The Effectiveness of Using Authentic Materials Towards Students’ reading Comprehension of short Functional Texts (A Quasy Experimental Study of second Grade Students of SMP Al-Hasra Bojongsari)
(A Quasi-Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari)
By Sari Anjani NIM 109014000201
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 2014
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(A Quasi Experimental Study of Second Grade Students of SMP
Al-Hasra Bojongsari)
Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training In Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) In English Language Education Compiled by:
Sari Anjani 109014000201
Approved by:
Advisor I Advisor II
Dr. Ratna Sari Dewi, M.Pd Zaharil Anasy, M.Hum
NIP.19720501 199903 2 012 NIP. 19761007 200710 1 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA 2014
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certified the skripsi, entitled
THE EFFECTIVENESS OF USING
AUTHENTIC MATERIALS TOWARDS STUDENTS READING
COMPREHENSION OF SHORT FUNCTIONAL TEXTS
(
AQuasi-Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari
)
,
written by Sari Anjani (109014000201). It was examined by the Committee on Tuesday, 22nd April 2014. The skripsi has been accepted and declared to fulfill one of the requirements for the degree of Education in the English Education Department.Jakarta, April, 22nd2014 EXAMINATION COMMITTEE
CHAIRMAN :Drs. Syauki, M.Pd ( )
NIP. 19641212 199103 1 002
SECRETARY :Zaharil Anasy, M.Hum ( )
NIP. 19761007 200710 1 002
EXAMINER I :Drs. Syauki, M.Pd ( )
NIP. 19641212 199103 1 002
EXAMINER II :Desi Nahartini, M.Ed (... )
Acknowledged by
Dean of Faculty of Tarbiyah and Teachers Training
Nurlena Rifa I, M.A., Ph.D NIP. 19591020 198603 2 001
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Students of SMP Al-Hasra Bojongsari). Skripsi of English Education Department at Faculty of Tarbiyah and Teachers Training of Syarif Hidayatullah State Islamic University.
Key words : Authentic Materials, Reading Comprehension, Short Functional Texts
The purpose of this study is to know whether using authentic materials to teach reading comprehension of short functional texts at second grade of SMP Al-Hasra Bojongsari is effective. The technique is intended for the English teacher to create a better technique in teaching reading. The sample of this study is 70 students taken from second grade of SMP Al-Hasra Bojongsari, which are 35 students as experimental class and 35 students as controlled class. The method used in this study was a quantitative method and the design used in this study was a quasi-experimental design. In collecting the data, the writer conducted pre-test and post-test by serving reading comprehension test which consists 20 multiple choice items for each test. In analyzing the data, the writer used t-test.
The result of this study shows that there is significant difference on students comprehension of short functional text by using authentic material. In the table of significance, it can be seen that on the df = 68 and in the degree of significance 5% the value of degree of significance is 1.66. By comparing the value to is bigger than tt. The result showed that t-test (to) > t-table (tt) (2.29 > 1.66).The alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Therefore, it can be interpreted that teaching reading by using authentic materials can enhance the students comprehension of short functional text. It can be said that, using authentic materials in students reading comprehension of short functional texts is effective.
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Students of SMP Al-Hasra Bojongsari). Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata Kunci : Authentic Materials, Reading Comprehension, Short Functional Texts
Penelitian ini bertujuan untuk mengetahui apakah penggunaan materi otentik efektif dalam pengajaran keterampilan membaca teks fungsional pendek di kelas dua SMP Al-Hasra Bojongsari. Teknik ini ditujukan kepada guru bahasa inggris supaya dapat mendesain teknik yang lebih baik dalam pengajaran membaca. Sampel yang digunakan dari penelitian ini adalah 70 siswa yang diambil dari kelas dua SMP Al-Hasra Bojongsari, 35 siswa merupakan kelas eksperimen dan 35 siswa sebagai kelas control. Metode yang digunakan dalam penelitian ini adalah kuantitatif dan desainnya menggunakan eksperimen semu (quasi-eksperimental study). Dalam pengumpulan data penulis menggunakan pre-test dan post-pre-test dengan menyajikan tes kemampuan membaca berupa 20 soal pilihan ganda. Dalam menganalisis data, penulis menggunakan t-test.
Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang signifikan dalam pemahaman siswa dalam membaca teks fungsional pendek dengan menggunakan materi otentik. Dalam tabel signifikansi, dapat dilihat bahwa df= 68 dimana derajat signifikansi 5% adalah 1,66. Dengan membandingkan, nilai tolebih besar dari ttyaitu, hipotesis alternatif (Ha) diterima dan hipotesis nihil ditolak. Oleh Karena itu, (2.29 > 1.66) dapat disimpulkan bahwa mengajar membaca teks fungsional pendekmenggunakan materi otentik dapat meningkatkan pemahaman siswa akan teks yang dibaca.Kesimpulan dari penelitian ini yaitu terdapat perbedaan yang signifikan dalam kemampuan siswa, dalam membaca teks fungsional pendek dengan menggunakan materi otentik dalam pengajarannya.
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that Allah has given to the writer in writing this skripsi . Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers. Firstly, the writer also would thank to her beloved parents, Amir and Dedah who always never stop teaching their precious meaning of life, giving their knowledge, giving their time and who always pray her every time; her sisters, Lina Anjelina, Shinta Farida and Nabila Nisa Amelia, who always give support and motivation to her.
Secondly, the writer would like to address her thank and great gratitude to Dr. Ratna Sari Dewi, M.Pd and Zaharil Anasy, M.Hum as the writer s advisors, who give consultation with full of patience, help and guidance as valuable advice during developing this Skripsi and completing her work, may Allah SWT respond to their kindness much better.
Thirdly, the writer thought that she would never finish this skripsi fluently without their supports and their helps. Her gratitude also goes to:
1. All lecturers of English Education Department for teaching precious knowledge, sharing philosophy of life and giving wonderful experiences. 2. Drs. Syauki, M.Pd, the Head of English Education Department.
3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department. 4. Nurlena Rifa i, M.A.,Ph. D, the Dean of Faculty of Tarbiyah and Teachers
Training.
5. Sri Nurhayati Apriliani, S.Pd, the Headmaster of SMP Al-Hasra Bojong Sari for giving permission to the writer to do observation and conduct the research. 6. Hertika Widyaningtyas, S.Pd as the English teacher at SMP Al-Hasra Bojong
Sari, for all sincere help, time, and guidance.
