THE EFFECTIVENESS OF USING PAIRED READING METHOD IN

THE EFFECTIVENESS OF USING PAIRED READING METHOD IN TEACHING READING RECOUNT TEXT AT THE TENTH

GRADE STUDENTS OF SMK N 1 GIRIMULYO IN THE ACADEMIC YEAR OF 2015/2016

A Thesis

Submitted in Partial Fulfillmentof theRequirements to Acquire Sarjana Pendidikan Degree in English Education Program of

Teacher Training and Education Faculty Muhammadiyah University of Purworejo

by Eka Fitriani Nursolekhah

122120016

ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2016

i

MOTTO

LIFE IS CHOICE

Allah will not change the good condition of people as long as they do not

change themselves. ( arRa’du : 11 )

You’ll never know till you have tried, and always be yourself.

I just wanna be a useful person for others.

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DEDICATION

Proudly, I would like to dedicate this thesis to :

1. Allah SWT, The Almighty God for my talents and many perfect things

having been blessed.

2. My beloved parents (Sri Purwaningsih and Sutanto). Thanks for your love,

attention, support, and prayer. I love you forever.

Robbighfirliwaliwalidayyawarhamhumakamarobbayanishoghiro…

3. My younger sister, Nanda Ayu Prihartanti and Naina Wahyu Atriani,

thanks for everything.

4. My teachers in Musyar, K.H. Noor Asnawi Cholil, Ibu Nyai Shofiyah

Asnawi, Ibu Nyai Mukramah Muktamid, K.H. Najib Fathurrahman, Ibu

Nyai Anisah Nurul Huda, and Ust. Fauzan.

Jazakumullahahsanaljazajazaankatsirofiddunyahattalakhirah…

5. My best friend, Thank you for your support, motivated, and all have you

given to me.

6. My beloved boyfriend, Puput Nur Fahrudin. Thanks for your love,

support, help and prayer.

7. My big family. Thanks for your support and prayer.

8. My beloved friends (PARA WAKEM) thanks for your support, you

always stand by me in all sitiations. Making my life more crazy and

colorful. I hope our friendship would never end.

9. Thanks for Other who have helped and supported the writer

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ACKNOWLEDGMENTS

Glory to Allah SWT, most merciful, most compassionatenthat blessed the

writter with health and tremendous power to finish this thesis entitled “The

Effectiveness of Using Paired Reading Method in Teaching Reading RecountText

at the Tenth Grade Students of SMK N 1Girimulyoin the Academic Year of

2015/2016” as a partial requirement for getting Sarjana Pendidikan Degree of

English Education of Muhammadiyah University of Purworejo.

Praise and invocation are also given our great massager, Muhammad

SAW, who is hoped his intercession in the end of the world. Therefore, the writer

would express her appreciation to those who helped her, namely :

1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University of

Purworejo.

2. Yuli Widiyono, M.Pd. as the Dean of Teacher Training and Educational

Sciences Faculty of Muhammadiyah University of Purworejo.

3. Sri Widodo, S.S., M.Hum, as the Head ofEnglish Language Education

Department of Muhammadiyah University of Purworejo who has given the

researcher to write this thesis.

4. Abdul Ngafif, M.Pd.B.I and Ismawati Ike N, M.Hum,as my thesis consultant,

thanks for her understanding, practice, guidance, advice, ideas, correction, and

support for the thesis accomplishment.

5. All of the Lecturers of English Education Department who have given their

guidance.

6. The researcher‘s parents, for their support, prayers, motivations, love and care.

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ABSTRACT

Eka Fitriani Nursolekhah. 2016. The Use of Paired Reading Method in Teaching Reading Recount Text at the Tenth Grade Students of SMK N 1 Girimulyo in the Academic Year of 2015/2016. Thesis. English Education Program of Teacher Training and Education Faculty of Muhammadiyah University of Purworejo.

Reading is one of language elements that is important to be mastered. It is the basic rule of a language. In the fact, the students get many problems in teaching-learning. Paired reading method is one of effective methods to improve students’ reading skill recount text. The objective of this research is to find out whether or not using paired reading method is effective in teaching reading recount text at the tenth grade students of SMK N 1 Girimulyo in the academic year of 2015/2016.

This research is a quantitative experimental research. The population of this research is students of the tenth grade of SMK N 1 Girimulyo at the academic year 2015/2016. The number of population is 61 students, and the researcher took 34 students as the sample by using purposive sampling. The sample consisted of two classes. They are X TSM I (17 students) as the control group and X TSM II (17 students) as the experimental group. The researcher used pre-test and post-test to collect the data and then calculate both of them used manual calculation and SPSS 16. The hypothesis analysis used is T-test.

It could be concluded that the distribution both of classes are normal and homogeneous. For hypothesis testing, the researcher used t-test. Based on the t-test calculation, the conclusion is there is positive significant effect of the paired reading method to improve students’ reading skill recount text at tenth grade students of SMK Negeri 1 Girimulyo in the academic year 2015/2016. As the fact, the result of t-value is 3.468. Based on 0.05 significance level, the t-table was 2.032. The computation showed that t-value is higher than t-table that was 3.468 > 2.032. Basedon the result of data analysis the mean of post-test control group was 66.18 while the mean score of experimental group was 73.53. Both of them categorized as good.The mean of pre-test control group was 61.65 and the mean of score post test control group was 66.18. It is increasing of score was 4.53.Besides, the mean of score pre-test experimental group is 66.53 and the mean of score post test is 73.53. Based on the result finding, the researcher concluded that the used of paired reading as a teaching method is effective in teaching reading recount text at the tenth grade students of SMK N 1 Girimulyo in the academic year of 2015/2016. It can be shown that the students’ reading ability increased.

Keywords: Paired Reading method,Teaching Reading, Recount Text

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TABLE OF CONTENTS

Title Page ........................................................................................................ i Approval Sheet ................................................................................................. ii Ratification Sheet ............................................................................................. iii Mottos .............................................................................................................. iv Dedications ....................................................................................................... v Statements ........................................................................................................ vi Acknowledgments ............................................................................................ vii Abstracts ........................................................................................................... ix Table of Contents ............................................................................................. x List of Figure .................................................................................................... xi List of Table ..................................................................................................... xii List of Chart .................................................................................................... xiii List of Appendices ........................................................................................... xv CHAPTER I INTRODUCTION

A. Background of the Study .................................................. 1

B. Identification of the Problem ........................................... 3

C. Limitation of the Problem ................................................ 3

D. Statement of the Problem ................................................. 3

E. Objective of the Study ...................................................... 4

F. Significance of the Study ................................................. 4

CHAPTER II THEORITICAL REVIEW A. Theoretical Review ......................................................... 5

B. Previous Study ................................................................ 29

C. Conceptual Framework ................................................... 31

D. Research Hypothesis ....................................................... 33

CHAPTER III RESEARCH METHOD A. Research Design .............................................................. 34

B. Place and Time of the Research ...................................... 35

C. Population,Sampling Technique, and Sample ................ 36

D. Variable of the Research ................................................. 39

E. Technique Collecting ...................................................... 40

F. Instrument of the Research ............................................. 42

G. Technique of Analysing Data ......................................... 43

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CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Data Description ............................................................. 50

B. Data Analysis .................................................................. 56

C. Discussion ....................................................................... 70

CHAPTER V CONCLUSION

A. Conclusion ...................................................................... 78

B. Suggestion ....................................................................... 79

References

Appendices

xi

LIST OF FIGURE

Figure 2.1 Diagram of Flowchart ..................................................................... 32

xii

LIST OF TABLE

Table 3.1 Research Design ......................................................................................... 34

Table 3.2 TheShcedule of the Research ..................................................................... 35

Table.3.3 The Distribution of the Population ............................................................ 36

Table 4.1 The range and its Category Students’ Ability........................................... 50

Table 4.2 Pre-test and Post-test Result of Control Group......................................... 51

Table 4.3 The Percentage of Test Result of Control Group...................................... 52

Table 4.4 Pretest and Post-test Result of Experimental Group................................. 54

Table 4.5 The Percentage of Test Result of Experimental Group............................ 54

Table 4.6 Test Result of Experimental Group and Control Group........................... 63

Table 4.7 The Descriptive Analysis of Control group and Experimental Group

based on the Computation of SPSS.......................................................................... 64

Table 4.8 Interval of Post-test Control Group.......................................................... 66

Table 4.9 Interval of Post-test Experiment Group.................................................... 67

Table 4.10 One Sample Kolmogorov-Smirnov Test Control and Experimental

Group........................................................................................................................ 67

Table 4.11 The Homogeneity Test of the Pre-test of Control and Experimental

Group........................................................................................................................ 69

Table 4.12 Independent Test of Post-test Control Group and Experimental

Group........................................................................................................................ 71

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LIST OF CHART

Chart 4.1 The Comparison Between the Frequency Range of the Pre-Test and

Post-Test of The Students’ Achievement of the Control Group............................... 53

Chart 4.2 The Comparison Between the Frequency Range of the Pre-Test and

Post-Test of the Students’ Achievement of the Experimental Group....................... 55

Chart 4.3 The Comparison Between the Frequency Range of The Post-Test of the

Students’ Achievement of the Control Group and Experimental Group.................. 65

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LIST OF APPEsNDICES

1. Decision Letter of Thesis Consultant

2. Research Proposal Letter

3. Research Prove Letter

4. Instrument

5. Lesson Plan

6. Absence List

7. Students’ Answer Sheet (Pre-Test and Post-Test)

8. Preparation Table of Standard Deviation and Variance of Experimental

and Control Group (Pre-Test and Post-Test)

9. Thesis Consultation Log

10. The Research Photos

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1

CHAPTER I INTRODUCTION

A. Background of Study

There are many languages in this world and one of them is English.

English has important role in the world by communication because it becomes

one of the international languages. It is used by people around the world to

communicate. People from different countries use English to bridge their

difficulties in communication because of language differences. It is used in

almost all aspect of modern life in this globalization era such as education,

business, trade, science, technology and many others.

English is similar to other languages, which consists of four basic

language skills. All of them should be mastered by students. They are

listening, speaking, reading and writing. Reading is one of the English

language skills should be mastered by students because they can get the more

knowledge and information from the texts read by them. For many students,

reading is the most important among the four skills in second language. If we

consider the study of English a foreign language around the world, reading is

the main reason why students learn the language.

Related to KTSP curriculum teaching reading cannot be separated

from genres. In addition, they have to deal with some genres of texts to master

reading skills. There are genres of texts: recount, report, analytical exposition,

news item, anecdote, narrative, procedure, description, hortatory exposition,

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explanation, discussion, review, commentary (Hartono, 2005:06). In Senior

High School, students do not learn all, just some. The simple one is recount

text. Recount text is a kind of the text to retell events for the purpose of

informing or entertaining. The focus of this kind is on individual participant,

temporal sequence of events and action (Hartono, 2005:06).

In the teaching learning especially reading, the students get bad score it

because students felt bored to learn reading, they are impatient and lazy to

open the dictionary so they do not get the point, they lost their focus, and

forget what they have read.Knowing the fact above, it is seen that there must

be one way to solve the problem. One of the methods is using paired reading.

Topping (2014:59) defines paired reading is a straightforward and generally

enjoyable way for more able readers to help less able readers develop

betterreading skills (i.e. a form of cross-ability tutoring).

The activity in paired reading make the students active, they can

cooperate with their pair, discuss the text, and share it. In pairs the students are

more involved and concentrate on the task, students feel secured. They help

each other, it does encourage students to share the idea and knowledge and

they can help each other to explore the meaning of a text.

From the statements which the researcher has explained above, the

researcher wants to conduct a research entitled “The Effectiveness of Using

Paired Reading Method in Teaching Reading Recount Text at the Tenth Grade

Students of SMK N 1 Girimulyo in the Academic Year of 2015/2016”.

3

B. Identification of the Problem

Reading is one of language element that is important to be mastered. It

is the basic rule of a language. It is needed in order to communicate well. In

the fact,the students get bad score it because students felt bored to learn

reading, they are impatient and lazy to open the dictionary so they do not get

the point, they lost their focus, and forget what they have read. The most

significant reason of this was the way how the teacher taught reading

influenced the students’ motivation in learning. So it is important to use a new

method that will came their motivation up where they are be active

participants in the teaching learning activity.

C. Limitation of the Problem

Actually there are many methods that can be used in teaching

learning. However, because of the limitation of the time and in order to focus

on the study so the researcher just focuses on the effectiveness of paired

reading method in teaching reading recount text.

D. Statement of the Problem

Based on the statements in background of study, the statement of the

problem can be formulated as follows:

Is using paired reading method effective in teaching reading recount text at

the tenth grade students of SMK N 1 Girimulyo in the academic year of

2015/2016?

4

E. Objective of the Study

Based on the statement of the problem above, the objective of the

study is to find out whether or not using paired reading method is effective in

teaching reading recount text at the tenth grade students of SMK N 1

Girimulyo in the academic year of 2015/2016.

F. Significance Study

The researcher hopes that the result of this thesis will be useful for

persons who are interested in developmental of English learning method.

1. For Teachers

This thesis can enrich knowledge about method to teach reading in

purpose to create an interesting in a class. So, the teacher will find the

way to resolve the problem.

2. For English Students

This thesis can give valuable contribution in learning reading

aspecially recount text and how to comprehend it.

3. For Other Researcher

This thesis can give inspiration and additional reference.

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CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Review

1. Teaching

According to Brown (2000:7), teaching is guiding and

facilitating learning, enabling the learner to learn and setting the

condition for learning. It means that teaching is showing or helping

someone to learn how doing something, giving instructions, providing

knowledge, guiding in the study of something, causing someone to

know or understand, and the teacher may become facilitator,

motivator, and evaluator for the students.

