CHAPTER I

INTRODUCTION

This chapter describes (1) background, (2)

problems, (3) objectives of the study, and (4)

significance of the study.

1. Background

In this globalization era, English has been very

important language. English becomes second language or

foreign language in many countries. For this reason,

Indonesia included English as a compulsory subject at

the Junior and Senior High School. In teaching English,

sometimes we found the problem. It caused students

could not understand enough what teacher said. First,

it is because they did not have enough vocabulary.

Therefore, they got difficulties to understand and to

give responses. Second, sometimes teacher did not have

creative way of teaching English to improve students’

skill. Students only have acknowledgment from text

book. In case, they did not have knowledge to make

sentence which has same meaning in any ways. According

to Eda English teacher in MTS N 1 Palembang, the

seventh grade students in MTS N 1 Palembang have

problem in learning English because English is a

foreign language in Indonesia and the students’ lack in

English vocabularies, and make them have a problem when

1

they learn English. Sometimes it is hard for the

student to understand what the story means. Moreover,

when the teacher asked the student about the story that

need their ability to think little bit such as how if

they were as a main character, their opinion about the

story or what they got from the story almost all of the

student will silent and wait the teacher’s answer.

Based on the problem faced by students in learning

English, the writers try to give solution to improve

students’ skill in understanding and making sentence by

reading comprehension with contrast charts. Reading

comprehension is a multi-dimensional process that

includes the reader, the text, and factors associated

with the activity of reading (Orly and Linda, 2012).

Reading comprehension is a good way of teaching to

improve English skill because it has many activities

that can make the students really understand about the

text given.

According to Ruth and Hallie Yopp, contrast charts

may also be used to facilitate students’ thinking about

ideas prior to encountering them in story (1992:31).

These charts may also be used during reading as a means

for recording contrasting ideas or information in a

selection as it is read.” It means that contrast charts

is the right way to improve students’ skill in

2

understanding and making sentence because to make a

contrast chart students have to read many times.

In this study the writers applied contrast charts

to improve students’ reading comprehension. The writers

are interested in doing a research with title IMROVING

READING COMPREHENSION ACHIVEMENT BY USING CONTRAST

CHARTS FOR SEVENTH GRADE STUDENTS OF MTS N 1 PALEMBANG.

2. Problems of the Study

The problems of the study are formulated in the

following questions:

1) Is there any significant difference in reading

comprehension achievement of the seventh grade

students of MTS N 1 Palembang before and after

being taught using contrast chart?

2) Does contrast chart increase the students’

learning motivation?

3. Objectives of the Study

On the basis on the problems mentioned above, the

objectives of this study is to find out there is any

significant difference in reading comprehension

achievement of the seventh grade students of MTS N 1

Palembang before and after being taught using

contrast chart and to determine whether contrast

chart increase the students’ learning motivation.

3

4. Significance of the Study

1) The students especially the seventh grade

students of MTS N 1 Palembang which can improve

their English skill

2) English teachers in MTS N 1 Palembang to enrich

variety of teaching method especially in

reading comprehension

3) MTS N 1 Palembang to have students who have

good skill to increase student’s achievement in

English.

4

CHAPTER II

LITERATURE REVIEW

In this section, (1) the importance of reading

comprehension (2) concept of contrast charts, (3)

learning motivation, (4) collaborative learning, (5)

previous related study, and (6) hypotheses were

described.

2.1 The Importance of Reading Comprehension

In learning a language, especially English student

must be able to master the four language skills;

listening, speaking, reading, and writing. These four

language skills are closely related and mutually

reinforce each other. Students can be said

successfully in learning English if student can hear,

speak, read, and write in that language. These four

language skill is unity. Even the fourth can be

studied in separately. Students can learn listening

skills to enhance the skills of the third other. We

also can learn the skills of reading to improve skills

of listening, speaking, and writing. There are many

advantages that can be obtained if students learn the

skill of reading. By reading, students can interact

with the thoughts and feelings, relax, get

information, and improve our knowledge. Reading can

5

also help us to learn the experiences from others.

Students can find a variety of major events in the

culture of a nation. We can also follow developments

in science and cutting-edge technology in the world.

Moreover, reading is essential role in education.

People say that reading is the heart of education.

Reading can enrich students with a lot of vocabulary,

phrases, expressions, and terms that are very useful

in developing other language skills (listening,

speaking, writing).

According to St. Slamet Y. (2007), there are eight

functions to read. Read function include: intellectual

function, the function of trigger creativity,

practical function, recreational function, informative

function, a religious function, social function and

quiet killer function. By mastering the skills of

reading we can exploit the capabilities of other

skills in English. Thus, we increase English skills.

