THE USE OF LOOK SAY METHOD TO IMPROVE STUDENTS …

THE USE OF LOOK SAY METHOD TO IMPROVE STUDENTS

READING SKILL AT THE EIGHTH GRADE

(A Pre Experimental Research at SMP Somba Opu)

THESIS

Submitted to the Faculty of Teacher Training and Education Makassar

Muhammadiyah University in Part Fulfillment of the Requirement for the Degree

of Educatio in English Department

Nilam Cahya

105351112616

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020/2021

i

ii

iii

iv

v

vi

vii

viii

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

Jalan Sultan Alauddin No. 259Makassar

Telp : 0811 1782101(Secretary)

Email : [email protected] Web :

bg.fkip.unismuh.ac.id

vi

SURAT PERNYATAAN

Name : Nilam Cahya

Nim : 105351112616

Jurusan : Pendidikan Bahasa Inggris

Program : S.1

Judul Skripsi : The Use of Look Say Method to Improve

Students Reading Skill at the Eighth Grade

Dengan ini menyatakan,

Skripsi yang saya ajukan didepan tim penguji adalah “hasil karya

saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun”.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan

bersedia menerima sanksi apabila dikemudian hari pernyataan ini tidak

benar sesuai dengan aturan yang berlaku.

Makassar, Januari

2021 Yang membuat

pernyataan

Nilam Cahya

mailto:[email protected]

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

Jalan Sultan Alauddin No. 259Makassar

Telp : 0811 1782101(Secretary)

Email : [email protected] Web :

bg.fkip.unismuh.ac.id

vii

SURAT PERJANJIAN

Name : Nilam Cahya

Nim : 105351112616

Jurusan : Pendidikan Bahasa Inggris

Program : S.1

Judul Skripsi : The Use of Look Say Method to Improve

Students Reading Skill at the Eighth Grade

Dengan ini menyatakan perjanjian sebagai berikut :

1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya

akan menyusun sendiri skripsi saya, dan tidak dibuatkan oleh

siapapun.

2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi

dengan pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

skripsi ini.

4. Apabila saya melanggar perjanjian seperti yang tertera pada poin 1,

2, dan 3 maka saya bersedia menerima sanksi sesuai aturan yang

berlaku.

Demikian surat perjanjian ini saya buat dengan penuh kesadaran dan

tanpa tendensi dari pihak manapun.

Makassar, Januari 2021

Yang membuat perjanjian

Nilam Cahya

mailto:[email protected]

viii

MOTTO

“If you have no actions to go with what you have learned, then you have learned

nothing” –Herbert Spencer

ix

ABSTRACT

NILAM CAHYA. 2020. The Use of Look Say Method to Improve Students Reading

Skill at the Eighth Grade in SMP Somba Opu. Thesis. English Education Department

Faculty of Teacher and Training Muhammadiyah University of Makassar. Ummi

Khaerati Syam and Eka Prabawati Rum.

This research aimed at whether or not the use of look say method effective to

improve the eighth grade students reading skill. This research was conducted at SMP

Somba Opu.

The method of this research was pre experimental. The subject of this research were

25 students at the eighth grade of SMP Somba Opu and this research used random

sampling technique to choose the subject. The instruments were the multiple choices

test and short answer question test. The objective of the research was intended to find

out whether or not the look say method effective to improve students' reading skill at

eighth grade in SMP Somba Opu.

The result of the analysis showed that the mean score of the pre-test was 41,2. Where,

none of the students passed “Excellent”, “Very good”, and “Good” criteria scores.

Besides, the mean score of the post-test was 72,4. Where 11 students passed the

“Good” criteria score it was 44%. It indicated that the implementation of Look Say

Method can improve the students‟ reading skill. It‟s strengthened by the result of

observation that showed that most of the students in the teaching learning process

were active and enthusiastic in joining the lesson. They were active in discussing and

understanding of the text.

Key words: reading skills, look say method and pre-experimental research

x

NILAM CAHYA. 2020. Penggunaan Metode Look Say untuk Meningkatkan

Keterampilan Membaca Siswa Kelas VIII di SMP Somba Opu. Tesis. Jurusan

Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas

Muhammadiyah Makassar. Ummi Khaerati Syam dan Eka Prabawati Rum.

Penelitian ini bertujuan untuk mengetahui efektif atau tidaknya penggunaan metode

Look Say untuk meningkatkan keterampilan membaca siswa kelas VIII. Penelitian ini

dilakukan di SMP Somba Opu.

Metode penelitian ini adalah pra eksperimental. Subjek penelitian ini adalah 25 siswa

kelas VIII SMP Somba Opu dan menggunakan teknik random sampling untuk

memilih subjeknya. Instrumen yang digunakan adalah tes pilihan ganda dan tes

pertanyaan jawaban pendek. Tujuan penelitian ini adalah untuk mengetahui efektif

atau tidaknya metode look say dalam meningkatkan keterampilan membaca siswa

kelas VIII di SMKT Somba Opu.

Hasil analisis menunjukkan bahwa nilai rata-rata pre-test adalah 41,2. Di mana, tidak

ada siswa yang lulus skor kriteria “Sangat Baik”, “Sangat Baik”, dan “Baik”. Selain

itu, nilai rata-rata post-test adalah 72,4. Dimana 11 siswa dinyatakan lulus dengan

kriteria “Baik” yaitu 44%. Hal tersebut menunjukkan bahwa penerapan Look Say

Method dapat meningkatkan keterampilan membaca siswa. Hal tersebut diperkuat

dengan hasil observasi yang menunjukkan bahwa sebagian besar siswa dalam proses

pembelajaran aktif dan antusias mengikuti pembelajaran. Mereka aktif berdiskusi dan

memahami teks.

Kata kunci: keterampilan membaca, metode look say dan penelitian pra

eksperimental

xi

ACKNOWLEDGMENTS

In the name of Allah, Most Gracious, Most Merciful

Alhamdulillahi Rabbil Alamin, the researcher expresses her sincere gratitude

to the almighty God, Allah S. W. T, who has given guidance, mercy, and good health,

so that she could finish writing this thesis. Shalawat and salam are addressed to the

final chosen religious messenger, the Prophet Muhammad SAW who has changed the

human life.

The researcher realizes that many hands had given their helps and useful

suggestion for the completion of this thesis. Without the assistance of these people,

this thesis would never have existed. Therefore, the writer would like to express her

appreciation and sincere thanks to all of them particularly:

1. Prof. Dr. H. Ambo Asse, M.Ag. The Rector of the Makassar Muhammadiyah

University for his advices during the Researcher studies at the University.

2. Erwin Akib, S.Pd., M.Pd, Ph.D, the Dean of the FKIP Unismuh Makassar who

gave his valuable authorities and suggestion in doing this thesis.

xii

3. Ummi Khaerati Syam S.Pd., M.Pd. the Head of English Education Department of

FKIP UNISMUH Makassar, and also as the first consultant who gave her valuable

time and suggestion in doing this thesis.

4. My high appreciation and great thankful to my second consultant Eka Prabawati

Rum, S.Pd., M.Pd who has given her valuable time and guidance to finish this thesis.

5. The researcher deep appreciation for the headmaster of SMP Somba Opu and the

English teacher in SMP Somba Opu, who have spared their time and activities and

gave her valuable authorities and suggestion this research.

6. Many thanks for my beloved parent Warda. and Drs. Sultan, and all of my family

for the attention, support and their love.

7. My heartfelt thank to all lecturers of the FKIP UNISMUH especially to the

lecturers of English Department and all staffs of Muhammadiyah University of

Makassar for their guidance during the years of the Researcher‟s study.

