
2
3
4
1
2
3
3
4
3
2
3
4
3
4
3
2
2
3
4
4
3
3
1
3
4
3
1
2
2
3
3
3
4
2
3
4
3
3
3
3
4
4
3
1
3
3
4
2
4
3
2
3
2
2
3
3
3
3
3
4
3
3
2
3
4
2
3
2
2
2
3
2
3
3
2
2
2
3
3
1
3
2
2
4
3
2
3
2
3
4
47
68
62
44
58
65
75
66
72
68
61
109
208
170
92
148
189
247
196
234
206
167
20.64
23.04
16.24
14.56
13.44
20.00
22.00
21.76
26.64
21.04
18.16
7708
11152
10168
7216
9512
10660
12300
10824
11808
11152
10004
490.68 709.92 647.28 459.36 605.52 678.60 783.00 689.04 751.68 709.92 636.84
0.590 0.808 0.877 0.658 0.902 0.829 0.912 0.807 0.796 0.845 0.816
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.8256 0.9216 0.6496 0.5824 0.5376
0.396
valid
0.8
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.88 0.8704 1.0656 0.8416 0.7264
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X42
X43
X44
X45
X46
X47
X48
X49
X50
X51
X52
3
3
3
2
1
2
2
3
2
2
2
3
3
2
4
3
3
4
4
4
3
2
4
4
2
2
2
2
2
2
2
3
2
2
2
2
3
3
3
2
3
1
3
4
3
2
4
3
2
3
3
3
2
2
3
2
4
2
2
3
3
3
4
3
2
1
3
4
2
2
4
4
3
3
3
3
2
2
3
2
2
2
1
2
3
3
3
2
3
1
3
3
3
2
4
3
3
3
3
2
4
2
3
2
2
3
3
2
2
1
1
2
3
1
3
4
1
2
1
3
2
2
3
3
2
2
2
1
3
2
3
2
3
2
3
2
3
1
3
3
1
2
3
3
3
3
2
2
3
2
4
3
3
2
2
2
2
3
2
2
3
3
3
2
4
3
4
4
3
3
3
3
3
3
3
3
1
3
3
3
2
4
4
2
3
4
2
3
3
3
4
3
2
3
3
2
3
3
2
3
1
3
3
2
2
2
4
3
2
4
3
3
3
3
4
4
4
3
3
3
3
3
3
3
3
3
3
4
4
4
4
3
3
4
4
3
3
3
4
4
4
3
3
2
4
3
3
3
4
3
4
3
4
4
4
4
3
4
3
4
4
3
4
4
68
59
66
61
56
56
66
71
67
81
84
210
157
198
167
150
142
194
221
201
279
302
25.04
17.76
23.76
18.16
24.56
16.56
19.76
19.36
21.44
16.56
19.76
11152
9676
10824
10004
9184
9184
10824
11644
10988
13284
13776
709.92 615.96 689.04 636.84 584.64 584.64 689.04 741.24 699.48 845.64 876.96
0.775 0.798 0.772 0.816 0.644 0.785 0.847 0.920 0.825 1.135 1.078
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.396
not
0.396
not
1.0016 0.7104 0.9504 0.7264 0.9824 0.6624 0.7904 0.7744 0.8576 0.6624 0.7904
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X53
X54
X55
X56
X57
X58
∑Xt
∑Xt
2
ƩX(bar)t
3
2
3
2
3
3
3
3
1
2
3
3
3
3
4
2
3
4
3
3
4
3
4
4
4
3
3
3
3
2
4
3
2
3
3
3
3
3
4
3
2
4
3
4
3
3
4
4
2
3
3
2
3
2
1
3
2
2
2
1
3
1
3
1
3
4
3
3
2
2
4
4
2
3
3
2
3
2
1
3
1
3
2
3
3
3
4
3
2
4
2
2
2
2
4
4
3
2
3
3
4
3
4
3
2
2
2
3
2
3
4
3
2
4
3
4
4
3
4
4
4
2
3
3
4
3
2
3
4
2
4
2
2
4
4
4
2
4
3
4
4
3
4
4
164
155
160
148
150
141
159
152
138
137
137
141
158
167
191
145
149
183
174
183
166
140
199
202
26896
24025
25600
21904
22500
19881
25281
23104
19044
18769
18769
19881
24964
27889
36481
21025
22201
33489
30276
33489
27556
19600
39601
40804
153.56
71
76
59
63
74
78
3839
623029
223
250
165
183
242
270
21.36
18.96
25.76
24.24
22.96
26.64
11644
12464
9676
10332
12136
12792
741.24
0.876
793.44
0.995
615.96
0.663
657.72
0.730
772.56
0.881
814.32
0.862
0.396
valid
0.396
not
0.396
valid
0.396
valid
0.396
valid
0.396
valid
0.8544
0.7584
1.0304
0.9696
0.9184
1.0656
commit to user
2
xt
xt
10.44
1.44
6.44
-5.56
-3.56
-12.56
