Conclusion Kompetensi Dasar CONCLUSION

BIBLIOGRAPHY Alderson, Charles J. Assessing Reading. New York: Cambridge University Press, 2000. Amarain, Shirin, anakia, and Lapae, Kanaya, Text Forms and Features: A Resource for International Teaching, Jakarta: Umbrella Corporation, 2009. Arends, Richard I., Learning to Teach, New York: McGraw-Hill, 2007. Blachowicz, Camille and Donna Ogle, Reading Comprehension: Strategies for Independent Learners, New York: The Guilford Press, 2008. Buscemi, Santi V. A Reader for Developing Writers. New York: McGraw-Hill Companies, 2003. Carr, Eileen and Ogle, Donna M. K-W-L Plus: A Strategy for Comprehension and Summarization, Journal of Reading, 1987. Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Education, Inc., 2008. Daniels, Harvey and Marilyn Bizar, Teaching the Best Practice Way: Methods That Matter, K-12, Portland: Stenhouse Publisher, 2005. David, Pearson P., Teaching Reading Comprehension, California: Holt, Rinehart and Winston. 1978. Fengjuan, Zhang, The Integration of The Know-Want-Learn KWL Strategy into English Language Teaching for Non-English Majors, Chinese Journal of Applied Linguistic, Vol. 33, No. 4, 2010. Grabe, William and Fredricka L. Stoller, Teaching and Researching Reading, Harlow: Pearson Education, 2002. Grellet, Francoise, Developing Reading Skills: A Practical guide to Reading Comprehension Exercises, New York: Cambridge University Press, 1981. Harmer, Jeremy, How to Teach English new edition, Harlow: Pearson Education, 2007. Harmer, Jeremy, The Practice of English Language Teaching 3rd edition, Harlow: Pearson Education, 2001. Hedgcock, John S. and Dana R. Ferris, Teaching Readers of English Students, texts, and Contexts, New York: Routledge, 2009. I.S. P. Nation, Teaching ESLEFL Reading and Writing, New York: Routledge, 2009. Israel, Susan E. and Gerald G. Duffy edt., Handbook of Research on Reading Comprehension, New York: Routledge, 2009. Kazemi, Mahnaz, The Effect of Jigsaw Technique on the Learners’ Reading Achievement: The Case of English as L2, Guilan: University of Guilan, 2012. Lems, Kristine, and friends, Teaching Reading to English Language Learning: insight from Linguistics, New York: The Guilford Press, 2010. Maulana, Akses Buku Sulitm Minat Baca di Indonesia Masih Rendah, 2013, http:www.unpad.ac.id201304akses-buku-sulit-minat-baca-di-indonesia- masih-rendah. Mc Donough, Jo and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide, Oxford: Blackwell Publishing, 2003. Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012. Nuttall, Christine, Teaching Reading Skills in a Foreign Language, Oxford: Heinemann, 1996. Ogle, Donna M., K-W-L: A Teaching Model that Develops Active Reading of Expository Text, International Reading Association, 39, 1986. Pang, Elizabeth S. and friends, Teaching Reading, Chicago: IAE Educational Practice Press, 2003. Phillipot, Raymond and Michael F. Graves, Fostering Comprehension in English Classes: Beyond the Basics, New York: The Guilford Press, 2009. RAND Reading Study Group, Reading for Understanding toward an RD Program in Reading Comprehension, Santa Monica: RAND Education, 2002. Roozkhoon, Mona and friends, Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts, English Linguistic Research, Vol. 2, No. 1, 2013, p. 72. Sharan, Shlomo edt., Handbook of Cooperative Learning Methods, London: Praeger Publisher, 1999. Sudijino, Anas, Pengantar Statistik Pendidikan, Jakarta: PT Raga Grafindo Persada, 2011. Willis, Judy, Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension, Virginia: ASCD, 2008. Wynne, Sharon, Reading Instruction Competence Assessment: Teacher Certification Exam, Boston: XAMonline, Inc., 2008. http:jigsaw_Reading_Rockets.htm http:www.broward.k12.fl.uscistrategies-and-suchstrategiesjigsaw.html Appendix 1 The score of Pre-Test and Post-Test of Experiment Class XI MIA 2 Students Pre Test Score Post Test Score Gained Score 1 60 64 4 2 48 60 12 3 60 88 28 4 36 64 28 5 72 88 16 6 60 84 24 7 36 64 28 8 48 64 16 9 56 84 28 10 64 88 20 11 44 56 12 12 40 70 30 13 36 60 24 14 64 80 16 15 72 88 28 16 60 80 8 17 36 56 20 18 48 72 24 19 56 72 16 20 60 80 20 21 56 76 20 22 72 76 4 23 48 68 20 24 76 80 4 25 40 60 20 26 36 52 16 27 52 68 16 28 64 76 12 29 60 76 16 30 48 72 24 31 44 68 24 32 52 68 16 33 52 68 16 34 64 80 16 35 60 76 16 ∑� 1 = 1880 �� 1 = 53.71 MAX = 76 MIN = 36 ∑� 1 = 2516 �� 1 = 71.89 MAX = 88 MIN = 52 ∑� 1 = 642 �� 1 = 18.34 MAX = 30 MIN = 4 mencapai KKM 75 Mpre-Test = ∑� � = 53.71 Mpost-tets = ∑� 1 � = 71.89 Mgain = ∑� 2 � = 18.34 Appendix 2 The score of Pre-Test and Post-Test of Control Class XI MIA 3 Students Pre-Test Post-Test Gained Score 1 72 80 8 2 48 64 16 3 56 72 16 4 48 64 16 5 68 80 12 6 44 68 24 7 36 56 20 8 72 84 12 9 64 80 16 10 56 76 20 11 56 64 8 12 36 44 8 13 56 68 12 14 56 72 16 15 64 84 20 16 76 76 17 76 84 8 18 68 80 12 19 44 56 12 20 52 64 12 21 56 80 24 22 56 64 8 23 40 56 16 24 52 64 12 25 20 44 24 26 60 76 16 27 44 64 20 28 56 64 8 29 52 76 24 30 48 56 8 31 68 80 12 32 60 72 12 33 48 56 8 34 60 64 4 35 60 72 12 ∑� 1 = 1928 �� 1 = 55.09 MAX = 76 MIN = 20 ∑� 1 = 2438 �� 1 = 69.66 MAX = 84 MIN = 44 ∑� 1 = 476 �� 1 = 13.6 MAX = 24 MIN = 4 mencapai KKM 75 Mpre-Test = ∑� � = 55.09 Mpost-tets = ∑� 1 � = 69.66 Mgain = ∑� 2 � = 13.6 Appendix 3 INTERVAL Perhitungan distribusi frekuensi kelompok, menentukan banyaknya kelas interval dengan menggunakan rumus Strugess: k = 1 + 3,322 log n, dimana n jumlah seluruh data adalah 35. � = � � = 76 − 36 6 = 7 Group Distribution Pre-Test of Experiment Class Interval Class Tally Frequency 36 – 42 IIIII II 7 43 – 49 IIIII II 7 50 – 56 IIIII I 6 57 – 63 IIIII II 7 64 – 70 IIII 4 71 – 77 IIII 4 � = � � = 88 − 52 6 = 6 Group Distribution Post-Test of Experiment Class Interval Class Tally Frequency 52 - 57 III 3 58 - 64 IIIII II 7 65 - 71 IIIII I 6 72 - 77 IIIII III 8 78 - 84 IIIII II 7 85 - 91 IIII 4 � = � � = 76 − 20 6 = 10 Group Distribution Pre-Test of Controlled Class Interval Class Tally Frequency 20 - 29 I 1 30 - 39 II 2 40 - 49 IIIII III 8 50 - 59 IIIII IIIII I 11 60 - 69 IIIII IIII 9 70 - 79 IIII 4 � = � � = 84 − 44 6 = 7 Group Distribution Post-Test of Controlled Class Interval Class Tally Frequency 44 - 50 II 2 51 - 57 IIIII 5 58 - 64 IIIII IIII 9 65 - 71 II 2 72 - 78 IIIII III 8 79 - 85 IIIII IIII 9 Appendix 4 The Comparison of Scores of Each Student of the Experiment and Controlled Class Students X Y x y x 2 y 2 1 4 8 -14.34 -5.6 205.6356 31.36 2 12 16 -6.34 2.4 40.1956 5.76 3 28 16 9.66 2.4 93.3156 5.76 4 28 16 9.66 2.4 93.3156 5.76 5 16 12 -2.34 -1.6 5.4756 2.56 6 24 24 5.66 10.4 32.0356 108.16 7 28 20 9.66 6.4 93.3156 40.96 8 16 12 -2.34 -1.6 5.4756 2.56 9 28 16 9.66 2.4 93.3156 5.76 10 20 20 1.66 6.4 2.7556 40.96 11 12 8 -6.34 -5.6 40.1956 31.36 12 30 8 11.66 -5.6 135.9556 31.36 13 24 12 5.66 -1.6 32.0356 2.56 14 16 16 -2.34 2.4 5.4756 5.76 15 28 20 9.66 6.4 93.3156 40.96 16 8 -10.34 -13.6 106.9156 184.96 17 20 8 1.66 -5.6 2.7556 31.36 18 24 12 5.66 -1.6 32.0356 2.56 19 16 12 -2.34 -1.6 5.4756 2.56 20 20 12 1.66 -1.6 2.7556 2.56 21 20 24 1.66 10.4 2.7556 108.16 22 4 8 -14.34 -5.6 205.6356 31.36 23 20 16 1.66 2.4 2.7556 5.76 24 4 12 -14.34 -1.6 205.6356 2.56 25 20 24 1.66 10.4 2.7556 108.16 26 16 16 -2.34 2.4 5.4756 5.76 27 16 20 -2.34 6.4 5.4756 40.96 28 12 8 -6.34 -5.6 40.1956 31.36 29 16 24 -2.34 10.4 5.4756 108.16 30 24 8 5.66 -5.6 32.0356 31.36 31 24 12 5.66 -1.6 32.0356 2.56 32 16 12 -2.34 -1.6 5.4756 2.56 33 16 8 -2.34 -5.6 5.4756 31.36 34 16 4 -2.34 -9.6 5.4756 92.16 35 16 12 -2.34 -1.6 5.4756 2.56 N1 = 35 N2 = 35 642 476 ∑� 2 1683.886 ∑� 2 1190.4 Mean