Makassar, Januari 2021

The Researcher

xiii

TABLE OF CONTENTS

APPROVAL SHEET .................................................................................. i

CONTROLLING SHEET .......................................................................... ii

SURAT PERNYATAAN ............................................................................ vi

SURAT PERJANJIAN ............................................................................... vii

MOTTO ...................................................................................................... viii

ABSTRACT ................................................................................................. ix

ACKNOWLEDGEMENT .......................................................................... x

TABLE OF CONTENTS ........................................................................... xiii

LIST OF TABLE ........................................................................................ xv

LIST OF APPENDICES ............................................................................ xvi

CHAPTER I INTRODUCTION ...................................................................... 1

A. Background ......................................................................................... 1

B. Problem Statement ............................................................................. 4

C. Research Objective ............................................................................. 4

D. Significant of the Research ................................................................ 4

E. Scope of the Research ......................................................................... 5

CHAPTER II REVIEW OF RELATED LITERATURE ................................ 6

A. Previous Research Findings ................................................................ 6

B. Reading ................................................................................................. 8

1. Definition of Reading .................................................................... 8

2. The Purpose of Reading ................................................................. 9

C. Teaching Reading ................................................................................. 10

D. Four Main Methods Learning to Read .............................................. 10

E. Look Say Method .................................................................................. 11

1. Definition of Look and Say Method ............................................ 11

2. Technique to Teaching Look Say Method .................................. 12

3. Technique Principle of Look Say Method .................................. 14

4. The Advantages of Look Say Method ......................................... 14

F. Conceptual Framework ....................................................................... 15

CHAPTER III RESEARCH METHOD .............................................................. 17

A. Research Design .................................................................................. 17

B. Population and Sample ....................................................................... 18

C. Research variables .............................................................................. 18

D. Research Instrument .......................................................................... 19

E. Procedure of Collecting Data ............................................................. 20

F. Technique of Data Analysis ................................................................ 21

CHAPTER IV FINDINGS AND DISCUSSION ................................................. 25

A. FINDINGS ........................................................................................... 35

xiv

B. DISCUSSION ...................................................................................... 28

CHAPTER V CONCLUSION AND SUGGESTION ......................................... 32

A. CONCLUSION ................................................................................... 32

B. SUGGESTION .................................................................................... 32

BIBLIOGRAPHY .................................................................................................... 34

APPENDIXES .......................................................................................................... 37

xv

LIST OF TABLE

Table 3.1 the classifying of students score ...................................................................................

Table 3.2 the Classifying of Testing .............................................................................................

Table 4.1 rate percentage of students reading skill using Look Say Method ...............................

Table 4.2 means score and standard deviation of using Look Say Method ..................................

Table 4.3 the t-test Value of Students Reading Skill ....................................................................

xvi

LIST OF APPENDICES

Appendix

A. The list name of the students

B. Students classification in pre-test and post-test

C. The row score of the students` pre-test and post-test

D. Table distribution of t-value

E. Rencana pelaksanaan pembelajaran (RPP)

F. Instrument

G. Flashcards

1

CHAPTER I

INTRODUCTION

A. Background

In teaching and learning of language, there are four skills; speaking,

writing, listening and reading. Among four language skills in English, reading is

one of the most important to be taught since reading is a source of knowledge, so

that students can get knowledge as the input of the learning process. Reading is

also an important part of learning English; because by reading people can

improve their vocabulary and also writing skills. By reading students can

comprehend and understand what they have learnt, so it can be said that reading

has an important role in students‟ achievement. It is strengthened by Nunan

(2003: 69) that state reading is considered to be the most important one, and also

strengthened by the statement of Krashen and Terrel (2000: 131) who state that

reading may be a source of comprehensible input and may contribute

significantly to competence in a second language. The competence covers both

oral and written performance.

In today‟s world, reading is basic to everyday life. As children we learn

to read, and as adults, we read to learn. We read to learn about the news, to learn

about rules, and to learn about how to do things (www.usalearn.org, n.d.). We

2

read a lot of words in daily activity. When there is a sentence or an

advertisement in everywhere that we are interested, we read them. Also, we read

messages every day, either in whatsapp, Facebook, twitter, etc. Getting the

information or understanding the textbook that is written in English, we need to

read many references such as mass media or the textbook itself. Reading skill is

an important factor in development of the quality of human life. Reading skill

plays an important role in teaching English as a second language. Learners who

have good reading ability will progress in their career and their future studies.

For those who study English as a second language, ability in English reading

comprehension is a must. Learners need reading comprehension to be able to

continually increase their knowledge (Sitthiprom: 2012).

Reading is also viewed as a highly effective means of extending

command of language so that it plays an important role in a classroom where

language is the main purpose (Nuttal, 2000: 30). Since reading is important,

teaching reading allocates much time in school context and the demand for it

receives more priority (Budiharso, 2004: 50). Knowing that reading is the most

important one of four skills, it becomes a challenge for the English teacher to

arouse students‟ motivation to read. It is because the students‟ motivation is low

(Nuttal, 2000:3). Students‟ motivation can be increased by setting the purpose

for reading. By knowing the purpose of reading, students are expected to grasp

3

what the reading text tells them about. Besides, they can easily determine the

information they want so they can read effectively.

Last year, when researchers conducted the trainee 1 and 2 at SMP Somba

Opu, the researcher found that there were still a lot of students who had

difficulty understanding the reading texts. From the classroom observation and

the interview with the English teacher, the researcher found some problems

related to the students` low proficiency level in reading comprehension. The

problems are related to the students and the learning materials.

The first problem is related to the students. From the observation in the

eighth grade, the researcher found that the students have low vocabulary

mastery. When they are given a text to read, they do not know the meanings of

most words in the text. This condition made the students find difficulties in

understanding the text. The second, the students are not interested in reading a

text. They do not enjoy reading an English text, it may be that they do not know

how to enjoy a book, an article and a text or feel that they want to do other

things like watch movies etc. In reference to the explanations above and the

strong desire of finding the solution to these problems, the researcher has the

motivation to research in improving students‟ reading skill by using Look Say

method. The researcher hoped that the method can improve students‟ reading

skill.

4

B. Problem Statement

Based on the statement above, the researcher formulates problem statement as

follows:

Is there any significant improvement by using the Look Say method

toward students‟ reading skills in understanding a text at eighth grade

students at SMP Somba Opu?

C. Research Objectives:

Based on the research problems, objective of the research is formulate as

follow:

To find out whether or not the look and say method is effective to

improve students‟ reading skill at eighth grade in SMP Somba Opu.

D. Significance of the Research

The researcher hope that the result of this study will give contribution to:

1. For the English students: the result of this study will give a new

experience for their reading learning by using this method, it also can

help them to be more effective, interested and an easier method to

improve their reading skill.

2. For the teachers: the result of this study to encourage the English

teachers in applying effective methods in teaching reading.

3. For the next researchers: the result of this study is expected to give

input and consideration for the next researcher who want to conduct

further research

5

E. Scope of the Research

This research would teach reading comprehension by using look say method

for eighth grade students at SMP Somba Opu. This study was delimited only on

increasing students' reading skill in understanding the text through "Look Say

Method".

6

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous research findings

There are two previous studies that use the same method to teach reading

for young learners. Two researchers, Nurnianti (2012) and Budiana (2011) have

conducted their research on teaching reading by using Look and Say.

The first study was conducted by Budiana (2011) entitled “The Use of

Look and Say as a Technique in Teaching Reading to Elementary School

Students (the case of the fourth grade students of SD Negeri Kambangan 1,

Tegal in the academic year of 2010/2011). The research used Classroom Action

Research that had used two cycles. This study consist of four tests; pre-test,

formative test of cycle 1 and 2, and post-test. The result of the post-test indicated

that the students reading skill was improved after treatment. The mean score of

post-test was 83.89%. It was higher than the mean score of the pre-test

(58.10%). Based on the result of this study, the researcher assumed that learning

and teaching process by using Look Say technique was very enjoyable and great

technique for the students to improve their reading skill.

The second study was conducted by Nurnianti (2012) entitled "Teaching

Reading Using Look and Say technique at the Fifth Grade Pupils of SDN

7

Warung Bambu IV Karawang. The research used experimentation with

quantitative approach.

The results of this research showed that the mean score of the pre test

was 5 and score of the posttest was 6.78. Based on the data above, the teaching

reading using look say technique was effective. Based on the result of this

research showed that by using this technique students are more interested in

reading and they also easier to memorize word by word. The researcher stated

that look and say technique is one of the best technique to having a good

memory, and have a good memory can be a predictor for better reading

performance. Look and Say technique is also one of the best technique used to

read words that hard to read phonetically.

Based on the previous research above, the researcher concludes that the

Look and Say method can improve students' reading comprehension for young

learners. In addition, there are some differences between the previous research

and this research those are in previous study the researcher taught look say

method at Elementary School and applied classroom action and experimental

research as the research design while in this study the researcher will use pre

experimental research design with quantitative approach and it will be conducted

in Junior High School.

8

B. Reading

1. Definition of Reading

There are many definitions from the experts about reading. Reading is

the process of constructing meaning from written text. Reading is defined as a

message-getting, problem-solving activity which increases in power and

flexibility the more it is practiced. The definition states that within the

directional constraints of the printer's code, language and visual perception

responses are purposefully directed by the reader in some integrated way to the

problem of extracting meaning from cues in a text, in sequence, so that the

reader brings a maximum of understanding to the author's message Clay, M as

cited in nofiandari (2017).