7. The students of second grade ofSMPAl-Hasra especially 8.3 and 8.4, for being participants in this research.
8. All of her best friends in English Education Department 2009 academic year in E class, especially for Reni Septiani, Hari Supriyatna, Bayyini Rosyada Elka,
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Finally, the writer admits that her writing is still far from being perfect. Therefore she hopes some suggestions and criticism from the reader for this paper. Hopefully this skripsi will have some values for her and the reader.
Sawangan, March17th2014
Sari Anjani NIM 109014000201
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THE ENDORSEMENT SHEET... . iii
CERTIFICATE OF ORIGINALITY... iv
ABSTRACT ...v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENT... ix
LIST OF THE TABLES ... xii
LIST OF THE APPENDICES ... xiii
CHAPTER I INTRODUCTION A. Background of the Study... .. 1
B. Identification Problem... .. 4
C. Limitation of the Problem ... .. 4
D. Formulation of the Problem ... .. 5
E. Purpose of the Study ... .. 5
F. Significance of the Study ... .. 5
CHAPTER II LITERATURE REVIEW A. Reading ... .. 6
1. The Definition of Reading ... .. 6
2. Definition of Reading Comprehension ... .. 7
3. Kinds of Reading ... .. 8
a. Extensive Reading... .. 8
b. Intensive Reading... .. 8
4. The Purpose of Reading ... . 10
B. Short Functional Text... . 12
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1. The Understanding of Authentic Materials... . 21
2. The Understanding of Non Authentic Material ... . 23
3. The Advantages and Disadvantages of Authentic Materials ... . 23
a. The Advantages... . 23
b. The Disadvantages ... . 25
4. The Advantages and Disadvantages of Non-Authentic Materials 26 a. The Advantages ... . 26
b. The Disadvantages ... . 26
5. The Application of Teaching Reading comprehension of Short Functional Text by Using Authentic Materials ... . 26
6. The Application of Teaching Reading Comprehension of Short Functional Text by Using Textbook ... . 27
D. Textbook ... . 28
1. Textbook in Teaching and Learning Activity ... . 28
2. The Advantages and Disadvantages Using Textbook... . 29
a. The Advantages ... . 29
b. The Disadvantages ... . 31
E. Previous of the Study ... . 33
F. Theoretical Thinking... . 34
G. Hypotheses ... . 35
CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study ... . 36
B. Research Method... . 36
C. Population and Sample... . 36
D. Techniqueof Data Collection Method ... . 37
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A. Description of the Data ... . 41
B. Analysis of the Data ... . 44
C. Interpretation of the Data ... . 48
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... . 49
B. Suggestions ... . 49
BIBLIOGRAPHY ... 51
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Table 4.2. Score of Pre-test and Post-test of Experimental Class ...41 Table 4.3. Score of Pre-test and Post-test of Controlled Class ...42 Table 4.4. The Result of Comparison of Experimental and Controlled Class ...44
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Appendix 2. Pre-Test ...55
Appendix 3. The Answer Key of Pre-Test...64
Appendix 4. Lesson Plan(Eksperiment and Controll Class)...65
Appendix 5. Kisi-kisi Soal Post-Test ...114
Appendix 6. Post-Test...115
Appendix 7. The Answer Key of Post-Test ...123
Appendix 8.Anates Result...124
Appendix 9. Surat Permohonan Izin Penelitian. ...135
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1
Indonesia. English popularity affects many points of view, especially in curriculum for education. Indonesian government has changed Competence Based Curriculum, as the previous curriculum into School Based Curriculum. School Based Curriculum is applied since 2006 as an operational curriculum which is mandated in Government Regulation No.23/2006 about the System of National Education and Government regulation No. 19/2005 about Standard of National Education. The impacts in educational field, English become local content subject in Primary School and compulsory subject in Junior and Senior High School.
In !"" #$ ! Nasional, improving the four skills of English becomes the primary goal of English education in Indonesia. As stated in the Standar Kompetensi and the Kompetensi Dasar of reading skill for Junior High School, the students must be able to understand kinds of text such as narrative, recount, functional, procedural, etc. In Junior High School level, before the students mastering the other skill such as writing, listening, and speaking, the students are emphasized to mastering reading comprehension. The students will learn various short functional texts which related with their daily life such as advertisement, memo, announcement, greeting card, invitation, letter, etc. Since Junior High School period is the appropriate time to examine their reading ability, so it is important for students to understand functional English texts.
Reading is one of four skills that is learned at school. There are two main reasons for reading; the first is reading for pleasure and the second is reading for information.1Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to
1
Francoise Grellet,Developing Reading Skill, (Cambridge;Cambridge University Press, 2010), p. 4.
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úøading , ûÛ ÜÝÞßàá ßâ Ý ïäîóí Üé ßàòäçî Ýæßäà óçäïÜââ ßàá â ìßíí ßà èëßïë æëÜ ç ÜÝÞÜç ßà æ ÜçÝïæâèß æ ëæ Üéæßà äçÞ Üç æäç Ü (ïç ÜÝ æÜ) î ÜÝàß à áòåíÞß âïä åçâÜ
1
. Reading is the most important foreign language skill, because the other skills like listening, speaking and writing involving reading as their part of activity.
Reading also means as dealing with language messages in written or printed form2 or it can be stated that reading is the ability to draw meaning from the printed page and can be interpreted the information from the texts appropriately. The best way to understand reading is see it as a process of active guessing and understanding the texts in which the readers use some clues to understand the text. Harmer also stated on his book, üýþ to Teach ÿ ish , reading is useful for other purposes too:
any exposure to English (provided students understand it more or less) is a good thing for English students .3 From that definition, it can be concluded that reading is the process of people to learn and to get knowledge by understanding of the text or printed words, in written form and have many purposes which related with other skill in English.
1
Sandra Silberstein, echnT iques aurces inesodn Teachineadingg , (Oxford: Oxford
University Press, 1994), p. 6.
2
John S. Hedgcock and Dana R. Ferris, eachinTgeaders of lish ngtudents, Texts, and ontexts, (New York: Routledge, 2009), p. 15.