Moreover, with good reading skills will enable us to

study other disciplines. One of reading skill that we

have to have is reading comprehension. Reading

comprehension is an ability that must be had by person

to obtain information from written text.

Based on the importance of reading comprehension

above, whether Indonesian students have problem in

6

reading. According to Pisa 2012, Indonesia ranked at

64 from 65 countries participated in the three-year

cycle test. In reading Indonesia got score 396. The

fact that Indonesia still poor in reading is a bad

record for Indonesian people. The factor that caused

of this bad record is there are many student in

indonesia still difficult to understand about reading

comprehension. The seventh grade student in MTS N 1

Palembang although most of them lack in vocabulary

actually there are some of them little bit know any

vocabularies and know how to translate English to

Indonesia, but they still less to understand in

reading comprehension. The fact that Indonesia is not

good in reading achievement had shown that reading

comprehension is really need to Indonesian students.

2.2 Concept of Contrast Charts

Reading comprehension is a multi-dimensional

process that includes the reader, the text, and

factors associated with the activity of reading (Orly

and Linda, 2012). Reading comprehension is a good way

of teaching to improve English skill because it has

many activities that can make the students really

understand about the text given. Reading comprehension

is very important because the reader not only read the

book but get many information, so that’s why the

7

reader not only read without know or understanding

about what they have read. This inspiring the writers

to use contrast charts in order to improve students’

skill in reading comprehension.

According to Ruth and Hallie Yopp, contrast charts

may also be used to facilitate students’ thinking

about ideas prior to encountering them in story

(1992:31). These charts also can be used during

reading as a means for recording contrasting ideas or

information in a selection as it is read.” In other

way using contrast chart it will make the student to

read carefully and understand about the story very

well so, they can make sentence in contrast chart and

know about difference idea using that method. So

that’s why the writers are interested in using

contrast chart in reading comprehension to improve

student’s ability in understanding and making

sentence.

The purpose of using contrast charts is to attract

the students to read the text given so they can really

understand what the text mean is. Considering with the

problem and the purpose, the writers are interested in

using contrast charts in reading comprehension to

improve students’ ability in understanding and making

sentence.

8

2.3 Concept of Learning Motivation

Student motivation naturally has to do with

students' desire to participate in the learning

process. But it also concerns the reasons or goals

that underlie their involvement or noninvolvement in

academic activities. Although students may be equally

motivated to perform a task, the sources of their

motivation may differ.

A student who is INTRINSICALLY motivated

undertakes an activity "for its own sake, for the

enjoyment it provides, the learning it permits, or the

feelings of accomplishment it evokes" (Mark Lepper,

1988). An EXTRINSICALLY motivated student performs "IN

ORDER TO obtain some reward or avoid some punishment

external to the activity itself," such as grades,

stickers, or teacher approval (Lepper).

It is very important for the writers to get the

student’s interesting in writer’s materials, because

student’s interesting can show if the writer’s

materials is appropriate or accepted for them or not.

Student motivation is really needed to know, it can be

seen by student’s expression or attitude that they

have showed when the material has given to them.

9

In MTs N 1 Palembang the writers used material

about method of contrast chart in reading

comprehension. Therefore, the writers want to know

whether this method can help the student to improve the

students’s skill reading comprehension. And then to

know whether contrast can increase the learning

motivation of seventh grade students of MTS N 1

Palembang.

2.4 Concept of Collaborative Learning

Collaborative learning is an instructional method

in which students’ team together on an assignment. In

this method, students can produce the individual parts

of a larger assignment individually and then “assemble”

the final work together, as a team. Whether for a

semester-long project with several outcomes or a single

question during class, collaborative learning can vary

greatly in scope and objectives. Cooperative learning,

sometimes confused with collaborative learning,

describes a method where students work together in

small groups on a structured activity. Students are

individually accountable for their work but also for

the work of the group as a whole, and both products are

assessed. (http://

10

www.ion.illinois.edu/resources/tutorials/pedagogy/instr

uctionalstrategies.asp).

Collaborative skills are important in many work

and social contexts. The purpose of collaborative

learning in schools is to give learners an avenue where

they learn the skills of active listening, positive

conflict resolution and awareness/acceptance of other’s

views. For ESL learners, collaborative learning

provides a means of support from peers, with shared

effort and ownership of learning outputs. Risk taking

and participation by the ESL learner is thus encouraged

as the focus is taken away from the individual. “The

Collaborative Learner domain enables students to become

effective communicators and group members.”