Cline et.al (2006: 2), states that reading is decoding and understanding

written texts. Decoding requires translating the symbols of writing system

(including Braille) into the spoken words which they represent. Understanding is

determined by the purposes for reading, the context, the nature of the text, and

the readers‟ strategies and knowledge. Reading is the process of constructing

meaning from written texts. Intender is a complex skill requiring the

coordination of a number of interrelated sources of information (Anderson et al.,

1985). Wixson, Peters, Weber, & Roeber (as cited in sulistiani: 2014) Reading is

the process of constructing meaning through the dynamic interaction among: (1)

the reader's existing knowledge; (2) the information suggested by the text being

9

read; and (3) the context of the reading situation. Carrel (1983) stated that the

understanding of reading is best considered as the interaction that happen

between the reader itself and the text, an interpretive process.

Reading with young learners typically involves a wide range of

activities along with the reading itself. We read the images, read the text aloud,

retell the story with our own words, and carry out a series of playful activities

based on the text. However, a beautiful picture book isn't enough, language

teachers need extra materials to support their reading programmer and make

them successful.

2. The Purpose of Reading

Reading has some purpose and strategies to develop reading skills. Rivers

and Temperly (1978) suggest there are 7 main purposes of reading:

a) To get information for some goal or because we are want to know about

some topic.

b) To get instruction about some task for work or daily life

c) To act in play, e.g. play games..

d) To keep in touch with other people by understand business letters or

anything.

e) To know what is happening and has happened (e.g. in newspaper,

magazine, reports).

f) For pleasure or for fun.

10

It can be conclude that reading has purposes to get some knowledge

and also information, anything that is read.

C. Teaching Reading

Students should know what the purpose of reading is before they are

taught a reading lesson. So that is why before teaching reading, a teacher should

inform students about their purpose first. Knowing the purpose first is important

for them since by understanding the purpose of reading, the students can focus

on what they want so that they can read effectively. In the teaching of reading,

the teacher should provide strategy and activity in which the students can

identify the main and supporting ideas, rhetorical frames, and help the students

activate their background knowledge.

D. Main Methods Learning to Read (Ingrid Griggs: 2000)

main methods used to teach students how to read are:

1) Method 1: Phonics

The phonics method is probably the best known and widely used

method to teach reading and writing in the English language. It relies on

children being taught the alphabet first. They learn the names of the letters

and the sounds they make. Once they have learnt the letter sounds they will

begin to blend two letters together to make simple words then three letters,

then four and so forth.

2) Method 2: The Look and Say Method

11

With the look and say method, children learn to identify whole words

or sentences. The student will look at a word which you sound, and in turn

will repeat the word. This method use flashcards with individual words

written on them and frequently accompanied with picture that is relate to the

words. Write a short sentence which relate to the picture displayed. Say the

sentence and ask the students to repeat the word while looking at each

individual word as they repeats what you said.

E. Look and Say Method

1. Definition of Look and Say Method

"Look and Say method is a method that is used for teaching reading to

children about how to spell words in English" (Edhitin, 2000). Look and Say

technique is basically teaching children to read words as a whole and

recognize words in a text. More than three decades of research with both

normal and brain damaged children have resulted in this method. Doman

(1989: 75) stated that Look and Say method has been known for a very long

time. Doman suggest to use this method to teaching. He sets up "the first baby

hot-housing program in USA in the 1960s".

According to Griggs (2000) to teach look and say methods in the school,

the teacher shows the children the word and says it while pointing to the

object. The students must repeat the word. This happens several times with

each word. Thus, the Look and Say method is considered as a highly

12

successful method of early childhood learning. Scott (1965: 48) stated that

teaching reading to children could be both damaging and useless, she also

suggests to learning of reading be combine with learning of writing. That is

why she suggests that parents should reading to them bedtime stories, because

they it is a key in developing children reading skill.

Reported by Maulizan (2015) Look and say method is a method of

teaching learner to read by memorizing and recognizing whole words. Look

and Say Teaching Method is based on having children recognize full short

sentences. This is done through flashcards with pictures, where parents can

read each word on the card while the child repeats it. If a picture card is not

used the child will guess what is on the card, which is not the idea, so picture

cards must be used. By pointing at each word as the parent reads the

sentences, children will start to learn each word. Once having gone over many

cards, and hopefully backed by other techniques like the Phonetics Method,

children will eventually start understanding written language. Look and Say

can be used during individual or group sessions or classes in pre-schools,

special schools, integrated educational institutions or early years of primary

school.

2. Technique to teaching Look and Say Method

To teach look and say methods in the school, the teacher shows the

children the word and says it while pointing to the object. The students must

13

repeat the word. This happens several times with each word. The introduction

of the word only takes a short time, and goes quiet quickly, so the teacher may

spend five minutes of a thirty minute lesson on four new words. There are a

lot of word recognition games which can be done at this stage. Such as

matching words and pictures, pointing to the object on the card, guessing

which card. Thus, this method push the students to recognize kind of words

and phrases before reading a text.

In this study the researcher chooses matching words or sentences and

pictures as the method in look and say. There are many steps to apply in look

and say:

1) First steps, provide material in the form of text with theme home activities.

2) Second steps, provide flash card in the form of sentences and accompanied

with picture, then stick it in the blackboard and arrange it randomly.

3) Third steps, invite students to read the text accompanied with the meaning.

4) The next steps, divided students into three groups and one member of every

group to come in front of the class. Then the teacher read the text in randomly

and the students must be looking which sentence that the teacher read. After

that the students must be repeat the sentences with correct pronunciation and

match the sentence with the picture.

14

5) The last steps, students must be answer one question correctly based on the

text. When the students can read the sentence correctly and answer the

question, they will get a point.

"Look and say is" not the only method used to teach reading in a

foreign language. Beginners can also be taught by a teacher reading

sentence by sentence from a carefully selected passage, explaining its

meanings wherever necessary.

3. Teaching principles of Look and Say Method

New words are introduced to the child by letting them see and hear the

word, and also see a picture referring to the word. Flashcard is often used with

individual words and accompanied with picture. The flashcard are shown over

and over to the child until they memorizes the word.

4. The Advantages of Look and Say Method

As reported by Children`s Books and Reading` blog (n.d), there are

some advantages of look say method:

6) Ultimately all children need to be able to recognize whole words to become

fluent readers.

7) By using the look and say method a child can read up and recognize any

word.

8) This teaching method is easy to understand for the parent or teacher because

this method is focus to words.

15

9) Especially this method lends itself to teaching young toddlers to read.

10) Children learn to automatically recognize a small selection of words.

F. Conceptual Frameworks:

The researcher used pre-experimental as methodology and used quantitative

approach with one group pre-test and post-test in the research. The student's did a

pre-test and post-test to take their score before and after learn by using “Look and

Say method”. Then both of the score are compute by using t-test to find out if

there is significant influence of teaching reading by using “Look and Say

method”.

INPUT PROCESS OUTPUT

Reading

Comprehension

Teaching Reading

Using Look and

Say Method

Look and Say

Method (flashcard)

Reading Test

(Multiple choice and

short answer question)

Student‟s Reading

Comprehension

Understanding

the text

16

The researcher conducted a post-test consist of multiple choice and fill the

blank where the test was about descriptive text. As cited in British Course (2017)

explained by Kane (2000: 352), description is about sensory experience—how

something looks, sounds, tastes. Mostly it is about visual experience, but description

also deals with other kinds of perception. Thus, if we conclude it from Kane‟s

explanation above, the descriptive text is meaningful text that describes the

experience related to the senses, such as what shape, sound, taste is.

After the researcher gave treatment using look and say method, the researcher

gave a post-test to measure students reading skill. According to Davis (1968) reading

skills involve: identifying word meaning, drawing inferences, identifying writer‟s

technique, recognizing mood of passage, finding answers to questions.

G. Hypothesis

H0 : There is no significant difference students reading skill in understanding the text

before and after treatment using Look Say Method

H1 : There is significant difference students reading skill in understanding the text

before and after treatment using Look Say Method

17

CHAPTER III

RESEARCH METHOD

A. Research Design

The method in this research was pre-experimental with a quantitative

approach. Pre-experimental is to know or to test the effectiveness of using Look

and Say Method in teaching reading for the eighth grade students of SMP

Somba Opu.

This study conducted in pre-experimental and used quantitative approach

with one group pre-test and post-test design. The researcher just takes one class

and used pre-test and post-test to see the result of the treatment.

According to Ary (2002: 22), quantitative research uses objective

standard and analysis statistical of numeric data to understand and explain

phenomena. Experimental research involves a study of the effect of the

systematic manipulation of one variable on another variable and non-

experimental research; the researcher identifies variables, but does not

manipulate the variables (Ary, 2002: 24).