3
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2. Definition of Reading Comprehension
Reading comprehension is the way of readers in getting information from the text relatively. Not all readers are capable to comprehend the text quickly, that ability normally taken by fluent readers because they usually have the habit of reading. According to Susan E. Israel and Gerald G. Duffy Reading comprehension is only a subset of an ill-defined larger set of knowledge that reflects the communicative interaction among the intentions of the author/the speaker, the content text/message, the abilities and purpose of the reader/listener, and the context/situation of the interaction .4This ability makes the students construct meaning from a given written text. It is not a static competency, because it depends on the purpose of reading and the text is involved. It means that the purpose of reading the kinds of the text is related each other. When we read a text, the ability to identify the idea of the text is the important point after we know the topic of that text. After read the text, the readers hopefully know what the text means because reading comprehension is a process of connecting the topic of the text to student s prior knowledge.5
The process of comprehension is like making a cake, that mental process in achieving something and to check that a step has not been missed. To comprehend the text of reading, the students must be able to predict the text. Although they do not know the vocabulary, but it is hoped they know the key of the text. Some processes happen when you are reading, as you read your brain tells your eyes what to look in order to make connections. To be successful in reading comprehension, students need to actively comprehend what they read. It means that the readers must be able to decode the words or recognize words from the text that they read.6 In conclusion, reading comprehension is the ability to comprehend the meaning of the text with a set of knowledge which reflect communicative interaction which including a good
4
Susan E. Israel and Gerald G. Duffy, nbook of esearch ongeaindomprehension ,
(New York: Routledge, 2009), p. 32.
5
John T. Guthrie,ngaginglescendots ineading , (Thousand Oaks: Corwin Press, 2008),
p. 11
6
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mental process. It also needs a good reading skill to reach the ability of understanding the texts to identify and decode the idea of the text.
3. Kinds of Reading
Studying about reading cannot be separated by kinds of reading. Because reading skill is trained by studying some texts to get the detail information; short texts, longer texts and complete books. There are two kinds of reading, extensive reading and intensive reading.
a. Extensive Reading
Extensive reading is a form of learning form meaning focused input. Extensive reading is one kinds of reading with one of the function is to find the general information without any helping from some sources such as dictionary or others. In extensive reading, reading is a source of learning and a source of enjoyment. It can be a goal in its own right and a way of reaching others goal. Extensive reading provides the conditions for fluency development of a course depending on the level of the books that the learners read.
Extensive reading generally involves rapid reading of the large quantities of material or longer reading to understand the whole book. The function of extensive reading is to take general understanding of the text. The reader has to read and understand the content for the meaning.
b. Intensive Reading
Intensive reading is the activity of intensive study of the texts that can increase learners knowledge of language features and their control of reading strategy. Intensive reading focuses on comprehension of particular text and it will be useful when reading other texts. It is also called as aclose reading means that when a reader read a short passage he/she must give all the attention into vocabulary, reading text, and organization. According to
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Nuttall the aim of intensive reading is to arrive at an understanding, not only of the text means, but of how the meaning is produced 7.
In intensive work on a reading text, the how is as important as the what which can be used by the students to train the strategy that can go on to use with other text. These are the following aspects which influence the following aspect of intensive reading.
1. Comprehension
In comprehension intensive reading can aim the understanding a particular text.
2. Vocabulary
Learners attention can be drawn to useful words, underlying the meaning and use of these words for later study.
3. Grammar
Difficult grammatical features can be explained and analysed. 4. Cohesion
Learners can practice to interpreting of the text, what pronouns refer to, conjunction relationships between sentences are, and how different words are used to refer to the same idea.
5. Regular and irregular sound-spelling relations
This can be done by teaching of phonics, spelling rules, and reading aloud. 6. Information structure
Certain texts contain certain kinds of information. Learners can be helped to identify these different kinds of information.
7. Genre features
Intensive reading can focus on how the text achieves its communicative purpose through these features and what this communicative purpose is.
7
Christine Nuttall, hingeadingkills in aoreign nguage , (Oxford: Heinemann,
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8. Strategies8
Intensive reading can be used to help learners develop useful reading strategies.
4. The Purpose of Reading
Reading is one of the activities that usually do by people in everywhere and every time. Many people have different purposes when they are reading a text or a book, it can be for searching information or for reading pleasure. Because of this condition, the purposes of reading are become complex and vary. Many experts have different idea about definition and explanation of reading. As Jo McDonough and Christopher Shaw in their book quote usefully classifies reading into:
a. Getting general information from the text b. Getting specific information from a text c. For pleasure or for interest9
McDonough and Shaw divide the purpose of reading above, getting general it is mean that the reader want to know about the information from that book in generally. The reader wants to know about all of the important information from that book/ text. While, getting specific information means that the reader want to know the detail of the text, to know when or where something happen, to know what is happening or has happened in detail information which written in the text. The last is reading for pleasure or interest, in this purpose the reader just want to feel relax and for their enjoyment in leisure time.
William Grabe and Fredricka L. Stoller state in their book about the purposes of reading as follows:
a. Reading to search for simple information and reading to skim b. Reading to learn from texts
8
I . S. P. Nation, hing eading and Writing , (New York: Routledge, 2009), p.
27.
9
Jo McDonough and Christopher Shaw,! terials and! thods in "# Teachers $uide ,
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c. Reading to integrate information, write and critique texts d. Reading for general comprehension10
The first purpose is as same as with the purpose of reading above that is for search or gets the information. Because most people believe that this is a common reading ability. It can use scan or skim. Scan is the ability to see the keywords for specific piece of information or a specific word in the text. Same with scan, skim is a common part of reading task and it is useful skill in reading ability. Skim needs a good combination of strategy in reading also a good basic reading comprehension skill. The second is reading to learn from texts, it occurs in academic and professional context. It includes about the main idea, rhetorical frames, and link about the prior knowledge of the reader itself. The third is reading to integrated information, write and critique texts. This purpose require critical evaluation of the information which being read, so the reader can integrate the information for the reader s goal. Meanwhile reading to write and critique text need ability to compose, select, and critique the information from the text. The last is reading for general comprehension, it is the most basic purpose of reading. This ability usually occurs automatically by fluent reader.
Francoise Grellet said in her book that the reasons for purpose of reading are reading for pleasure and reading for information (in order to find out something or in order to do something with the information you get).11Reading become the activity to spending leisure time and also gets the information from the text after we read it.
In generally the idea of purpose of reading by some experts above have similarity. They agree that the first and the basic purpose of reading are to get information and general comprehension from the text, which can use scan and skim technique. Reading also can be a pleasure activity in leisure time. Based on the
10
William Grabe and Fredricka L. Stoller, %&'(hing 'n) *ese ar c hin*geading, (Harlow:
Longman, 2002), p. 13.
11
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explanation above, we can conclude that the purpose of reading is depending by the readers. It can be established by the readers before doing reading activity.