(http://www.education.nt.gov.au/__data/assets/pdf_file/

0015/5244/esl_fundamentals.pdf)

2.5 Related Previous Study

Improving reading comprehension achievement by using

contrast chart was nearly same with “knowledge chart”,

method that Ogle developed at 1986. Knowledge chart is

an activity that helps students access their background

knowledge and then identify their new knowledge on a

given subject. Ogle (1986:567) says that knowledge

chart help students recognize the “priority of their

personal desire to learn over simply taking in what the

11

author has chosen to include.” In addition, knowledge

chart is not only one that was nearly same with

contrast charts. Another study which used method that

was nearly same with contrast chart is “literary report

card”. Literary report card was suggested by Johnson

and Louis (1987) to give students the opportunity to

grades to characters in a reading selection. Besides

that, it provides children with an entertaining vehicle

for analysis of characters.

Like what have explained in the first, in this

study, the writers used contrast charts in improving

reading comprehension’s achievement at MTS N 1

Palembang. There were several differences among

contrast chart, knowledge chart and literary report

card. If knowledge chart and literary report card only

focused on one thing either characters or theme,

contrast chart in other side did not focus on one

things. Contrast chart can explain about settings,

plots, other related things, or both characters and

theme. By using contrast chart the writers were

expected the students can learn in many aspects and of

course improve students’ skill in reading

comprehension.

2.6 Hypotheses

12

H0 : There is no achievement when taught

reading comprehension by

using contrast chart to the seventh grade

students at MTS N 1

Palembang.

H1 : There is significant achievement when

taught reading

comprehension by using contrast chart to

the seven grade

students at MTS N 1 Palembang.

H0 : Contrast chart did not increase the

students’ learning motivation.

HI : Contrast chart increased the students’

learning motivation.

13

CHAPTER III

METHODOLOGY

This chapter presents (1) the method of research,

(2) the variables, (3) the population and samples, (4)

the technique for collecting data, (5) the technique

for analyzing data.

3.1 Method of Research

In this study the writers used pre experimental

design. Dealing with pre experimental design Hatch and

Farhady said (1982: 19) pre experimental is not really

considered model experiments because they do not

account for extraneous variables which may have

influenced the result.

There are three common designed (used

unfortunately all too often) which do not qualify as

legitimate experimental designs because they do not

control adequately against the sources of internal

invalidity.

One-group-pretest-posttest-design

O1 x O 2

O1: Pre test of experimental group

O2: Post test of experimental group

14

X : Treatment

3.2 Variables

According to Hatch and Farhady (1982:12) a

variable can be defined as an attribute of a person or

of an object which “varies” from person to person or

from abject to object. There are two variables to be

involved in this study, the dependent variable and

independent variable. The independent variable is the

major variable to be investigated. It is variable that

will be selected, manipulated, and measured by the

writer. On the other hand the independent variable is

what the writer observes and measure to determine the

influence of independent variable of this research. The

dependent variable of this research was the students’

achievement in reading comprehension by using contrast

chart. On the other hand, the independent variable was

the significant achievement of using contrast chart in

improving reading comprehension at MTS N 1 Palembang.

3.3 Population and Samples

3.3.1 Population

Fraenkel and Wallen said that the larger group to

which one hopes to apply the result is called the

population (1990:67). Another definition, Sugiono

15

(2011:61) said that “populasi adalah wilayah yang terdiri

atas:obyek/subyek yang mempunyai kualitas dan karakteristik tertentu

yang diterapkan oleh peneliti untuk dipelajari dan kemudian ditarik

kesimpulannya”. Population is a large group which

subject or object has characteristics to study and get

summary by the researcher.

The population of this research was seventh grade

students at MTS N 1 Palembang in the academic 2014-

2015, with a total of the students are 283 students.

TABLE 1The Population of the Study

NO CLASS TOTAL1. VII A 422. VII B 413. VII C 404. VII D 405. VII E 406. VII F 407. VII G 40

3.3.2 Samples

Sample in a research study referred to any group

on which information was obtained. In this study, the

writers choose A class of seventh grade students of MTS

N 1 Palembang. According to Fraenkel and Wallen

(1990:67), a sample in research study refers to any

16

group on which information is obtained. Total of the

population of this study is 283 students. If the

writers use all the population for this study it will

not possible. In this study, the writers will use

sample to help the writers to get the data because to

use all of the population will be hard for the writers.

Arikunto claimed that if the population less than 100,

the researcher could get 10%, 15% or 30% from all the

population, and the writers took 15% all of the

population as the sample. It means there were 42

students took as the sample.