18.34 13.6

48.11 34.01

SKOR DATA DIBOBOT ================= Jumlah Subyek = 35 Butir soal = 30 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor tinggi ke rendah Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Urt No Subyek KodeNama Benar Salah Kosong Skr Asli Skr Bobot 1 17 Rizma ... 25 5 0 25 25 2 19 Shadow... 23 7 0 23 23 3 13 Dinda ... 22 8 0 22 22 4 25 M Syaf... 22 8 0 22 22 5 15 Hana I... 21 9 0 21 21 6 18 Bayu M... 21 8 1 21 21 7 9 Suci I... 20 10 0 20 20 8 10 Shuma ... 20 10 0 20 20 9 14 Ratu C... 20 10 0 20 20 10 21 Widya ... 20 10 0 20 20 11 22 Arsya ... 20 10 0 20 20 12 27 Verel ... 20 10 0 20 20 13 28 Rissa ... 20 10 0 20 20 14 29 Putri ... 20 10 0 20 20 15 32 Donny ... 20 10 0 20 20 16 6 Zalfa ... 19 11 0 19 19 17 7 Cherun... 19 11 0 19 19 18 16 Dwi Fi... 19 11 0 19 19 19 23 Ram Da... 19 11 0 19 19 20 24 Shandi 19 11 0 19 19 21 5 Fajar ... 18 11 1 18 18 22 30 Safriz... 18 12 0 18 18 23 3 Meidya... 17 13 0 17 17 24 11 Vicky ... 17 13 0 17 17 25 20 Belmir... 17 13 0 17 17 26 26 Jihan ... 17 13 0 17 17 27 2 Siti S... 16 14 0 16 16 28 4 Rafly ... 16 14 0 16 16 29 33 Nezar ... 16 14 0 16 16 30 8 Bahar ... 15 14 1 15 15 31 34 Adhyas... 14 16 0 14 14 32 31 Fadly 13 17 0 13 13 33 12 Yonabilah 11 19 0 11 11 34 35 Muhamm... 11 17 2 11 11 35 1 Gustia... 7 22 1 7 7 RELIABILITAS TES Rata2= 18.06 Simpang Baku= 3.64 KorelasiXY= 0.62 Reliabilitas Tes= 0.77 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No.Urut No. Subyek KodeNama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Gustian Rizaldi 3 4 7 2 2 Siti Silma Mu... 7 9 16 3 3 Meidyana Savitri 7 10 17 4 4 Rafly Nur Sap... 7 9 16 5 5 Fajar Januar 9 9 18 6 6 Zalfa Adelia ... 8 11 19 7 7 Cherunnisa Ad... 10 9 19 8 8 Bahar Nur Haidy 6 9 15 9 9 Suci Indah Sari 10 10 20 10 10 Shuma Widyatami 10 10 20 11 11 Vicky Carin S 6 11 17 12 12 Yonabilah 5 6 11 13 13 Dinda Arfiani 11 11 22 14 14 Ratu Chita A 9 11 20 15 15 Hana Ika Okta... 8 13 21 16 16 Dwi Fitria 8 11 19 17 17 Rizma Rahmala... 12 13 25 18 18 Bayu Mertayasa 9 12 21 19 19 Shadow Haq W 10 13 23 20 20 Belmiro Dava ... 7 10 17 21 21 Widya Ananta 9 11 20 22 22 Arsya Putri M... 10 10 20 23 23 Ram Darius W 7 12 19 24 24 Shandi 9 10 19 25 25 M Syafri Hidayat 10 12 22 26 26 Jihan Sarah Dewi 7 10 17 27 27 Verel Antares 9 11 20 28 28 Rissa Pratama... 9 11 20 29 29 Putri Selly N 9 11 20 30 30 Safrizal Rahm... 8 10 18 31 31 Fadly 4 9 13 32 32 Donny Hikmawan 10 10 20 33 33 Nezar Patria L 7 9 16 34 34 Adhyasta Dirg... 6 8 14 35 35 Muhammad Firn... 7 4 11 KELOMPOK UNGGUL ASOR ====================== Kelompok Unggul Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA 1 2 3 4 5 6 7 No.Urut No Subyek KodeNama Subyek Skor 1 2 3 4 5 6 7 1 17 Rizma Rahmala... 25 1 1 1 1 1 1 - 2 19 Shadow Haq W 23 - 1 1 1 1 1 1 3 13 Dinda Arfiani 22 - 1 1 1 1 1 - 4 25 M Syafri Hidayat 22 - 1 1 1 1 1 1 5 15 Hana Ika Okta... 21 - 1 1 1 1 1 - 6 18 Bayu Mertayasa 21 - 1 1 1 1 1 - 7 9 Suci Indah Sari 20 1 - 1 1 1 1 - 8 10 Shuma Widyatami 20 1 1 - 1 1 1 1 9 14 Ratu Chita A 20 - 1 1 1 1 1 - Jml Jwb Benar 3 8 8 9 9 9 3 8 9 10 11 12 13 14 No.Urut No Subyek KodeNama Subyek Skor 8 9 10 11 12 13 14 1 17 Rizma Rahmala... 25 1 1 1 1 1 1 1 2 19 Shadow Haq W 23 1 1 1 1 1 1 1 3 13 Dinda Arfiani 22 1 - 1 1 - 1 - 4 25 M Syafri Hidayat 22 1 1 1 1 1 1 1 5 15 Hana Ika Okta... 21 1 - 1 1 1 1 1 6 18 Bayu Mertayasa 21 1 1 1 1 1 1 7 9 Suci Indah Sari 20 1 - 1 - 1 1 1 8 10 Shuma Widyatami 20 - - 1 1 1 1 - 9 14 Ratu Chita A 20 1 - 1 1 1 1 1 Jml Jwb Benar 8 3 9 8 8 9 7 15 16 17 18 19 20 21 No.Urut No Subyek KodeNama Subyek Skor 15 16 17 18 19 20 21 1 17 Rizma Rahmala... 25 1 1 1 - 1 1 - 2 19 Shadow Haq W 23 1 1 1 - - 1 - 3 13 Dinda Arfiani 22 1 1 1 - 1 1 - 4 25 M Syafri Hidayat 22 - 1 1 - - 1 - 5 15 Hana Ika Okta... 21 1 1 - 1 1 1 - 6 18 Bayu Mertayasa 21 1 - - 1 1 1 - 7 9 Suci Indah Sari 20 1 - - 1 1 1 1 8 10 Shuma Widyatami 20 - 1 1 1 - - - 9 14 Ratu Chita A 20 1 - - 1 1 1 - Jml Jwb Benar 7 6 5 5 6 8 1 22 23 24 25 26 27 28 No.Urut No Subyek KodeNama Subyek Skor 22 23 24 25 26 27 28 1 17 Rizma Rahmala... 25 1 1 1 - 1 1 - 2 19 Shadow Haq W 23 1 1 1 - 1 - - 3 13 Dinda Arfiani 22 1 1 1 1 1 1 - 4 25 M Syafri Hidayat 22 1 1 1 - - 1 - 5 15 Hana Ika Okta... 21 1 1 - - 1 - - 6 18 Bayu Mertayasa 21 - 1 1 - 1 1 - 7 9 Suci Indah Sari 20 - 1 - - 1 1 - 8 10 Shuma Widyatami 20 1 1 - 1 1 1 1 9 14 Ratu Chita A 20 - 1 - - 1 1 - 29 30 No.Urut No Subyek KodeNama Subyek Skor 29 30 1 17 Rizma Rahmala... 