Harmer (2002: 56), states that ‘teaching’ means ‘to give

(someone) knowledge or to instruct or train (someone)’. It means that

teaching is to transmit knowledge or showing somebody how to do

something or making somebody understands things or to guide

someone to do something. It also can be concluded that teaching is to

give information to somebody or transmitting particular subject do by

the teacher to his students and helping them to learning something.

By reading the definitions above, the researcher concludes that

teaching is all of the aspects of teacher activity in guiding his students

to be able to understand or master something taught by him.

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2. Learning

a. Definition of Learning

Kimbel and Garmezy in Brown (2000:7), states that

learning is relatively permanent change in a behavioral

tendency and is the result of reinforced practice.

Brown (2000:7) says that learning can be defined as follow:

1. Learning is acquisition or “getting”.

2. Learning is retention of information or skill.

3. Retention implies storage system, memory, and cognitive

organization.

4. Learning involves active, conscious focus on, and acting

upon events outside or inside organism.

5. Learning is relatively permanent but subject to forgetting.

6. Learning involves some form of practice, perhaps

reinforced practice.

7. Learning is change in behavior.

According to Illich in Harmer (2002: 70), learning is

human activity which at least needs manipulation by other. It

means that learning is a process in getting knowledge from the

people who know more or whom we called them as teacher.

According to the definitions above, the researcher can

conclude learning is the process of getting knowledge or skill

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do by person in a subject or activity by a study through

practices and experiences affected to the changing behavior.

b. Types of Learning

According to Gagne in Brown (2007:100) classifies the

types of learning. Those follow:

1) Signal Learning. The individual learn to make general diffuse

response to a signal. This is the classical conditioned response

of Pavlov.

2) Stimulus-Response Learning. The learner acquires a precise

response to discriminated operant, sometimes called an

instrumental an instrumental response.

3) Chaining. What is acquired is a chain of two or more stimulus

response connections, the conditions for such learning have

also been described by Skinner.

4) Verbal Association. Verbal Association is the learning of chain

that is verbal. Basically, the conditions resemble those for other

(motor) chains. However, the presence of language in the

human being make this a special type of the chaining because

the internal links maybe selected from the individual’s

previously learners repertoire of language.

5) Multiple Discrimination. The individual learns to make a

number of different identifying responses to many different

stimuli which may resemble each other in physical appearance

8

to a greater or lesser degree. Although the learning of each

stimulus-response connection is a simple occurrence, the

connection tends to interfere with one another.

6) Concept Learning. The learner acquires the ability to make a

common response to class of stimuli even though the individual

members of that class may differ widely from each other. The

learner is able to make a response that identifies an entire class

of objects or events.

7) Principle Learning. In simple terms, a principle is a chain of

two or more concepts. In function to organize behavior and

experience. In Ausubel’s terminology, principle is “subsuming”

a cluster of related concepts.

8) Problem Solving. Problem Solving is a kind of learning that

requires the internal events usually referred to as “thinking”.

Previously acquired concepts and principles are combined in a

conscious focus on an unresolved or ambiguous set of events.

In conclusion, learning is a process of getting new

knowledge which affected to the changing behavior.

3. Teaching and Learning Process

Teaching and learning process is planned interaction that

promotes behavioral change that is not a result of maturation or a

result of coincindence. Teaching implies many variables such as

acquisition or getting process memory (storage) system,

9

reinforcement, and the role of practice. On the other hand, teaching

is guiding and facilitating learning, enabling the learners to learn

and setting the condition for learning( Brown, 2000:7).

The researcher conclude that teaching and learning process is

a planned to change that is not a result of maturation or a result of

coincindence. In teaching and learning process there is some

variable such as acquisition or getting process memory (storage)

system, reinforcement, and the role of practice. While teaching and

learning process, teaching is guiding and facilitating learning.

4. Reading

a. Definition of Reading

Patel and Jain (2008:113) states that reading means to

understand the meaning of printed words i.e. written symbols.

Reading is an active process which consists of recognition and

recognition and comprehension skill. Reading is an important

activity in life with which one can update his/her knowledge.

Reading skill is an important tool for accademic success.

According to Linse and Nunan (2005 : 77), reading is a set of

skills that involves making sense and deriving meaning from

the printed word. In order to read, we must be able to decode

(sound out) the printed words and also comprehend what we

read. Ueta (2005:3) states that we should now what reading is.

However, it is difficult to explain briefly and correctly.

10

From the definitions above, the researcher can conclude

that reading is most useful and important skill for people, by

reading they can get the more knowledge and information from the

texts read by them.

b. Types of Reading

According to Patel and Jain (2008:117-123) types of

reading are as follows:

1) Intensive Reading

Intensive reading is related to further progress in

language learning under the teacher's guidance. Intensive

reading will provide a basis for explaining difficulties of

structure and for extending knowledge of vocabulary and

idioms. It will also provide material for developing greater

control of the language in speech and writing. Intensive

reading material will be the basis for classroom activity. It

will not only be read but will be discussed in detail in the

target language, sometimes analyzed and used as a basis for

writing exercises. At this stage, some teachers fall into the

monotonous pattern of setting a section of reading material

for homework preparation every night. Then they begin the

lesson each day by asking student to translate what they

have prepared, sentence by sentence around the class. This

becomes a tedious chore, completed in a purposeless way,

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and soon destroys any pleasure in the reading assignment.

Teachers must work continuously for variety of

presentation in the classroom. Sometimes sections of

intensive reading material may be set for preparation before

hand, the students being supplied with questions to think

about before they come to class. The ability of the students

to talk and write in the foreign language about the material

chosen for intensive reading will be very dependent on the

teacher's choice of texts. The literature chosen for intensive

study should be predominantly contemporary. Intensive

reading is text reading or passage reading.

Intensive reading is text reading or passage reading.

In this reading the learner read the text to get knowledge or

analysis. The goal of this reading is to read shorter text.

This reading is done to carry out to get specific

information. Learner reads book to acquire knowledge is

the kind of intensive reading. There are few characteristics

of intensive reading:

a) This reading helps learner to develop active

vocabulary.

b) Teacher play main role in this Reading.

c) Linguistic items are developed.

d) This reading aims at active use of language.

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e) Intensive reading is reading aloud.

f) In intensive reading speech habit are emphasized and

accent, stress, intonation and rhythm can be corrected.

2) Extensive Reading

Material for extensive reading will be selected at a

lower level of difficulty than that for intensive reading. The

purpose of extensive reading will be to train the student to

read directly and fluently in the target language for

enjoyment, without the aid of the teacher. Extensive

reading can be made the basis for oral reports, to the rest of

the class, or full class discussion. It may be the source for

written compositions in which students deal with specific

issues arising from the material in the book. On occasions,

the class may be divided into groups to read interrelated

material. Each group may prepare some part of the project

on some present a group report to the rest of the class. This

type of class project gives a point and purpose to extensive

reading by building reading practice into a matrix of

purposeful activity. Thus, the attention of the reader is

directed toward the extraction of information from the text,

rather than towards the reading process itself.

Few Characteristics of Extensive Reading are :

a) It helps learner to develop to active vocabulary.

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b) Extensive reading is silent reading.

c) In extensive reading the subject matter is

emphasized.

d) In the extensive reading the learners play main role

because they have to ask for measures.

e) In extensive reading the idea can be developed.

f) The aim of extensive reading is to enrich learners'

knowledge.

g) Through extensive reading the good reading habit

can be developed.

3) Aloud Reading

Reading aloud also play important role in teaching

of English. Teacher should know that the training of

reading aloud must be given at primary level because it is

the base of words pronunciation. If it is not cared, it will be

vary difficult at secondary level. According to

Venkateswaran in Patel and Jain (2008:120) reading aloud

is not useful at the secondary level because of the following

reasons:

a) It is very difficult skill. In unseen text or in other text

there are many words which student does not know how

to pronounce it.

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b) If student have riot prepared himself for reading, it will

be very difficult for him. The reading will be unnatural.

c) Reading basically is reading silently.

d) According to Venktes, only those text should be read

aloud, which have been written to read aloud like poetry,

dialogue, and other type of text. The texts which have no

need not to read aloud should not be read aloud.

4) Silent Reading

Silent reading is a very important skill in teaching

of English. This reading should be employed to increase

reading ability among learners. Silent reading is done to

acquire a lot of information. Teacher has to make them read

silently as and when they are able to read without any

difficulties. It is kind of habit in which learner are enabled

to read without any audible whisper.

c. Purposes of Reading

According to Grabe and Stoller (2002:13),reading purposes

can be classified as follows :

1. Reading to search for simple information

Reading to search for simple information is a

common reading ability, thought some researchers see it is

a relatively independent cognitive process. It is used so

often in reading tasks that it is probably best seen as a type

15

of reading ability. In reading to search, we typically scan

thetext for specific piece of information or specific word.

2. Reading to skim quickly

Reading to skim is a common part of many reading

task and a useful skill in its own right. It involves, in

essence, a combination of strategies for guessing where

important information might be in the text, and then using

basic reading comprehension skills on those segments of

the text until a general idea is formed.

3. Reading to learn from texts

Reading to learn typically occurs in academic and

professional contexts in which a person needs to learn a

considerable amount of information from a text. It requires

abilities to remember main ideas as well as a number of

details that elaborate the main and supporting ideas in the

text, recognise and build rhetorical frames that organise the

informationthe text, link the text to the reader’s knowledge

base.

4. Reading to intergrate information

Reading to intergrate information requires

additional decisions about the relative importance of

complementary, mutually supporting or conflicting

information and the likely restructuring of a rhetorical

16

frame to accomodate information from multiple sources.

These skills inevitably require critical evaluation of the

information being read so that the reader can decide what

information to integrate and how to integrate it for the

reader’s goal. In this respect, both reading to write and

reading to critique texts may be task variants of reading to

integrate information. Both require abilities to compose,

select and critique information.

5. Reading for general comprehension

Reading for general comprehension when

accomplished by a skill fluent reader, requires very rapid and

automatic processing of words, strong skill in forming a general

meaning represenation of main idea, and efficient coordination

of many processes under very limited time constrains.

Based on the kinds of reading purposes, the

researcher can include reading to learn from texts as

appropiate of reading purpose. Reading to learn from texts

occurs in academic contexts to learn based on the

information in the texts.

5. Paired Reading

a. Definition of Paired Reading

According to Topping (2014:59), paired reading is a

straightforward and generally enjoyable way for more able

17

readers to help less able readers develop better reading skills

(i.e. a form of cross-ability tutoring).

Close (2001:16) defines paired reading is a popular and

widely used teaching technique trough out the United Kingdom

because it is simple and inexpensive in time and resources for

the both schools and parents.


that paired reading is a research-based fluency strategy used

with readers who lack fluency. In this strategy, students read

aloud to each other. When using partners, more fluent readers

can be paired with less fluent readers, or children who read at

the same level can be paired to reread a story they have already

read.

b. Principle of Using Paired Reading

According to Topping (2014:59), principle of using

paired reading are as follows:

1. Reading together

The technique has two main aspects. Initially, tutor

and tutee read out loudsimultaneously in close synchrony.

The tutor adjusts theirreading speed to the tutee's pace. The

tutee must read all the words out loud correctly.

18

2. Error analysis

Corrected merealy by the tutor again giving a

perfect example of how to read theerror word, and ensuring

that the tutee repeats it correctly - then the pair continues

reading.

3. Reading alone

When the tuteefeels confident enough to read a

section of text unsupported, the tutee signals by a

knock,nudge or other non-verbal signal for the tutor to be

silent. The tutor praises the tutee for taking this initiative,

and subsequently praises the tutee very regularly, especially

formastering very difficult words or spontaneously self-

correcting.

c. Advantages of Using Paired Reading

According to Topping (2014:68), there are some

advantages of paired using reading method, they are:

1) Children are encouraged to pursue their own interests in

reading material. They have more enthusiasm from reading

about their own favorite things, and so try harder. Paired

Reading gives them as much support as they need to read

whatever book they choose.

2) Children are more in control of what is going on - instead

of having reading crammed into them, they make decisions

19

themselves in the light of their own purposes (e.g. about

choice of books, going onto reading alone, going on longer

in the session.)

3) There is no failure - it is impossible not to get a word right

within 4 seconds.

4) Paired Reading is very flexible - the child determines how

much support is necessary according to the current level of

interest, mood, degree of tiredness, amount of confidence,

difficulty of the books, and so on.

5) The child gets lots of praise – it is much nicer to be told

when you're doing well, instead of just being moaned at

when you go wrong.

6) There is lots of emphasis of understanding - getting the

meaning out of the words –and that is what reading is all

about. It is no use being able to read the words out loud

mechanically without following the meaning.

7) Paired Reading gives continuity - it eliminates stopping and

starting to "break up" hard words. Doing that often leaves

children having forgotten the beginning of the sentence by

the time they get to the end. With Paired Reading it is

easier for children to make sensible guesses at new words,

based on the meaning of the surrounding words.

20

8) During Reading Together, a child can learn (by example) to

read with expression and the right pacing - e.g. by copying

how the tutor pauses at punctuation, or gives emphasis to

certain words.

9) Children are given a perfect example of how to pronounce

difficult words, instead of being left to work it out

themselves and then perhaps thinking their own half-right

efforts are actually 100% correct.

10) When doing Paired Reading, children get a bit of their own

their own peaceful, private attention from their helper,

which they might not otherwise have had. There is some

evidence that just giving children more attention can

actually improve their reading.

11) Paired Reading increases the amount of sheer reading

practice children get. Because children are supported

through books, they get through them faster. The number of

books read in a week goes up, the number of words

children look at in a week goes up, and more words stick in

the child's memory.

12) Paired Reading gives tutors a clear, straightforward and

enjoyable way of helping their children - so no-one gets

confused, worried or bad-tempered about reading.

21

d. Procedure of Teaching Reading Using Paired Reading

According to Harmin and Toth (2006:189-190), there are

some steps of paired reading as follows:

1. Divide students in pairs.

2. The students take turns reading the next section to

each other, one person volunteers to start read aloud

for bit.