TABLE II

The Sample of Seventh Grade Students at MTS N 1

Palembang

ClassNumber of Students

TotalMale Female

VII.

A

20 22 42

3.4 Technique for Collecting Data

To collect the data needed, the writers used

questionnaires and tests.

3.4.1 Questionnaires

17

Questionnaires were used in this study.

Questionnaires is used to facilitate students’ thinking

about their own attitudes and experiences related to

selected issues, not to elicit “correct” responses. The

writers gave two questionnaires to students, before and

after reading activities. The first questionnaire was

given to know the students’ opinion about reading and

contrast chart and the students’ problem on reading.

The second questionnaire was given to determine whether

contrast chart increase students’ motivation and

whether contrast chart solve students’ problem in

reading.

3.4.2 Test

The tests were used in this study; Tarigan

(1993:157) explain that test is a procedure that used

to collect data to know the ability and the knowledge

of the subject of the research in their lesson. There

were many kinds of test such as the multiple choice,

short answer, essay, matching question, and true-false

questions. The writers used short answer questions

because that was the most reliable way in getting some

information.

The test was given twice. It was given before

(pretest) and after (posttest) treatment. In pretest

sand posttest, the students had eight questions to be

18

answered. The writers used the same question for

pretest and posttest to know the students’ ability in

reading comprehension after being taught by using

contrast chart.

a) Pretest

Pretest was given before teaching reading. Pretest

is used to know the student’s ability to use this

method. Similar with Walter Dick, et.al (2005:147), the

pretest is administered to learners before they begin

instruction to determine whether they have previously

mastered some or all of the skills that are to be

included in the instruction.

b) Posttest

Posttest was given after the writers gave the

treatment in teaching reading. The result of posttest

was compared with the result of pretest, in order to

know the effectiveness of contrast chart to improve the

students’ ability in reading comprehension.

3.4.3 Validity

The validity refers to extent of the measurement

that can be measurement by a research instrument

(test). Best (1993:197) says that in general, a test is

valid to extent it measure what claims to measure.

There are three types of validity; content validity,

19

criterion related validity and construct validity, but

primary concern for the class achievement testing is

content validity.

Best (1993:197) describes the concept of content

validity as follows: Content validity refers to the

degree to which the best actually measure, or is

specially related to, the traits for which it was

designed. It shows adequately the best samples of the

university knowledge, attitudes, and skills that a

student is expected to master. Content validity is upon

careful examination of course textbooks, syllables,

etc.

Validity was the most important idea to consider

when preparing or selecting an instrument for use.

Content validity was concerned with was goes into the

test. Thus, the degree of content validity in a

classroom test relates to show how well the test

measures that content studied and the behavior that the

test requires.

TABLE III

Test of Specification

Objective Indicators Materials Types of

the Test

Total

Numbe

r

20

Students

can

response

the

meaning

of a text

Students

can

identify

detailed

information

from text

was given.

Narrative

text with

title “The

Town Mouse

and

Country

Mouse”

Written

test

8

3.4.4 Reliability

The realibility of the test material is evaluated

through the internal consistency reliability. It will

measure the degree to which the item or part of the

test are homogenous or consistency with each other

(Richard, et al, 1985:234). According to Tuckman

(1990:136) test reliability means that a test is

consistent. A rule made of rubber would not be reliable

ruler since it could stretch or contract to give

varying measures.

The reliability of the test material was evaluated

through in the internal consistence of reliability; it

is measure of the degree to which the items of parts of

were homogeneous or consistent with the other (Richard,

et, all, 1985:116). In this study, the Kuder-Richardson

was used; it was the way of estimating the interval

consistency of a test (Frenkel and Wallen, 1993:149).

21

KR21=K

K−1 [1−M(K−M)

K(SD)2 ]Where:

KR21 : Kuder-Richardson Reliability Coefficient

K : Number of item of the test

M : Mean of the set of the score

SD : Standard Deviation of the set of the test scores

SD=√ (ΣX−X)2

N

Where:

(ΣX−X)2: The students’ total score

N : the number of students

After given pretest. It was found that the

highest score was 100 and the lowest one was 37, 5.

The mean of the data was 81,402 and the standard

deviation was 14,009. It means that the test was

reliability because the mean of the data was higher

than standard deviation.

3.5 Technique for Analyzing Data

The technique for collecting data was questionnaires

and tests. The questionnaires are used to know the

22

students’ opinion and the test is used to know the

students’ ability in reading comprehension. In

analyzing data the writers used percentage analysis and

matched t-test.