. /0hort 1u2ntion345ext
1. The Understanding of Text
Talking about reading, it cannot be separated with text as the material. Because, for centuries text have the important role in language teaching, especially in teaching reading. Because reading need text to be read. Based on Floriasti cited by Anderson, text are pieces of written or spoken language created for a particular purpose and context.12 That definition tells us that text is not always in written form. It can be spoken text, not always in printed form because it can be a word or as thick as a book. When the words put together although spoken or written but the meaning is to communicate meaning, the text is created. Reading intent of a text can affect to the nature of the information that required from text. Text is valuable as units of communication rather than sentences.13
The text aims at convincing the reader to know the purpose, and giving him information. When we use language for various purposes, numerous of text is resulted. There were many several of text types, so the text types that were given to the students were various, such as narrative, recount, procedural, functional, and descriptive. The important thing about text is text should be communicative to convey the meaning. In conclusion, text is a product of language not only about words or sentence but also convey about the meaning on it because it can be written or spoken.
2. The Understanding of Short Functional Text.
Short Functional Text or factual text is a short text that contains the command, direction, something to do or not to do that can be a prohibition, invitation, Greeting
12
Tri WahyuniFloriasti,Developing Character Building Through Multicultural Reading Text,The 6sian7onferen89ce onnguage 8:arning ,2012. p. 5
13
J. House, Text , in Bernard Spolky, 7oncise ;ncyclo;pedia ocaduf tiona8<=l guistics,
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Cards, short message, shopping list, warning (notice), announcement, and others that contain meaning and use in everyday communication. While the essay texts in the form of descriptive, narrative, recount, report, and the procedure is a lengthy text that can be categorized into Long Functional Text (The term is not raw / not commonly used).14
Short Functional text is a transcription that meant to help the reader to accomplish an everyday task. Based on Halliday and Hasan states, a text can be said as functional. By functional, it means that language in a text is doing something in a context.15 Examples of functional text might include a recipe for cooking; directions to a location; a memo notifying of a change in a company's address, or a store's opening time; a schedule of event times and locations during a seminar; a directory of addresses, phone numbers or e-mail addresses; directions on a test; a menu from a restaurant; a pamphlet notifying the public of a grand opening, store closing, or a foreclosure; or a how-to manual just to name a few.
Functional text is used for everyday information. Its presents information or ideas and aim to show, tell or persuade the audience.16 It is called functional because it helps you function in your day-to-day life. For example, if I want to make chocolate chip cookies, I will read a recipe. If I want to know my friend's phone number, I will look in a phone book. If my English teacher gives a test, I will need to read the directions.
14
http://www.smpn1depok.com/mediapembelajaran/daryanto/kelas8/bahasainggris/materi1/sh ort_functional_text.html
15
M.A.K. Halliday and RuqaiyaHasan, > ?h?s?, @teks, no danTeksA Bspek C a
sp ek
>ahaDsadalamEnagnadnaemiotikEosial , Terj.AsrudinBaroriTou, (Yogyakarta: GadjahMada
University Press, 1994). p. 13.
16
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2.Kinds of Short Functional Texts A. Announcement
Announcement is an important or official statement that informs people about something.Examples of announcements:
a. School Announcements
b. Wedding Announcement
ANNOUNCEMENT
There will be a flag ceremony next Monday. All students must wear white uniforms. Do not be late.
Principal
To: All grade IX Students From: Headmaster
Please choose one of the activities: swimming, painting or singing. Report to your class teacher or class captain which activity you choose.
Mr. Lowrence James Fox And
Miss Eleanor Rebecca Smith
Announce their marriage on Saturday, the sixth of November two thousand and ten Chesterfield, Derbyshire
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c. Outdoor Program Announcement
G HIJvertisement
Advertisement is a picture and/or set of words used to persuade people to buy a product or use of service, or that gives information about a job that is available. Examples of advertisements:
Weekend Outbound Let s have weekend outbound! If you re the nature lovers, please join us on our program. It will be held on Sunday, 26 September 2010 in Puncak Campsite. The opening ceremony will be held at 7.am. If you are interested, please come and join us.
Contact us and register your group of four. Wear your blue jeans and white T-shirt. Don t forget to bring necessary equipments, foods and drinks are provided by the committee.
The Chairman, SecondaAlthaf
Contact person: MikaelaAhnaf (085814143801) Jl. Kintamani 75, Bekasi.
Grand Opening
Special offer
HAPPY-HAPPY MALL
ALL ITEMS
50%
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KLMreetingKNrOs
A greeting card is a card, with a picture in front and a message inside, that you send to someone on their birthday or on a special occasion/holiday.
An example of a greeting card:
HAPPY BIRTHDAY
May your wish come true..
URGENTLY REQUIRED
AN ENGLISH TEACHER
Male max 35 years old
S1 in English Education program
3 to 5 years working experience
Send your application not later than
October 31
st, 2010 to:
SMAN 101 Bekasi, JalanBekasi Raya
No. 12
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PQRhort Message
A short message is a written piece of information that you send/leave to another to another person.
Examples of short messages:
E. Notice
A notice is a sign or printed statement that gives information or a warning to people.
Examples of notices:
Hey Tina, I don t think I can meet you tonight because I
have to pick up my grandma at the airport. (Tony)
Dear Vera,
Meet me in the library after school. I have something to show you. Please be there.
Angga
Please switch off
the light when
you don t use it.
WAIT FOR LIFT
DOORS TO CLOSE
BEFORE PRESSING
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STU VWtion
A caution is a warning or piece of advice telling you to be careful. An example of caution
G. Invitation Cards
An invitation card is used to invite someone to attend the event like birthday party, wedding party, informal dinner, etc.
An invitation card should give more information about:
The name of the event
When the event will be held
Where the event will take place
Additional information (e.g., dress code, RSVP)
Some common expressions used in an invitation cards are:
You are invited to
cordially invites you to
Come and share our wedding. Examples of invitation cards:
DANGER!
DO NOT GO
INTO THE
WATER
You and Your partner are invited to attend Jessica s
14 Birthday in Hilton hotel.
December 12, 2013 at 7:00 p.m.
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XYZost[ \]^
A postcard is a card that can be sent in the post without an envelope, especially with a picture on it. It is used for sending a short message.
The message in a postcard usually consists of several parts: a) Opening (greeting/salutation)
b) Body (the message)
c) Pre-Closing (it may be the conclusion of the message) d) Closing (the writer s regard and signature)
An example of postcard:
Mr. and Mrs. Tailor Lopes request the pleasure of your company at the marriage of their daughter
Jessica Spears Lopes And
Steven Martinez
On Sunday, the twenty-first of November 2010 at 10 a.m Plaza Juanda
021 Juanda Street, Bekasi
Dear Maria,
Yesterday, Uncle Tumijo took me and my cousin to the beach. It s called Parangtritis Beach and we had most beautiful view. Its large wave was really awesome. Unfortunately, we could not swim in this beach. There were so many deep hollows along the beach. People can easily be drowned. We played beach volleyball in the afternoon. Then, we took a traditional cart called andong and enjoyed the sunset. It was fun!