3. The students talk over the reading and what they think

when they finish the reading. In this case the students

share in pair about the information of text, guess the

meaning of text to get the main idea, detail

information, find the implicit and explicit meaning

and determine the generic structure of genre text.

4. The students identify some things that they like, think

something in their own life that the reading reminds

them of, or think of something about the person that

they like or found interesting in the reading, make

notes then report (share) to with one another.

5. The students may pair up with new partner and ask

one students to summarize the reading to classmate.

6. The students write what they disagree of the

summary, or what they would have done differently.

They rewrite the part of reading in their word.

22

7. The students begin to do individual work.

6. Genre

a. Definition of Genre

According toFreadmanin Knapp and Watkins

(2005:21), state that genre have characteristic : First, genre is

an organising concept for our cultural practices;second, any

field of genres constitutes a network of contrasts accordingto a

variety of parameters; third, genre is place occasion,

function,behaviour and interactional structures: it is very rarely

useful to thinkof it as a kind of ‘text’; fourth, cultural

competence involves knowingthe appropriateness principle for

any genre, knowing the kind ofmargin you have with it, being

able to vary it, knowing how to shiftfrom one to another and

how many factors would be involved in any such shift.

According to Hyland (2004: 4), genre is a term for

grouping text together, representing how writers typically use

language to respond to recurring situations.

According to Richard and Schmidt (2010: 245), genre is

a type of discourse that occurs in a particular setting, that has

distinctive and recognizable patterns and norms of organization

and structure, and that has particular and distinctive

communicative function.

23


that genre means a particular type or style of literature, art,

film, or music that you can recognize because of its special

feature.

b. Kinds of Genre

According to Hartono (2005 : 6-9), there are some kinds

of genre as follows:

1) Spoof

Spoof is kind of genre that has social function to retell an

event a humorous twist.

2) Recount

It is a kind of genre that social function to retell event for

the purpose ofinforming people entertaining.

3) Report

Report is a kind of genre that social function to describe the

way things are with reference to range natural, man-made

and social phenomena in our environment.

4) Analytic exposition

It is a kind of genre that social function to persuade the

reader or listener that something is the case.

5) Narrative

Narrative is a kind of genre that social function to amuse,

entertain and to deal with actual or vicarious exprience in

24

different ways. Narrative deal with problematic events

which lead to crisis or turning point of some kinds, which

in turn finds a resolution.

6) Descriptive

It is a kind of genre that social function to describe a

particular person, place or thing.

7) Hortatory exposition

It is a kind of genre that social function to persuade the

reader or listener that something should not be the case.

8) Explanation

Explanation is a kind genre that social function to explain

the process involved in the formation or working of natural

or sociocultural phenomena.

9) Reviews

It is a kind of genre that social function to critique an art

work or an event for a public audience.

10) Discussion

It is a kind of genre that social function to present (at least)

two points of view about an issue.

11) Procedure

It is a kind of genre that social function to describe how

something is accomplished through a sequence of actions or

steps.

25

12) News item

It is a kind of genre that social function to infrom reader,

listener, viewers, about events of the day which are

considered newsworthy or important.

7. Recount text

a. Definition of Recount Text

According to Hartono (2005:06), recount text is a kind

of the text to retell events for the purpose of informing or

entertaining.According to Rohim (2009:20), recount text is to

retell events for the purpose of informing or

entertaining.According Knapp and Watkins (2005:223),

recounts are the simplest text type in this genre. Formally,

recounts are sequential texts that do little more than sequence a

series of events.


that recount is kind of text that focus on individual participant,

temporal sequence of events and action. It has expressions of

attitude and feeling, usually made by the writer about the

events.

b. Generic Structure of Recount Text

According to Rohim (2009:20) there are some kinds

generic structure of recount text are :

26

1) Orientation : provides the setting and introduce

participants.

2) Events : tell what happened, in what sequence.

3) Re-orientation : optinal-closure of events.

According to Knapp and Watkins (2005:223-224),

there are two generic structure of recount text are :

1. Orientation : Every story, no matter how simple, needs

an orientation. Indeed, it is impossible to tell a story

unless we see that there are characters set up in a

particular time and place, although many postmodern

narratives play with these conventions. In simple

recounts the orientation stage need only be a sentence.

2. Squence of events is more complex than the previous

recount. Here the student provides a record of all the

important activities that happened on the excursion.

c. The Significant Lexicogrammatic of Recount Text

According to Rohim (2009:20) there are some

significant lexicogrammatic al features of recount text, they

are:

1. Focus on specific participants.

2. Use of material processes.

3. Circumstances of time and place.

4. Use of past tense.

27

5. Focus on temporal sequence.

According to Knapp and Watkins (2005:221-222),

there are some gramatical features of recount text are :

1. When sequencing people and events in time and space

using action verbs and temporal connectives.

2. Recounts and stories are typically written in the past tense

unless quoting direct speech.

3. In action sequences, mainly action verbs (bold) are used,

while in reflections/evaluations, mental verbs (italicised)

predominate.

4. Often use action verbs metaphorically.

5. Use rhythm and repetition to create particular effects.

d. Example of the Text and its Generic Structure &

Lexicogramatical Features

a) Example of the text and its Generic Structure

Our trip to the Blue Mountain Orientation

On Friday we went to the Blue Mountains. Westayed at

David and Della’s house. It has a big garden with lots of

colourful flowers and a tennis court.

Events

On Saturday we saw the Three Sisters and went on the

scenic railway. It was scary. Then, Mummy and I went

28

shopping with Della. We went to some antique shops and I

tried on some old hats.

On Sunday we went on the Scenic Skyway and it rocked.

We saw cockatoos having a shower.

Reorientation

In the afternoon we went home.

b) The language features of recount text are:

1. Focus on specific participant.

Recount text focus on what an individual or a group

of people were doing.It can be written in the first or the

third person. Fist person, is happening to the person

writing the recount. Example: I went to the park.The

third person, an observer is telling it.

Example: Vera went to the park, she saw a pond near

that park.

2. Using of Material Process

Processes are processes of material doing. They

express the notion that some entity physically does

something-which may be done to some other entity.

3. Circumstances of time and place

It shows adverb of time and place. For example : On

Friday we went to the Blue Mountains.

29

4. Using past tense

Past tense is the form a verb used to describe actions

in the past. Simple Past The simple past indicates that the

activity or situation began and ended at a particular time

in the past.

For example: I walked to school yesterday.

5. Focus on temporal sequence

Focus on temporal sequence of events (temporal

conjunction) Conjunction is a connective. It is a part of

speech (or word class) that serves to connect words,

phrases, clause or sentence.

Example: Last year, on the weekend, then, etc

B. Previous Study

In this section, the researcher quotes from other theses as the

reference of this thesis. The first previous study which the researcher

quotes is from Ana Widyastuti’s thesis entitled “Improving Students’

Reading Skill Using Paired Reading (An Action Research at the Eight

Grade Students of SMP Negeri 16 Surakarta in the Academic Year of

2011/2012)”. The purposes of the thesis are to know whether the

implementation of paired reading to the eighth grade students of SMP

Negeri 16 Surakarta can improve the students reading skill and what

happens to the class situation when paired reading implemented in

30

improving students reading skill. It is a collaborative action research that is

conducted in two cycles to class 8E. The result of this research showed

that the use of paired reading could improve students reading skill and the

class situation in English learning. It is seen from the mean of pre-test

score (46.37) and post test score (61.86 and 72.45). The improvement of

classroom situation include 1) students’ behavior change, they do not do

useless activity during the lesson, 2) almost all of students give more

attention to the teacher explanation, 3) students are active, they answer and

share with the other students, 4) the students are interested in the lesson

and discuss with their partner, 5) they are not silence and give response-

students are confident to say something to the teacher, and students not

shy and afraid to ask if they have difficulties. In conclusion, the use of

Paired Reading Method is effective to improve reading skill at the Eight

Grade Students of SMP Negeri 16 Surakarta in the Academic Year of

2011/2012.

Meanwhile, the second is from Arum ArthaPratiwi’s thesis entitled

“Improving Students’ Writing Skill In Recount Text Using Four Square

Writing Method (A Classroom Action Research At The Eighth Grade Of

SmpNegeri 2 Jatisrono In The Academic Year 2012/2013)”. The research

aims at: (1) identifying and whether four square writing method can

improve the writing skill, and (2) describing what happens to the

classroom situation when four square writing method is used to teach

writing. The mean score increases from 59.07 (pretest) to 65.73 (in cycle

31

1) and 75.26 (in cycle 2) which was above the passing grade of the school,

(KriteriaKetuntasan Minimum/ KKM); 75. From the result above, it could

be concluded that Four Square writing method could improve students’

writing skill and classroom situation. Considering the result of this study,

the researcher suggested that the teacher use Four Square writing method

in teaching writing (Recount Text).

The differences of both of the previous study above and this study.

The first study is using paired reading in teaching reading skill and this

research is using paired reading in teaching reading recount text. The

second study is also different from this study. The second study is using

four square writing method in teaching writing skill in recount text, so

both of them are different.

C. Conceptual Framework

In teaching-learning, teacher always found problems especially in

reading. The problems such as get bad score, felt bored to learn reading,

they are impatient and lazy to open the dictionary so they do not get the

point, they lost their focus, and forget what they have read.

Reading is one of the fundamental skills in language. Reading

ability will be developed best in association with listening, writing,

speaking activities. In general, goals of inter relationship each of skills will

be achieved especially in reading. Teaching reading using paired reading

is one of the ways which cen be used by teacher to teaching reading. It is

32

easy to use and can be applied to readings in most academic subjects. By

using paired reading method, students can solve the problem, because the

teaching-learning becomes an interesting activity in the class. In this case,

students share in pair about the information of text, guess the meaning of

text to get the main idea, find the implicit and explicit meaning and

determine the generic structure of genre text.

Therefore, the researcher believes the use of paired reading method

can make students confidents in learning reading especially in recount

text.

Figure 1. Diagram of Flowchart

Problem : 1.Students get bead score in reading 2.Felt bored to learn reading 3. Lazy to open the dictionary and lost their focus.

Language skill: • Reading • Writing • Speaking • Listening

Raeding skill

Paired reading method

Genres : 1. Recount 2. Report 3. Narrative 4. Procedure 5. Discriptive

Reading recount text

33

D. Hypothesis

According to Sugiyono (2015: 64), hypothesis is temporary answer

about statements of the problem. Hypothesis a prediction about what the

researcher expects to find (Creswell, 2012: 125).

Based on the theoretical review and the conceptual framework, a

hypothesis is proposed in this study. The hypothesis in this research is as

follows:

1. Ho (Null Hypothesis)

Using paired reading method in teaching reading recount

text at the grade students of SMK N 1 Girimulyo in the academic

year of 2015/2016 is not effective.

2. Ha (Alternative Hypothesis)

Using paired reading method in teaching reading recount

text at the grade students of SMK N 1 Girimulyo in the academic

year of 2015/2016 is effective.

34

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

To conduct this research, it is necessary to consider the type of this

research. The type of this research is an experimental research. It is

because the researcher doing experiment and giving treatment to compare

the result of pre-test and post-test. The goal of this research is to know the

effectiveness of using paired reading method in teaching reading recount

text at the tenth grade students of SMK N 1 Girimulyo in the academic

year of 2015/2016.

The researcher uses control group pre test–post test design. This

design sees the difference achievement between control and experimental

group. Systematically, this research can be drawn as the figure below:

Table 1. Research Design

Note:

E : Experimental Group

C : Control Group

O1 : Pre-test result of Experimental Group

O2 : Post-test result of Experimental Group

O3 : Pre-test result of Control Group

O4 : Post-test result of Control Group

X : Treatment which is given (Sugiyono, 2007: 125-126)

E O1 X O2 C O3 - O4

34

35

B. Time and Place of the Research

This researchconducting in SMK Negeri 1 Girimulyo. It is located in

Kulonprogo, Yogyakarta. This study takes the tenth grade students of SMK

Negeri 1 Girimulyo in the academic year 2015/2016 as the subject of this

research. The researchis held on April-May 2016.

Table2. The Shcedule of the Research

No

Act

ivity

Feb

Mar

ch

Apr

il

May

June

July

Aug

ust

1

Proposing a title

2

Accepted title

3

Making proposal

4

Seminar proposal

5

Research license

6

Making instrument

7

Conducting pre-test

8

Giving treatment

9

Conducting post-test

10

Analysing data

11

Discussing data analysis

12

Thesis

36

C. Population, Sampling Technique, and Sample

a. Population

According to Arikunto (2010: 173), population is the whole

of research subject. Population is a group of individuals who have

the same characteristic (Creswell, 2012: 142). Sugiyono (2007: 61)

defines population as generalization of area which consists of objects

or subjects that have certain qualities and characteristics that is

carried out by the researcher to learn and then take the conclusion.

Creswell (2012: 142) states population is a group of individuals who

have the same characteristic. Based on those theories above, it can

be concluded that population is the whole of research subject which

have quality and certain characteristics.

The population which is taken in this research is the students

at the tenth grade of SMK Negeri 1 Girimulyo in the academic year

2015/2016. The total number of the population is 61 students who

are divided into 3 classes. The distribution of the population can be

seen in the following table:

Table 3 The Distribution of the Population

No. Class Number of Students 1. Akuntansi 27 2.

Tsm 1 17 3. Tsm 2 17

Total 61

37

b. Sampling Technique

Sampling is the act, process, or the technique of taking the

sample, or a representative part of a population in purpose to

determine parameters or characteristics of the whole population.

Sugiyono (2007: 62) stated that sampling is certain technique that is

used to take sample of a research.