The experimental research design is classified into pre-experimental

design, true experimental and quasi experimental. Pre-experimental research

does not have random assignment of subject to groups or other strategies to

control extraneous variables. True-experimental research uses randomization

18

and provides maximum control of extraneous variables. Whether quasi

experimental research lack randomization but employ other strategies to provide

some control over extraneous variables (Ary et al, 2002:302).

B. Population and Sample

1. Population

The population of this research was the students of SMP Somba opu

There are five classes, which each class consists of VII A = 40 students, VII B

= 38 students, VIII A =32 students, VIII B = 32 students, IX = 32 students, XI

A = 20 students, XI B = 30 students, XII A = 28 students, XII B = 26

students, XIII = 25 students . Thus, the population of this research is 313

students.

2. Sample

In this study, the researcher used a random sampling technique to

choose the sample. There were two classes in eighth, the researcher used

random sampling to choose one of the classes to conducted the research. The

researcher used a piece of paper, and then the researcher wrote the class of the

paper, after that the paper folded and the researcher chose one of the papers

randomly.

C. Research Variable

The variables in this experimental study were two classifications:

a. Independent variable

19

The independent variable was teaching reading by using “Look and Say

method”

b. Dependent variable

Besides, the dependent variable was students' achievement in reading.

D. Research Instrument

There were two kinds of instruments that used in collecting data of the

students, namely multiple choices and short answer question.

1. The Multiple Choice Tests

The multiple choice test was given to the student`s to find out the students`

ability in reading before and after being taught using Look and Say Method. The test

consists of 10 items that covers two topics. Further, in order to maintain the reliability

of the test, the researcher arranged the test and discusses it with the teacher. The

researcher chose the multiple choice test to make sure whether or not the students can

understand the reading text.

2. Short Answer Question test

The short answer question test was given to the student`s with the multiple

choice test, also to find out the students` ability in reading before and after being

taught using Look and Say Method. The test consists of 5 items. The researcher

arranged the test and discusses it with the teacher. The researcher chose the multiple

choice test to make sure whether or not the students can understand the reading text.

20

E. Procedure of Collecting Data

In this study, the researcher conducted pre-test and post-test to collect the data.

The researcher conducted pre-test to know the students' reading ability before the

researcher gives treatment. And the researcher conducted post-test to the students'

after the researcher give a treatment. Then the researcher compared the results of pre-

test and post-test.

a. The researcher conducted multiple choice and short answer question in

pretest, the researcher did the procedure as follows:

1) The researcher consulted to the teacher about the test.

2) The researcher explained to the student‟s about the multiple choice

and short answer test.

3) The researcher distributed the test to the student‟s.

4) The researcher gave 30 minutes to answer the test.

5) The researcher collected the test from the student‟s.

b. The researcher conducted multiple choice and short answer question in

posttest, the researcher did the procedure as follows;

1) The researcher gave treatment to the student‟s using Look and Say

Method in three meetings.

2) In the first meeting, the researcher provided picture cards with

individual words written on them.

21

3) The researcher makes sure that every student can see the picture and

read the words in the cards.

4) The second meeting, the researcher provided picture cards with two

words written on them.

5) The researcher makes sure that every student can see the picture, read

the words, and understand the meaning in the cards.

6) The third meeting, the researcher provided picture cards with very

short sentence written on them.

7) The researcher makes sure that every student can see the picture, read

the sentence, and understand the meaning in the cards.

8) After three meetings of treatment by using Look and Say Method, the

researcher gave post-test to the students. The researcher used the same

kinds/types of test which is use in pre-test.

9) The researcher collected the test and compares the result.

F. Technique of Data Analysis

In collecting data, the data obtained through the multiple choices (pretest

and posttest). The researcher analyzed the data that have been collect from the

sample by use following techniques:

1. Converting students‟ score by using the following formula:

students‟ correct answer

Score = X 100

total of question

22

(Rosmala Sari, 2004)

2. Classifying the score of the students into the following criteria:

Table 3.1 the classifying of students score

3. N

o

Interval Score Classification

1 9.6 - 10.0 Excellent

2 8.6 - 9.5 Very Good

3 7.6 - 8.5 Good

4 6.6 - 7.5 Fairly Good

5 5.6 - 6.5 Fair

6 4.6 - 5.5 Poor

7 0 - 3.5 Very Poor

(Depdikbud, 2006)

4. The frequency and the rule percentage of the students score:

Where:

P : Percentage

F : Frequency

N : The total number of students

(Gay, 2012)

23

5. Converting mean score, the formula is:

∑

Where : Mean

∑ Sum all of scores

Number of students

Gay (1981 : 298 ).

6. The formulas use to finding out the students improvement:

Where:

P : The students improvement

X1 : The mean score of the pre-test

X2 : The mean score of the post-test

(Gay, 2012)

7. The formulas use in finding out the difference between students‟ score in pre-

test and post-test:

√∑ ∑

24

Where:

D : Mean score

∑D : The sum of all the scores

N : The total number of students

T : test of significance

(Gay, 2012)

8. The criteria used to accept or reject the hypothesis

Table 3.2 The Classifying of Testing

Testing Null Hypothesis Alternative Hypothesis

t-test > t-table Rejected Accepted

t-test < t-table Accepted Rejected

9. The Indicators of students successful in reading comprehension according to

Dechant (1982: 314), the good comprehended possesses the ability to:

a. Have an adequate meaning vocabulary.

b. Understand words in context and choose the meaning that fits the

context.

c. Be able to answer literal question about a passage.

25

CHAPTER IV

FINDINGS AND DISCUSSING

A. Findings

The findings of the research were based on the results of the data

analysis. The reading skill test consisted of pre-test and post-test. The pre-test

gave to find out the students reading skill in understanding text before being

taught look say method, and post-test gave to find out the whether or not there

is an improvement of students reading skill after giving the treatment. There

were the students score classification, the mean scores of the pre-test and

post-test, and the result of the difference between students pre-test and post-

test. These findings describe as follows.

1. The Students Score Classification

Table 4.1 rate percentage of students reading skill using Look Say Method

no classification Score frequency Percentage

Pre-test Post-test Pre-test Post-test

1 Excellent 9.6-10 0 0 0% 0%

2 Very good 8.6-9.5 0 0 0% 0%

3 Good 7.6-8.5 0 11 0% 44%

4 Fairly good 6.6-7.5 0 9 0% 36%

5 Fairly 5.6-6.5 2 5 8% 20%

6 Poor 3.6-5.5 15 0 60% 0%

26

7 Very poor 0-3.5 8 0 32% 0%

The data in table 4.1 above shows the frequency and percentage of

students reading skill before and after using Look Say Method. From the

table, it can be seen pre-test result that none of the students got “Excellent”,

“Very good”, “Good”, and “Fairly good”. There were 2 students (8%)

classified into “Fairly”, there were 15 students (60%) classified unto “Poor”

and there were 8 students (32%) classified into “Very poor”.

While for the post-test result, there still none of the students got

“Excellent” and “Very good”, but there were 11 students (44%) classified into

“Good”, also there were 9 students (36%) classified into “Fairly good”, and

there were 5 students (20%) classified into “Fairly”. And none of the students

got “Poor” and “Very poor”.

Based on the explanation above the score and the percentage of the

students reading skill achievement in understanding the text of the post-test

were better than the pre-test because in the rate percentage of the post-test was

higher than the percentage of the pre-test.

2. Students Mean Score and Standard Deviation

Table 4.2 mean score and standard deviation of using Look Say

Method

27

Types of test Mean score Standard

deviation

Pre-test

Post-test

41.2

72.4

5.5

5.17

Table 4.2 shows that the students mean score of pre-test before

treatment was 41.2, while the score of post-test after treatment was

72.4 and the standard deviation of pre-test was 5.5 while the standard

deviation of post-test was 5.17. It means that there was increase of

students reading skill after using Look Say Method.

3. Hypothesis Test

To prove whether the used of Look Say method is effective to enhance

students‟ reading skill and also to know the significant level of t-table the

researcher used t-test analysis on the level of significance 0.05 with the degree

of freedom (df) = N-1, where the N = number of subject (25 students) and the

value of t-table is 2.064.the result shows in the following table.

Table 4.3 The t-test Value of Students Reading Skill

Variable t-test t-table Comparison classification

Reading

Skill

28.8 2.064 t-test > t-table Significantly

different

28

The table above showed that the t-test value was higher than

the t-table value. It means that there was significant improvement in

students reading skill after being taught using look say method.

B. Discussion

At this stage, the result of the research on the use of look say method

to improve students reading skill at the eighth grade, by referring to the

research objective, are to explain the process of using look say method to

improve students reading skill at the eighth grade. The objectives of this

research are to find out whether or not the look say method effective to

improve students‟ reading skill at eighth grade in SMP Somba Opu. To reach

the objectives of the research, the researcher conducted some steps. The

researcher used test as instrument of the research to get the data. The steps to

collect the data there are pre-test, giving treatment in three meetings, and post-

test in the last meeting.