25 1 1 2 19 Shadow Haq W 23 1 1 3 13 Dinda Arfiani 22 1 1 4 25 M Syafri Hidayat 22 1 1 5 15 Hana Ika Okta... 21 1 1 6 18 Bayu Mertayasa 21 1 1 7 9 Suci Indah Sari 20 1 1 8 10 Shuma Widyatami 20 1 - 9 14 Ratu Chita A 20 1 1 Jml Jwb Benar 9 8 Kelompok Asor Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA 1 2 3 4 5 6 7 No.Urut No Subyek KodeNama Subyek Skor 1 2 3 4 5 6 7 1 2 Siti Silma Mu... 16 - 1 - - 1 - - 2 4 Rafly Nur Sap... 16 1 1 1 1 - - - 3 33 Nezar Patria L 16 1 - - 1 - - - 4 8 Bahar Nur Haidy 15 1 1 - 1 1 - - 5 34 Adhyasta Dirg... 14 - 1 1 - - - - 6 31 Fadly 13 - 1 1 1 1 1 - 7 12 Yonabilah 11 - 1 1 - - - - 8 35 Muhammad Firn... 11 1 - 1 - 1 - 9 1 Gustian Rizaldi 7 1 - - 1 1 - Jml Jwb Benar 5 6 5 5 5 1 0 8 9 10 11 12 13 14 No.Urut No Subyek KodeNama Subyek Skor 8 9 10 11 12 13 14 1 2 Siti Silma Mu... 16 1 1 - 1 1 1 - 2 4 Rafly Nur Sap... 16 1 - 1 1 - 1 - 3 33 Nezar Patria L 16 1 1 1 1 1 1 - 4 8 Bahar Nur Haidy 15 1 - 1 1 1 1 - 5 34 Adhyasta Dirg... 14 1 - 1 - 1 1 1 6 31 Fadly 13 1 - 1 - 1 1 - 7 12 Yonabilah 11 1 - 1 - - 1 - 8 35 Muhammad Firn... 11 1 - - 1 1 1 - 9 1 Gustian Rizaldi 7 - - - - 1 1 - Jml Jwb Benar 8 2 6 5 7 9 1 15 16 17 18 19 20 21 No.Urut No Subyek KodeNama Subyek Skor 15 16 17 18 19 20 21 1 2 Siti Silma Mu... 16 - 1 - 1 1 1 - 2 4 Rafly Nur Sap... 16 - 1 - 1 1 - - 22 23 24 25 26 27 28 No.Urut No Subyek KodeNama Subyek Skor 22 23 24 25 26 27 28 1 2 Siti Silma Mu... 16 1 1 - - 1 - - 2 4 Rafly Nur Sap... 16 1 - 1 - 1 1 - 3 33 Nezar Patria L 16 1 1 1 - 1 1 - 4 8 Bahar Nur Haidy 15 1 - 1 - 1 1 - 5 34 Adhyasta Dirg... 14 1 1 - - 1 1 - 6 31 Fadly 13 1 - 1 - 1 1 - 7 12 Yonabilah 11 1 1 - - 1 - - 8 35 Muhammad Firn... 11 1 1 1 - - - - 9 1 Gustian Rizaldi 7 - - - - - - - Jml Jwb Benar 8 5 5 0 7 5 0 29 30 No.Urut No Subyek KodeNama Subyek Skor 29 30 1 2 Siti Silma Mu... 16 1 1 2 4 Rafly Nur Sap... 16 1 - 3 33 Nezar Patria L 16 - 1 4 8 Bahar Nur Haidy 15 - - 5 34 Adhyasta Dirg... 14 - - 6 31 Fadly 13 - - 7 12 Yonabilah 11 - - 8 35 Muhammad Firn... 11 1 - 9 1 Gustian Rizaldi 7 - - Jml Jwb Benar 3 2 DAYA PEMBEDA ============ Jumlah Subyek= 35 Klp atasbawahn= 9 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP 1 1 3 5 -2 -22.22 2 2 8 6 2 22.22 3 3 8 5 3 33.33 4 4 9 5 4 44.44 5 5 9 5 4 44.44 TINGKAT KESUKARAN ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran Tafsiran 1 1 15 42.86 Sedang 2 2 29 82.86 Mudah 3 3 26 74.29 Mudah 4 4 26 74.29 Mudah 5 5 30 85.71 Sangat Mudah 6 6 22 62.86 Sedang 7 7 8 22.86 Sukar 8 8 33 94.29 Sangat Mudah 9 9 8 22.86 Sukar 10 10 31 88.57 Sangat Mudah 11 11 29 82.86 Mudah 12 12 31 88.57 Sangat Mudah 13 13 35 100.00 Sangat Mudah 14 14 15 42.86 Sedang 15 15 18 51.43 Sedang 16 16 20 57.14 Sedang 17 17 6 17.14 Sukar KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 -0.127 - 2 2 0.388 Signifikan 3 3 0.301 - 4 4 0.411 Signifikan 5 5 0.371 Signifikan 6 6 0.606 Sangat Signifikan 7 7 0.200 - 8 8 0.313 - 9 9 0.181 - 10 10 0.532 Sangat Signifikan 11 11 0.557 Sangat Signifikan 12 12 0.156 - 13 13 NAN NAN 14 14 0.518 Sangat Signifikan 15 15 0.350 Signifikan 16 16 0.078 - 17 17 0.500 Sangat Signifikan 18 18 0.196 - 19 19 0.392 Signifikan 20 20 0.433 Signifikan 21 21 -0.176 - 22 22 -0.144 - 23 23 0.472 Sangat Signifikan 24 24 0.022 - 25 25 0.183 - 26 26 0.403 Signifikan 27 27 0.276 - 28 28 0.052 - 29 29 0.635 Sangat Signifikan Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df N-2 P=0,05 P=0,01 df N-2 P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 150 0,159 0,208 Bila koefisien = 0,000 berarti tidak dapat dihitung. KUALITAS PENGECOH ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli a b c d 1 1 20--- 15 0-- 0-- 0 2 2 2++ 4-- 29 0-- 0 3 3 4+ 5- 26 0-- 0 4 4 3++ 26 5- 1- 0 5 5 30 2++ 3-- 0-- 0 6 6 1-- 22 10--- 1-- 0 7 7 8++ 8 9++ 9++ 0 8 8 2--- 33 0-- 0-- 0 9 9 8 15- 4- 7++ 0 10 10 31 2+ 2+ 0-- 0 11 11 1- 29 1- 4-- 0 12 12 3--- 31 1+ 0-- 0 13 13 0 0 35 0 0 14 14 15 4+ 12-- 4+ 0 15 15 17--- 18 0-- 0-- 0 16 16 2- 1-- 20 12--- 0 17 17 29--- 6 0-- 0-- 0 18 18 5++ 23 4++ 3+ 0 19 19 22 0-- 4++ 9--- 0 20 20 25 0-- 4++ 5+ 0 21 21 7+ 7+ 18- 2 0 22 22 0-- 11--- 0-- 24 0 23 23 0-- 3+ 2++ 29 0 24 24 22--- 12 0-- 1-- 0 25 25 1-- 0-- 28--- 6 0 26 26 3--- 0-- 32 0-- 0 27 27 2- 22 3+ 8-- 0 Keterangan: : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR ===================== Rata2= 18.06 Simpang Baku= 3.64 KorelasiXY= 0.62 Reliabilitas Tes= 0.77 Butir Soal= 30 Jumlah Subyek= 35 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA Btr Baru Btr Asli D.Pembeda T. Kesukaran Korelasi Sign. Korelasi 1 1 -22.22 Sedang -0.127 - 2 2 22.22 Mudah 0.388 Signifikan 3 3 33.33 Mudah 0.301 - 4 4 44.44 Mudah 0.411 Signifikan 5 5 44.44 Sangat Mudah 0.371 Signifikan 6 6 88.89 Sedang 0.606 Sangat Signifikan 7 7 33.33 Sukar 0.200 - 8 8 0.00 Sangat Mudah 0.313 - 9 9 11.11 Sukar 0.181 - 10 10 33.33 Sangat Mudah 0.532 Sangat Signifikan 11 11 33.33 Mudah 0.557 Sangat Signifikan 12 12 11.11 Sangat Mudah 0.156 - 13 13 0.00 Sangat Mudah NAN NAN 14 14 66.67 Sedang 0.518 Sangat Signifikan 15 15 33.33 Sedang 0.350 Signifikan 16 16 11.11 Sedang 0.078 - 17 17 55.56 Sukar 0.500 Sangat Signifikan 18 18 22.22 Sedang 0.196 - 19 19 33.33 Sedang 0.392 Signifikan 20 20 55.56 Mudah 0.433 Signifikan 21 21 0.00 Sangat Sukar -0.176 - 22 22 -22.22 Sedang -0.144 - 23 23 44.44 Mudah 0.472 Sangat Signifikan 24 24 0.00 Sedang 0.022 - 25 25 22.22 Sukar 0.183 - 26 26 11.11 Sangat Mudah 0.403 Signifikan 27 27 22.22 Sedang 0.276 - SKOR DATA DIBOBOT ================= Jumlah Subyek = 35 Butir soal = 30 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Urt No Subyek KodeNama Benar Salah Kosong Skr Asli Skr Bobot 1 1 Gustia... 19 11 0 19 19 2 2 Siti S... 12 14 4 12 12 3 3 Meidya... 13 17 0 13 13 4 4 Rafly ... 12 18 0 12 12 5 5 Fajar ... 13 17 0 13 13 6 6 Zalfaa... 15 14 1 15 15 7 7 Chaeru... 15 15 0 15 15 8 8 Bahar ... 15 15 0 15 15 9 9 Suci I... 12 18 0 12 12 10 10 Shuma ... 