3.5.1 Percentage Analysis

This analysis is used to get the result of

questionnaires. The formula is; (Richard, et al,

1985:210)

X=CA¿ ×100%

Where:

X : Result of percentage

CA : Total number of students’ answer

NI : Total number of the options in a question

3.5.2 The Matched T-Test

t=X1−X2

SD

Where:

t : Value

X1 : The students’ mean score in the posttest

X́2 : The students’ mean score in the pretest

23

SD : Standard error of Differences

(Hatch and farhady, 1982:116)

24

CHAPTER IV

FINDINGS AND INTERPRETATION

In this chapter, the findings and the

interpretation are explained.

4.1 Findings

The finding result of this study are: (1) the

students’ score in pretest, (2) the students’ score in

posttest, (3) the difference score between pretest and

posttest, and (4) the data analysis of the test

through the matched t-test. In describing the finding

of the study, the data is presented here with.

4.1.1The Students’ Score in Pretest

In this study, the writers collect the data by

using test. For the first test, the writers used

pretest. According to Walter Dick, et.al (2005:147)

“The pretest is administered to learners before they

begin instruction to determine whether they have

previously mastered some or all of the skills that are

to be included in the instruction”. Pretest consisted

of eight items of short answer. The highest possible

score achieved by the students would be 100 and the

lowest would be 0. After the questions were tested to

the seventh grade students of MTS N 1 Palembang in

25

academic 2014/2015, it was found that the highest

score was 100 and the lowest one was 37,5. The mean of

the data was 81,562 and the standard deviation was

14,150.

4.1.2The Students’ Score in Posttest

For the second test, the writers used posttest.

Walter Dick, et. al, (2005:148) said that posttest is

administered following instruction, and they are

parallel to pretest, except they do not include items

on entry behaviors. Similar to the pretest, the

posttest measures objectives included in the

instruction. Posttest consisted of eight items of

short answer. In posttest the writes found that the

highest possible score achieved by the students would

be 100 and the lowest would be 0. After the questions

were tested to the seventh grade students of MTS N 1

Palembang in academic 2014/2015, it was found that the

highest score was 100 and the lowest one was 25. The

mean of the data was 85,417 and the standard deviation

was 18,780.

4.1.3 The Students’ Pretest and Posttest

After getting the treatments, the students got

difference score in the posttest score. The mean of

students’ pretest score was 81,562. The highest score

was 100, and the lowest score was 37, 5. The mean of

26

students’ posttest score was 85,417. The highest score

was 100, and the lowest score was 25.

From that result, the students’ scores in the

posttest increased. The mean of the data in the

posttest was higher than the mean of the data in the

pretest.

TABLE IV

The Differences’ Result in Pretest-Posttest

4.1.4 Question

na ires

From

questionnaires which was given to the seventh grade

students of MTS N 1 Palembang. From 41 students who

was given questionnaires the writers found that 12% of

the students started learning English since they were

27

Pretest’s-Posttest’s Result

PretestPosttes

t

Mean 81,402 85,417

Standard Error 2,187912 3,130

Median 87,5 87,5

Standard Deviation

14,010 18,780

Range 62,5 75

Sum 3337,5 3075

Count 41 36

Largest(1) 100 100

Smallest(1) 37,5 25

in kindergarten, 80,5% of the students started

learning English since they were in elementary school,

and 7,5% of the students started learning English

since they are in junior high school. The students who

like reading are 30 students or 73% of all of the

students. Generally, they like all the kind of story

but 76% of students like horror story. For frequency

of reading 41% of students read every day, 32% of

students read story at least once a week, 20% of

students read story about three until six times a week

or 12-24 times a month, and 7% of students said that

they did know how often they read.

Analysis questionnaires for questions about

reading activities divided in before and after reading

activities. (Appendix)

4.2 Interpretation

Based on the result of the pretest and posttest,

the mean of the data in pretest was 81,402 and the

highest gained score for pretest was 100.

After giving treatment, where the basal reader

approach was applied in teaching reading, especially

in reading comprehension by using contrast chart. The

mean of the data in posttest was 85,417 and the

highest gained score for posttest was 100.

28

Based on the data attained above, the mean of the

data in the pretest and posttest had a progress, the

mean of posttest was higher than mean of pretest. In

other words, taught reading comprehension for the

seventh grade students of MTS N 1 Palembang is

effective to improve students’ skill in reading

comprehension.

4.3

29

CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

After analyzing the data in chapter four, the

writers found that the mean of pretest was 81,402, and

the mean of posttest was 85,417. It means that contrast

chart method enable the seventh grade students of MTS N

1 Palembang to get better scores.

Based on the data above, it could be conluded that

the alternative hypothesis(H1) accepted and the null

hypothesis was rejected. Finally, it can be proved that

contrast chart method can improve the achivement of the

seventh grade students of MTS N 1 Palembang in reading

comprehension.