5.44
-1.56
-15.56
-16.56
-16.56
-12.56
4.44
13.44
37.44
-8.56
-4.56
29.44
20.44
29.44
12.44
-13.56
45.44
48.44
108.99
2.0736
41.474
30.914
12.674
157.75
29.594
2.4336
242.11
274.23
274.23
157.75
19.714
180.63
1401.8
73.274
20.794
866.71
417.79
866.71
154.75
183.87
2064.8
2346.4
9931.5
St2
397.26
Si2
46.198
k
k 1
1.0417
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formula to get the validity of items:
Ʃ
Ʃ
= 1642 + 1552 + ... + 2022 = 623029
2
Ʃ
Ʃ
=Ʃ
2
−
Ʃ
2
= 623029 − (
)
= 33512
= 32 + 42 + 22 + ... + 42 = 226
=Ʃ
−
Ʃ
= 226 − = 18.64
∑X1Xt = (3 X 164) + (4 X 155) + ... + (4 X 202) = 11808
∑xixt = ∑X1Xt
r1t =
∑
Ʃ
Ʃ
-
Ʃ
=
Ʃ
= 11808 –
.
= 751.68
.
= 0.951
rtable for n = 24 at the level of significance (α) 5 % = 0.396. So, r o
>
rtable (0.951 >
0.396) and item number 3 is valid. For the other items, they are in the same way.
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Appendix 12. Risk Taking Behavior Questionnaire (after try out)
Nama:
Kelas:
Tanggal:
KUISIONER
Kuisioner ini dimaksudkan untuk menggali data tentang kemampuan siswa
untuk melakukan pengambilan resiko (risk taking) dalam pembelajaran
Bahasa Inggris. Untuk itu Anda dimohon untuk membaca dan kemudian
merespon pernyataan-pernyataan di bawah ini sesuai dengan pendapat Anda.
STS:Sangat Tidak Setuju; TS: Tidak Setuju; S: Setuju; SS: Sangat Setuju
No
Pertanyaan
STS TS S SS
1.
Saya mencoba untuk selalu membaca bacaan dalam bahasa
Inggris walau kadang tidak tahu artinya.
2.
Saya
akan
pertanyaanya
menunggu
ke
guru
bahasa
saya
menterjemahkan
Indonesia
sebelum
saya
menjawabnya.
3.
Saya senang mendengarkan musik berbahasa Inggris dan
mencoba menebak maksud liriknya.
4.
Saya senang mengutip kata-kata bijak berbahasa Inggris.
5.
Saya mencoba untuk mengerjakan tugas bahasa Inggris yang
diberikan sesuai dengan contoh yang diberikan di buku
sebelum pelajaran bahasa Inggris dimulai.
6.
7.
Saya malu bertanya mengenai hal yang saya tidak pahami
dalam bahasa Inggris.
8.
Di dalam kelas, saya akan mengucapkan kalimat di dalam
hati
terlebih
dahulu
sebelum
saya
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9.
Saya mencari informasi tambahahan sendiri di internet agar
saya lebih mengerti tentang apa yang telah dibahas.
10. Saya suka bermain permainan computer scrable (menyusun
kata) dari pada permainan hiburan (angry bird)
11. Saya cuek apabila guru selalu mengajar dan berkomunikasi
12. Saya tidak berusaha keras untuk mendapatkan nilai bahasa
Inggris yang baik.
13. Penguasaan bahasa Inggris tidak terlalu bernilai bernilai bagi
masa depan saya.
14. Dapat mengguanakan bahasa Inggris dengan baik bukan
15. Saya menikmati berkomunikasi dengan teman-teman saya
16. Saya senang menulis status di jejaring sosial (facebook,
17. Saya akan diam dan pura-pura tidak mendengar ketika
diminta guru menjawab pertanyaan tentang isi bacaan yang
sedang dibahas.