The description of previous section shows students reading skill is

increase, it was supported by the frequency, rate percentage and students

mean score before and after treatment using Look Say method. Based on the

finding above, students reading skill in terms of understanding the text is

significantly increase after getting the treatment by using Look Say Method.

After the test, the result showed that the mean score of pretest was

41.2 and the mean score of post-test was 72.4. It can be indicated that the

29

reading skill of the student in terms of understanding the text had been

increased after getting the treatment by using Look and Say method. Students'

reading achievement, this could also be seen from the presentation of the pre-

test and post-test results for the eighth grade students of SMP Somba Opu.

This finding was supported by two previous studies that used Look

and Say method in teaching reading. In the previous study, Budiana (2011)

stated that the used of Look Say method was effective to improve the

students‟ reading comprehension ability at the fourth grade students of SD

Negeri Kambangan 1. The research used Classroom Action Research that had

used two cycles. From other previous study Nurnianti (2012) also showed that

the use of Look and Say method also effective to improve students reading

ability for the fifth grade pupils of SDN Warung Bambu IV Karawang. This

research used experimental with quantitative approach.

While this research was conducted at the eighth grade and used a pre-

experimental research design. Budiana (2011) assumed that learning English by

using Look and Say technique was very enjoyable and lively technique for the

students to improve their reading skill. On the other hand, Nurnianti (2012)

stated that look and say technique is concerned having a good memory can be a

predictor for better reading performance in the future. That statement goes along

with the result of this research, which is after the students being given the

30

treatment using look say method their reading achievement was improved, and

they were enjoy the class.

According to Griggs (2000) to teach look and say method in the

school, the teacher shows the children the word and says it while ask the

students to see the picture. The students must repeat the word. This happens

several times with each word. Thus, Look and Say method is considered as a

highly successful method early childhood learning. Thus, the researcher

applied Look and Say method to teach reading in the junior high school. This

Look and Say method can be used effectively in the classroom to increase

reading achievement of students at junior high school.

Based on the findings, the result of post-test showed that Look and

Say method is very effective in teaching and learning reading process. (Nuttal,

2000:30) said that reading is also viewed as a highly effective means of

extending command of language. Therefore, it plays an important role in the

classroom where language is the main purpose. Knowing that reading is the

most important, it becomes a challenge for the English teacher to improve

students‟ motivation and students reading skill. According to Beare (2013),

reading is important part of learning English. It is important because students

always deal with the texts that they have to understand. In order to achieve an

understanding of reading, students should have the ability of reading

comprehension.

31

The look say method can be one of strategies that the teachers can use to

challenge their selves to improve students reading skill. As reported by

Children`s Books and Reading` blog (n.d), there are some advantages by

using look say method, among others are, a child can learn to recognize any

word using the look and say method and this teaching method is easy to grasp

for the parent or teacher as it is based on words. This statement is in line with

the researcher experienced because during the research, the researcher could

see some advantages of using Look and Say method for the students reading

achievement, there are; the students looked enjoy, interested and fun with the

method, and students also easily to understand the material about reading

because they are given many kinds of flash card with picture and words

collaborate with any games of Look and Say. By using all of them, the

students were enjoying to join the teaching learning process in the classroom.

So, the students reading skill in terms of understanding the text after being

taught by using Look and Say method was increased

32

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Look Say method is effective to increase students reading skill at the

eighth grade of SMP Somba Opu. It is proved by the result of means scores

pre-test and post-test of the students has increase. The mean scores in pre-test

was 41.2 after giving the treatment the mean scores in post-test of the students

has increase 72.4.

Based on students‟ response, they were interested during teaching and

learning process in using Look and Say method. It made the students enjoy to

study English especially in reading. It also helped the students more active

and enthusiastic to increase their ability in pronounce the words, so they

easier to read many kinds of texts. Therefore, Look and Say method was

effective to increase students‟ reading achievement and it was suggested to be

used in teaching reading, especially at the eighth grade students of SMP

Somba Opu.

B. Suggestion

Based on the result of the study using Look Say method is an effective

way to improve students reading skill. Thus, the researcher suggests the

following things.

33

It is suggested to the English teachers to use Look Say method as one

of method in teaching and learning process especially in reading class. Look

Say method gives a variation in teaching and learning process because it use

picture that makes students enthusiastic to learn English. Thus, it gave a

positive progress on the students‟ reading achievement.

It is suggested for the students to practice and learn more by using

look say not only in the class but also in their daily activity.

It is suggested for the next researcher that they conducted similar

researches for the sake of getting better results of the research.

34

BIBLIOGRAPHY

Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985).Becoming a nation of

readers: The report of the commission on reading. Washington, DC: National

Institute of Education and the Center for the Study of Reading.Arikunto,

Suharsini. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:

PT. Rineka Cipta.

Ary, Donald and friends. (2002). Introduction to research in education. USA:

Wadsworth Group.

Beare, K. (2014). Improve Reading Skiil. Online.

http://esl.about.com/od/englishreadingskills/a/readingskills.htm. Accessed 25

December 2020.

Budiana, Agnes Arum. (2011). The Use of Look and Say as a Technique in Teaching

to Elementary School Students (The Case of the Fourth Grade Students of SD

Negeri Kambangan 1, Tegal in the academic Year of 2010/2011).

Shttps://www.google.com/url?sa=t&source=web&rct=j&url=https://pdfs.sem

anticscholar.org/0944/854a90f3ef1d8fd5e178202e5a4152be882a.pdf&ved=2

ahUKEwiolL3VpO_oAhXO7XMBHTBcBdoQFjAGegQIARAB&usg=AOv

Vaw13YNPlIekrvB3OBHg66vmr. Accessed 14 April 2020.

Budiharso, Teguh. (2004). Prinsip dan Strategi Pengajaran Bahasa. Surabaya:

Lutfansyah Mediatama.

Carrel, N. (1983). A longitudinal study of effects of a kindergarten reading

programme. Digital Dissertations: In WikEd.

Choi, Y. H. & Spolsky, B. (2009). English Language Teacher Education in Asia.

Asia: eduKLC.

Children`s Books and Reading (n.d). Look and Say teaching Method.

http://www.childrens-books-and-reading.com/look-and-

say.html#:~:text=Advantages,the%20look%20and%20say%20method.

Accessed 14 April 2020.

http://esl.about.com/od/englishreadingskills/a/readingskills.htm

http://www.childrens-books-and-reading.com/look-and-say.html#:~:text=Advantages,the%20look%20and%20say%20method

http://www.childrens-books-and-reading.com/look-and-say.html#:~:text=Advantages,the%20look%20and%20say%20method

35

Cline, F., Johnstone, C., & King, T. (2006) Focus Group Reaction to Three Definition

of Reading (as Originally Developed in Support NARAP Goal 1).

Minneapolis, M.N.: National Accessible Reading Assessment Project.

Doman, G. (1989). How To teach your Baby to Read. Philadelphia: The Baby Press.

Edhitin, G. (2000). Developing Reading Skill for EFL Students. Jakarta: Departmen

Pendidikan dan Kebudayaan Indonesia.

Gay, L.R. (2006). Education Research: Competence for Analysis and Applications.

Fifth edition:ed. Colombus: Charles E. Meril Publushing Company

Griggs, Ingrid. (2000). Four Main Methods Learning to Read.

http://www.teachingtreasures.com.au/homeschool/readingmethods/lookandsa

y.html. Accessed 30 November 2019.

Harmer, Jeremy. (1998). How to Teach English; an introduction to the practice of

English language teaching. Malaysia: Addison Wesley Longman.

Iftanti, Erna. (2015). What Makes Efl Students Establish Good Reading Habits In

English. State Islamic Institute of Tulungagung (IAIN Tulungagung).

http://www.ijern.com/May-2015.php. Accessed 30 November 2019.

Krashen, S. D. and Terrell D. T. (2000). The Natural Approach: Language

Acquisition in the Classroom. Malaysia: Pearson Education.