There are many sampling techniques which can be chosen to

draw a sample accurately in the research such as:

a) Random Sampling

Random sampling is a technique of drawing out sample

randomly. Each research subject has same chance to be chosen as

a sample.

b) Stratified Sampling

The research assumed that the population is divided into

stratification. The sample takes based on strata.

c) Area Probability Sampling

Area probability sampling is sampling technique in which

the sample is drawn from every area, so the sample will present

different area in the population.

d) Purposive Sampling

It is one of the sampling by drawing out the sample based

on certain purpose. The researcher uses this technique because of

some factors, i.e. limitation of time, budget, expense, etc.

38

e) Incidental Sampling

It is determination of the sample based on the coincidence

technique, anyone who by chance met the researcher that is used

as a sample.

f) Quota Sampling

It is based on determined number of population. The

important thing in using this technique is if the population has

fulfilled the determined number.

g) Cluster Sampling

The technique based on certain group or cluster. This is

found in the society, such as school, farmers, police, etc.

h) Double Sampling

Double Sampling is a technique which draws out two

samples at the same time in order to complete the number of data

of the first sample. In other words this sample function is to check

the truth of the data of the first sample (Arikunto, 2010: 177-185).

Based on the kinds of sampling techniques above, the

researcher uses purposive sampling in taking the sample. The

purposive sampling is the drawing of sample based on specific

purpose by considering the time consumed and other factors. The

reason of the researcher chooses this sampling technique is

because of the limitation of time.

39

c. Sample

Sample is a subgroup of the target population that the

researcher plans to study for generalizing about the target population

(Creswell, 2012:142). According to Arikunto (2010: 174), sample is

a part or a representative of population of the research. Sugiyono

(2007: 62) says that sample is part of the whole and characteristics

of research’s population.

In this research the researcher takes two classes as the

sample, class Tsm 1 as the control class and class Tsm 2 as the

experimental class. Class Tsm 1 consists of 17 students while class

Tsm 2 consists of 17 students.

D. Variable of the Research

Arikunto (2010: 161) defined variable as the object or the point of

a research. Hatch and Farhadi in Sugiyono (2007: 3) states that variable

can be defined as an attribute of person or of an object, which varies from

person to person or from object to object. Variable is a characteristic or

attribute of an individual or an organization that researchers can measure

or observe and varies among individuals or organizations studied. They

are keys ideas that researchers seek to collect information (Creswell, 2012:

112).

In this research, the researcher uses two variables. They are

independent variable and dependent variable.

40

a) Independent variable

Arikunto (2010: 162) said that this variable is often called

as stimulus, predicator, and antecedent variable. Independent

variable is an attribute or characteristic that influences or affects

an outcome or dependent variable (Creswell, 2012: 116). It is

usually symbolized by “X”. Independent variable in this research

is teaching reading recount text using paired reading.

b) Dependent variable

A dependent variable is an attribute or characteristic that

is dependent on or influenced by the independent variable

(Creswell, 2012: 115). It is symbolized by “Y”. Dependent

variable of the research is the students’ ability in reading recount

text.

E. Technique of Collecting the Data

Data collecting has important role in a research. It is because in

this process, researcher collects the primary data. To collect the data, there

are many ways, settings, and resources can be used. In this research, the

researcher will use test to get the data. It consists of pre-test and post-test.

There are five steps that carried out by the researcher to

collect the data:

1) Preparing the research instrument

The researcher prepared the research instrument to collect

the data and to analyze them. This test is designed to measure

41

students’ language and skill progress in relation to the syllabus

they follow.

2) Expert judgment

The researcher consults the instrument to her thesis

consultant and the English teacher at school. It is purposed to

check and know whether the instrument proper or not for the

students.

3) Giving pre-test

This test was conducted in the beginning of the

experiment. It is done to know the students’ ability before getting

treatment. Pre-test is a test given before learning has occurred.

The researcher gave pre-test for both classes. Class A as

experimental class and B as control class.

4) Conducting the treatment

In this step, the researcher gives treatment to the

experimental group. The treatment is the use of paired reading in

teaching reading recount text. It means that the experimental

group will be taught using paired reading method. On the other

hand, the control group is taught without any treatment in a same

material.

5) Post-test

Post test is a test given after learning has been occurred

or is supposed to have occurred in teaching. This test was

42

conducted after giving the treatments to the students. It is done to

know the increase student after they get the treatment.

6) Evaluating

After getting the data, the researcher can evaluate the

assessments that are given to the students. The researcher

accumulates the result of pre-test and post-test. The comparison

of pre-test and post-test results measures the amount of progress

a learner has made. From this result, the researcher observes

whether paired reading is appropriate or not as method in

teaching reading recount text. Moreover, by calculating the score

from both tests, the researcher can know how far the

effectiveness of paired reading in teaching reading recount text.

F. Instrument of the Research

Instruments play an important role in collecting data that are

needed by researchers. According to Arikunto (2010: 192), instrument is a

tool which uses many kinds of methods at the time of the research.

Instrument is a tool for measuring, observing, or documenting quantitative

data (Creswell, 2012: 151). Generally, there are are two kinds of

instruments namely test and non-test.

In collecting the data of this research, the researcher uses test

include multiple choice that is consist of 20 questions and True-False

questions that is consist 10 questions as the instrument to get the data.

According to Arikunto (2010: 193), test is a series of questions or

43

exercises, or other instruments used to measure the skill, knowledge,

intelligence, ability or talent which is owned by individuals or groups.

In this research, the researcher uses pre-test and post-test in getting

the data. The questions of the pre-test and post-test that is given to the

control group and experimental group is same. Pre-test which is given

before the treatment, and post-test which is given after the treatment. Each

test is in the form of multiple choice and True-False questions.

The researcher uses category for scoring as follow :

1. Rule :

For multiple choice each right answer given score 10.

For true/false question each right answer given score 10.

2.

The total score (MC+T/F)

Score = 3

G. Technique of Analyzing Data

The data that have been collected should be analyzed. This

research is an experimental research which is a quantitative research, so it

needs a data analysis. The analysis is related to the computation in

answering the problem statement and the hypothesis. To analyze the data,

the researcher applies an appropriate technique as follows:

44

1) Descriptive Analysis

The descriptive analysis is used to describe the variable

of this research. The descriptive analysis includes the

measurement of central tendency (mean, median, mode), and the

measurement of group variance (range, variance, and standard

deviation). The researcher discusses the variable under this study

based on the mean, mode, median, standard deviation; the

highest and lowest scores are also used to analyze the data. The

discussion of mean and standard deviation will be explained as

follows:

a. Mean

Sugiyono (2007: 49) states that mean is the

average score obtained by the subject of the study. The

researcher uses the following formula to determine the

mean:

M = ∑𝑥𝑛

In which:

M : mean

n : the total number of data/ sample

∑x : the total score of variable

b. Median

45

Creswell (2007: 48) says that median is the

middle score among all scores. The median score divides

the score, rank-ordered from top to bottom, in half.

c. Mode

According Sugiyono (2007:47) Mode is a

technique to explain based on the value which is popular

or which is often being found.

d. Range

Range is a way to top about the spread of

distributions of scores. The range formula is as follow:

R = X (highest) – X (lowest)

(Sugiyono, 2007:55)

e. Standard Deviation

It is used to measures the degree to which the

group of scores deviates from mean. According to

Sugiyono (2007:57), there are two ways in computing

standard deviation based on the data whether it is from

population or sample. Because the data taken is from

sample, the formula will be as follows:

s = ( )( )

2

1ix x

n

−

−∑

Where:

s : standard deviation of sample

46

Σ : Epsilon (total)

xi : the value of x from i to n

x : the mean score of the data

N : total number of sample

Sugiyono (2007:57)

f. Variance

According to Sugiyono (2007: 56), Variance is

the quadrate of standard deviation. Because the

researcher has found the standard deviation, she just

needs to quadrate it to get the variance. The formula is as

follows:

s2 = ( )( )

2

1ix x

n

−

−∑

In which:

s2 : variance of sample

Σ : Epsilon (total)

xi : the value of x from i to n

x : the mean score of the data

N : total number of sample

Sugiyono (2007: 56)

47

2) Inferential Analysis

a. Test of Homogeneity of Variance

To determine the t-test formula, the writer applies

the variance homogeneity test to test the variance of two

samples. To know whether the variance of two samples is

homogeneous or not, the writer uses F-test. Statistically,

if the value of F obtained is lower than the value of F

table, it means that the variance of two samples is

homogeneous. The formula is as follows:

F= 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑟 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

(Sugiyono, 2007:140)

b. Test of Normality

To use parametric statistics, it requires that the

data of each variable would be analyzed should have

normal distribution. The researcher uses technique Chi-

Square to calculate the normality of the data. The formula

is as follow:

𝑥2 = ∑(𝑓𝑜 − 𝑓ℎ)2

𝑓ℎ

In which:

X2 : the chi square

Fo : the observed frequency

Fh : the expected frequency

48

Df : degree of freedom (the total class interval-1)

(Sugiyono, 2007:107)

c. Test of Hypothesis

This test is used to know whether is the

effectiveness of using paired reading method in teaching

reading recount text at the tenth grade students of SMK

Negeri 1 Girimulyo in the academic year of 2015/2016.

Sugiyono (2007:138) states that t-test can be formulated

as follow:

Formula 1 (if the data have normal distribution)

a) t =

The researcher uses formula (a) if the data is

homogenous.

b) t = x�1−x�2

��s1n1+s2n2

�

The researcher uses formula (b) if the data not

homogenous.

In which:

t : t-test

𝑋�₁ : The mean score of experimental group

( ) ( )1 2

1 1 2 2

1 2 1 2

1 1 1 12

x xn s n s

n n n n

−

− + − + + −

49

𝑋2�� : The mean score of control group

𝑛1 : Number of sample of experimental group

𝑛2 : Number of sample of control group

𝑆1 : Deviation standard of experimental group

𝑆2 : Deviation standard of control group

Sugiyono (2007:138)

After getting the t-value then it is compared to t-

table in order to get the answer of the hypothesis that

stated in chapter II. When the t-value is higher than t-

table it means that Ha is accepted and Ho is rejected.

Formula 2 (if the data abnormal distribution)

𝑈1 = 𝑛1𝑛2 +𝑛2(𝑛2 + 1)

2− � 𝑅1

𝑛2

𝑖= 𝑛1+1

Then, calculating the value of z-test with the formula is

as follow:

𝑧 = 𝑈 −𝑚𝑈

𝜎𝑈

(Sugiyono, 2007:155-156)

50

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Data Description

Before doing the analysis, the researcher will give some explanation.

In conducting this research, the researcher takes two classes, it was 34

students. Those are 17 students of TSM 1 as control group and 17 students

TSM 2 as experimental group. The researcher gets the data from pre-test

and post test. The pre-test give before the lesson and the post-test give

after the treatment finish.

By using the test, the researcher collects some data concerning the

test result. To compute the reading test result, the readingability score is

based on criteria of scoring. The level of skill shown in the table is defines

based on the criterion reference scales (Arikunto, 2009:245). They are as

follows:

Table 1. The range and its category students’ ability

Range Category Criteria of ability stage 80-100 66-79 56-65 40-55 <39

A B C D E

Excellent Good

Sufficient Fairly Sufficient

Poor

The level of mastery shown in the table is defines based on the

criteria on referencescales (Arikunto, 2009:245). The goal of doing the

reading test in this researcher is to know the students ability in

50

51

recounttext. The researcher collecting the data of students by using

test. In conducting this research, the researcher uses the result of the

test from both classes; experimental group and control group.

The test results of students in experimental group and control

group are described in the following:

1. The Test Results of Students in Control Group

Control group is a class that does not get treatment.

Students in the control group are taught without paired reading

method. The data include test results of the pre-test and post-test

data. The complete data of the test results are presented in the

following table of control group.

Table 2.Pre-test and Post-test Result of Control Group

NO SAMPLE Test Result Pre-test Post-test

1. S.01 47 63 2. S.02 70 73 3. S.03 60 63 4. S.04 60 67 5. S.05 70 73 6. S.06 57 60 7. S.07 67 63 8. S.08 57 60 9. S.09 73 77 10. S.10 63 70 11. S.11 57 60 12. S.12 67 73 13. S.13 47 53 14. S.14 63 67 15. S.15 60 63 16. S.16 67 73

52

17. S.17 63 67

Total 1048 1125

Interpretation of the test score based on criteria is as follows :

Table 3. The percentage of test result of control group

Value Interpretation Pre-test Post-test F Percentage F Percentage

80-100 Excellent 0 0% 0 0% 66-79 Good 6 35.29% 9 52.94% 55-65 Sufficient 9 53% 7 41% 40-55 Fairly Sufficient 2 12% 1 6% <39 Poor 0 0% 0 0%

Total 17 100% 17 100% Note: f (frequency)

From the table of pre-test and post-test of control group. In

pre-test, there isno student who is excellent, there are 6 students

(35.29%) who are good, there are 9 students (53%) who are good,

there are 2 students (12%) who are fairly sufficient, and there is no

student who iss poor.

Meanwhile, In post-test, there is no student who is

excellent, there are 9 students (52.94%) who are good, there are 7

students (41%) who are sufficient, there is 1 student (6%) who are

fairly sufficient, and there is no student who is poor.

Here the researcher also presented the charts of comparison

between the frequency range of the pre-test and post-test of the

student’s achievement of the control group.

53

Chart 1.The comparison between the frequency range of the pre-

test and post-test of the students’ achievement of the control group

Based on the frequency chart above, it can be concluded

that there are differences between the result of the pre-test and

post-test of control class.In pre-test,there is no student who is

excellent, 6 studentsare good, 9students are sufficient, 2 students

are fairly sufficient, and there is no student who is poor.

Meanwhile, in post-test, there is not studentsbelonged to excellent,

9belonged to good, 7 students belonged tosufficient, 1 students are

fairly sufficient and there is no student who is poor.The chart

shows that the result of post-test is higher than the result of pre-test

of the control group. It shows that there are improves in their score.

2. The Test Results of Students in Experimental Group

Experimental group is a class that gets the treatment

usingmusic video clip. The data include test results of the pre-test

0123456789 Pre-test(Control)

54

and post-test data. The complete data of the test are presented of

the following table experimental group.