11 19 0 11 11 11 11 Vicky ... 17 13 0 17 17 12 12 Yonabila 11 19 0 11 11 13 13 Dinda ... 13 17 0 13 13 14 14 Ratu C... 13 17 0 13 13 15 15 Hana I... 15 9 6 15 15 16 16 Dwi Fi... 14 15 1 14 14 17 17 Rizma ... 12 18 0 12 12 18 18 Bayu H... 18 12 0 18 18 19 19 Shadow... 18 12 0 18 18 20 20 Belmir... 12 18 0 12 12 21 21 Widya ... 17 12 1 17 17 22 22 Arsya ... 10 12 8 10 10 23 23 Ram Da... 14 15 1 14 14 24 24 Shandi 13 13 4 13 13 25 25 M Syaf... 8 22 0 8 8 26 26 Jihan ... 15 13 2 15 15 27 27 Verel ... 14 16 0 14 14 28 28 Rissa ... 17 13 0 17 17 29 29 Putri ... 19 11 0 19 19 30 30 Safriz... 10 20 0 10 10 31 31 Fadly 13 16 1 13 13 32 32 Donni ... 12 18 0 12 12 33 33 Nezar ... 4 26 0 4 4 34 34 Adhyas... 18 12 0 18 18 35 35 Muhamm... 18 12 0 18 18 RELIABILITAS TES ================ No.Urut No. Subyek KodeNama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Gustian Rizaldy 8 11 19 2 2 Siti Silma Mu... 4 8 12 3 3 Meidyana Savitri 5 8 13 4 4 Rafly Nur sap... 6 6 12 5 5 Fajar januar R 6 7 13 6 6 Zalfaa Adelia... 7 8 15 7 7 Chaerunnisa A... 6 9 15 8 8 Bahar Nur Haidy 8 7 15 9 9 Suci Indah Sari 6 6 12 10 10 Shuma Widyatami 5 6 11 11 11 Vicky Carin S 7 10 17 12 12 Yonabila 5 6 11 13 13 Dinda Arfiani 6 7 13 14 14 Ratu Chita A 6 7 13 15 15 Hana Ika Octa... 6 9 15 16 16 Dwi Fitriana 7 7 14 17 17 Rizma Rahmala... 5 7 12 18 18 Bayu Hertayasa 6 12 18 19 19 Shadow Har W 5 13 18 20 20 Belmiro Dava ... 6 6 12 21 21 Widya Ananta 7 10 17 22 22 Arsya Putri M... 4 6 10 23 23 Ram Darius W 5 9 14 24 24 Shandi 3 10 13 25 25 M Syafri Hidayat 6 2 8 26 26 Jihan Sarah Dewi 5 10 15 27 27 Verel Antares 6 8 14 28 28 Rissa Pratama... 7 10 17 29 29 Putri Selly N 8 11 19 30 30 Safrizal Rahm... 4 6 10 31 31 Fadly 5 8 13 32 32 Donni Hikmawan 3 9 12 33 33 Nezar Patrial 2 2 4 34 34 Adhyasta Dirg... 7 11 18 35 35 Muhammad Firn... 7 11 18 KELOMPOK UNGGUL ASOR ====================== Kelompok Unggul Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA 1 2 3 4 5 6 7 No.Urut No Subyek KodeNama Subyek Skor 1 2 3 4 5 6 7 1 1 Gustian Rizaldy 19 - 1 1 1 - 1 1 8 9 10 11 12 13 14 No.Urut No Subyek KodeNama Subyek Skor 8 9 10 11 12 13 14 1 1 Gustian Rizaldy 19 - 1 1 1 - - 1 2 29 Putri Selly N 19 - 1 1 1 - - 1 3 18 Bayu Hertayasa 18 - - 1 1 - - 1 4 19 Shadow Har W 18 - 1 1 - - - 1 5 34 Adhyasta Dirg... 18 - - 1 1 - - - 6 35 Muhammad Firn... 18 - - 1 1 - - - 7 11 Vicky Carin S 17 - 1 1 1 - - 1 8 21 Widya Ananta 17 - 1 1 1 - 1 9 28 Rissa Pratama... 17 - 1 1 1 - - 1 Jml Jwb Benar 0 6 9 8 0 0 7 15 16 17 18 19 20 21 No.Urut No Subyek KodeNama Subyek Skor 15 16 17 18 19 20 21 1 1 Gustian Rizaldy 19 1 1 1 1 1 1 - 2 29 Putri Selly N 19 1 1 1 1 - 1 - 3 18 Bayu Hertayasa 18 1 1 1 1 - 1 - 4 19 Shadow Har W 18 1 1 1 1 - 1 - 5 34 Adhyasta Dirg... 18 1 1 1 1 - 1 - 6 35 Muhammad Firn... 18 1 1 1 1 - 1 - 7 11 Vicky Carin S 17 - - - 1 1 1 - 8 21 Widya Ananta 17 - 1 - 1 1 1 - 9 28 Rissa Pratama... 17 1 1 - 1 - 1 - Jml Jwb Benar 7 8 6 9 3 9 0 22 23 24 25 26 27 28 No.Urut No Subyek KodeNama Subyek Skor 22 23 24 25 26 27 28 1 1 Gustian Rizaldy 19 - 1 - - 1 - 1 2 29 Putri Selly N 19 - 1 - - 1 - 1 3 18 Bayu Hertayasa 18 - - 1 - 1 - 1 4 19 Shadow Har W 18 1 - 1 - 1 - 1 5 34 Adhyasta Dirg... 18 1 - 1 1 1 1 - 6 35 Muhammad Firn... 18 1 - 1 1 1 1 - 7 11 Vicky Carin S 17 1 1 1 - - - - 8 21 Widya Ananta 17 1 1 1 - - - - 9 28 Rissa Pratama... 17 - 1 - - 1 - 1 Jml Jwb Benar 5 5 6 2 7 2 5 29 30 Kelompok Asor Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA 1 2 3 4 5 6 7 No.Urut No Subyek KodeNama Subyek Skor 1 2 3 4 5 6 7 1 17 Rizma Rahmala... 12 1 1 - 1 1 - - 2 20 Belmiro Dava ... 12 1 1 - 1 - - - 3 32 Donni Hikmawan 12 1 1 - - - - - 4 10 Shuma Widyatami 11 1 1 - 1 - - - 5 12 Yonabila 11 1 1 - 1 - - - 6 22 Arsya Putri M... 10 - 1 1 1 1 7 30 Safrizal Rahm... 10 1 1 - 1 - - - 8 25 M Syafri Hidayat 8 1 - 1 - - - - 9 33 Nezar Patrial 4 1 1 - - - - - Jml Jwb Benar 8 8 2 6 2 0 0 8 9 10 11 12 13 14 No.Urut No Subyek KodeNama Subyek Skor 8 9 10 11 12 13 14 1 17 Rizma Rahmala... 12 - 1 1 - - - 1 2 20 Belmiro Dava ... 12 - 1 1 - - - - 3 32 Donni Hikmawan 12 - - - - 1 - 1 4 10 Shuma Widyatami 11 - 1 1 - - - 1 5 12 Yonabila 11 - 1 1 - - 1 - 6 22 Arsya Putri M... 10 - 1 1 - - 7 30 Safrizal Rahm... 10 - 1 1 - - - - 8 25 M Syafri Hidayat 8 - 1 1 - - - - 9 33 Nezar Patrial 4 - - - - 1 - - Jml Jwb Benar 0 7 7 0 2 1 3 15 16 17 18 19 20 21 No.Urut No Subyek KodeNama Subyek Skor 15 16 17 18 19 20 21 1 17 Rizma Rahmala... 12 - - - 1 1 - 1 2 20 Belmiro Dava ... 12 - - 1 - - - 1 3 32 Donni Hikmawan 12 1 1 1 1 - - - 4 10 Shuma Widyatami 11 1 - 1 - 1 - - 5 12 Yonabila 11 - 1 1 1 - - - 6 22 Arsya Putri M... 10 - 1 - - 7 30 Safrizal Rahm... 10 - 1 1 1 - 1 - 22 23 24 25 26 27 28 No.Urut No Subyek KodeNama Subyek Skor 22 23 24 25 26 27 28 1 17 Rizma Rahmala... 12 - - - - - - 1 2 20 Belmiro Dava ... 12 1 1 1 - - 1 1 3 32 Donni Hikmawan 12 - - 1 - 1 - 1 4 10 Shuma Widyatami 11 - - - - - - 1 5 12 Yonabila 11 1 1 - - - - - 6 22 Arsya Putri M... 10 - - - 1 - - 7 30 Safrizal Rahm... 10 - - - - - - - 8 25 M Syafri Hidayat 8 - 1 - 1 - - - 9 33 Nezar Patrial 4 - - - - - - - Jml Jwb Benar 2 3 2 1 2 1 4 29 30 No.Urut No Subyek KodeNama Subyek Skor 29 30 1 17 Rizma Rahmala... 