5.2 Suggestion

Considering the conclusion drawn above, the

following are some suggestion that may be useful for

the students and the English subject teacher in

teaching reading to the students.

5.2.1 The Teacher of English Subject

30

It is expected that the teacher of English subject

at MTS N 1 Palembang would; (1) find a bettter way to

make the effective strategies to reach the desire

result of teaching and learning objectives, (2) try to

contrast chart while teaching reading.

5.2.2 The Students

It is expected to the students at MTS N 1

Palembang would; (1) do a lot of reading especially to

improve the vocabulary in English, (2) pay attention to

the teacher either when teacher was explaining, or when

teacher was reading, (3) ask a few question to the

teacher, if there are any difficulties in learning

process.

31

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Pendekatan Praktek

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Dick, Walter, et.al. (2006). The Sytematic of Instructional

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Fraenkel, Jack R., & Norman E. Wallen. (1993). How to

design and Evaluate

Research in Education. New York: Mc Graw-Hill Publishing

Company.

Hatch and Farhady. (1982). Research Design and Statistics for

Applied

Lingustics. Newbury House Publishers,INC. London.

Lipka, Orly & Siegel, Linda S. (2012) Reading and Writing:

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Richards and Renadya. (2002). Methodology in Language

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University Press. USA.

Sugiono, Prof. Dr. (2001). Statistik. Bandung: Rineka

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Tarigan, Henry Guntur. (1990). Membaca Sebagai Suatu

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Tuckman, W.Bruce. (1990). Conducting Educational Research.

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Jovanovich. New York.

Valentine, Anne. (2014). The Correlation Between Inferential

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Sriwijaya University, Indralaya.

Yopp, R. H., & Yopp, H. K. (1992). Literature-Based Reading

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http://www.ion.illinois.edu/resources/tutorials/

pedagogy/instructionalstrategies.as

p.

33

http://www.education.nt.gov.au/__data/assets/pdf_file/

0015/5244/esl_fundamenta

ls.pdf

34

35

36

APPENDIX A

Name List of Class A of Seventh Grade Students of MTS N1 Palembang

NO NAME1. Achmad Nurjaya2. Adetia Claudia3. Agy Biul Standya Gimis4. Ahmad Farras Zhillan5. Akhmad Idzudiin6. Ahmad Nafidzulfikhri7. Aisyah Bunga Permata8. Andina Gutrie Wulandari9. An-Nissa Shabrina10. Bobby Santoso11. Bunaya Ayu Maharani12. Deta Aulia13. Dina Destiana A R14. Evita Rizky Kurniati15. Fadiah Khoirunnisa Salkeri16. Febby Verzastien Amalia17. Ghefira Mutiara Kemala18. Hanif Azfa Sadifatiasmi19. Hoirunnisa Azzahra20. Kiagus Muhammad Dzimam21. Muhammad Alvikran Ramadhan22. M.farhan Ar-Raffi23. M. Hidayat Perawi

Almahadits24. Muhammad Ibrahim25. M. Irham Manziz26. M. Rafli Alfurqon27. Muhammad Rayhas Arsyad28. Meysilina29. Muhammad Rafli Alhasri30. Muhammad Ridho Awaluddin31. Muhammad Roihan32. Muhammad Yose Al-Kautsar33. Mutiara Zurriana Arifah

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34. Nabellah35. Novan Rahmadhani36. Nyimas Naura Nadifha37. Rachmadina Tiravitanya38. Rafika Luthfiani Novenia39. Tri Andi Sudarso40. Tri Qurrotul Aini41. Ulan Nuria Haranti42. Wahyuni Eka Putri

APPENDIX B

QUESTIONNAIRES BEFORE READING ACTIVITIES

When do you start learning English?

Kindergarten

Elementary

Junior high school

Never studied

I don’tknow

What have you learned?

Vocabularies Tenses

Making sentences I don’t know

Do you like English?

Really like

Like Just so

Don’t like

Hate

What do you think about English?

Easy Just so so Hard

**********************************************************************************

Reading Comprehension

1. Do you like reading story?

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Really

like

Like Just

so so Don’t

like Hate

2. What kind of story do you like?

Fairy tale Legend Fable Adventure

Comedy

Horror Epic Romance Friendship Life

Magic Etc............

...............

......