18. Saya senang mengerjakan soal bahasa Inggris yang menurut
saya sulit.
19. Saya tidak suka mengutarakan ide saya atas teks yang
diberikan guru saya dengan menggunakan bahasa Inggris
yang rumit.
20. Saya berusaha menggunakan kosa kata, grammar bahasa
Inggris yang saya dapat dari jam pelajaran sebelumnya
untuk menjawab pertanyaan dari guru.
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21. Saya merasa grogi ketika harus mengerjakan tugas dalam
bahasa Inggris
22. Saya lebih suka menggunakan bahasa Indonesia atau jawa
untuk berbicara dengan teman maupun guru di dalam kelas
bahasa Inggris.
23. Saya merasa tidak percaya diri jika harus berbicara
24. Saya lebih senang menyanyi nyanyian berbahasa Inggris
daripada nyanyian dengan bahasa Indonesia.
25. Saya berusaha mengerjakan tugas bahasa Inggris di dalam
kelas dengan menggunakan kaidah tata bahasa Inggris yang
yang menurut saya benar.
26. Ketika menonton film berbahasa Inggris saya selalu
27. Saya membuka kamus untuk mengetahui arti kosa kata
28. Setiap kali ada kesempatan menggunakan bahasa Inggris,
saya selalu menggunakannya dengan baik
29. Saya lebih senang membuka situs internet berbahasa
Indonesia daripada berbahasa Inggris dan membaca isinya
untuk mencari informasi yang saya perlukan.
30. Saya senang mengerjakan tes online bahasa inggris di
internet
31. Saya berharap memiliki teman yang berasal dari negara yang
berbicara dengan bahasa Inggris sehingga saya bisa berlatih
bahasa Inggris dengan lebih baik.
32. Berbicara menggunakan bahasa Inggris itu aneh.
33. Saya atur HP/Tablet saya dengan menggunakan bahasa
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34. Saya berpura-pura mengerti penjelasan yang disampaikan
guru bahasa Inggris saya.
35. Saya tidak yakin lawan bicara saya mengerti apa yang saya
sampaikan dengan menggunakan bahasa Inggris.
36. Ketika di dalam kelas, saya lebih suka mengerjakan tugas
sama persis dengan contoh dari guru agar saya tidak salah.
37. Saya
mengerti
ketika
orang
lain
berbicara
dengan
menggunakan bahasa Inggris dengan saya tetapi saya akan
menjawabnya dengan Bahasa Indonesia karena saya malu
ketika membuat kesalahan.
38. Saya selalu mencoba menjawab pertanyaan guru Bahasa
Inggris dengan menggunakan bahasa Inggris walaupun saya
tidak yakin akan kebenarannya.
39. Saya berusaha untuk mencoba berbicara menggunakan
40. Saya lebih percaya diri ketika berbicara menggunakan
41. Saya akan mengerjakan apapun tugas bahasa Inggris yang
diberikan kepada saya dengan sebaik-baiknya tanpa berpikir
tentang kebenaran jawaban saya.
42. Saya selalu mencoba menggunakan kaidah bahasa Inggris
yang sulit walaupun mungkin saya menggunakannya dengan
tidak benar.
43. Saya merasa gagal jika saya dokoreksi guru atas kesalahan
yang saya buat dalam mengerjakan tugas dan berkomunikasi
44. Saya tidak pernah meminta bantuan guru bahasa Inggris
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saya dan bertanya mengenai materi pelajaran Bahasa Inggris
yang saya tidak mengerti.
45. Saya tidak akan menulis jawaban pertanyaan dalam teks
46. Saya akan tertawa ketika melihat teman saya melakukan
kesalahan berbicara dengan menggunakan bahasa Inggris.
47. Saya merasa takut nilai bahasa Inggris saya jelek karena itu
berarti saya telah gagal.
48. Lebih baik saya diam daripada menjawab salah dan menjadi
malu.
49. Lebih baik saya mencoba mengerjakan tugas membaca
melakukan apa-apa.
50. Saya sadar bahwa dengan membuat kesalahan saya tahu
mana yang benar
TERIMA KASIH
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Appendix 13. Distribution of Students’ Risk taking Behavior
Resp.
No.
sum
E.4
E.5
E.6
E.7
E.8
E.10
E.11
E.15
E.17
E.19
E.22
E.23
E.1
E.2
E.3
E.9
E.12
E.13
E.14
E.16
E.18
E.20
E.21
E.24
176
172
189
170
167
190
170
180
165
186
173
176
138
143
154
153
163
161
160
139
162
163
150
150
Risk Taking
Behavior
level
high
high
high
high
high
high
high
high
high
high
high
high
low
low
low
low
low
low
low
low
low
low
low
low
Resp.