12 - 1 2 20 Belmiro Dava ... 12 - - 3 32 Donni Hikmawan 12 - 1 4 10 Shuma Widyatami 11 - 1 5 12 Yonabila 11 - - 6 22 Arsya Putri M... 10 1 1 7 30 Safrizal Rahm... 10 1 - 8 25 M Syafri Hidayat 8 - - 9 33 Nezar Patrial 4 - - Jml Jwb Benar 2 4 DAYA PEMBEDA ============ Jumlah Subyek= 35 Klp atasbawahn= 9 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP 1 1 0 8 -8 -88.89 2 2 8 8 0 0.00 3 3 9 2 7 77.78 4 4 9 6 3 33.33 5 5 5 2 3 33.33 6 6 9 0 9 100.00 7 7 9 0 9 100.00 8 8 0 0 0 0.00 9 9 6 7 -1 -11.11 10 10 9 7 2 22.22 11 11 8 0 8 88.89 TINGKAT KESUKARAN ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran Tafsiran 1 1 14 40.00 Sedang 2 2 31 88.57 Sangat Mudah 3 3 21 60.00 Sedang 4 4 32 91.43 Sangat Mudah 5 5 21 60.00 Sedang 6 6 18 51.43 Sedang 7 7 14 40.00 Sedang 8 8 2 5.71 Sangat Sukar 9 9 26 74.29 Mudah 10 10 33 94.29 Sangat Mudah 11 11 16 45.71 Sedang 12 12 4 11.43 Sangat Sukar 13 13 4 11.43 Sangat Sukar 14 14 23 65.71 Sedang 15 15 19 54.29 Sedang 16 16 20 57.14 Sedang 17 17 23 65.71 Sedang 18 18 29 82.86 Mudah 19 19 16 45.71 Sedang 20 20 20 57.14 Sedang 21 21 4 11.43 Sangat Sukar 22 22 8 22.86 Sukar 23 23 10 28.57 Sukar 24 24 10 28.57 Sukar KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 -0.651 - 2 2 0.058 - 3 3 0.542 Sangat Signifikan 4 4 0.551 Sangat Signifikan 5 5 0.215 - 6 6 0.733 Sangat Signifikan 7 7 0.713 Sangat Signifikan 8 8 -0.021 - 9 9 -0.001 - 10 10 0.443 Signifikan 11 11 0.691 Sangat Signifikan 12 12 -0.254 - 13 13 -0.198 - 14 14 0.399 Signifikan 15 15 0.435 Signifikan 16 16 0.514 Sangat Signifikan 17 17 0.024 - 18 18 0.417 Signifikan 19 19 -0.024 - 20 20 0.658 Sangat Signifikan 21 21 -0.142 - 22 22 0.293 - 23 23 0.242 - 24 24 0.400 Signifikan 25 25 0.080 - 26 26 0.470 Sangat Signifikan 27 27 0.213 - 28 28 0.145 - 29 29 -0.201 - 30 30 0.297 - Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df N-2 P=0,05 P=0,01 df N-2 P=0,05 P=0,01 Bila koefisien = 0,000 berarti tidak dapat dihitung. KUALITAS PENGECOH ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli a b c d 1 1 16--- 14 4+ 1-- 0 2 2 1+ 2+ 31 1+ 0 3 3 6+ 7+ 21 1-- 0 4 4 32 0-- 0-- 3--- 0 5 5 5++ 4++ 5++ 21 0 6 6 15--- 0-- 1-- 18 0 7 7 14 2- 4+ 11- 0 8 8 5- 8+ 2 20-- 0 9 9 7--- 0-- 26 1- 0 10 10 33 0-- 2--- 0-- 0 11 11 4+ 13--- 16 2- 0 12 12 24--- 5- 1-- 4 0 13 13 4 9++ 9++ 8++ 0 14 14 2- 7- 3+ 23 0 15 15 19 1-- 6++ 9- 0 16 16 20 2- 1-- 9-- 0 17 17 0-- 5++ 4++ 23 0 18 18 2++ 2++ 29 0-- 0 19 19 16 2- 2- 15--- 0 20 20 2- 20 11--- 2- 0 21 21 8++ 18- 4 3- 0 22 22 11++ 8 6+ 10++ 0 23 23 10 5+ 2-- 16-- 0 24 24 1-- 9++ 13- 10 0 25 25 5 6+ 2-- 21--- 0 26 26 12+ 5+ 6+ 11 0 27 27 7+ 10++ 3 14+ 0 28 28 18 3+ 2- 12--- 0 29 29 12++ 3 10++ 10++ 0 30 30 5+ 24 4++ 2+ 0 Keterangan: : Kunci Jawaban ++ : Sangat Baik REKAP ANALISIS BUTIR ===================== Rata2= 13.77 Simpang Baku= 3.25 KorelasiXY= 0.35 Reliabilitas Tes= 0.52 Butir Soal= 30 Jumlah Subyek= 35 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA Btr Baru Btr Asli D.Pembeda T. Kesukaran Korelasi Sign. Korelasi 1 1 -88.89 Sedang -0.651 - 2 2 0.00 Sangat Mudah 0.058 - 3 3 77.78 Sedang 0.542 Sangat Signifikan 4 4 33.33 Sangat Mudah 0.551 Sangat Signifikan 5 5 33.33 Sedang 0.215 - 6 6 100.00 Sedang 0.733 Sangat Signifikan 7 7 100.00 Sedang 0.713 Sangat Signifikan 8 8 0.00 Sangat Sukar -0.021 - 9 9 -11.11 Mudah -0.001 - 10 10 22.22 Sangat Mudah 0.443 Signifikan 11 11 88.89 Sedang 0.691 Sangat Signifikan 12 12 -22.22 Sangat Sukar -0.254 - 13 13 -11.11 Sangat Sukar -0.198 - 14 14 44.44 Sedang 0.399 Signifikan 15 15 55.56 Sedang 0.435 Signifikan 16 16 55.56 Sedang 0.514 Sangat Signifikan 17 17 0.00 Sedang 0.024 - 18 18 33.33 Mudah 0.417 Signifikan 19 19 0.00 Sedang -0.024 - 20 20 88.89 Sedang 0.658 Sangat Signifikan 21 21 -22.22 Sangat Sukar -0.142 - 22 22 33.33 Sukar 0.293 - 23 23 22.22 Sukar 0.242 - 24 24 44.44 Sukar 0.400 Signifikan 25 25 11.11 Sangat Sukar 0.080 - 26 26 55.56 Sedang 0.470 Sangat Signifikan 27 27 11.11 Sangat Sukar 0.213 - 28 28 11.11 Sedang 0.145 - 29 29 -22.22 Sangat Sukar -0.201 - 30 30 44.44 Sedang 0.297 - Appendix 7 INSTRUMENT I Pre Test Text 1 The Trial of Lindy Chamberlain In 1982 Lindy Chamberlain was convicted of murdering her baby Azaria while camping at Anyer’s Rock. In my opinion, Lindy should not have been convicted for Azaria’s murder however there is too much conflicting evidence. Firstly, there is the question of the blood found in the car. It was claimed that it was the baby’s blood. On the other hand, the tests used to identify the blood were later found to be unreliable and the blood could have come from an adult. Another piece of conflicting evidence concerns a dingo. Lindy claimed that Azaria was taken by a stray dingo. Some of the campers said that they saw no dingo, whereas there were several who confirmed Lindy’s story, and who stated that they heard a dingo’s cry just before Azaria went missing. And finally there is the matter of the baby’s jumpsuit which was later found with holes in it. The prosecution maintained that those holes could only have been made by a pair of nail scissors the ones the claimed Lindy used to kill her baby. The defiance as demonstrated that the holes could just as easily have been made by a dingo’s teeth. In the light of such conflicting evidence, I believe that it was wrong to convict Lindy Chamberlain without finding more definite proof of her guilt. Adapted from: How Texts Works, Beverly Derewianka 1. Which of the following sentences is implied based on the text? a. The baby Azaria was killed by a Big Dingo. b. The writer believes that the murderer of baby Azaria is not her mother, Lindy Chamberlain. c. Lindy Chamberlain killed her baby by using scissor. d. The Dingo killed baby Azaria by using scissor. 