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order to be mentally ready for the final test.
f. The Teacher’s Reason for the Learning Techniques of Comparing
English Texts
The next is about the teacher’s reason for asking students to find and than compare two kinds of English text. The teacher stated that he applies this learning
activity in order to introduce kinds of English texts to students. The teacher also stated that he wanted to prepare students for the final test which always contains
reading text and comprehension questions. According to him, this activity will make students familiar with kinds of English texts and its characteristics. By
knowing a certain text’s characteristics, students will easily understand and comprehend the text. When students comprehend the text well, they will easily
answer the comprehension questions based on the text. In addition, in the learning activities of finding and comparing English
texts, the teacher suggested students to find and compare English texts which are taken from magazines or newspapers. The teacher suggested students to find and
compare authentic texts from magazines or newspapers because he aimed to give students examples of the use of English in the real life. The teacher also had
purpose to make students familiar with any kind of English texts. 3.
Students’ Responses on the Learning Technique
This sub chapter presents data of students’ responses on the learning activities in reading class. The data were collected from a questionnaire which
was distributed to all students in grade X. The questionnaire contains a question asking students whether they were able to follow the learning activities they had
just had. The questionnaire also asked students to give reason for their answer.
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The researcher distributed the questionnaire right after the teacher finished conducting the learning activities. In this study, the researcher managed to
distribute and collect the questionnaire in 10 meetings from 14 fourteen meetings of English reading class he observed. The researcher was not able to
distribute the questionnaire to the first, third, seventh, and ninth meetings of English reading class he observed. The researcher’s failure in distributing and
collecting the questionnaire was because of limited time he had. In those meetings, the teacher finished learning activities when the periods nearly ended so
that students did not have enough time to answer the question in the questionnaire. This subchapter is divided into three parts based on students’ general
responses to the learning activities. The researcher classified students’ responses into three groups of response; they are positive response, negative response and
undecided response. The undecided response refers to response which is a combination response between positive and negative response. In one meeting, all
kinds of responses always occur with the different number of students who give the responses. The data on students’ responses are presented in Tables 4.1 and
Table 4.2.
Meeting Collected
Questionnaire Positive
Response Negative
Response Undecided
response
2
nd
Meeting 30
7 18
5 4
th
Meeting 31
7 13
11 5
th
Meeting 29
19 2
8 6
th
Meeting 28
17 4
7 8
th
Meeting 26
16 7
3 10
th
Meeting 31 12
10 9
11
th
Meeting 19 8
7 4
12
th
Meeting 29 17
5 7
13
th
Meeting 24 8
11 5
14
th
Meeting 26 7
15 4