No.
sum
C.6
C.7
C.9
C.11
C.12
C.16
C.17
C.18
C.20
C.21
C.23
C.24
C.1
C.2
C.3
C.4
C.5
C.8
C.10
C.13
C.14
C.15
C.19
C.22
184
177
171
175
174
180
185
195
174
176
174
169
149
153
156
137
161
159
153
165
151
130
162
168
commit to user
Risk Taking
Behavior
level
high
high
high
high
high
high
high
high
high
high
high
high
low
low
low
low
low
low
low
low
low
low
low
low
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Appendix 14. Descriptive analysis of the data
72
76
82
80
83
88
79
83
65
77
69
71
1
2
3
4
5
6 class width (interval)
the highest scores
88
the lowest score
65
range
23
N
24
the number of classes 5.554697
(6 is used)
3.833333
(3 is used)
Class Limits Class Boundaries Midpoint
65 - 68 64.5 - 68.5
66.5
69 - 72 68.5 - 72.5
70.5
73 - 76 72.5 - 76.5
74.5
77 - 80 76.5 - 80.5
78.5
81 - 84 80.5 - 84.5
82.5
85 - 88 84.5 - 88.5
86.5
Tally the data
1. The score of reading test of experimental class which is taught by using story circle (A1)
68
85
84
65
70
84
The scores are
66
82
67
71
83
70
76
67
70
81
76
78
77
74
71
70
73
78
1
2
3
4
5
the highest scores
81
the lowest score
64
range
17
N
24
(6 is used)
2.833333
(2 is used)
64 - 66 63.5 - 66.5
65
67 - 69 66.5 - 69.5
68
70 - 72 69.5 - 72.5
71
73 - 75 72.5 - 75.5
74
76 - 78 75.5 - 78.5
77
79 - 81 78.5 - 81.5
80
Tally the data
2.The score of reading test of control class which is taught by using direct teaching (A2)
72
64
74
75
73
78
The scores are
73
71
69
75
71
74
85
82
84
69
71
78
78
80
88
70
73
78
1
2
3
4
5
the highest scores
87
the lowest score
64
range
23
N
24
(6 is used)
3.83
(3 is used)
64 - 67 63.5 - 67.5
65.5
68 - 71 67.5 - 71.5
69.5
72 - 75 71.5 - 75.5
73.5
76 - 79 75.5 - 79.5
77.5
80 - 83 79.5 - 83.5
81.5
84 - 87 83.5 - 87.5
85.5
Tally the data
3. The score of reading test of students having high level risk taking behavior (B1)
82
84
83
67
70
74
The scores are
79
83
83
64
71
73
72
65
70
76
74
76
67
77
71
77
75
78
1
2
3
4
5
65 - 67 64.5 - 67.5
66
68 - 70 67.5 - 70.5
69
71 - 73 70.5 - 73.5
72
74 - 76 73.5 - 76.5
75
77 - 79 76.5 - 79.5
78
80 - 82 79.5 - 82.5
81
Tally the data
4. The score of reading test of students having low level risk taking behavior (B2)
68
71
69
72
74
81
The scores are
66
65
70
73
71
75
the highest scores
81
the lowest score
65
range
16
N
24
(6 is used)
2.666667
(2 is used)
frequency (fi)
1
2
5
9
6
1
24
fiXi
65
136
355
666
462
80
1764
fiXi2 Percentage (%)
4225
4%
9248
8%
25205
21%
49284
38%
35574
25%
6400
4%
129936
100%
X12 frequency (fi) fiXi
4422.25
5
332.5 22111.25
21%
4970.25
6
423 29821.5
25%
5550.25
1
74.5 5550.25
4%
6162.25
3
235.5 18486.75
13%
6806.25
7
577.5 47643.75
29%
7482.25
2
173 14964.5
8%
24
1816 138578
100%
X12
4225
4624
5041
5476
5929
6400
frequency (fi)
4
4
6
5
4
1
24
fiXi
264
276
432
375
312
81
1740
17424
17%
19044
17%
31104
25%
28125
21%
24336
17%
6561
4%
126594
100%
4290.25
2
131
8580.5
8%
4830.25
5
347.5 24151.25
21%
5402.25
3
220.5 16206.75
13%
6006.25
4
310
24025
17%
6642.25
6
489 39853.5
25%
7310.25
4
342
29241
17%
24
1840 142058
100%
X12
4356
4761
5184
5625
6084
6561
mean
mode
median
stdev
mean
mode
median
stdev
mean
mode
median
stdev
mean
mode
median
stdev
72.5
71.83333
73.21429
4.393671
76.66667
81
76
6.565169
73.5
73.64286
73.16667
3.501552
75.66667
81.83333
76.5
7.124158