2. The word “prosecution” in line 12 has similar meaning with…. a. Execution b. Nonfulfillment c. Judgment d. Reward 3. According to the writer, which of the following is NOT true based on the text? a. Blood that found in the car could from an adult’s blood b. Lindy Chamberlain killed her baby by using a scissor c. The holes in the baby’s jumpsuit have been made by bingo’s teeth d. One of the camper hear bingo’s cries before the missing of Azaria Text 2 Do you know if you are too fat, you may have serious problems with your health? A group of doctors wrote a report about some of the effects of too much fat. One important effect is on the heart. If you are fat, your heart has to work harder. This may lead to a heart attack; or it may lead to other heart problem. In addition, extra fat can also change the amount of sugar in your blood. This can cause serious disease such as diabetes. Furthermore high blood pressure is another possible result of being fat. More studies are needed about all these problems. But one thing is clear, extra fat may make your life shorter. Adapted From: Let’s Write English 4. What is the reiteration of all the facts of being fat? a. By all the problems of being fat, it reduce our age easily b. By all the problems of being fat, it increases our sugar composition c. By all the problems of being fat, it can reduce our blood pressure d. By all the problems of being fat, it can destroy our heart 5. What is the purpose of the text above? a. To inform the reader that being fat is so many risks b. To inform the reader that obesity is one of the cause blood pressures c. To describe how people can get obesity d. To describe how to avoid obesity 6. What is the thesis of the text above? a. The important of being fat b. The serious problems of being fat c. The advantages of being fat d. The effect of being fat to our blood Text 3 The Important of English Language I personally think that English is the world’s most important language. Why do I say that? Firstly, English is an international language. It is spoken by many people all over the world, either as a first or second language. Secondly, English is also the key which opens doors to scientific and technical knowledge, which is needed for the economic and political development of many countries in the world. Thirdly, English is a top requirement of those seeking jobs. Applicants who master either active or passive English are more favorable that those who don’t. From the fact above, it is obvious that everybody needs to learn English to greet the global era. Adapted from: Student Book For SMA, BalaiPustaka 7. The word “those” in the last lines of paragraph 4 refers to…. a. Job applicants c. Requirements b. Jobs d. English 8. The word “favorable” according to the text above means . . . . a. Famous b. Acceptable c. Familiar d. Disapproving 9. What is the reiteration of the text above? a. English is needed to learn economics and politics development b. Study English can open our worldwide knowledge c. People need to learn English in this modern era d. People need to learn English to get a better job Text 4 The Power of Music in Our Life Do you agree that music is important in our life? Yes I do, music has certain role completing our day to activities. Here are some reasons why music is heard everywhere and anywhere. Music is a way to express feelings. When we fall in love, the kind of music we’d listen to would be all about love. When we’re sad, we would go for music that is melancholic in nature and immerse ourselves in the sadness. When we’re happy, we’d choose songs with happy tunes too. Song can help to memorize the last experience. A favorite song is a powerful documentary. People with Alzheimer which are impaired the brain would remember details about songs they were familiar with. For example, an elderly woman who couldn’t even remember her husband’s name would remember the details of her favorite song; when it was played, how it made her feel and things about the song that made it especially memorable for her. Further, music can unite people for a cause and changes the world. A song with good lyric and striking deep chord can stimulate the universal feeling of all people. We can see it in the case of the famous and legendary Michael Jackson’s Heal the World. It can arouse humanism of lot people in this world. So what would the world be like without music? It would be lonely. 10. What is the topic of the paragraphs? a. Music as a media to express feeling b. Role of music in human life c. Role of music for Alzheimer disease d. Variation of music in world