Yours. Annete
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_`ahopping list
A shopping list is a list that you make of all the things you want to buy when you go shopping.
An example of shopping list:
J. Food Label
A food label can be found on the back of most food products. This label gives information about the products, and can be useful if one is trying to eat healthy or one needs to avoid anything one is allergic to.
An example of food label:
SILVER QUEEN
NUTRITION INFORMATION Serving per package: Avg.2 / serving
size: 30g Ingredients: Sugar, Cashew, Milk Solids, Cocoa Mass, Cocoa butter, Vegetable at, Emulsifier (322: Soy), Salt, Flavor. Average quantity Per serving Average quantity Per 100g Energy Protein At total Saturated Carbohydrate Sugars Sodium 709kj 3.6g 10.5g 4.8g 14.4g 11.9g 45mg 2360kj 12.0g 35.9g 15.9g 47.6g 39.6g 148mg Some celery 1 ounce garlic 1 ounce onion 1 kilos chicken
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bcdethentif Materials
1. The Understanding of Authentic Materials
There are many discussions of the use of authentic texts or materials in English as a foreign language (EFL) classroom. Jack C. Richards stated in his book that authentic materials refers to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes.17 Jeremy Harmer said about the definition of authentic text which is designed for native, it is a real text not designed for language students, but for the speakers of the language. Thus English language newspapers are composed of what we would call authentic English, and so are radio programs of English speakers. A British advertisement is an example of authentic English, so is a chapter from novel written for an English-speaking audience.18
FeritKilickaya also explains that the common definition of authentic materials is exposure to real language and its use in its own community. He wrote:
Many teachers have discussed that English presented in the classroom should be authentic, not produced for instructional purposes. Generally what this means is materials which involve language naturally occurring as communication in native speaker context of use, or rather those selected contexts where Standard English isthe norm: real newspaper report, for example, real magazine articles, real advertisements, cooking recipes, horoscopes, etc.19
Authentic materials can be called as appropriate and quality in terms of goals, objectives, learner s need and interest and natural in terms of real life and meaningful communication.Authentic materials is the materials which not written for teaching language purposes and it is designed for the native speaker of the language. To make it meaningful in communication those objective and goal should represent the learner s need.
17
Jack C. Richards, gurrhiulumjevelot inenmp k lgnuage Teaching , (Cambridge:
Cambridge University press, 2001), p. 252.
18
Jeremy Harmer, The mractice onf nglish k lnguage Teaching , New Edition, (London and
New York: Longman, 1991), p. 181.
19
FeritKilickaya,outhenpltic terials and gultural gontent in
n qk
glassrooms, retrieved on
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Grellet said authenticity means that nothing of the original text is changed and also that its presentation and layout retained.20 It means that the using of authentic materials should be represented as it first appeared in the paper, for the example a newspaper article. First appeared means that article still has the same typeface, the same space by the headline and same picture. Because the reprint or the changes of article will never be completely authentic, to keep them as authentic as possible in order to help the students anticipate meaning by using non-linguistic clues.
The description of authentic text could be defined as materials that what students will need and want to be able to read when travelling, studying abroad, or using the language as it is used outside the classroom. The aim of authentic text is not literary form or stylistic but it should be to understand the meaning and to emphasis on what is being said 21
One of the main ideas of using authentic materials in the classroom is to expose the students as much as real language as possible. Even if the classroom is not in real life situation, authentic materials have a very important within it. The sources of authentic materials that can be used in the classroom are infinite, but the most common are newspaper, magazines, TV programs, movies, songs, and literatures. Newspaper is as a part of authentic materials because it an invaluable source of authentic materials and their use in the language classroom is very much in keeping with current thinking and practice in teaching pedagogy.22
The writer can conclude that authentic materials are designed for native speakers and not for language teaching. In this research, the writer want to use authentic materials adopted from English newspaper and magazine that include short story, announcement and advertising, that written by English people and designed for native speakers.
20
Grellet,oprsit ., p. 8. 21
Sacha Anthony Berardo,tu vwsv of xuthvnyzs{|yvz|rls in thvtv |shing of }eading , (The
Reading Matrix:Vol.6, No.2, September 2006), p. 62.
22
Paul Sanderson, Usin~gewspaper in the lassroom , (Cambridge: Cambridge University
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2. The Understanding of Non Authentic Material
Using non authentic materials is not only the way to improve reading comprehension because students only study the language in the classroom and not being exposed in the real life. The term of non authentic materials or text is the opposite of authentic text.
There is several discussion of non authentic text in language teaching terms. According to Jeremy Harmer, non authentic text could be described as a text that has been written for language teaching purpose especially for language students. 23In the other words, non authentic materials are designed especially for language learning purposes.
The language that use in non authentic materials is artificial and varied, because it concentrate on something that has to be taught and often containing a series of false-text indicators that include:
Perfectly formed sentences (all the time);
A question using grammatical structure, gets a full answer;
Repetition of structure;
Very often does not read well.24
From discussion above the writer defines that non-authentic text or materials are text or materials that have intentionally been written for language teaching purpose, it is often focused on grammatical structure like short story, label, and personal letter.
3. Advantages and Disadvantages of Authentic Materials a. The Advantages
The importance of using authentic materials for the students as stated by Kilickaya, those students benefiting to exposure the real language being used in a real
23
Harmer,op , p. 185. 24
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context. The main advantages of using authentic materials in the classroom therefore include:
Having a positive effect on students motivation;
Giving authentic cultural information;
Exposing students to real language;
Relating more closely to student s needs;
Supporting a more creative approach to teaching.25
Grellet said in her book that it is important to use authentic texts whenever possible. There are several reasons for this.
a) Simplifying a text often results in increased difficulty because the system of references, repetition and redundancy as well as the discourse indicators one relies on when reading are often removed or at least significantly altered. b) Getting the students accustomed to reading authentic texts from the very
beginning does not necessarily mean a much more difficult task on their part.26
Based on the explanation above, by using authentic materials enables students to interact with real language, real situation and more focus on the content than the form. The students can feel that they are learning a target language as it used outside the classroom. Also it s to complete the gap between the competency and the performance of the language learners, which is a common problem of non native speaker. Because it requires in exposing the language patterns being put into practice in real life situation and communication
25
Kilickaya,op i t,p. 2. 26
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hesvantages
The disadvantages of using authentic materials have explained by Berardo that authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which can often create problems. Sometimes the vocabulary may not be relevant to the learner s need and too many structures can create difficulty.27 For more detail this is the comparison about the advantages and disadvantages of using authentic materials.