Table 4. Pretest and Posttest Result of Experimental Group

NO SAMPLE Test Result Pre-test Post-test

1. S.01 77 70 2. S.02 67 83 3. S.03 70 73 4. S.04 57 66 5. S.05 60 73 6. S.06 60 70 7. S.07 73 77 8. S.08 60 73 9. S.09 60 70 10. S.10 77 77 11. S.11 67 73 12. S.12 73 77 13. S.13 50 60 14. S.14 67 77 15. S.15 83 87 16. S.16 60 70 17. S.17 70 77

Total 1131 1250

Interpretation of the test score based on criteria is as follows:

Table 5. The percentage of test result of experimental group

Value Interpretation Pre-test Post-test F Percentage F Percentage

80-100 Excellent 1 6% 2 12% 66-79 Good 9 52.94% 13 76.47% 55-65 Sufficient 6 35% 2 12% 40-55 Fairly Sufficient 1 6% 0 0% <39 Poor 0 0% 0 0%

Total 17 100% 17 100% Note: f (frequency)

55

From the table of pre-test and post-test of experimental

group above, in pre-test, there is 1 student (6%) who is excellent,

there are 9 students (52.94%) who are good, there are 6 students

(35%) who are sufficient, there is 1students (6%) who are fairly

sufficient, and there is no students who is poor. Meanwhile, in

post-test, the researcher describes that there are 2 students ( 12%)

who are excellent, there are 13 students (76.47%) who are good,

there are 2 students (12%) who are sufficient, there is no student

who is fairly sufficient, and there is no student who is poor.

Here the researcher also presents the charts of comparison

between the frequency range of the pre-test and post-test of the

student’s achievement of the experimental group.

Chart 2.The comparison between the frequency range of the pre-

test and post-test of the students’ achievement of the experimental group

0

2

4

6

8

10

12

14

Excellent Good Sufficient FairlySufficient

Poor

Pre-Test

Post-Test

56

Based on the frequency chart above, it can be concluded

that there are differences between the result of the pre-test and

post-test of control class. In pre-test,there is 1 student who is

excellent, 9 studentsare good, 6students are sufficient, 1 students

are fairly sufficient, and there is no student who is poor.

Meanwhile, in post-test, there are 2 studentsbelonged to

excellent,13 belonged togood, 2 students belonged tosufficient,

there is not students is fairly sufficient and there is no student who

is poor.The chart shows that the result of post-test is higher than

the result of pre-test of the control group.It shows that there are

improves in their score.

B. Data Analysis

1. Descriptive Analysis

a. Pre-Test Experimental and Control Group

1) Central Tendency

a) Mean

From the data score table, the researcher tries to

find the mean of the data by applying the mean formula

and then the researcher found the mean. The following

formula to get mean score:

57

Experimental Group Control Group

The result of mean:

�̅� = ∑ xn

�̅� = 1131

17

�̅� = 66.53

The result of mean:

�̅� = ∑ xn

�̅� = 1048

30

�̅� = 61.65

b) Median

From the data score table, the median of the pre-

test of the experimental group is 67 and the control

group is 61.5.

c) Mode

From the data score table, the mode of the pre-

test of the experimental group is 60and the control

group is 60.

d) Maximum

From the data score table, the data obtained show

that the highest score of the pre-test of the experimental

group is 50 and the control group is 47.

e) Minimum

From the data score table, the data obtained show

that the lowest score of the pre-test of the experimental


58

2) Measure of Group Dispersion

a) Standard Deviation

Standard deviation of experimental and

control group can be seen in the appendix. From the

table, the computation of the standard deviation of

the experimental and control group as follows:


SD = �∑(𝑥𝑖 − �̅�)2

𝑛 − 1

SD = �1176.23517 − 1

SD = �1176.23516

SD = √73.514

SD =8.574

SD = �∑(𝑥𝑖 − �̅�)2

𝑛 − 1

SD = �861.88217 − 1

SD = �861.88216

SD = √53.868

SD = 7.339

b) Variance

Variance is the square of the standard

deviation. Based on the data of standard deviation,

the computation of the variance of the experimental

and control group as follows:

59


S2 =∑(𝑥𝑖 − �̅�)2

𝑛 − 1

S2 =1176.235

17 − 1

S2 =1176.235

16

S2 = 73.514

S2 =∑(𝑥𝑖 − �̅�)2

𝑛 − 1

S2 =861.88217 − 1

S2 =861.882

16

S2 = 53.868

c) Range

Range can be found by the formula as follow:

Range = the highest score - the lowest score

• Experimental group

R = X max – X min

= 83-50

= 33

• Control Group

R = X max – X min

= 73-47

= 26

b. Post-Test Experimental and Control Group

1) Central Tendency

a) Mean

From the data score table, the researcher tries

to find the mean of the data by applying the mean

60

formula and then the researcher found the mean. The

following formula to get mean score:


The result of mean:

�̅� = ∑ xn

�̅� = 1250

17

�̅� = 73.529

The result of mean:

�̅� = ∑ xn

�̅� = 1125

17

�̅� = 66.18

b) Median

From the data score table, the median of the

post-test of the experimental group is 73 and the

control group is 65.

c) Mode

From the data score table, the mode of the

experimental group is 77 and the control group is 63.

d) Maximum

From the data score table, the data obtained

show that the highest score of the experimental


e) Minimum

From the data score table, the data obtained

show that the lowest score of the experimental group

is 60 and the control group is 53.

61

2) Measure of Group Dispersion

a) Standard Deviation

Standard deviation of experimental and

control group can be seen in the appendix. From the

table, the computation of the standard deviation of

the experimental and control group as follows:

a

n

c

e

b) Variance

Variance is the square of the standard

deviation. Based on the data of standard deviation,

the computation of the variance of the experimental

and control group as follows:


SD = �∑(𝑥𝑖 − �̅�)2

𝑛 − 1

SD = �574.23517 − 1

SD = �574.23516

SD = √35.89

SD = 5.990

SD = �∑(𝑥𝑖 − �̅�)2

𝑛 − 1

SD = �648.47117 − 1

SD = �684.47116

SD = √40.529

SD = 6.366

62


S2 =∑(𝑥𝑖 − �̅�)2

𝑛 − 1

S2 =574.23517 − 1

S2 =574.235

16

S2 = 35.89

S2 =∑(𝑥𝑖 − �̅�)2

𝑛 − 1

S2 =648.47117 − 1

S2 =648.471

16

S2 = 40.529

c) Range

• Experimental Group

R = X max – X min

= 87-60

= 27

• Control Group

R = X max – X min

= 77-53

= 24

c. Post-Test Recapitulation of Experimental Group and Control

Group

Based on post-test results had been obtained from the

control group and experimental group, it could be recapitulated in

the following table.

63

Table 6.

Test result of experimental group and control group

Group H L Mo Me R M SD V T Control 77 53 63 67 24 66.18 6.36 40.52 1125

Experimental 87 60 77 73 27 73.53 5.99 35.89 1250

Note:

H (Highest) : the highest score of the data.

L (Lowest) : the lowest score of the data.

Mo (Mode) : the most frequently obtained score of the data.

Me (Median) : the score which is at the centre of the distribution.

R (Range) : the spread of the distribution of score.

M (Mean) : the average of the numbers.

SD (Standard Deviation): the measure that is used to quantify the amount

of variation.

V (Variance) : the square of the standard deviation.

T (Total) : the total score of the data.

The researcher describes that there are differences between

control class which doesnotgettreatment using paired reading and

experimental class which got treatment using paired reading. The

table above showed that the highest score control group was 77

while the highest score experimentalgroup was 87, the lowest score

of control group is 53 and experimental group is 60, the median of

controlgroupis 67 and experimental group is73, the mode of

64

controlgroup is 63 and experimental group is77, the mean of

control group is 66.18 while the mean of experimental group is

73.53, the range of control group is 24 while the range of

experimental group is 27, the variance of control group is 40.52

while the variance of experimental group is 35.89, SD of control

group is 6.36 while SD of experimental group is 5.99, and the total

score of control group is 1125 while the total score of experimental

group is 1250.

Table 7. The Descriptive Analysis of control group and

experimental group based on the computation of SPSS

Statistics

Pretest Control

Postest Control

Pretest Experimental

Postest Experimental

N Valid 17 17 17 17 Missing 0 0 0 0

Mean 61.65 66.18 66.53 73.53 Std. Error of Mean 1.780 1.544 2.080 1.453 Median 63.00 67.00 67.00 73.00 Mode 57a 63a 60 77 Std. Deviation 7.339 6.366 8.574 5.991 Variance 53.868 40.529 73.515 35.890 Range 26 24 33 27 Minimum 47 53 50 60 Maximum 73 77 83 87 Sum 1048 1125 1131 1250 a. Multiple modes exist. The smallest value is shown

Here the researcher also presents the charts of comparison between the

frequency range control and experimental group.

65

Chart 3. The comparison between the frequency range of the post-

test of the students’ achievement of the control group and experimental

group

The chart above showed, those post-test Control group and

Experimental group. There isno student in post-test control group who

belonged to excellent, 6 students is good, 9 students are sufficient, 2

students are fairly sufficient and no student belonged to poor.

Meanwhile, there is 1student of experimental group who belonged to

excellent, 9 students are good, 6 students are sufficient, 1 student who

belonged to fairly sufficient and no student belonged to poor.

2. Inferential Analysis

a. Test of Normality

1) Test Normality using Chi Square (X²)

To see whether the two sets of the data have normal

distribution or not, the researcher uses Chi Square (X²) to

check the normality. It is done by comparing the normal

0

5

10

15

Excellent Good Sufficient FairlySufficient

Poor

Post-test Control

Post-TestExperimental

66

curve of collect data and the standard normal curve

(Sugiyono, 2007:107).

The calculation of normality test as follows:

a) Post-test Control Group

Class interval= 𝑇ℎ𝑒𝑔𝑟𝑒𝑎𝑡𝑒𝑠𝑡𝑑𝑎𝑡𝑎−𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑑𝑎𝑡𝑎6

= 77−536

= 4.00 (overall to 4)

Table 8. Interval of post-test control group

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh

53 – 57 1 0 0.54 0.29 0.64 58 – 61 3 2 0.70 0.49 0.21 62 – 65 4 6 -1.80 3.25 0.56 66 – 69 3 6 -2.80 7.85 1.35 70 – 73 5 2 2.70 7.29 3.17 74 – 77 1 0 0.54 0.29 0.64 Jumlah 17 17 X Value 6.57

The table above shows that the result is 6.57. The

researcher uses the chi square table at the significance of

5% with 17 samples was 11.07. It showed that the result of

manual calculation less than chi square table (6.57< 11.07).

Therefore, the data is normal.

b) Post-test of experimental group

Class interval= 𝑇ℎ𝑒𝑔𝑟𝑒𝑎𝑡𝑒𝑠𝑡𝑑𝑎𝑡𝑎−𝑡ℎ𝑒𝑙𝑜𝑤𝑒𝑠𝑡𝑑𝑎𝑡𝑎6

= 87−606

= 4.50 (overall to 5)

67

Table 9. Interval of post-test experiment group

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh

60 – 65 1 0 0.54 0.29 0.64 66 – 70 5 2 2.70 7.29 3.17 71 – 75 4 6 -1.80 3.25 0.56 76 – 80 5 6 -0.80 0.64 0.11 81 – 85 1 2 -1.30 1.69 0.73 86 – 90 1 0 0.54 0.29 0.64

Jumlah 17 17 X Value 5.85


researcher used the chi square table at the significance of 5%

with 32 samples is 11.07. It showed that the result of manual

calculation less than chi square table (5.85< 11.07). Therefore,

the data is normal.

2) Test Normality using SPSS 16

The researcher also calculated the normality test

using SPSS is as follow:

Table 10. One Sample Kolmogorov-Smirnov Test Control and

Experimental Group

One-Sample Kolmogorov-Smirnov Test Post-test

Control Post-test

Experimental

N 17 17 Normal Parametersa Mean 66.18 73.53

Std. Deviation 6.366 5.991 Most Extreme Differences Absolute .162 .164

Positive .162 .164 Negative -.152 -.160

Kolmogorov-Smirnov Z .667 .674 Asymp. Sig. (2-tailed) .766 .753 a. Test distribution is Normal.

68

Based on the computation above, it shows post-test

(Asmp.Sig (2-tailed)) are higher than 0.05 (0.76> 0.05) and (0.75>

0.05) It meant that the data is normal.

b. Test of Homogeneity

To determine the t-test formula, the researcher applies the

variance homogeneity test to test the variance of two samples,

control group and experimental group. To know whether the

variance of two samples is homogenous or not, the researcher uses

F test. The computation of F test as follows:

F = 𝑡ℎ𝑒 ℎ𝑖𝑔ℎ𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒𝑡ℎ𝑒 𝑙𝑜𝑤𝑒𝑠𝑡 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒

= 73.51553.868

= 1.365

From the computation above, the value of F is 1.365. The, it is

compared with the value of F table with dk of numerator (17-1) and

dk of denominator (17-1). Based on the table of F table, it is known

that the F value on the significant level 0.05 is 2.272. The F value is

lower than F table (1.365<2.272). It meant that the variances of two

samples are homogenous.

The researcher also calculates the homogeneity test using SPSS

as follows:

69

Table 11. The homogeneity test of the pre-test of control and

experimental group

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

PretestExperimental Based on Mean .613 1 32 .439

Based on Median .553 1 32 .463

Based on Median and with adjusted df .553 1 31.961 .463

Based on trimmed mean .620 1 32 .437

From the table above, the researcher concluded that the

result is 0.439 and the level of significance 5% (0.05). The F value

is higher than 0.05 (0.439> 0.05) so the variance of two samples

are homogenous.

c. Test of Hypothesis

There are three points involves in testing hypothesis. There

arenullhypothesisand test of experimental significance. The two

points above are presented in following:

1. Null Hypothesis

In testing hypothesis, the researcher commonly

faced with the null hypothesis. By using the null

hypothesis, the hypothesis statement will be easier to be

proved. The hypothesis of this research (Ha) is “the use of

paired reading method in teaching reading recount text at

the grade students of SMK N 1 Girimulyo in the academic

year of 2015/2016 is effective”.