11. The word “arouse” in line 16 has similar meaning with . . . .

a. Reach b. Build c. Raise d. Increase 12. What is the purpose of the text above? a. To persuade the reader that music has energy in human life b. To persuade the reader that music can help people to solve their mind problem c. To inform the reader that music is a source of feeling formation d. To describe how music can music influence people’s feeling 13. According to the text, which statement is NOT discussed in the passage? a. Music can help children to memorize their learning experience b. Music is used as a media to express people’s feeling c. Music can influence people to be united d. Music can stimulus to Alzheimer to remind their family’s name or past experience Text 5 The Importance of Reading I personally think that reading is a very important activity in our life. Why do I say so? Firstly, by reading we can get a lot of knowledge about many things in the world such as Science, technology, Sports, arts, culture, etc. written either in books, magazine, newspaper, or etc. Secondly, by reading we can get a lot of news and information about something happening in any parts of the world which can we see directly. Another reason, reading can give us pleasure too. When we are tired, we read books, newspaper or magazine on the entertainment column such as comedy, short story, quiz, etc. To make us relaxed. The last, reading can also take us to other parts of the world. By reading a book about Irian Jaya we may feel we are really sitting in the jungles not at home in our rooms. From the facts above, it’s obvious that everyone needs to read to get knowledge, information and also entertainment. Or in summary we can say reading is truly important in our life. 14. What does the text tells about? a. The function of reading b. The important of reading c. The disadvantages of reading d. The purpose of reading 15. Why is reading very important in our life? Because….. a. By reading, we can get a lot of friends, relatives, and experience. b. By reading, we can get little knowledge but a lot of entertainment. c. By reading, we can get relaxation. d. By reading, we can get a lot of knowledge, news, information and entertainment. 16. If we want to get knowledge, what should we do? a. Borrow a lot of books b. Look for newspaper and magazine c. Sell and buy many expensive books d. Read a lot of books and other printed materials. 17. Based on the text, what kind of reading text that will be read if you want to relax? a. Textbook, comic, and newspaper b. Agenda, textbook, and magazine c. Magazine, comic and short story d. Yellow pages, comic, and newspaper Text 6 In Australia there are three levels of governments, the federal government, state governments and local governments. All of these levels of government are necessary. This is so for number of reasons. First, the federal government is necessary for the big things. They keep the economy in order and look after like defense. Similarly, the state governments look after the middle sized things. For example they look after law and order, preventing things like vandalism in school. Finally, local government looks after the small things. They look after things like collecting rubbish, otherwise everyone would have disease. Thus for the reason above, we can conclude that the three levels of the government are necessary. 18. What is the thesis of the text? a. The important of three levels of governmentss b. The three levels of Australia’s government c. The function of governments of Australia d. The duties of Australia’s government 19. The three levels governments are necessary. This statement is included into schematic structure of. . . . a. Reiteration b. Supporting details c. Topic sentence d. Thesis 20. Who is responsible for defense based on the text? a. Federal government b. Federal and State Government c. Federal and Local Government d. Local Government 21. The litter management is the responsibility of.... a. Australians b. Federal government c. State government d. Local government Text 7 Smoking in Restaurant Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke. Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer. Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants. Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants. 22. We have many reasons to say that smoking must be avoided. The word reasons mean….. a. Argument b. Reinforcement c. Conclusion d. Statement 23. Which statement is TRUE based on the text? a. Smog from the smoker is not dangerous to other people. b. Passive smoker has risks as same as the active smoker. c. Restaurant is the right place to people that want to smoke. d. Smog from the active smoker has not influence to other in the restaurant. 24. The synonym of the word dangerous in the text is…… a. Harmful b. Impolite c. Rude d. Risk 25. Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. The sentence above characterize as….. of the text. a. Arguments b. Thesis c. Topic sentence d. Supporting details Appendix 8 INSTRUMENT 2 Post Test Text 1 Reading People read for different reasons and purposes. Newsreader, for example, read for a living and students read for learning. Others read for knowledge and some read for enjoyment and pleasure. Newsreaders are specially trained to read the news accurately, carefully, and distinctively. Students have to read textbooks in order to absorb the contents in their memories for examination. Businessmen, politicians, scientist, and lecturers read for knowledge, others read to kill time, or for enjoyment and pleasure. Nevertheless, good books are not cheap. One way to minimize the cost is by exchanging books with friends. The other way is by going to book rentals or borrowing books from libraries. Sometimes, there are many book exhibitions held in big cities. Some publishers take these kinds of event as an opportunity to offer huge discounts. Books lovers can take this opportunity to get many books at a low cost. 1. What is the topic discussed in the text above? a. The ways people read b. The purpose of people read c. Types of the materials people read d. The reasons to be a reader 2. According to paragraph 2, who reads for knowledge? a. Students b. Housewives and daughters c. Businessmen and politicians d. Newsreaders 3. Based on the text, why do people read? a. Some people read to practice their fluency in reading b. Some people want to get entertainment, amusement, and for living c. Some people read for a living, learning something, knowledge, and pleasure d. Some people read because they want to increase their reading habit 4. Good books are sometimes expensive. According to the text, what can people do to minimize the cost? a. Borrow books from libraries b. Read the books at the bookstore c. Make a copy of the books d. Wait patiently until sale season 5. What is the advice that the writer gives to the readers? a. To buy more book b. To meet publishers c. To buy expensive books d. To borrow books from libraries

6. “Books lovers can take this opportunity” last sentence of paragraph 4, the

bold words refers to . . . . a. A chance to borrow many books at book exhibitions. b. A chance to buy many second good books at book exhibitions. c. A chance to sell our second book at book exhibitions. d. A chance to get many books in a low cost at book exhibitions.

7. The word absorb in the passage has similar meaning with. . . .

a. To learn b. To get c. To put d. To share Text 2 The Trial of Lindy Chamberlain In 1982 Lindy Chamberlain was convicted of murdering her baby Azaria while camping at Anyer’s Rock. In my opinion, Lindy should not have been convicted for Azaria’s murder however there is too much conflicting evidence. Firstly, there is the question of the blood found in the car. It was claimed that it was the baby’s blood. On the other hand, the tests used to identify the blood were later found to be unreliable and the blood could have come from an adult. Another piece of conflicting evidence concerns a dingo. Lindy claimed that Azaria was taken by a stray dingo. Some of the campers said that they saw no dingo, whereas there were several who confirmed Lindy’s story, and who stated that they heard a dingo’s cry just before Azaria went missing. And finally there is the matter of the baby’s jumpsuit which was later found with holes in it. The prosecution maintained that those holes could only have been made by a pair of nail scissors the ones the claimed Lindy used to kill her baby. The defiance as demonstrated that the holes could just as easily have been made by a dingo’s teeth. In the light of such conflicting evidence, I believe that it was wrong to convict Lindy Chamberlain without finding more definite proof of her guilt. Adapted from: How Texts Works, Beverly Derewianka 8. According to the text, who is baby Azaria? a. Other camper’s baby b. Lindy Chamberlain’s maid c. Lindy Chamberlain’s child d. The Dingo’s name 9. Whose blood that found in the car after the murdering? a. Suspected as Dingo’s blood b. Suspected as Lindy’s Blood c. Suspected as Azaria’s blood d. The blood of Dingo’s victim 10. The word “it” in line 12 refers to …. a. Dingo b. Baby’s Jumpsuit c. Holes d. The Car Text 3 Dust Bins To improve comfort and cleanliness at our school, a number of dust bins should be increased. When we look at classrooms, school corridors and school yard, there are paper mineral water cups, straws, and napkins here and there. The condition of uncleanliness and discomfort really hinders learning and teaching environment. Litters thrown are carelessly cause disease, especially empty plastic cup or glasses. They can be filled out with water coming from the rain. This can be placed for dengue mosquitoes to spread out. Besides, this rubbish can deteriorate the scene. Well painted wall and green school yard do not mean anything litters are scattered everywhere. Anyway I notice that most of the students in our school have responsibilities for the school environment. They put their litters on the proper places. But some are not diligent enough to find the dust bins. The numbers of dust binds in our schools are not enough. More dust bins should be put beside each of steps, outside of the classrooms, and some more also the corridors. Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily. When school is equipped with sufficient dust bins, we do not have problems of freak and discomfort any more. Our school will be very clean and become a nice place to study. 11. According to the writer, more dust bins….. in every ten meters. a. Should be placed b. Should be painted c. Should be decorated d. Are unnecessary 12. What is the writer’s argument on a sufficient number of dust bins? a. They can serve janitor’s energy b. They make school environment neat c. Students can throw garbage away easily d. They can prevent litters 13. Besides, these rubbish can deteriorate the scene.Paragraph 2. What is the synonym of underlined word…. a. Destroy b. Improve c. Minimize d. Reduce Text 4 There is no best way to deal with pests in agriculture. Pesticides which are commonly used may cause many problems. I think combining different management operations is the most effective way to control pests. Firstly, the chemicals in the pesticides may build up as residues in the environment and in the soil which absorbs the chemicals. This reduces the quality of farm product. Secondly, pests can gradually become resistant to pesticides. This means that newer and stronger ones have to be developed. Lastly, some pesticides affect non target plants and animals such as fish and bees. This affects the ecology and environment as well. So, understanding of ecology of an area helps a lot in pest control. Pesticides should be chosen and applied carefully so that they dont affect the ecological balance and environment. Therefore, integrated pest management is a safe and more effective option to fight pest in agriculture and livestock. 14. Which of the following is not directly affected by pesticides used? a. Ecology b. Animals c. Environment d. Human Beings 15. What can you say about paragraph two and four? a. Both paragraphs tell about the disadvantages of using pesticides b. The statement in paragraph is contrary to the statement in paragraph four c. Both paragraphs tell about how pesticides affect the quality of farm products d. The second paragraph tells about the effects of using pesticides on animals mentioned in paragraph four 16. One of the disadvantages of using chemical pesticides is … a. Killing fish and bees b. Creating balanced ecosystem c. Increasing crops productivity d. Helping reduce pollutants in the environment 17. Why the use of pesticides should be managed, chosen, and applied carefully? a. In order to saving the pesticides b. Because pesticides is very expensive c. In order they don’t affect to the ecology balance and environment d. In order to keep chemicals of soil 18. Secondly, pets can gradually become resistant to pesticides. paragraph 3 The word resistant in the sentence above means . . . . a. Fragile b. Change c. Influenced d. Unaffected Text 5 The majority of us claim that we do not have time for exercise. We feel too busy to do that. However, many experts said that exercise has great role in making our body healthy. Being physically active offers many advantages. In physical reword, exercise can reduce weight then our body will become fitter. Exercise is also believed to reduce stress levels, improve sleep patterns, and reduce the risk of heart disease, diabetes and some forms of cancer. Beside physical advantage, exercise also brings good effects mentally. Due to the fitter body, exercise can make us feel refreshed and happy then we can increase our life quality and expectancy. How can we do exercise while we are busy? Such question is commonly found among us. Actually exercise can be done in simple ways. We can go walking while shopping. In the office we can take stair rather than lift to run up and down. Or we can go cycling while enjoy the leisure time. Over all, doing exercise is little bit difficult in busy life but the little bit of exercise will help better. 19. For such a busy people, they can do the simple exercise by . . . . a. Jogging in the morning while go to office b. Choose stairs rather than lift to run up and down c. Cycling in the evening after work d. Sitting up after wake up in the morning 20. What is the reiteration of the text above? a. We can do exercise everywhere and every time b. More exercise is better than never c. A little bit exercise is better than never d. It is better to exercise at the fitness center 21. “Many experts said that exercise has great role in making our body healthy.” What part of schematic structure do we call this sentence? a. Reiteration b. Argumentation c. Introduction d. Thesis Text 6 Smoking in Restaurant Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke. Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer. Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants. Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants. 22. What is the purpose of the text? a. To tell a story to the readers b. To inform the readers to the readers c. To persuade to the readers d. To argue about smoking to the readers 23. Smoking in the restaurants must be avoided because…… a. It is harmful to others b. It can cause heart and lung disease c. It’s dangerous to the food d. It’s can make the restaurant looks dirty