Authentic Materials Table 2.1
Advantages Disadvantages Real language exposure with language
change/variation being reflected.
Often too culturally biased, difficult to understand outside the language community.
Students are informed about what is happening in the world.
Vocabulary might not be relevant to the student s needs.
Textbooks tend not to include improper English and become outdated very quickly.
Too many structures are mixed so lower levels have problems decoding the texts.
The same piece of materials can be used for different tasks.
Special preparation is necessary, can be time consuming.
Ideal for teaching/practicing mini-skill-skimming/scanning.
Can become outdated easily, e.g. news stories, article.
Contain a wide variety of text types, language styles not easily found in conventional teaching materials.
Using authentic materials is a burden for teachers.28
27
Berardo,opit ., p.65. 28
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Encourage reading for pleasure, likely to contain topics of interests.
So the use of authentic materials for teaching reading should be relevant and matched with the learner s need or interest. It is also important to consider the ability level of the students. Moreover, the students can feel comfortable and confidence when they using authentic materials in reading class.
4. The Advantages and Disadvantages of Non-Authentic Materials a. The Advantages
The good aspects of using non authentic materials are to make the students easy to cope with reading text, because non authentic texts are artificial language and varied. Non authentictext is emphasized on grammatical structures. It will be easier to analyze the text because it contains with formed sentences, simple grammatical structure and easy vocabulary, unlike with authentic materials which contains with complicated structures and vocabulary.
b. The Disadvantages
The disadvantages of using non authentic is the students are hardly to be a good reader because they would not be acquiring real language.29 Students will be bored with the same reading texts that are not attracting them, and it will make them passive and become be a slow reader. The students can feel that they are not used to be challenged to be good reader by variety of the texts.
5. The Application of Teaching Reading Comprehension of Short Functional Text by Using Authentic Materials.
The teaching reading comprehension of short functional text by using authentic materials have some activities on it.
1. Teacher ask the students idea or experience related the material will be discussed.
29
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2. Teacher gives the students the example of short functional text.
3. Teacher explains about each functional text that will be discussed, such as announcement, invitation, notice, advertisement and short message.
4. Teacher show the authentic materials of short functional texts to the students. 5. Teacher asks the students to read and understand the authentic material of
short functional text.
6. Teacher asks the students to identify the features of short functional text based on the authentic material.
7. Teacher makes groups of students.
8. Each group gets the authentic materials of short functional text.
9. Each group has to make the functional text with good arrangement and features based on the authentic material which they have.
10. The teacher makes quiz related to the functional text discussed in each meeting.
11. After four meeting, the teacher conducts a test to measure students comprehension of short functional text.
6. The Application of Teaching Reading Comprehension of Short Functional Text by Using Textbook.
The application of teaching reading comprehension of short functional text by using textbook in the classroom, as below:
1. Teacher ask the students idea or experience related the material will be discussed.
2. Teacher gives the students the example of short functional text.
3. Teacher explains about each functional text that will be discussed, such as announcement, invitation, notice, advertisement and short message.
4. Teacher asks the students to read and understand of short functional text in textbook.
5. Teacher asks the students to identify the features of short functional in textbook.
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6. Teacher makes groups of students.
7. Each group has to make the functional text with good arrangement and features based on the example in textbook which they read.
8. The teacher makes quiz related to the functional text discussed in each meeting.
9. After four meeting, the teacher conducts a test to measure students comprehension of short functional text.
extbook
1. Textbook in Teaching and Learning Activity
Textbook becomes a familiar source that the students and the teachers need which provides materials used by the students in the learning process. Most of the teachers using text book in their teaching activity. There is nothing wrong when the teachers using textbook, because in textbook the materials consist of the exercise, the discussion, and the example of the topic learned by the students. Textbook are used in different ways in language programs. Textbook serves the basic communicative function of instructing/informing a readership which is taken to be uninformed.30 For example, a reading textbook might be the basis for a course on reading skills, providing both a set of reading texts and exercises for skill practice.31There are some reasons why teachers use textbook. Textbook become the guidance for them in managing the materials for teaching in the classroom. The teachers just need to adapt the materials from textbook. Textbook also can facilitate them in managing the materials, because it contains various activities that can make the teaching activity more effective such as exercise, discussion, etc.
Teachers have different options for using textbook. Firstly is omit, teacher can omitting the materials from textbook. They can pick or choose the materials or the approach for their students. Second option is to replace. Replace means that the
30
,F.I. Davies, Textbooks , in Bernard Spolky, onis nylop of u tion l ¡ ¢guistics, (Oxford: Elsevier, 1999). p. 337.
31
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teachers replace the textbook lesson or materials with one the teacher s own. This has advantages that the teacher s own materials probably more interest than textbook and it may be appropriate for the students. Third option is to add what is in the book. When the lesson is too boring and too controlled and do not give the students to use what they learned, teachers can add some activities and exercise. Those are to extend the students engagement with the language or topic. Addition is the good alternative for the teacher when they use textbook for teaching activities.
The last option is to adapt what is in the book. When the materials such as reading text in textbook are boring or uncreative for the students, teachers can adapt the lesson. They can use the same basic material but doing it in their own style in teaching. Using textbook creatively is one of the premier teaching skills.32 A good teacher is someone who can adapt the materials and exercises, replace textbook material with their own ideas and occasionally they may omit textbook lesson completely.
2. The Advantages and Disadvantages Using Textbook. a. The Advantages
There are some advantages and disadvantages in using the textbooks in teaching and learning activity. According to Ur the advantages of using the textbooks are:
1) Framework: textbooks gives clear framework for students and teachers so, they know where they are going to learn and to teach.
2) Syllabus:it provides clear and systematic syllabus.
3) Ready-made texts and tasks: provides the students with ready-made texts and learning task which are appropriate for their level. So, the teachers don t need to prepare the materials.
32
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4) © ªonomy: compare to the photocopied papers or computer software,
textbooks are the cheapest way of learning materials.
5) Convenience:the packaging of the textbook is convenient. They are easily to be carried out, and textbooks do not depend for its use on hardware or supply or electricity.
6) Guidance: the textbook can provide a guidance for the teacher who are inexperienced or unsure about their own knowledge.
7) Autonomy: the learners will learn the new materials, reviews, and monitor progress provided in the textbook autonomously.33
Jack C. Richards state in his book about the advantages of textbook as follows:
«) ¬t provides structure a sylladn®¯bus for a progr
It means that textbook has significant position in teaching learning. Without textbook a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed.