Maulizan (2015) Teaching Reading Comprehension to EFL Junior High School

Students . English Education Journal.

http://www.jurnal.unsyiah.ac.id/EEJ/article/view/2580. Accessed 14 April

2020

Noviandari, N. (2017). The Effectiveness of Using “Look And Say Method” in

Teaching Reading to Increase Students’ Reading Achievement for the Fourth

Grade The Students of MI Baiturrahman Suwaluh Academic Year

2015/2016. State Islamic Institute of Tulungagung.

https://www.google.com/url?q=http://repo.iain-

tulungagung.ac.id/4640/&sa=U&ved=2ahUKEwiU-

http://www.teachingtreasures.com.au/homeschool/readingmethods/lookandsay.html

http://www.teachingtreasures.com.au/homeschool/readingmethods/lookandsay.html

http://www.ijern.com/May-2015.php.%20Accessed%2030%20November%202019

http://www.jurnal.unsyiah.ac.id/EEJ/article/view/2580.%20Accessed%2014%20April%202020

http://www.jurnal.unsyiah.ac.id/EEJ/article/view/2580.%20Accessed%2014%20April%202020

https://www.google.com/url?q=http://repo.iain-tulungagung.ac.id/4640/&sa=U&ved=2ahUKEwiU-Liei7qAhWF7XMBHW-pCewQFjAMegQIChAB&usg=AOvVaw1W2Ped5A5x_K7RAtH2twlI


36

Liei7qAhWF7XMBHW-

pCewQFjAMegQIChAB&usg=AOvVaw1W2Ped5A5x_K7RAtH2twlI.

Accessed 30 November 2019..

Nunan, David. (2003). Practical English Language Teaching. Singapore: The

McGraw Hill Companies.

Nurnianti, Siska. (2012). Teaching Reading Using Look and Say Technique at the

Fifth Grade Pupils of SDN Warung Bambu IV Karawang. Bandung:Sekolah

Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung.

Nuttal, C. (2000). Teaching Reading Skill in Foreign Language. Thailand: MacMilan

Publishers Limited.

Rivers and Temperly. (1978). „Seven Main Purposes for Reading. In et. al. Members

of the Newbury House ESL/EFL‟. Second Language & Learning. Canada:

Heinle & Heinle Publiser.

Rosmalasari. (2004). Imropoving Students’ Writing Ability of Smkn 1 Pinrang

Trhough Pararrel Writing Technique. FBS.UNM

Scott, A Wendy and Lisbeth H. Streberg. (2010). Teaching English to Children. New

York: longman.

Sitthiprom, P. (2012). „The development of English reading comprehension ability of

grade 11 students using metacognitive strategies‟. International Journal of

Social Science and Humanity, 2(6), 543.

Sulistiani, Endah. (2014). The Effectiveness of Using Mind Mapping Teachnique on

Student Achievement of Reading Narrative Text in the Second Grade Student

of MTS Negeri Bandung in Academic Year 2013/2014.

Warta madrasah. (2017). Definition of Reading.

http://www.wartamadrasahku.com/2017/05/definition-of-reading.html?m=1.

Accessed 30 November 2019.



37

www.uselearn.org. (n.d.). Reading to Learn English.

https://www.uselearn.org/reading-to-learn-english. Accessed 30 November

2019.

http://www.uselearn.org/

https://www.uselearn.org/reading-to-learn-english

38

APPENDIX A

THE LIST NAME OF THE STUDENTS

No Sample Code

1 AINUN ANSAR Std-1

2 ASRIYANTI YUNI Std-2

3 BAYU ANDIKA Std-3

4 FEBRIANA AWAK Std-4

5 IFANO Std-5

6 IRFAN Std-6

7 JULIANUS F ANDIKA Std-7

8 KASMAWATI Std-8

9 MELVIANA RAMADHANI BASIR Std-9

10 MUHAMMAD ALDIYANSYAH ANWAR Std-10

11 MUHAMMAD ALIEF DARMAWANGSYAH Std-11

12 MUHAMMAD NUR PRATAMA Std-12

13 MUH. REZA Std-13

14 MUH. RIAN Std-14

15 MUH. RUSLI Std-15

16 NURLIAH Std-16

17 NURUL AGUSTINA Std-17

18 RANDI Std-18

19 RASMAWATI Std-19

20 USMAN Std-20

21 NURHIKMAH Std-21

22 SELIA NURHIKMA AZIS Std-22

23 M. FAHRI ARIFIN PRATAMA Std-23

24 ARMANDO STEFANO ATABUI Std-24

25 RAHMAT ARIFIN Std-25

APPENDIX B

STUDENTS CLASSIFICATION IN PRE-TEST AND POST-TEST

No Students Code Pre-test Classification Post-test Classification

1 Std-1 40 Poor 80 Good

2 Std-2 40 Poor 70 Fairly good



5 Std-5 30 Very poor 70 Fairly good

6 Std-6 30 Very poor 60 Fairly




10 Std-10 40 Poor 60 Fairly













23 Std-23 60 Fairly 80 Good



APPENDIX C

THE ROW SCORE OF THE STUDENTS PRE-TEST AND POST-TEST

No Students code Pre-test

score ( )

Post-test

score ( )

( - ) ( -

1 Std-1 40 80 40 1600

2 Std-2 40 70 30 900

3 Std-3 50 70 20 400

4 Std-4 50 70 20 400

5 Std-5 30 70 40 1600

6 Std-6 30 60 30 900

7 Std-7 30 70 40 1600

8 Std-8 30 60 30 900

9 Std-9 60 70 10 100

10 Std-10 40 60 30 900

11 Std-11 30 60 30 900

12 Std-12 40 80 40 1600

13 Std-13 50 80 30 900

14 Std-14 30 70 30 900

15 Std-15 30 60 30 900

16 Std-16 40 80 40 1600

17 Std-17 40 80 40 1600

18 Std-18 50 80 30 900

19 Std-19 40 80 30 900

20 Std-20 50 80 30 900

21 Std-21 50 80 30 900

22 Std-22 30 60 30 900

23 Std-23 60 80 20 400

24 Std-24 50 80 30 900

25 Std-25 40 70 30 900

N = 25 ∑ = 1.030 ∑ = 1.810 ∑D = 770 ∑ = 24.400

MEAN 41.2 72.4 30.8 976

Calculating the Students Mean Score

- Pre-test mean score:

∑

= 41.2

- Post-test mean score:

∑

= 72.9

Calculating t-test value

∑D = 770

∑

N = 25

D = ∑

= 30.8

√∑

∑

=

√

=

√

=

√

=

√

=

√

=

t = 28.8

APPENDIX D

TABLE DISTRIBUTION OF T-VALUE

Level of Significance (D) = 0,05

Degree of Freedom (df) = N-1 = 25-1 = 24

df/α 0.9 0.5 0.3 0.2 0.1 0.05 0.02 0.01 0.001

1 0.158 1 2 3.078 6.314 12.706 31.821 64 637

2 0.142 0.816 1.386 1.886 2.92 4.303 6.965 10 31.598

3 0.137 0.765 1.25 1.638 2.353 3.182 4.541 5.841 12.929

4 0.134 0.741 1.19 1.533 2.132 2.776 3.747 4.604 8.61

5 0.132 0.727 1.156 1.476 2.015 2.571 3.365 4.032 6.869

6 0.131 0.718 1.134 1.44 1.943 2.447 3.143 3.707 5.959

7 0.13 0.711 1.119 1.415 1.895 2.365 2.998 3.499 5.408

8 0.13 0.706 1.108 1.397 1.86 2.306 2.896 3.355 5.041

9 0.129 0.703 1.1 1.383 1.833 2.263 2.821 3.25 4.781

10 0.129 0.7 1.093 1.372 1.812 2.228 2.764 3.169 4.587

11 0.129 0.697 1.088 1.363 1.796 2.201 2.718 3.106 4.437

12 0.128 0.695 1.083 1.356 1.782 2.179 2.681 3.055 4.318

13 0.128 0.694 1.079 1.35 1.771 2.16 2.65 3.012 4.221

14 0.128 0.692 1.076 1.345 1.761 2.145 2.624 2.977 4.14

15 0.128 0.691 1.074 1.341 1.753 2.131 2.602 2.947 4.073

16 0.128 0.69 1.071 1.337 1.746 2.12 2.583 2.921 4.015

17 0.128 0.689 1.069 1.333 1.74 2.11 2.567 2.898 3.965

18 0.127 0.688 1.067 1.33 1.734 2.101 2.552 2.878 3.922

19 0.127 688 1.066 1.328 1.729 2.093 2.539 2.861 3.883

20 0.127 0.687 1.064 1.325 1.725 2.086 2.528 2.845 3.85

21 0.127 0.686 1.063 1.323 1.721 2.08 2.518 2.831 3.819

22 0.127 0.686 1.061 1.321 1.717 2.074 2.508 2.819 3.792

23 0.127 0.685 1.06 1.319 1.714 2.069 2.5 2.807 3.767

24 0.127 0.685 1.059 1.318 1.711 2.064 2.492 2.797 3.745

25 0.127 0.684 1.058 1.316 1.708 2.06 2.485 2.787 3.725

26 0.127 0.684 1.058 1.315 1.706 2.056 2.479 2.779 3.707

27 0.137 0.684 1.057 1.314 1.703 2.052 2.473 2.771 3.69

28 0.127 0.683 1.056 1.313 1.701 2.048 2.467 2.763 3.674

29 0.127 0.683 1.055 1.311 1.699 2.045 2.462 2.756 3.649

30 0.127 0.683 1.055 1.31 1.697 2.042 2.457 2.75 3.656

40 0.126 0.681 1.05 1.303 1.684 2.021 2.423 2.704 3.551

80 0.126 0.679 1.046 1.296 1.671 2 2.39 2.66 3.46

120 0.126 0.677 1.041 1.289 1.658 1.98 2.358 2.617 3.373

Infini 0.126 0.674 1.036 1.282 1.645 1.96 2.326 2.576 3.291

APPENDIX E

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Somba Opu

Mata Pelajaran : Bahasa Inggris

Kelas : VII

Mata Pelajaran : Descriptive text

Alokasi Waktu : 6 × 30 menit (3 pertemuan)