24. “The smell of the smoke affects all people and can turn them off their food”

The idiom “turn off” in the sentence above means. . . . a. Having good interest b. Take on the food c. Having smell of smoke d. Lose interest 25. Since we can find a thesis, arguments and reiteration in the text, so we can conclude that this text belongs to….. a. Hortatory Exposition b. Anecdote c. Procedure d. Analytical exposition Appendix 9 KISI-KISI PENULISAN SOAL PRE TEST TAHUN PELAJARAN 20142015 Kompetensi Inti Kompetensi Dasar Indikator Jenis Soal Nomor Soal Jumlah 3. memahami, menerapkan, dan menganalisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dn kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. mengolah, menalar, dan menyaji dalam ranah 3.10. menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunannya. Menagkap makna teks berbentuk eksposisi analitis dengan cara: 1. Menemukan makna gagasan dalam teks • Gagasan Pokok • Gagasan Pendukung • Informasi factual • Informasi spesifik 2. Menentukan langkah retorika Schematic Structure dalam teks seperti: • Orientation • Argument • Reiteration 3. Menentukan makna tersirat dalam teks MC 10,5,14 13,9,6 17,23 7,12,16,20,21 18,19, 22,25 4 1,3 25 konkret dan ranah abstrak terkait dengan pengembangan dari apa yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan. 4.14. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan umum. 4. Kosa Kata vocabulary 5. Making inferences 2,8,11,24 15 Appendix 10 KISI-KISI PENULISAN SOAL POST TEST TAHUN PELAJARAN 20142015 Kompetensi Inti Kompetensi Dasar Indikator Jenis Soal Nomor Soal Jumlah 3. memahami, menerapkan, dan menganalisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dn kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. mengolah, menalar, dan menyaji dalam ranah 3.10. menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunannya. Menagkap makna teks berbentuk eksposisi analitis dengan cara: 1. Menemukan makna gagasan dalam teks • Gagasan Pokok • Gagasan Pendukung • Informasi factual • Informasi spesifik 2. Menentukan langkah retorika Schematic Structure dalam teks seperti: • Orientation • Argument • Reiteration 3. Menentukan makna tersirat dalam teks MC 1,22 2,4,19 3,8,14,16 5,9,10,11,17 23 12,21 20 24 25 konkret dan ranah abstrak terkait dengan pengembangan dari apa yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan. 4.14. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan umum. 4. Kosa Kata vocabulary 5. Making inferences 7,13,18 6,15,25 Appendix 11 ANSWER KEY Pre Test 1. C 11. A

21. C 2. C

12. B 22. B

3. B 13. C

23. A 4. A

14. B 24. A

5. B 15. B

25. D 6. B

16. A 7. A

17.A 8. A

18. D 9. B

19. D 10. B

20. D

ANSWER KEY Post Test 1. B 11. D

21. D 2. C

12. A 22. C

3. A 13. A

23. A 4. D

14. C 24. B

5. D 15. B

25. B 6. A

16. C 7. A

17. B 8. C

18. A 9. D

19. D 10. A

20. A

Appendix 12 RENCANA PELAKSANAAN PEMBELAJARAN READING Experiment Class A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI Sebelas D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : Ke-1 Kesatu G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli gotong royong, kerjasama, toleran, damai, santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

H. Kompetensi Dasar

1.1. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 3. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 4. 15. Menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.

I. Indikator Pencapaian Kompetensi

1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

J. Tujuan Pembelajaran

Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar.

K. Materi Pembelajaran a. Materi Fakta

Gambar model Facebook dan contoh-contoh efek negatifnya.

b. Materi Konsep The Negative Effects of Facebook

Do you have Facebook account? I think you do. Do you see that Facebook as the most popular social networking websites on the internet bring negative effect to the users? It is not only available on your computer but through mobile device like call phones and I-Phone. Here are some negative effects of using Facebook. First, Facebook is quite addictive. Once you get started you will find yourself absorbed. You will quickly hook on reading all your friends updated status messages and trying to come up with the interesting one to post for yourself. Every time Facebook gives you notification for any message or you see who are online. You’ll be attracted to replay your friend status, see pictures, or chat with your school friends or former sweetheart from the past time. Second, Facebook offers you game on line which will ask you to invite friends and started playing together, once you play it, and you will find that time runs very fast just for the games. You will spend hours upon hours instead of doing your main duty as student to do the homework and do the school project. The thing that is worse, it’s that you will look so serious with your own illusion world than the real world, as you have no time to have a gathering with your families or to have dinner or picnic. Third, Facebook will own you. Once you sign up for Facebook account, you’ll have Facebook expose you to the world. All your secret things such as identity or personal pictures, family, or your school friends and all will be accessed by anyone easily without asking your permission. Foreigners, or anyone who wants to find out anything about you, or people in your life who wants to stalk you or intimidate you, they will have easy access to you. To sum up my speech, although you may say that Facebook give you more friends, and chance to meet anyone anywhere and anytime, but I should conclude that Facebook still gives negative effects to the users if they aren’t careful and smart when they get in touch with foreigners.

c. Materi Prinsip:

1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna

d. Materi Prosedur:

- Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis

L. Pendekatan dan Metode Pembelajaran

Know Want Learn Plus Strategy Worksheet Terlampir

M. Media, Alat, dan Sumber Belajar

1. Media: - LCD - Laptop - Papan Tulis 2. Alat: - Gambar - Video 3. Sumber Belajar - Buku ajar siswa - Internet

N. Langkah Pembelajaran Komponen

Kegiatan guru Kegiatan Siswai Alokasi waktu Pendahuluan a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan d. Menyampaikan cakupan materi analytical exposition text dan penjelasan uraian kegiatan sesuai silabus. a. menyimak, mendengar, dan menghayati informasi yang disampaikan oleh guru b. mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran c. memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan 10 Menit Kegiatan inti Kegiatan guru Kegiatan Siswai Mengamati Pre- Reading a. Guru menunjukan gambar berupa lambang Facebook. b. Guru memberikan pertanyaan yang membangun pemahaman siswa: 1. What do you know about • Mengamati gambar yang ditunjukkan guru. • Siswa menyebutkan apa yang mereka tahu tentang tema. • Memberikan jawaban yang 20 Menit facebook? 2. what do we get from facebook? 3. What are the effects of Facebook? c. Guru memberi siswa worksheet 1. d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic. e. Guru meminta sswa menjelaskan kembali apa yang mereka tahu tentang tema dengan cara memanggil secara random. f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic. relevan dengan pertanyaan. • Masing-masing siswa mengisi worksheet yang diberikan guru, mengisi di kolom K what I know tentang apa saja yang mereka tahu tentang tema teks yang akan diberikan. • siswa menyebutkan dan memjelaskan apa yang mereka tahu dengan menggunakan Bahasa inggris yang baik, sementara siswa yang lain menyimak. Menanya a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K. b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan. c. Guru bertanya kepada siswa random tetang apa yang ingin mereka tahu dari tema. meminta siswa menjelaskan pertanyaan yang mereka • Siswa menuliskan pertanyaan yang mereka kembangkan dari pengetahuan yang telah mereka tulis di kolom K lalu menuliskannya di kolom W Want to Know di worksheet 1. • Siswa menyebutkan peprtanyaan-pertanyaan yang sudah mereka eksplor. 10 menit