°) ¬t helps standardize instruction
Using textbook in the classroom can ensure that the students in different classes receive similar content and therefore can be tested in the same way.
±) ¬t maintain quality
When a well-developed textbook is used, students are exposed to materials that have been tried and tested.
²) ¬t provide a variety of learning resources
Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD-ROMs, and comprehensive teaching guides, providing a rich and varied resource for teachers and learners.
33
Penny Ur,³´ourse inµ¶nguage chinTea·¸gractice and Theory , (New York: Cambridge
(44)
5) Textbook is efficient
Textbook can save teachers time, enabling teachers to devote time to teaching rather than materials production.
¹) Textbook can provide effective lat gnage muodels and inpu
It can provide support for teachers whose first language is not English and who may not be able to generate accurate language input on their own.
º) Textbook can train teachers
34
When the teachers have limited experience in teaching, a textbook can be the guideline for the teacher and can serve as a medium of initial teachers training.
» ¼½he¾¿sÀÁ vantages
Besides the advantages, textbooks also have some disadvantages. Based on Ur, the disadvantages of textbooks are:
1)Inadequacy: textbooks cannot fulfill every students learning needs because they have their own different learning needs.
2)Irrelevance, lack of interest:the textbook should provide interesting topic and activities for students because they may be unmotivated if the topic of the textbook is not interesting.
3)Limitation:the materials and activity may make the teacher become dependent to the textbook, and it will inhibit their creativity in designing their own materials and activity for their students.
4)Homogeneity: textbook is created with the different author who has different approach or teaching technique, so it s not always appropriate with the variety of levels, ability and learning styles.
34
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5)Åver-easiness: sometimes, teachers find it too easy to follow the course book
uncritically instead of using their initiatives.35
Jack C. Richards also states in his book about the disadvantages of textbooks are:
Æ) Textbook may coin intanauthentic language
Textbook sometimes present inauthentic language because texts, dialogues, and other aspects of content tend to be specially written to incorporate teaching points and it often not representative of real language use.
Ç) Èt may distort content
Textbook often present an idealized view of the world or fail to represent real issues.
É) Èt may not reflect students needs
Textbook is often written for global markets, they may not reflect the interest and need of students and hence may require adaptation.
Ê) Èt can deski ll teachers
When teacher use textbook as the primary source of their teaching, teacher s role can become reduced to that of a technician whose primary function is to present materials prepared by others.
5) Textbook is expensive Ë Ì
Commercial textbook represent a financial burden for students in many part of the world.
35
Ur,opÍcit Í,p.185. 36
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ÐÑÒÓevious of the Study
The studies about the use of authentic materials for language teaching are abounding. The firststudy is byPujiSayekti, she did a study about the use authentic materials in teaching speaking, especially in the first grade of junior high school. Her participants were three teachers from different junior high school in different area of Jakarta. The result showed that most of the school had not implemented CBC 2004 and the teachers had not fully understood about authentic materials.37
The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in functional texts. Participants of this research are second grade students of junior high school.
The secondresearch is by SitiSundari.Her research was conducted to find the effectiveness of picture as authentic materials to improve students writing in descriptive text. This research was designed in the ÔÕÖ×group prÖ ×Ötst Ø ÕÙ post ×tÖst .
The participants of this study were 22 students (12 boys and 10 girls). The result of this study showed that the writing score achieved by the eighth grade of MTs RadenPaku improved after they were taught using pictures as authentic material. Based on analytic scoring using jacobÖt Ø Ú, pictures were effective to improve the
content and organization, but less effective to improve vocabulary, language use and mechanics. Even though pictures could not improve all of aspects of writing in the same time, but overall the students writing, pictures as authentic materials could improve students writing in descriptive texts.38
The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in
37
PujiSayekti,Ûow toÜ ÝÞ ßhÝrs àsÝ ÞuthÝná âß ã Þ á ÝrâÞls inÜ Ý ÞßhingäpÝÞking in thÝ åirst ærÞ ç Ý of ä ãè inéêrtakaaëìase ätudy . Thesis. (English Department, Faculty of Language and Art,
State Islamic University of Jakarta, Jakarta, 2006). Tidakdipublikasikan.
38
SitiSundari, The íffectiveness of
èictures as ëuthentic ãÞterials to împrove
ä tudents
Writing inïescriptive Text (ë ìse aätudy of íight ge oradf ã áðèlusñèendaakutrenggalek
ò ó ôó õ òóôô)öThesis.(English Department, Faculty of Humanities, Airlangga University, Surabaya,
(47)
functional texts. She did her studies using a case study, but in this research the writer conducted using quasi experimental with control and experiment class.
÷he t hirø research is by SitiHalijah.She was conducted study to describe
whether or not use the authentic materials improve the students vocabulary to develop descriptive paragraph of the ten grade of students of SMAN 2 Sugguminasa. The research used pre-experimental method with one group, and the samples of the study were 35 students of tenth grade of SMAN 2 Sungguminasa. The result of this study showed that the mean score of post-test was higher than pre-test in writing skill. She used t-test in data analysis. Based on data analysis, she concluded that the implementation by using authentic materials improved of the students vocabulary.39
The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in functional texts. She did her studies using pre-experimental method, but in this research the writer conducted using quasi experimental with control and experiment class and the participants are second grade junior high school students.
ùú÷horeûüýeti ùrümework
Reading is one of four skills that are learned at the school. Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study. Most of the students are still cannot understand and get difficulties in comprehend reading; because reading is receptive skill and most of the students have difficulty in understand the text, vocabulary and purpose of the text.
39
SitiHalidjah, þÿ tivnss of s inguthn r ls tomprove tudents
Vocabulary toevelopescriptive aragraph , (JurnalSastraTammadun, ISSN. 0216-809, Vol. 7 No.
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A good teaching reading process can involve the reader in active interaction what is presented in the text. A good teacher must have a strategy and appropriate technique to teach reading. In order the students are not bored to learn English especially when teach reading, the teacher should more creative. Using authentic materials in teaching reading can give a lot of benefits for the students. Because the students can have more inspiration to use the language and they have become accustomed to exposure the language in real communication.
In second grade junior high, standard competence of reading skill is the students are able to comprehend kinds of short functional texts. Short functional texts itself divided by kinds of text, such as memo, invitation, poster, announcement, letter, etc. One of way to make the students more appreciate in English reading class in learning functional text is with use the authentic of that text or authentic materials in teaching reading. So the writer tries to apply authentic materials in teaching reading comprehension to make the students appreciate and do not confuse again when they should develop their reading comprehension of short functional texts.