3. How often do you read?

Everyday Once a

week Once a

month

3-6 times a week

6-10 times a month

15-20 times a month

Never read I don’t know

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Questions Yes No Confuse

1. Have your teacher asked you to read story?

2. Did it make you interesting?3. Did you understand what you

read?4. Do you satisfied with the

way your teacher teach?5. Have you ever heard about

contrast chart?6. Do you think it is

interesting?

APPENDIX C

QUESTIONNAIRES AFTER READING ACTIVITIES

When do you start learning English?

Kindergarten

Elementary

Junior highschool

Never studied

I don’t know

What have you learned?

Vocabularies Tenses

Making sentences I don’t know

Do you like English?

Reallylike

Like Just so Don’t like Hate

What do you think about English?

Easy Just so so Hard

***************************************************************************************

Reading Comprehension

1. Do you like reading story?

Really like

Like Just so so

Don’t like

Hate

2. What kind of story do you like?

Fairy tale Legend

FableAdventure

Comedy

Horror Epic Romance Friendship Life

Magic Etc...............

..................

3. Hw often do you read?

Everyday Once a week Once a month40

3-6 times a week

6-10 times a month

15-20 times a month

Never read I don’t know

Questions Yes No Confuse

4. Have your teacher asked you to read story?5. Did it make you interesting?6. Did you understand what you read?7. Do you satisfied with the way your teacher

teach?8. Have you ever heard about contrast chart?9. Do you think it is interesting?10. Did it make you easier in reading?11. Do you agree if your teacher use

contrast chart in reading activities?

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APPENDIX D

PRETEST’S MATERIAL

Name :

Class :

Emily’s Secret

Emily is eight years old. She lives in a big house. She has ahuge room. She has many toys and she has a lot of friends. But Emilyis not happy. She has a secret. She doesn’t want to tell anyoneabout her secret. She feels embarrassed. The problem is that ifnobody knows about it, there is no one can help her. Emily doesn’twrite her homework. When there is an exam – she gets sick. Shedoesn’t tell anyone, but the truth is she can’t read and write.Emily doesn’t remember the letters of the alphabet.

One day, Emily’s teacher finds out. She sees that Emily can’twrite on the board. She calls her after class and asks her to tellthe truth. Emily says, “It is true. I don’t know how to read andwrite”. The teacher listens to her. She wants to help Emily. Shetells her, “That’s ok. You can read and write if we practicetogether”. So Emily and her teacher meet every day after class. Theypractice together. Emily works hard. Now she knows how to read andwrite.

Questions:

1. Who can’t read and write?2. How old is she?3. What is her secret?4. Why doesn’t she tell anyone about her secret?5. Who is helping Emily?6. What did she do for Emily?7. Do you agree with what Emily did?8. What will you do if you were Emily?

Answers:

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APPENDIX E

POSTTEST’S MATERIAL

Name :

Class :

Emily’s Secret

Emily is eight years old. She lives in a big house. She has ahuge room. She has many toys and she has a lot of friends. But Emilyis not happy. She has a secret. She doesn’t want to tell anyoneabout her secret. She feels embarrassed. The problem is that ifnobody knows about it, there is no one can help her. Emily doesn’twrite her homework. When there is an exam – she gets sick. Shedoesn’t tell anyone, but the truth is she can’t read and write.Emily doesn’t remember the letters of the alphabet.

One day, Emily’s teacher finds out. She sees that Emily can’twrite on the board. She calls her after class and asks her to tellthe truth. Emily says, “It is true. I don’t know how to read andwrite”. The teacher listens to her. She wants to help Emily. Shetells her, “That’s ok. You can read and write if we practicetogether”. So Emily and her teacher meet every day after class. Theypractice together. Emily works hard. Now she knows how to read andwrite.

Questions:

1. Who can’t read and write?2. How old is she?3. What is her secret?4. Why doesn’t she tell anyone about her secret?5. Who is helping Emily?6. What did she do for Emily?7. Do you agree with what Emily did?8. What will you do if you were Emily?

Answers:

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APPENDIX F

THE ANSWER KEY FOR PRETEST-POSTTEST

1. Emily

2. Eight years old

3. She can not read and write

4. She feels embarrasment

5. Her teacher

6. She helped Emily to read and write. She taught Emily every day

after class and praticed together

7. I disagree with Emily

8. I will tell the truth and study hard to solve my own problem

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APPENDIX G

MATERIAL DURING READING ACTIVITY

The Town Mouse and Country Mouse

Now you must know that a town mouse once upon a time went

on a visit to his cousin in the country. He was rough and

ready, this cousin, n=but he loved his town friend and made

him heartily welcome. Beans and bacon, cheese and bread, were

all he had to offer, but he offered them freely. The town

mouse rather turned up his long nose at this country fare and

said, “I cannot understand, cousin, how you can put up with

such a poor food as this, but of course you cannot expect

anything better in the country; come you with me and I will

show you how to live. When you have been in town a week you

will wonder how you could ever have stood a country life.” No

sooner said than done. The two mice set off for the town an

arrived at the town mouse’s residence late at night.