Kompetensi Inti

KI.1 dan KI.2 :

Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak

langsung (indirect teaching) melalui keteladanan, terkait jujur, tanggungjawab,

disiplin, dan santun melalui proses pembelajaran Pengetahuan dan Keterampilan.

Selanjutnya guru melalukan penilaian sikap tersebut sepanjang proses pembelajaran

berlangsung, dan berfungsi sebagai pertimbangan guru dalam mengembangkan

karakter peserta didik lebih lanjut.

KI.3 :

Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,

prosedural dan metakognitif berdasarkan rasa ingintahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena

dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI.4 :

Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri serta efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah

keilmuan.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator

3.8 Membedakan fungsi sosial,

struktur teks dan unsur kebahasaan

beberapa teks descriptive secara

lisan dan tulis terkait informasi

tentang benda-benda yang ada

disekitarnya sesuai dengan konteks

penggunaannya.

3.8.1 Menemukan fungsi sosial, struktur

teks dan unsur kebahasaan beberapa teks

descriptive secara lisan dan tulis terkait

informasi tentang benda-benda yang ada


penggunaannya.

3.8.2 Mengidentifikasifungsi sosial,


beberapa teks descriptive lisan dan tulis

terkait informasi tentang benda-benda yang

ada disekitarnya sesuai dengan konteks

penggunaannya.

3.8.3 Membedakanfungsi sosial, struktur

teks dan unsur kebahasaan beberapa teks

descripsi lisan dan tulis terkait informasi

tentang benda-benda yang ada disekitarnya

sesuai dengan konteks penggunaannya.

4. 8 Teks descriptive

4.8.1 Menangkap makna secara

konstekstual terkait fungsi sosial,


teks descriptive secara lisan dan

4.8.1.1 Menyimpulkan informasi secara

konstekstual terkait fungsi sosial, struktur

teks dan unsur kebahasaan teks descriptive

secara lisan dan tulis terkait informasi

tentang benda-benda yang ada disekitarnya

tulis, terkait informasi tentang

benda-benda yang ada disekitarnya

sesuai dengan konteks

penggunaannya.

sesuai dengan konteks penggunaannya.

4.8.2 Menyusun teks descriptive

lisan dan tulis, terkait informasi

tentang benda-benda yang ada


penggunaannya.dengan

memperhatikan fungsi social,

struktur teks, dan unsur kebahasaan

secara benar dan sesuai konteks.

4.8.2.1 Menulis teks descriptive lisan dan

tulis terkait terkait informasi tentang

benda-benda yang ada disekitarnya sesuai

dengan konteks penggunaannya.

4.8.2.2 Menyusun teks descriptive lisan

dan tulis, terkait informasi tentang benda-

benda yang ada disekitarnya sesuai dengan

konteks penggunaannya dengan

memperhatikan fungsi social, struktur teks,

dan unsur kebahasaan secara benar dan

sesuai konteks.

C. Materi Pembelajaran

Fungsi sosial

Menjelaskan, Mencontohkan, Menerapkan teks descriptive terkait informasi

tentang benda-benda yang ada disekitarnya sesuai dengan konteks

penggunaannya.

Struktur teks

Struktur teks report mencakup

1. Informasi umum

2. Informasi khusus

Unsur kebahasaan

1. Kata dan Bahasa yang dapat dipahami.

2. Penggunaan tenses yang tepat.

D. Tujuan Pembelajaran

1. Siswa dapat menyebutkan terkait informasi tentang benda-benda yang

ada disekitarnya yang didapat dari teks

2. Siswa dapat menemukan beberapa kosa kata baru di dalam teks

3. Siswa dapat menyebutkan arti dari kosa kata baru yang didapat dari

teks

4. Siswa dapat memahami keseluruhan isi teks

E. Metode Pembelajaran

Look and Say

F. Media/alat/bahan/sumber belajar :

Teks descriptive, spidol, flashcard

G. Kegiatan Pembelajaran

Pertemuan Ke- 1

Pendahuluan (5 menit)

1. Menyiapkan peserta didik untuk mengikuti proses pembelajaran

seperti berdoa, absensi, menyiapkan buku pelajaran.

2. Memotivasi peserta didik dengan cara melakukan ice breaking untuk

menyemangati kelas

3. Menjelaskan tujuan pembelajaran atau kegiatan yang akan siswa

lakukan untuk mencapai tujuan tersebut.

Kegiatan Inti (50 menit)

a) Kegiatan Literasi

Guru memberikan teks deskripsi pendek kepada peserta didik dan

mengarahkan pesertadidik untuk membaca dan memahami isi dari

teks tersebut.

b) Critical thinking

Guru memberikan kesempatan untuk mengidentifikasi sebanyak

mungkin kata yang sulit menurut peserta didik.

c) Collaboration

Setelah membaca dan mengidentifikasi kata yang sulit pada teks

deskripsi, peserta didik bersama teman sebangku diarahkan untuk

mengelompokkan kata yang sulit dan kata yang mudah dan

menuliskannya di buku tulis masing-masing.

d) Communication

Peserta didik membacakan hasil diskusi mereka.

Guru menuliskan di papan tulis yang dibacakan oleh peserta didik.

Guru menuliskan arti dari setiap kata yang telah di sebutkan oleh

peserta didik, sambil sesekali bertanya apakah ada diantara peserta

didik yang mengetahui arti dari kata tersebut.

Guru memperlihatkan gambar (flashcard) dari kata yang telah

dituliskan di papan tulis (guru sebelumnya sudah menyiapkan

gambar dari setiap kata pada teks yang mungkin tidak diketahui

oleh peserta didik).

Peserta didik membaca dengan lantang setiap kata beserta artinya

sambil meliahat gambar yang dipegan oleh guru.

Peseta didik diarahan untuk menuliskan dan mempelajari di rumah

masing-masing semua kata beserta artinya yang telah didiskusikan

bersama.

e) Creativity

Guru dan peserta didik membuat kesimpulan tentang hal-hal yang

telah dipelajari terkait kata benda yang ada disekitarnya beserta

artinya yang telah dipresentasikan. Peserta didik kemudian diberi

kesempatan untuk menanyakan kembali hal-hal yang belum

dipahami

Kegiatan Penutup (5 menit)

1. Peserta didik membuat rangkuman/simpulan pelajaran tentang point-

point penting yang muncul dalam kegiatan pembelajaran yang baru

dilakukan.

2. Guru membuat rangkuman/simpulan pelajaran tentang point-point

penting yang muncul dalam kegiatan pembelajaran yang baru

dilakukan.

Pertemuan Ke- 2





menyemangati kelas





Guru memperlihatkan gambar benda-benda pada teks yang

diberikan pada pertemuan sebelumnya, dan menuliskan nama

benda benda tersebut pada papan tulis.


Guru memberikan kesempatan pada peserta didik untuk menebak

nama benda pada gambar yang diperlihatkan.

c) Collaboration

Setelah mengamati dan menebak nama-nama benda yang

diperlihatkan, peserta didik secara berpasangan menghafal nama-

nama benda beserta artinya sesuai gambar pada flashcard yang

diperlihatkan oleh guru.

d) Communication

Guru mengarahkan siswa agar fokus kepada gambar di flashcard

yang diperlihatkan oleh guru sekali lagi.

Guru meminta salah satu siswa agar maju ke depan untuk memulai

permainan.

Guru membagi siswa yang lain agar berpasangan.

Guru menjelaskan peraturan dan langkah-langkah dari permainan

serta memberikan contoh jika diperlukan.