G. Hypotheses
Null Hypothesis ( ): there is no significance influence difference between the students reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-HasraBojongsari.
Alternative Hypothesis ( ): there is significant influence difference between the students reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-Hasra Bojongsari.
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3
Zainal Arifin, ö ÷ø ù ú ø û ü ý þÿ þùø ø ø, (Bandung: PT REMAJA ROSDAKARYA, 2009), p. 257.
(51)
0.80 Reliable
0.81 1.00 Very Reliable
!""
The next step of the research, the writer will process and analyze the data. The writer analyzes the score pre-test and post-test. This is to find out the differences of students scores by using authentic materials and without using authentic materials. The technique of data analysis that is used by the writer in this research is statistic analysis with t-test, the formula is:
=
With the explanation:
M = Mean of the differences of Experiment Class M2 = Mean of the differences of Controlled Class
SE =Standard Error of Experiment Class SE =Standard Error of Controlled Class
X = Teaching Reading Comprehension using authentic materials in Experiment Class
Y = Teaching Reading Comprehension using textbook in Controlled Class
The procedures of were calculations as follows: 1. Determining Mean of variable X:
=
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(53)
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y< t-table (tt) in significant degree of 0.05, Ho (the null hypothesis)
is accepted.
df = (N1 + N2) 2 = (35 + 35) 2 = 70-2 = 68. (It must be consulted with t table of df. If df 68, the value is: the significance level at 5 % is 1.66).
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41
The experiment class and the controlled class were taught with different technique in teaching reading. The experimental class was taught short functional text using authentic materials, whereas the controlled class used the text from textbook. The data shown in this part were collected from students score in pre-test and post-pre-test of both experiment class and controlled class. The data were described into two tables. The table 4.2 showed the students score in experiment class and the table 4.3 showed the students score in control class.
1. The Data of Experiment Class
l 4.2
¡¢£ ¤ ¥ ¦ (Students )
X
Pre-test Post-test Gained Score
1 55 80 25
2 65 75 10
3 60 65 5
4 70 75 5
5 60 60 0
6 50 80 30
7 80 80 0
8 35 65 30
9 35 35 0
10 45 65 20
11 60 70 10
12 75 70 -5
13 60 70 10
14 70 85 15
15 40 80 40
16 60 75 15
17 70 90 20
18 50 70 20
19 75 80 5
(1)
7. What is the content of the announcement about? A. National Education Day.
B. Joining the ceremony. C. Wearing uniform.
D. Attendance of ceremony.
8. Which statement is TRUE according to the text? A. The ceremony will be held in April.
B. The students do not need wear uniform. C. The students may come at 08.00.
D. The ceremony will be place at the town hall. This text is for question number 9 and 10
9. What is the main idea of the text above? A. Congratulating on Rehan s birthday. B. Expressing the Sendi s success. C. Congratulating on Rehan s success. D. Congratulating on Sendi s birthday.
10. Which statement is TRUE according to the text above? A. Sendi get the best player honour at ping-pong. B. Rehan is the best player of the table tennis. C. Sendi and Rehan are the best player of ping-pong. D. Rehan congratulates Sendi on his success.
This text is for question number 11 To: Rehan
Congratulation on your getting first champion of Ping-Pong Championship. The second winner,
Sendi
@ABCDE FG H IJKD LM NJL HO BPFQ NIODLR O Q
!
SKBABE MT HJFBAUD LVW VXO QC YMDAFEKHJG H IJM NZOW
(2)
11. What is the text tell us about?
A. News of mother s working hour from morning. B. Message of picking mother up at 4 pm.
C. Information of working in the company. D. Father s interest of picking mother up at 4 pm. This text is for question number 12
12. What requirements should the applicant have to be a tentor? A. Fluency in two foreign languages.
B. Be able to teach English or Math. C. Be able to teach English and Science. D. Not more than 3rdsemester.
Read the text and answer the question number 13 and 14.
Job vacancy Urgently needed (Tentor)
Requirements:
Candidate must be at 3rdsemester or above
Able to teach English or Math
Have a strong will and fighting spirits
Able to work as a team
Experienced
Send your application, CV, and recent photograph to: Bimbingan Belajar Rumah Ilmu
Jl. Kebagusan IV No. 94D Rt.006/05 Pasar Minggu, Jakarta Selatan (085784711628)
To: Janice
Congratulation on your getting a car as the greatest prize of fun bike. From your close friend,
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13. What is the Kadek s purpose of sending this card? A. To tell Janice about the big prize.
B. To congratulate her friend. C. To inform good news to Janice.
D. To persuade Janice to join the fun bike. 14. Which one is TRUE according to the text?
A. Kadek also get the greatest prize in the program. B. Janice and Kadek are sister.
C. Janice gives half of the prize which she got. D. Janice is the luckiest girl in fun bike program. This text is for question number 15
15. What is the purpose of the text? A. To neglect the New Year. B. To inform the New Year. C. To hope in a New Year. D. To greet the New Year.
This text is for question number 16 and 17.
Wishing you joy and laughter
From January To December!
Happy New year!
Black & Dekker DCM2500 Coffee
Maker
Silver-Auto
Timer-Auto Shut Off- 12
Cups-We designed the perfect Pour
carafe to deliver a dripless pour
(4)
16. What does the advertisement above tell us about? A. Coffee maker
B. Black cups. C. Auto timer. D. Black Coffee.
17. Which statement is true according to the text above? A. There are more than 12 cups.
B. The coffee maker delivers a drip pour. C. The cup can be closed automatically. D. The type of the coffee maker is DCM3500. This text is for questions number 18
18. This label that usually of the box means that. . . A. The box may not be stepped on.
B. We can step on the box freely. C. The box is possibly broken by you. D. The label is not needed on the box.
19. What kind of course is advertised? A. Mathematic course. B. Common Course. C. English Course.
DO NOT STEP ON
Effective English Course
Registration number:20100817/321
Supplied: AC, Notebook, Materials, Certificate Call Number: (021) 55667788
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D. Effective Course.
20. What is the purpose of sending the invitation? A. To entertain Ann s friend, Johnny. B. To tell the importance of celebration.
C. To celebrate the birthday party in Ann s house. D. To invite Johnny to come to the party.
INVITATION LETTER
Dear, Johnny.
John, this time I would like to celebrate my birthday. I invite you to come to my house tomorrow morning at 8.
I really wish you could come. Please, come on time. I need your help before I begin the party. I have some games and you are the only friend who can manage friends of ours.
That s all. I wait for your attendance. Palembang, December 18th, 2013 Sincerell,
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