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1
2
3
4
5
Tally the data
76 - 78 75.5 - 78.5
77
79 - 81 78.5 - 81.5
80
82 - 84 81.5 - 84.5
83
85 - 87 84.5 - 87.5
86
88 - 90 87.5 - 90.5
89
X12
5929
6400
6889
7396
7921
5. The score of reading test of students having high level risk taking behavior who are taught by using story circle (A1B1)
82
78
84
80
83
88
The scores are
79
85
83
82
83
84
the highest scores
88
the lowest score
76
range
12
N
12
(5 is used)
2.4
(2 is used)
1
2
3
4
5
Tally the data
66 - 68 65.5 - 68.5
67
69 - 71 68.5 - 71.5
70
72 - 74 71.5 - 74.5
73
75 - 77 74.5 - 77.5
76
78 - 80 77.5 - 80.5
79
X12
4489
4900
5329
5776
6241
6. The score of reading test of students having high level risk taking behavior who are taught by using direct teaching (A2B1)
67
70
70
73
74
78
The scores are
66
69
71
71
73
78
the highest scores
78
the lowest score
66
range
12
N
12
(5 is used)
2.4
(2 is used)
1
2
3
4
5
Tally the data
65 - 67 64.5 - 67.5
66
68 - 70 67.5 - 70.5
69
71 - 73 70.5 - 73.5
72
74 - 76 73.5 - 76.5
75
77 - 79 76.5 - 79.5
78
X12
4356
4761
5184
5625
6084
7. The score of reading test of students having low level risk taking behavior who are taught by using story circle (A1B2)
68
67
71
77
69
71
The scores are
66
72
65
65
70
70
the highest scores
77
the lowest score
65
range
12
N
12
(5 is used)
2.4
(2 is used)
1
2
3
4
5
Tally the data
71 - 72 70.5 - 72.5
71.5
73 - 74 72.5 - 74.5
73.5
75 - 76 74.5 - 76.5
75.5
77 - 78 76.5 - 78.5
77.5
79 - 80 78.5 - 80.5
79.5
frequency (fi)
4
4
2
0
2
12
frequency (fi)
2
5
3
0
2
12
frequency (fi)
1
2
7
1
1
12
fiXi
264
276
144
0
156
840
fiXi
134
350
219
0
158
861
fiXi
77
160
581
86
89
993
fiXi2
17424
19044
10368
0
12168
59004
fiXi2
8978
24500
15987
0
12482
61947
fiXi2
5929
12800
48223
7396
7921
82269
Percentage (%)
33%
33%
17%
0%
17%
100%
Percentage (%)
17%
42%
25%
0%
17%
100%
Percentage (%)
8%
17%
58%
8%
8%
100%
fiXi2
Percentage (%)
5112.25
2
143
10224.5
17%
5402.25
3
220.5 16206.75
25%
5700.25
4
302
22801
33%
6006.25
2
155
12012.5
17%
6320.25
1
79.5 6320.25
8%
12
900
67565
100%
8. The score of reading test of students having low level risk taking behavior who are taught by using direct teaching (A2B2)
72
77
74
75
80
78
The scores are
73
76
71
74
75
76
the highest scores
80
the lowest score
71
range
9
N
12
(5 is used)
1.8
(1 is used)
mean
mode
median
stdev
mean
mode
median
stdev
mean
mode
median
stdev
mean
mode
median
stdev
75
74.83333
74.66667
2.430862
70
67.5
69.83333
4.306443
71.75
69.7
71.16667
3.934117
82.75
82.40909
82.5
2.988615
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Appendix 15. Normality and Homogeneity
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SC
No
1
2
3
4
5
6
7
8
9
10
11
12
Ʃ
(A2B1)
(A2B2)2
X22
4356
4624
5184
4489
4225
5041
4225
5929
4900
4761
4900
5041
57675
X32
4096
4489
4761
4900
5041
4900
5041
5329
5329
5476
6084
6084
61530
X42
5329
5184
5776
5929
5041
5476
5476
5625
5625
6561
5776
6084
67882
(A2B2)
(A1B1)
X1
X2
X3
X4
79
82
85
76
83
84
82
80
83
83
84
88
66
68
72
67
65
71
65
77
70
69
70
71
64
67
69
70
71
70
71
73
73
74
78
78
73
72
76
77
71
74
74
75
75
81
76
78
989
9.35606
831
858
902
X12
6241
6724
7225
5776
6889
7056
6724
6400
6889
6889
7056
7744
81613
1/(df)
0.09091
0.09091
0.09091
0.09091
si2
log si2
(df) log si2
2
11.6591
s3