70

To prove the hypothesis is accepted or rejected, the

researcher changed the hypothesis of this research into the

null hypothesis. The null hypothesis (Ho) of this research is

“the use of paired reading method in teaching reading

recount text at the grade students of SMK N 1 Girimulyo in

the academic year of 2015/2016 is not effective”.

Test of Experimental Significance

t =

t = 73.53−66.18

�(17−1)43.18+(17−1)35.8917+17−2 � 117+

117�

t= 7.35

�690.93+574.2432 (0.059+0.059)

t= 7.35

√39.54𝑥0.118

t = 3.468

After getting t-value, the researcher consults the

critical value on t-table to check whether the difference is

significance or not. Before the experiment is conducted, the

level of significance to use had been divided. The

researcher used the 5% significance level. From the

( ) ( )1 2

1 1 2 2

1 2 1 2

1 1 1 12

x xn s n s

n n n n

−

− + − + + −

71

previous analysis, it showed that with the number of sample

(n1= 17 and n2= 17) and the level of significance is 5%, the

value of t-table is 2.032. The computation shows that t-

value is higher than t-table that is3.468>2.032. Therefore,

the hypothesis is accepted. Meanwhile, the computation

using SPSS is as follows

Table 12. Independent Test of Post-test Control Group and

Experimental Group

Independent Samples Test

Levene's Test for

Equality of Variances

t-test for Equality of Means

F Sig. T Df

Sig. (2-

tailed)

Mean Differenc

e

Std. Error Differenc

e

95% Confidence Interval of the

Difference Lower Upper Score

Equal variances assumed

.442 .511 3.468 32 .002 7.353 2.120 3.034 11.672

Equal variances not assumed

3.468 31.882 .002 7.353 2.120 3.034 11.672

Based on the table above, the t-value (Sig. 2-tailed)

was3.468 and the Sig. (2-tailed) is 0.02 at the 95% confidence

interval of the differences. It meant that there is significant

between post-test of experimental group and control group

72

because the Sig. (2-tailed) is lower than 0.05(0.02< 0.05).

Therefore, the researcher concludes that Ha is accepted.

Based on the hypothesis testing above, it meant that Ho is

rejected and Ha is accepted. Therefore, the hypothesis in this

research (Ha) said “the use of paired reading method in teaching

reading recount text atthe grade students of SMK N 1 Girimulyo in

the academic year of 2015/2016 is effective”.

C. Discussion

In this section, the researcher was going to describe the

interpretation of research result about descriptive analysis and inferential

analysis. The detail explanation about the result score of pre-test and post-

test were as follows:

1. Descriptive analysis

a. The Result Score of Control Group

From 17 samples,thereis no student who is excellent, there

are 9 students (52.94%) who are good, there are 7 students (41%)

who are sufficient, there is 1 student (6%) who are fairly sufficient,

and there is no student who is poor. Meanwhile, the highest score

of the students of control group at the tenth grade students of SMK

N 1 Girimulyo is 77 and the lowest score is 53. Thus, the mean

score of post-test of the control group is 66.18. It included in the

interval 66-79. It means that students of control group oftenth

73

grade students of SMK N 1 Girimulyoarecategorized as good on

theirreading skill in recount text without paired reading method.

b. The Result Score of Experimental Group

From 17 samples,there are 2 students (12%) who are

excellent, there are 13 students (76.47%) who are good, there are 2

students (12%) who are sufficient, there is no student who is fairly

sufficient, and there is no student who is poor. Meanwhile, the

highest score of the students of experimental group at the tenth

grade students of SMK N 1 Girimulyo is 87 and the lowest score is

60.Thus, the mean score of post-test of experimental group is

73.53. It included in the interval 66-79.It means that the studentsof

experimental group the tenth grade students of SMK N 1

Girimulyo are categorized asgood on their reading ability in

recount text using paired reading method. The researcher knows

that the mean of the score post-test of control group is 66.18 and

the mean of score pos-test of the experimental group is 73.53.The

explanation before show that the experimental group is better than

control group. It meant that the use of paired reading method is

effective in teaching reading recount text.

c. The effectiveness of paired reading method in teaching reading

recount text

Based on the result of data analysis the mean of post-test

control group is 66.18 while the mean score of experimental group

74

is 73.53. Both of them categorized as good.The mean of pre-test

control group is 61.65 and the mean of score post test control

group is 66.18. It is increasing of score is 4.53.Besides, the mean

of score pre-test experimental group is 66.53 and the mean of score

post test is 73.53. The increasing of score is 7.00.

2. Inferential Analysis

a. Test of Normality

1) Post-test control group

From the computation, the value of Chi Square

students pre-test is 6.57. The researcher uses the chi square

table at the significance of 5% with 17 samplesis 11.07. It

showed that the result of manual calculation less than chi

square table (6.57< 11.07). Therefore, the data is normal.

2) Post-tets experimental group


researcher used the chi square table at the significance of 5%

with 32 samples is 11.07. It showed that the result of manual

calculation less than chi square table (5.85< 11.07).

Therefore, the data is normal.

Based on the both computation, it can be seen that

both students post test is normal.

b. Test of Homogenity

From the computation, the value of F testis 1.365. The,

it is compare with the value of F table with dk of numerator

75

(17-1) and dk of denominator (17-1). Based on the table of F

table, it is known that the F value on the significant level 0.05

is 2.272. The F value is lower than F table (1.365<2.272). It

meant that the variances of two samples are homogenous and

the researcher gets that the result is 0.439 and the level of

significance 5% (0.05). The F value is higher than 0.05

(0.439> 0.05) so the variance of two samples are homogenous.

c. Test of hypothesis

There are three points involving in testing hypothesis.

There are levels of significance, null hypothesis and test. The

three points above are presented in the following:

1. Null hypothesis

In testing hypothesis, the researcher commonly

faced with the null hypothesis. By using the null

hypothesis, the hypothesis statement will be easier to be

proved. The hypothesis of this research (Ha)is“the use

of paired reading method in teaching reading recount

text at the grade students of SMK N 1 Girimulyo in the

academic year of 2015/2016 is effective”.

To prove the hypothesis is accepted or rejected, the

researcher changed the hypothesis of this research into

the null hypothesis. The null hypothesis (Ho) of this

research is “the use of paired reading method in

76

teaching reading recount text at the grade students of

SMK N 1 Girimulyo in the academic year of 2015/2016

is not effective”.

2. Test of experimental significance

After getting the t-value, the researcher

consulted the critical value on the t-table to check

whether the difference is significance or not. Before the

experiment is conduct, the level of significance to use is

divided. The researcher uses the 5% (0.05) significance

level.

The t-test result based on SPSS showed that t-

value was 3.468 and p-value < α (0.02<0.05) and the

Sig. (2-tailed) is 0.02 at the 95% confidence interval of

the differences. It meant that there was significant

between post-test of experimental group and control

group because the Sig. (2-tailed) is lower than 0.05

(0.02 < 0.05). Therefore, it can be concluded that Ha

is accepted.

Based on the analysis above, the students’ score in

experimental group is significantly different than the students’

score in control group after experimental group is given treatment

by using paired reading method in teaching reading recount text at

77

the tenth grade students of SMK N 1 Girimulyo in the academic

year of 2015/2016is effective. The Ha is accepted.

78

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the findings and discussions in chapter IV, conclusion

that can be drawn ispaired reading method is effective in teaching reading

ability recount text at tenth grade students of SMK N 1 Girimulyo in the

academic year 2015/2016. It can be proved from the result of data analysis

the mean of post-test control group was 66.18 while the mean score of

experimental group was 73.53. Both of them categorized as good.The

mean of pre-test control group was 61.65 and the mean of score post test

control group was 66.18. It is increasing of score was 4.53.Besides, the

mean of score pre-test experimental group is 66.53 and the mean of score

post test is 73.53 and the result of t-value is3468. Based on 0.05

significance level, the t-table was 2.032. The computation showed that t-

value is higher than t-table that was 3.468<2.032. Based on the result of

data analysis the mean of post-test control group was 66.18 while the

mean score of experimental group was 73.53. Both of them categorized as

good.The mean of pre-test control group was 61.65 and the mean of score

post test control group was 66.18. It is increasing of score was

4.53.Besides, the mean of score pre-test experimental group is 66.53 and

the mean of score post test is 73.53. In short, the hypothesis is accepted. It

means that by using paired reading method in teaching reading recount

78

79

text to the tenth grade students of SMK N 1 Girimulyo in the academic

year of 2015/2016 is effective.

B. Suggestion

This research had proven that using paired reading method to

teachrecount text showed good results. Then, it is suggested:

1. For Teachers

a) In order to improve the students’reading skill of recount text at

Senior High School, English teachers are suggested to apply

paired reading method in teaching process.

b) Teachers are suggested to be more creative and innovative in

using various kinds of interesting teaching methods and

techniques to deliver the materials, so the students will be more

active and encouraged to learn and they can comprehend the

material well and easily.

2. For students

a) Students are suggested to apply paired reading method in learning

recount text.

b) Students are suggested to learn more by applying the technique so

they will be more skilful in reading skill reount text.

80

3. For the other researchers

For the researches who intend to conduct the research more

detail about the effectiveness in teaching reading recount text towards

the students’ achievement, the researcher suggestion that the research

findings can be used as a starting point of the future researchers who

have the same problems and this research can be utilized as reference.

81

REFERENCES

Arikunto, Suharsimi. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta:PT.Bumi Aksara.

_________________. 2010. Prosedur Penelitian Jakarta:PT.BumiAksara. Brown, H.Doughlas. 2000. Principles of Language Learning and Teaching,

Fourth Edition. New York: Addison Wesley Longman,Inc. _________________. 2007. Principles of Language Learning and Teaching, Fifth

Edition. New York: Pearson Education,Inc. Cresswell, John W. 2012. Educational research : planning, conducting, and

evaluating quantitative and Educational research : planning, conducting, and evaluating quantitative andqualitative research. Boston: Pearson.

Close, Robin. 2001. Parental Involvement and Literacy Achievement.London:

National Literacy Trust. Dr.M.F. Patel and Praveen M.Jain. 2008. English Language

Teaching.Jaipur:Sunrise Publisher and Distributors. Grabe William & Stoller.L.2002.Teaching and Reseaching Reading. London.

Longman. Harmer, Jeremy. 2002. The Practice of English Language Teaching. Malaysia:

Longman. Harmin, Merrill and Melanie Toth. 2006. Inspiring Active Learning. United States

of America: Association for Supervision and Curriculum Development. Hartono, Rudi. 2005. Genres of Texts. UNNES. Hyland, Ken.2004. Second Language Writing. New York. Cambridge University

Press. Knapp, Peter and Megan Watkins. 2005. Genre, Text, Grammar. Australia : A

UNSW Press book. Linse, T.Carolin. Practical English: Language Teaching : Young Lerners.

America: McGraw-Hill,ESL/ELT.

82

Richard, Jack C and Richard Schimdt. 2002. Language Teaching and Applied Linguistics. Malaysia: Perason Education.

Rohim, Fathur. Teaching Reading. Jakarta: Ministry National of Education. Sugiyono. 2007. Statistika untuk Penelitian. Bandung: Alfabeta. Sugiyono. 2015. Metode Penelitian Kuantitati, Kualitatif dan R&D. Bandung:

Alfabeta. Topping, Keith. 2014. Paired Reading and Related Methods for Improving

Fluency. Scotland. International Electronic Journal of Elementary Education.

Ueta, Tae. 2005. Teaching Reading. University of Birminham.

APPENDICES

Pre-test Read the texts carefully then select the correct answer a,b,c,d or e based on the question given!

Text 1

I am so glad that today is over. So many things have gone wrong. For some reasons I didn’t sleep a wink last night. I was very tired when Mum called me this morning. I fell asleep again until Mum called me again. That snooze made me late.

I did not have time for breakfast. I was starving as I ran to catch the school bus. I just missed it. Dad had to ride me to school. He was late for teaching at his school and he was furious with me. He scolded me for being late.

I arrived at school on time. The teacher asked us to hand in our homework. My homework was not in my bag. I had forgotten to put it in my bag the night before. I usually check my bag in the morning. I did not do this because I was late I had to do extra assignment as a punishment.

After Biology lesson, I did not tie my shoelace properly. I tripped over it. And fell down the stairs. I hurt my knee and had to have a bandage on it. What a terrible day! I hope that I have much better one tomorrow.

1. What is the purpose of the text? a. To explain about something wrong

b. To inform about the writers activities

c. To entertain the readers about the funny story

d. To discus about how to overcome the problem

e. To retell about the writer’s terrible day

2. The generic structure of the last paragraph is called ….. a. Reason d. Orientation

b. Re-orientation e. Complication

c. Events

3. What made everything went wrong? a. He got up late in the morning

b. His came to school on time

c. His bag was left at home

d. He got punishment from his teacher

e. His father was late to ride him

4. Which of the following statement is NOT TRUE according to the text? a. The writer didn’t sleep a wink at that night

b. He didn’t hand in his homework

c. He had breakfast before leaving for school

d. He fell down the stairs

e. His father rode him to school

Text 2

I really enjoyed my holiday in Australia. Last Sunday I visited a marine park called Sea World which is at surfers’ Paradise near Brisbane. It’s Australia’s largest marine park and I had a wonderful day there.