Guru meminta siswa di depan untuk berbalik ke papan tulis dan

menutup mata.

Guru memerlihatkan salah satu gambar benda ke kelas dan

memberikan waktu kepada siswa untuk berdiskusi dengan

pasangan mereka selama 25 detik.

Guru menutup gambar dan meminta siswa di depan untuk

menghadap ke kelas.

Guru meminta setiap pasangan untuk memberikan kata kunci

mereka.

Guru meminta siswa di depan untuk menebak


Peserta didik membuat rangkuman/simpulan pelajaran tentang point-


dilakukan.

Guru membuat rangkuman/simpulan pelajaran tentang point-point


dilakukan.

Pertemuan Ke- 3





menyemangati kelas





Guru memasang flashcards di papan tulis agar peserta didik dapat

melihat, mengamati, membaca dan mengingat gambar serta kata

yang terdapat pada flashcards tersebut.


Guru memberikan kesempatan untuk mengidentifikasi sebanyak

mungkin kata dan gambar pada flashcards yang belum dipahami.

c) Collaboration

Setelah mengamati kata dan gambar pada flashcards, guru

memberikan games pada peserta didik. Dimana peserta didik akan

dibagi ke dalam beberapa kelompok, tiap kelompok akan berisi 3-4

orang.

Dimana seorang dari tiap kelompok akan diberikan kartu berisi

sebuah kata, kemudian mereka harus menjelaskan kata tersebut.

Pemain tersebut tidak boleh berbicara, membuat gerakan, atau

simbol lainnya untuk memberitahu pemain lain.

Peserta didik hanya boleh memberi petunjuk dengan cara membuat

gambar, kemudian pemain lain berusaha menebak kata yang

dimaksud melalui gambar tersebut.

Kata yang diberikan berkaitan dengan flashcards yang sebelumnya

diperlihatkan oleh guru.

d) Communication

Peserta didik mempresentasikan kembali kata dan kalimat

menggunakan flashcard yang suudah disediakan oleh guru.

e) Creativity

Guru dan peserta didik membuat kesimpulan tentang hal-hal yang

telah dipelajari terkait kata dan kalimat yang dipresentasikan.

Peserta didik kemudian diberi kesempatan untuk menanyakan

kembali hal-hal yang belum dipahami


Peserta didik membuat rangkuman/simpulan pelajaran tentang point-


dilakukan.

Guru membuat rangkuman/simpulan pelajaran tentang point-point


dilakukan.

APPENDIX F

INSTRUMENT

Pre-test

A. Read the following text and answer question 1 to 5.

My is classroom is very big. There are twenty classroom

and forty chairs for students. The teacher‟s table is in front

of the classroom. The teacher sit behind the table. Behind

her is the whiteboard. Beside the whiteboard is a map of

Indonesian archipelago. Under the map, there is a bookshelf. There are two windows

in the room. Between the windows a picture of Prambanan temple. I like my

classroom very much.

1. “My classroom is very big “. Synonym of the underlined word….

a. Large c. Fat b. Great d. Clean

2. How is the writer‟s classroom ?

a. It is very big

b. It is very clean

c. It is in front of the school

d. It has forty chairs for students

3. Where does the teacher sit ?

a. In front of the classroom.

b. Behind the whiteboard.

c. Behind the table.

d. Behind the white board

4. Where is the whiteboard?

a. Behind the table.

b. Beside the teacher.

c. Behind the wall

d. Behind the teacher.

5. Does the writer like his class very much ?

a. No, it is not.

b. No, it does not.

c. Yes, she is.

d. Yes, I am

B. Reading the following text carefully and fill in the blanks using

words from the box below!

If you are thinking of_________ at a university overseas, or getting a job at an

international company when you leave school, you might have to have an________

with someone in English. If you have an interview in English, how will do you think

you will do?

People are often_________ in interview. Always use the simplest an clearest

English you know. An interviewer will be more impressed with someone who uses

simple clear English well and with_________, than with someone who uses more

complicated language with less confidence. As someone once said, „always_______

with KISS!‟. Here, „KISS‟ means „keep it short and simple‟

studying interview nervous confidence speak

speak

Post-test

A. Read the following text and answer question 1 to 5.

My Neighbor

Mr. and Mrs. Harry are my neighbors. They have two children, a son and a

daughter. Their names are Sigit and Nuri. Mr. Harry is a lecturer in a state

university in our town. Mrs. Harry is a house wife. She likes cooking many

kinds of food. She often invites me to cook together in her kitchen. Mr.

Harry‟s family has some pets. There are some birds, a cat and two rabbits. I

sometimes feed them. I like going there because they are kind and friendly.

They always show good attitude to everyone.

1. Does Harry‟s family live far from the writer‟s house ?

a. Yes, they do

b. No, they don‟t

c. Yes, it does

d. No, it doesn‟t

2. Where does Mr. Harry work ? He works in a . . .

a. University

b. school

c. kitchen

d. company

3. I sometimes feed them. Feed means . . .

a. ask food to somebody /something

b. give food to somebody/something

c. eat food with somebody

d. take food from somebody

4. She often invites me to cook together in her kitchen. The wood “me”

refers to . . .

a. the teacher

b. the writer

c. Nuri

d. Mr Harry

5. The chairs are very comfortable. We want to buy . . .

a. them

b. they

c. its

d. it

B. Reading the following text carefully and fill in the blanks using words

from the box below!

14 year computer illegally music downloaded

The Daily News

The mother of a ________ old high school student in America has just been

given a bill for $22.500.000 for the 150 songs that her child has _______ downloaded

from the internet. The law allows the _______ industry to charge people $150.000 for

each song that they have _______. A letter with the bill told the mother if all the

songs are deleted from the _______, she will only have to pay $15.000.

A short descriptive text (materi pertemuan ke- 1 dan ke- 2)

My Classroom

I learn in 7b class. It is a class with size about 20 m2 with white paint that covered all

the walls. In my classroom there are about 35 tables and chairs arranged well. In front

of tables and chairs, there is a large Whiteboards. Above the whiteboard, there is pair

of photos of President of republic Indonesia and Pancasila symbol. Besides the

photos of president, there are also so many heroes‟ pictures who stuck to the wall of

my classroom. At the corner of my classroom, there is a cabinet used to store

janitorial tools such as brooms, feather duster, and others. Right next to the cabinet,

there is a teacher‟s desk which is covered with blue tablecloth. On the teacher‟s desk,

there is a beautiful flower vase and a pile of books that ordered well.

APPENDIX G

FLASHCARDS

SON

(ANAK LAKI-LAKI)

DAUGHTER

(ANAK PEREMPUAN)

LECTURER

(DOSEN)

DAUGHTER

(ANAK PEREMPUAN)

LAW

(HUKUM)

TOWN

(KOTA)

NEIGHBOR

(TETANGGA)

A LETTER

(SURAT)

FEED

(MEMBERI MAKAN)

TWO CHILDRENS

(DUA ANAK)

TWO RABBITS

(DUA KELINCI)

PILE OF BOOKS

(TUMPUKAN BUKU)

FLOWER VASE

(POT BUNGA)

BROOMS

(SAPU)

TEACHERS` TABLE

(MEJA GURU)

TABLECLOTH

(TAPLAK MEJA)

FEATHER DUSTER

(PEMBERSIH DEBU)

CABINET

(LEMARI)

WHITEBOARD

(PAPAN TULIS PUTIH)

WALLS

(TEMBOK)

TABLES AND CHAIRS

(MEJA DAN KURSI)

APPENDIX G

DOCUMENTATION

A. Pre-test

WHITE PAINT

(CAT PUTIH)

B. Treatment

C. Post-test

CURRICULUM VITAE

NILAM CAHYA was born on April 14, 1998 in Makassar. she is the first and

the only child from the marriage partner Drs. Sultan and Warda. She started her

education as an elementary school at SD INPRES Tello Baru I in 2004 and

graduated in 2010. In the same year she registered as a student at SMPN 23

Makassar and graduated in 2013. She continued her education in senior high

school at MAN 2 Makassar and graduated in 2016. Furthermore, the researcher

continued her study at English Department of Muhammadiyah University of

Makassar.

And at the end of her study, she could finish her thesis entitle “The Use of

Look Say Method to Improve Students Reading Skill at the Eighth Grade”

The author,Ummi Khaerati Syam, S.Pd., M.Pd. from English Education Department of Teacher

Training and Education Faculty at Universitas Muhammadiyah Makassar.

The author,Eka Prabawati Rum, S.Pd., M.Pd. from English Education Department of Teacher

Training and Education Faculty at Universitas Muhammadiyah Makassar.

Documents

THE USE OF LOOK SAY METHOD TO IMPROVE STUDENTS …