2
16.6364
s4
2
7.42424
11.2689
2
Log s
B
Sample
1
2
3
4
χ0
(A1B2)
2
(A2B1)
s2
DI
2
(A1B2)
s1
s
SC
2
(A1B1)
2
2
DI
2
1.05188
46.2829
df
11
11
11
11
1.9772
2
9.35606
11.6591
16.6364
7.42424
χt
2
0.97109 10.6820
1.06666 11.7333
1.22106 13.4316
0.87065 9.5772
45.424
19.675
2
Because χ0 is lower than χt , it can be concluded that the data are homogeneous.
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Appendix 16. Multifactor Analysis of Variance 2 x 2
Risk Taking
HIGH
n
Σ
mean
LOW
n
Σ
mean
Story Circle
Direct Teaching
79
82
85
76
83
84
64
67
69
70
71
70
nSCDI-H
24
82
71
ΣSCDI-H
1847
80
83
83
84
88
12
989
82.42
73
73
74
78
78
12
858
71.50
66
68
72
67
65
71
73
72
76
77
71
74
nSCDI-L
24
65
74
ΣSCDI-L
1733
77
70
69
75
75
81
meanSCDI-L 72.20833
70
71
12
831
69.25
76
78
12
902
75.17
nSC-HL
24
ΣSC-HL
1820
meanSC-HL
75.83
meanSCDI-H 76.95833
N
ΣXt
nDI-HL
24
ΣDI-HL
1760
meanSC-HL
73.33
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mean
48
3580
74.58333
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The total sum of squares
1691.667
The sum of squares between groups
1195.833
The sum of squares within groups
495.8333
The between-columns sum of squares
270.75
The between-rows sum of squares
75
The sum-of-squares interaction
850.0833
df for between-columns sum of squares
1
df for between-rows sum of squares
1
df for interaction
1
df for between-groups sum of squares
3
df for within-groups sum of squares
44
df for total sum of squares
47
Summary of a 2x2 Multifactor Analysis of Variance
Source of variance
SS
df
MS(SS/df)
Fo
Ft(.05)
Between columns
270.75
1
270.75
24.03
4.06
Between rows
Columns by rows
(interaction)
75
1
75
6.66
4.06
850.0833
1
850.0833
75.44
4.06
Between groups
1195.833
3
398.6111
Within groups
495.8333
44
11.26894
2887.5
50
Total
Because Fo between columns (24.03) is higher than Ft(.05)=(4.06), the difference between
columns is significant. It can be concluded that Story Circle Approach differs significantly from
Direct Teaching Approach in their effect on the performance of the subjects in the reading skill.
Because Fo between rows (6.66) is higher than Ft(.05)=(4.06), the difference between rows is
significant. It can be concluded that there is difference between the learning achievement of the
students with high risk taking and those with risk taking is significant.
Because Fo interaction (75.44) is lower than Ft(.05)=(4.06), there is interaction effect between
the two variables, teaching approaches and risk taking. It means that the effect of teaching
approaches on performance in reading depends on the degree of risk taking.
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Appendix 17. Tukey Test
TUKEY TEST
Between columns
3.648413953
Between rows
4.064770738
Columns by rows (interaction)
9.947606151
Columns by rows (interaction)
4.947606151
Summary of Tukey-Test
Between
groups
qo
qt(.05)
Meaning
Category
A1 - A2
3.648414
2.92
qo > qt
Significant
B1 - B2
4.064771
2.92
qo > qt
Significant
A1B1 - A2B1
9.947606
3.08
qo > qt
Significant
A1B2 - A2B2
4.947606
3.08
qo > qt
Significant
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English Education Department Graduate School of Teacher Training

Transcription

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