The first thing I saw was the Oceanorium where you can watch all sorts of sea fish and animal under water. There were huge turtles, sharks, and a beautiful tropical sea fish. The most exciting thing was watching a man feeding the sharks. He wore a special diving suit. Then I watched the performance of sea animals. The saw was in a big outdoor swimming pool. There were killer whales, dolphins and sea lions, and they did all sort of fantastic things in the water. One of the girls in the show rode around the pool on the back of killing whale, and another girl rode underwater on the back of a big turtle. After the saw I had lunch. There were several big restaurant at the park and I had lunch in a restaurant that was shape like a ship! Then I watched a wonderful water-ski show which was held on a lake.

There were lots of other things to do at the park. There was lake cruising, a train ride, a big water slide, swimming pools, and an incredible roller coaster called the ‘corkscrew’- because it goes three loops upside down. But I wish I had gone on the roller coaster ride before lunch rather than after it!

5. Which of the following sea animals is known as ‘killer’? a. Sea lions

b. Dolphins

c. Seals d. Turtles

e. Whales

6. What is the main idea of paragraph two? a. There was a water-ski show held on a lake.

b. The sea animals performed fantastic things in the water.

c. The writer had lunch in one of the restaurants at the park.

d. The Oceanorium displayed all sorts of fish and animals under water

e. The writer visited the Oceanorium to watch all sorts of fish and performance

7. Which of the following had made the writer very excited? a. Watching a girl riding on a back of a turtle

b. Watching a girl riding on a back of a whale

c. Watching a man feeding the shark

d. Riding the roller coaster

e. Water skiing on the lake

8. “There were huge turtles, sharks, and a beautiful tropical sea fish.” (Paragraph 2)

The antonym of the underlined word is …………

a. Tiny d. Massive

b. Enormous e. Wide

c. Heavy

Text 3

I think my first memories started when I was about three or perhaps four years old. I remember falling from a tree and breaking my arms. I think I was playing in the garden of the big, old house we lived in. It was in a suburb of London. I can remember starting school when I was five.

There was a little boy called Thomas in the same class. He used to pull my hair when the teacher was not looking. One day I hit him on the head with a book and he began to cry. The teacher was very angry with me. I remember him saying, “Little girls don’t do things like that.” But since then Thomas never pulled my hair again.

9. The writer started studying in his school when she was …… years old. a. 3 c. 4

b. 5 d. 6

e. 7

10. Thomas never pulled the writer’s hair again because …… a. He was afraid of the writer

b. He writer was bigger than he was

c. He was afraid of the teacher

d. He teacher was angry with the writer

e. He moved to another school

11. “One day I hit him on the head with ……” (Paragraph 2). The underlined word means ……

a. Broke d. Struck

b. Attacked e. Bumped

c. Offended

Text 4

When I lived in Jakarta, I had three celebrities in a big mall. The most unforgettable is when I met a comedian and singer Andre Taulany. I met him when he wanted to buy T-Shirt. Actually I was afraid to close him, I did it. I asked the shopkepper to take a picture of us, and I got his autograph too. I gave him little doll to his child. Actually the doll was for my niece, but i gave it to him. I bought another doll again. Now I live in a village in Surabaya. It’s difficult to see a celebrity unintentionally.

12. What is the text about? a. A beautiful memory in Jakarta b. Meeting three celebrities c. Visiting a Village d. Buying some dolls e. Meeting an idol

13. What is the profession of Andre Taulany?

a. A stunt man b. An athlete c. A comedian d. A presenter e. A big mall’s owner

14. How did the writer spend her time with her idol?

a. Having lunch together b. Asking for his autograph c. Giving him a picture of her daughter d. Buying a doll to her niece e. Giving him a T-shirt

15. “... and I got his autograph too.”

The synonym of the underlined word is... a. Signature b. Photograph c. Souvenir d. Handicraft e. Gift

16. ..., but I gave it to him. The word “it” refers to... a. His child b. A picture c. Another doll d. A litle doll e. The autograph

17. Arrange these sentences into a good paragraph!

1) I went to school hurrendly because I woke up late. 2) I ran to the field, and hid, but many students laughed at me. 3) Fortunately I arrived to school on time. 4) I have an embarrasing experience. 5) I forgot to bring my hat and I had to participate in flag ceremony. 6) It happened last Monday. 7) I was confused. Later i realized that i wore the wrong uniform.

a. 4)-2)-3)-1)-6)-5)-7) b. 4)-5)-6)-7)-2)-1)-3) c. 4)-6)-7)-1)-2)-5)-3) d. 4)-6)-1)-3)-5)-2)-7) e. 4)-1)-2)-7)-3)-5)-6)

Text 5

A Visit to a Wildlife Park

I recently visited Sydney with my parents. We visited many interesting places. The one I enjoyed best was the Wildlife Park.

The Wildlife Park has a lot different Australian animals and birds. There are over 600 animals, including kangaroos, wallabies, koala and crocodiles. They are kept in their natural surroundings. I much preferred the Wildlife Park to a zoo where a lot of animals are in cages.

We were able to walk along the kangaroos and wallabies. We were even allowed to touch them and to feed them. It was very exciting to be very so close to them

We also went to see the crocodiles. The Wildlife Park has a lot of fresh-, water and salt-water crocodiles. Some of them were very big and scary with, huge teeth. I did not get very close to them.

We also visited the aviary. There were some very colorful birds there. I really liked an old parrot which could talk.

I wish we could have spent more time in the Wildlife Park. There were so much to see.

18. What is the main idea of paragraph 2 ? a. The wild life park has a lot a fresh water and solt water crocodiles b. We were able to walk along the kangaroos, and wallabies c. I much preferred the wildlife park to a zoo d. the wild life park has a lot different Australian animals and birds e. I recent visited sonly with my parents

19. …. Allowed to touch them and to feed .. the word them in paragraph 3 refers to ..

a. the writers family b. the visitors of wildlife park c. fresh water and salt water crocodiles d. the kangaroos and wallabies e. koala and wallabies

20. What is the communicative purpose of the text? a. to amuse, entertain and to deal with actual or vocarious experience b. to tell the readers what happened in the past c. to persuade the readers that something a case d. to describe a particular place or thing e. to share with others an account of on unusual or amusing incidents

Visiting Bali

There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.

On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The street are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.

The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center.

My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied.

Write T if the statements is true and F if the statement is false then correct the false statement.

No. Statement T/F Correction 1. The writer’s friend visited Bali. 2. He spent 2 days on Kuta beach

and one week in Bali.

3. The first place he went to Singaraja.

4. The second place he went to Sangeh and Ubud.

5. Singaraja is a busy but quite town.

6. In Singaraja just built traditional Bali houses.

7. He enjoyed the scenery such as muontain, lake and field at Ubud.

8. The first top at Batubulan a center of stone sculpture.

9. He went shopping at Sukowati every day.

10. He was quite satisfied and enjoyed.

Post-test Read the texts carefully then select the correct answer a,b,c,d or e based on the question given! Text 1

On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu Hotel which is not far from Malioboro.

On Thursday, we visited the temples in Prambanan. There are three big temples, the Brahmana, Syiwa and Wisnu temples. They are really amazing. We visited only Brahmana and Syiwa temples, because Wisnu temple is being renovated.

On Friday morning we went to Yogya Kraton. We spent about two hours there. We were lucky because we were led by a smart and friendly guide. Then we continued our journey to Borobudur. We arrived there at four p.m. At 5 p.m. we heard the announcement that Borobudur gate would be closed.

In the evening we left for Jakarta by wisata bus.

1. The text above mainly discusses about…….. a. The writer’s trip to Yogyakarta b. The writer’s first visit to Prambanan c. The writer’s impression about the guide d. The writer’s experience at Yogya Kraton e. The writer’s impression about Borobudur

2. The text is written in the form of a/an……… a. Narrative b. Recount c. Report d. Anecdote e. Spoof

3. The purpose of the text is to………. a. Tell past events b. Entertain readers c. Describe the smugglers d. Report an event to the police e. Inform readers about events of the day

4. What are the big temples in Prambanan? a. Angkor wat, syiwa, and sudra temples b. Paria, brahmana, and temples c. Brahmana, syiwa, and wisnu temples d. Wisnu, syiwa, and borobudur temples e. Borobudur, syiwa, and brahmana temples

5. When did they go home? a. On Saturday morning b. On Friday evening c. On Thursday evening d. On Friday afternoon e. On Saturday evening

6. Why did they only visit Brahmana and Syiwa temples? a. Because there was no wisnu temple b. Because wisnu temple was amazing c. Because wisnu temple was too small d. Because wisnu temple was being repaired e. Because wisnu temple was being destroyed

Text 2 Last holiday my family and I went to Jakarta. We visited my uncle’s house. It had

a big garden and a lot of colorful flowers and tennis court. On Friday my nephew and I went to National Museum and went up to the top of

monument which had the golden symbol of the spirit of our nation. From the top we could see the beauty of the metropolitan city. On Saturday we went to Ancol beach to see Dunia Fantasi and Dolphin show.

On Sunday we went to Ragunan Zoo and then we went home. We really enjoyed our holiday.

7. What is the text about?

a. Visiting grandfather in Jakarta b. Went to Dufan c. Holiday in Jakarta d. Holiday in Bandung e. He Lunch with uncle

8. “It had a big garden and a lot of colorful flowers and tennis court.” (Paragraph

1). The word “it” refers to...

a. Jakarta b. Grandfather’s house c. My friends’s house d. My neighbour’s house e. My uncle’s house

9. Whit whom the writer went to the museum?

a. His nephew b. His uncle

c. His aunty d. His mother e. His father

10. What the writer could see from the top of Nation Museum?

a. The golden symbol of the spirit our nation b. The beauty of the metropolitan city c. Ancol beach d. Dunia fantasi and Ragunan zoo e. The scenery of sunset

11. When the writer went to Ancol beach?

a. On Sunday b. On Monday c. On Saturday d. On Wednesday e. On Friday

Text 3

The Football Match

My brother and I went to a football match yesterday. Our school team was playing againts another high school team. Our team wore red and white shirts, white shorts, and red stockings. The other team wore orange and black shirts, and black stockings. “They look like bees”. My brother said and we laughed.

They played like bees too. They ran very fast, attacked very hard, and passed the ball to each other very fast. Soon they scored their first goal. My brother and I shouted and shouted, “Come on, Valley School! Come on, the Valleys!” our headmaster was near us and he was shouting too. We were very sad.

Then, one of the “bees”stopped the ball with one of his hands, so our team got the free kick. Our captain took it and scored goal. We shouted, “Hooray!”. The score was now 2-1. That was better.

Now our team began to play better-or the “bees” were getting tired. Our team scored another goal before half-time. In the second half of the match, both teams tried very hard, but neither scored, so at the end the score wa stiil two all.

12. The text tells about... a. Joining a football match b. Winning a football match c. Attending a football match d. The school football team e. Playing football

13. What did writer and his brother do after the arival team scored the first

goal? a. They shouted to support their school team. b. They shouted to the headmaster. c. They laughed at their school team. d. They ran very fast. e. They played like bees.

14. Which statement is true according to the text?

a. The writer and his brother will watch a football match b. The writer’s school team wore orange and black shirts. c. The writer called his school team the “bees” d. The write’s school team scored the first goal e. The opponent schored the first goal

15. A word in the text which has same meaning as “leader” is...

a. Brother b. Goal c. Captain d. Team e. Score

16. “He seemed very anthusiastic.” The antonym of the underlined word i...

a. Energized b. Excited c. Eager d. Apathetic e. Impatient

17. Arrange these sentences into a good paragraph!

1) Then, my friend came and joined in on the laughing. 2) When I was in the sixth grade a group of girls campe up to me and

started calling me Fatty.

3) It just comes to show that true friends come once in a life time. 4) But, now I’m in tenth grade and I have onlu one really good friend and

we have been friends for two years now and I hope the friendship will last for the rest of our lives.

5) I started crying and they started laughing at me. 6) It hurt me really bad.

a. 2)-4)-5)-1)-3)-6) b. 2)-5)-1)-4)-6)-3) c. 2)-5)-1)-6)-3)-4) d. 2)-1)-6)-4)-3)-5) e. 2)-3)-4)-1)-5)-6)

Text 4

One day I went to Bandung with my friend for a vacation. We went there on night bus when we arrived in Cianjur, the bus stopped for a rest. I got of the bus to get a cup of coffee, but my friend didn’t. It took only a few minutes to pray, but when I came out again the bus was not there. It had gone! Shocked and confused. I asked the shopkeeper about the bus. She said that the bus had departed about five minutes ago.

I tried to call my friend on my cell phone, but the battery was running low. I couldn’t do anything but hope and pray. After several minutes, my wish came true. The bus came back! Got on the bus and walked to my seat. I was so ashamed when everybody on the bus looked at me. I could feel my face turn red.

18. What did the story tell us about ....?

a. The writer was left by the bus on his trip to Bandung b. The writer arrived in Cianjur to visit his relatives c. The writer could contact his friend with the cell phone d. The writer got of the bus to get a cup a coffee e. The writer and his friend enjoyed their trip to Bandung

19. What did the writer do when the bus stop for a rest in Cianjur ....?

a. drank a cup of coffee and prayed b. bought souvenir and went to the toilet c. drank a cup of coffee d. drank a cup of milk and bought souvenir

e. drank a cup of coffee and went to the toilet

20. Why couldn’t the writer cell his friend?

a. He didn’t bring his cell phone

b. The battery was running low c. The writer’s cell phone was stolen d. The writer’s cell phone was broken e. There was not any signal in his cell phone

Joining the Traditional Dance Competition

I joined the traditional dance competition in Jakarta last year, I represented

my Junior High School. It was my biggest competition. I practised hard with my teacher for a month. We also prepared the best costume we had.

We only had one day in Jakarta. We went there by plane. We left at 6 a.m. and arrived in Jakarta at 7 a.m. We took a taxi to take us to the plane where the competition was held. It took an hour to get there. There were already some participants when we arrived. The competition would start in anhour.

First, my teacher and I went to the dressing room. My teacher helped me do the make-up and the costume. We spent almost an hour for the preparation. I told my teacher that I was really nervous. I was not ready for this. However, she told me that everything was alright, and I felt better.

Then, the time came for me to perform on stage. There were five judges and about two hundred people watching me. However, i did not feel nervous anymore. I performed on the stages confidently. I really did the best I ould. I was glad when it ended smoothly.

After that, we waited for the announcement of the result. It was 4 p.m. when the judges finished making their final decision. I was so impatient to hear the result. I still could not believe when they called my name as the first winner. I was so happy to be given the trophy. My teacher was also proud of my achivement. Finally, we went back to Yogyakarta in the evening. We were so tired. However, we were satisfied because our effort was not useless.

Write T if the statements is true and F if the statement is false then correct the false statement.

No. Statements T/F Correction 1. The writer joined the modern dance

competition.

2. The writer joined the competition when she was in the Junior High School.

3. The writer went to Jakarta a day before the competition was held.

4. The writer ent to Jakarta alone.

5. The writer spent more than an hour for the preparation before she performed.

6. The writer performed on the stage confidently.

7. The writer’s performance ended gracelessly.

8. The result was announced at 4 a.m.

9. The writer went back to Yogyakarta in the evening.

10. The writer were satisfied because our effort was not useless.

Key Answer Pre-test

1.E

2.B

3.A

4.C

5.E

6.E

7.C

8.A

9.B

10.A

11.B

12.E

13.C

14.B

15.A

16.D

17.D

18.D

19.D

20.B

T/F Questions

No. T/F Correction 1 T The writer’s friend visited Bali.

2 F He spent the first three days on Kuta beach and ten day in Bali.

3 T The first place he went to Singaraja.

4 F The second place he went to Ubud.

5 T Singaraja is a busy but quite town.

6 F In Singaraja there are many old Dutch houses.

7 F He was not see the scenery but see the art and craft of the island.

8 T The first top of Batubulan, a center of stone sculpture.

9 F He stopped at Sukowati for lunch.

10 T He was quite satisfied and enjoyed.

Key Answer Post-test

1.A

2.A

3.A

4.C

5.B

6.D

7.C

8.E

9.A

10.B

11.C

12.A

13.A

14.E

15.C

16.D

17.C

18.A

19.A

20.B

T/F Questions

No. T/F Correction 1 T The writer joined the modern dance competition.

2 T The writer joined the competition when she was in the Junior High School.

3 F The teacher and the writer went to the dressing room.

4 F The writer went to Jakarta with her teacher.

5 F The writer spent almost an hour for the preparation before performed.

6 T The writer performed on the stage confidently.

7 F The writer’s performance ended smoothly.

8 F The result was announced at 4 p.m.

9 T The writer went back to Yogyakarta in the evening.

10 T The writer were satisfied because our effort was not useless.

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMK N 1 Girimulyo Mata Pelajaran : Bahasa Inggris Kelas/Semester : X TSM 1 (Control Class) Alokasi Waktu : 2 x 45 menit ( 2x pertemuan ) Topik Pembelajaran : Recount

A. Standar Kompetensi

Mendengarkan 2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk

recount, narrative dan procedure dalam konteks kehidupan sehari-hari.

Berbicara 4 Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk

recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.

Membaca 5 Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk

recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Menulis 6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana

berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar

2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.

4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.

5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.

6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulisdalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa

• Merespon teks monolog sederhana berbentuk recount.

• Melakukan teks monolog sederhana berbentuk recount.

Jujur, toleransi, disiplin, rasa ingin tahu, gemar membaca, tanggung jawab, mandiri.

1.Merespon teks monolog berbentuk recount 2.Memahami makna kata dan kalimat dalam

teks recount 3.Merespon teks recount yang disajikan dengan

menjawab pertanyaan 4.Mengungkapkan makna dalam teks recount

D. Tujuan Pembelajaran

Setelah mempelajari unit ini diharapkan siswa dapat :

• Merespon teks monolog berbentuk recount • Memahami makna kata dan kalimat dalam teks recount • Merespon teks recount yang disajikan dengan menjawab pertanyaan • Mengungkapkan makna dalam teks recount

E. Materi Pokok

1. Definition of Recount

Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative

2. Generic Structure of Recount

1. Orientation: Introducing the participants, place and time

2. Events: Describing series of event that happened in the past

3. Reorientation: It is optional. Stating personal comment of the writer to the story

F. Metode Pembelajaran/Teknik:

Discussion

G. Langkah-langkah Kegiatan Pembelajaran

Pertemuan 1 :

Kegiatan Awal (10’)

- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)

- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)

- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter

- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD

- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : 1. Guru meminta siswa untuk membaca contoh teks recount. 2. Siswa membaca teks tersebut. 3. Guru menjelaskan teks recount. 4. Siswa memperhatikan guru. Elaborasi Dalam kegiatan elaborasi : 1. Guru bersama siswa mencari kata sulit dalam teks recount. 2. Guru bersama siswa menjawab pertanyaan di LKS . Konfirmasi Dalam kegiatan konfirmasi : 1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru 4. Guru memberikan kesempatan pada siswa yang ingin bertanya

seputar materi recount.

Kegiatan Akhir (10’)

Siswa diminta membuat rangkuman dari materi mengenai teks recount.

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai materi yang baru diajarkan (teks recount).

Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

Pertemuan 2 :






- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks

Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : 1. Guru bertanya kepada siswa seputar materi yang dibahas pertemuan

sebelumnya tentang recount. 2. Siswa menjawab pertanyaan yang diberikan guru. Elaborasi Dalam kegiatan elaborasi : 1. Guru bersama siswa membahas PR yang di berikan guru di

pertemuan sebelumnya. 2. Guru bersama siswa melakukan pembahasan di sumber lain. 3. Guru bersama siswa melanjutkan membahas soal di LKS. Konfirmasi Dalam kegiatan konfirmasi : 1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru




H. Sumber/Bahan/Alat

Dictionary LKS Internet

I. Penilaian

A. Jenis / Bentuk :

Tes : 20 multiple choices 10 T/F Questions

B. Pedoman Penskoran

1) Ketentuan :

• Untuk soal multiple choices setiap soal yang dijawab benar diberiskor 10.

• Untuk soal T/F Questions setiap soal yang benar dijawab diberiskor 10.

2) Jumlah skor yang diperoleh (MC+T/F)

Nilai =

3

Guru Pamong

Dwi Listiana, S.Pd NIP 19740404 200701 2 016

Kulonprogo, Mei 2016 Mahasiswa Praktikan

Eka Fitriani N.S

Mengetahui,

Kepala SMK Negeri 1 Girimulyo

Fauzi Rokhman, S.Pd NIP. 197110

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMK N 1 Girimulyo Mata Pelajaran : Bahasa Inggris Kelas/Semester : X TSM 2 (Experimental Class) Alokasi Waktu : 2 x 45 menit ( 2x pertemuan ) Topik Pembelajaran : Recount

A. Standar Kompetensi

Mendengarkan 2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk

recount, narrative dan procedure dalam konteks kehidupan sehari-hari.

Berbicara 4 Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk

recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.

Membaca 5 Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk

recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Menulis 6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana

berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari

B. Kompetensi Dasar

2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.

4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.

5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.

6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulisdalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.

C. Indikator Pencapaian Kompetensi

Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa

• Merespon teks monolog sederhana berbentuk recount.

• Melakukan teks monolog sederhana berbentuk recount.

Jujur, toleransi, disiplin, rasa ingin tahu, gemar membaca, tanggung jawab, mandiri.

5.Merespon teks monolog berbentuk recount 6.Memahami makna kata dan kalimat dalam

teks recount 7.Merespon teks recount yang disajikan dengan

menjawab pertanyaan 8.Mengungkapkan makna dalam teks recount

D. Tujuan Pembelajaran

Setelah mempelajari unit ini diharapkan siswa dapat :

• Merespon teks monolog berbentuk recount • Memahami makna kata dan kalimat dalam teks recount • Merespon teks recount yang disajikan dengan menjawab pertanyaan • Mengungkapkan makna dalam teks recount

E. Materi Pokok

Definition of Recount

Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative

Generic Structure of Recount

1. Orientation: Introducing the participants, place and time

2. Events: Describing series of event that happened in the past

3. Reorientation: It is optional. Stating personal comment of the writer to the story.

F. Metode Pembelajaran/Teknik:

Discussion

G. Langkah-langkah Kegiatan Pembelajaran

Pertemuan 1 :






- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.

Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi :

1. Guru meminta siswa untuk membaca contoh teks recount. 2. Siswa membaca teks tersebut. 3. Guru menjelaskan teks recount. 4. Siswa memperhatikan guru.

Elaborasi Dalam kegiatan elaborasi :

5. Guru bersama siswa mencari kata sulit dalam teks recount. 6. Guru bersama siswa menjawab pertanyaan di LKS .

Konfirmasi Dalam kegiatan konfirmasi :

1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru 4. Guru memberikan kesempatan pada siswa yang ingin bertanya

seputar materi recount. Kegiatan Akhir (10’)

Siswa diminta membuat rangkuman dari materi mengenai teks recount.


Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai materi yang baru diajarkan (teks recount).


Pertemuan 2 :






- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.

Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : • Guru bertanya kepada siswa seputar materi yang dibahas pertemuan

sebelumnya tentang recount. • Guru memberikan penjelasan mengenai tujuan pembelajaran dan

juga prosedur pembelajaran dalam paired reading method. Elaborasi Dalam kegiatan elaborasi : • Guru bersama siswa memulai pelajaran menggunakan paired reading

method. • Guru bersama siswa melakukan pembahasan di sumber lain. Konfirmasi Dalam kegiatan konfirmasi : • Guru memberikan soal kepada siswa • Siswa mengerjakan soal yang diberikan oleh guru • Siswa mengumpulkan soal kepada guru.




H. Sumber/Bahan/Alat

Dictionary LKS Internet

I. Penilaian

A. Jenis / Bentuk :

Tes : 20 multiple choices 10 T/F Questions

B. Pedoman Penskoran

1) Ketentuan :

• Untuk soal multiple choices setiap soal yang dijawab benar diberi skor 10.

• Untuk soal T/F Questions setiap soal yang benar dijawab diberi skor 10.

2) Jumlah skor yang diperoleh (MC+T/F)

Nilai =

3

Guru Pamong

Dwi Listiana, S.Pd NIP 19740404 200701 2 016

Kulonprogo, Mei 2016 Mahasiswa Praktikan Eka Fitriani N.S

Mengetahui, Kepala SMK Negeri 1 Girimulyo

Fauzi Rokhman, S.Pd

NIP. 1971105 200312 1 003

STANDARD AND VARIANCE OF CONTROL GROUP

NO SAMPLE PRE-TEST (Xi - X ̅ ) (Xi - X ̅ )² POST-TEST (Xi - X ̅ ) (Xi - X ̅ )²

1. S.01 47 -14,65 214,536 63 -3,18 10,090

2. S.02 70 8,35 69,772 73 6,82 46,561

3. S.03 60 -1,65 2,713 63 -3,18 10,090

4. S.04 60 -1,65 2,713 67 0,82 0,678

5. S.05 70 8,35 69,772 73 6,82 46,561

6. S.06 57 -4,65 21,595 60 -6,18 38,149

7. S.07 67 5,35 28,654 63 -3,18 10,090

8. S.08 57 -4,65 21,595 60 -6,18 38,149

9. S.09 73 11,35 128,889 77 10,82 117,149

10. S.10 63 1,35 1,830 70 3,82 14,619

11. S.11 57 -4,65 21,595 60 -6,18 38,149

12. S.12 67 5,35 28,654 73 6,82 46,561

13. S.13 47 -14,65 214,536 53 -13,18 173,619

14. S.14 63 1,35 1,830 67 0,82 0,678

15. S.15 60 -1,65 2,713 63 -3,18 10,090

16. S.16 67 5,35 28,654 73 6,82 46,561

17. S.17 63 1,35 1,830 67 0,82 0,678

Total 1048 861,882 1125 648,471

Mean 61,65 66,18

SD 7,339 6,366

Varians 53,87 40,53

STANDARD DEVIATION AND VARIANCE OF EXPERIMANTAL GROUP

NO SAMPLE PRE-TEST (Xi - X ̅ ) (Xi - X ̅ )² POST-TEST (Xi - X ̅ ) (Xi - X ̅ )²

1. S.01 77 10,47 109,633 70 -3,53 12,457

2. S.02 67 0,47 0,221 83 6,47 41,869

3. S.03 70 3,47 12,045 73 -0,53 0,280

4. S.04 57 -9,53 90,810 66 -7,53 56,692

5. S.05 60 -6,53 42,633 73 -0,53 0,280

6. S.06 60 -6,53 42,633 70 -3,53 12,457

7. S.07 73 6,47 41,869 77 3,47 12,045

8. S.08 60 -6,53 42,633 73 -0,53 0,280

9. S.09 60 -6,53 42,633 70 -3,53 12,457

10. S.10 77 10,47 109,633 77 3,47 12,045

11. S.11 67 0,47 0,221 73 -0,53 0,280

12. S.12 73 6,47 41,869 77 3,47 12,045

13. S.13 50 -16,53 273,221 60 -13,53 183,045

14. S.14 67 0,47 0,221 77 3,47 12,045

15. S.15 83 16,47 271,280 87 13,47 181,457

16. S.16 60 -6,53 42,633 70 -3,53 12,457

17. S.17 70 3,47 12,045 77 3,47 12,045

Total 1131 1176,235 1250 574,235

Mean 66,53 73,53

SD 8,574 5,991

Varians 73,51 35,89

*Give the material to the control class (TSM 1)

*Give the treatment to the Experimental Class (TSM 2)

*Do the Pre-test in Eksperimental Class (TSM 2)

*Do the Post-test in Eksperimental Class (TSM 2)

Documents

THE EFFECTIVENESS OF USING PAIRED READING METHOD IN