“You will want some refreshment after our long journey,” said

the polite town mouse, and took his friend into the grand

dining room. There they found the remains of fine feast, and

soon the two mice were eating up jellies and cakes and all

that was nice. Suddenly they heard growling and barking.

“What is that?” said the country mouse.

“It is only the dogs of the house,” answered the other.

“Only,” said the country mouse,” I do not like that music at

my dinner!” Just at that moment the door flew open; in came

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two huge mastiffs; and the two mice had to scamper down and

run off.

“Good bye, cousin,” said the country mouse.

“What! Going so soon?” said the other.

“Yes,” he replied. “Better beans and bacon in peace than cakes

and ale in fear.”

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APPENDIX H

ASSESMENT WHILE READING ACTIVITY

47

48

49

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APPENDIX I

The Result of Questionnaires before Reading Activities

NoTeacherasked toread

It isinteresti

ng

Understanding

Satisfying withThe

Teacher

Hearing

aboutContrast

Chart

It isinterest

ing

1. 3 3 1 3 1 32. 3 3 3 3 1 33. 3 3 3 3 1 34. x x x x x x5. 2 3 3 3 2 36. 2 2 3 3 2 27. 3 2 2 3 2 28. 3 3 3 3 2 39. 3 3 3 3 3 310. 3 2 1 1 2 211. 3 3 1 3 2 112. 3 3 3 3 3 313. 3 3 2 3 1 314. 3 1 3 3 2 315. 3 3 3 3 2 316. 3 3 2 3 1 317. 3 3 3 3 1 218. 3 3 3 2 2 319. 3 3 3 3 2 220. 3 3 1 3 2 221. 3 3 2 3 2 322. 3 3 1 3 1 323. 3 3 3 3 3 324. 3 3 3 2 2 325. 2 2 2 3 2 226. 3 2 3 1 3 327. 3 2 1 3 2 228. 3 3 1 3 2 129. 3 3 3 3 2 330. 3 3 3 3 2 331. 2 2 2 3 2 232. 2 2 2 3 2 233. 3 3 3 3 1 234. 3 3 3 3 2 135. 3 2 1 3 2 2

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36. 3 2 1 3 2 237. 3 2 3 3 2 138. 3 3 3 3 2 339. 3 3 3 3 2 340. 3 3 3 3 2 341. 3 3 3 3 3 342. 3 3 3 3 2 3Notes: 3 = yes, 2 = no, 1 = confuse

APPENDIX J

The Result of Questionnaires after Reading Activities

No 4 5 6 7 8 9 10 111. 3 3 3 3 3 3 3 32. 3 3 3 3 3 3 3 33. 3 3 3 3 3 3 1 14. x x x x x x x x5. 2 3 3 3 3 3 2 36. 3 3 3 3 3 3 2 37. 3 2 3 3 3 3 3 28. 3 3 3 3 2 3 3 39. 3 3 3 3 3 3 3 310. 3 3 3 3 3 1 3 311. 3 3 1 3 1 3 1 112. 3 3 3 3 3 3 3 313. 3 3 3 3 3 3 3 314. x x x x x x x x15. x x x x x x x x16. 3 3 3 3 3 1 1 317. x x x x x x x x18. 3 3 3 3 3 3 3 319. 3 3 3 3 3 3 3 320. 3 3 3 1 1 3 3 121. 3 3 3 3 3 3 3 322. 3 3 1 1 3 3 3 323. 3 3 3 3 3 3 3 324. 3 3 3 3 3 3 3 325. 3 3 3 1 1 3 1 226. 3 3 3 1 1 3 3 127. x x x x x x x x28. x x x x x x x x29. 3 3 3 3 3 2 3 330. 3 3 3 3 3 2 3 331. 3 3 3 3 3 3 3 3

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32. x x x x x x x x33. 3 3 3 3 3 3 1 134. 3 3 3 3 3 3 3 335. 3 3 3 3 3 3 3 336. 3 2 3 3 3 2 3 237. 3 3 3 3 3 3 3 238. 3 3 3 3 3 3 3 339. 3 3 3 3 3 3 3 340. 3 3 3 3 3 3 3 341. x x x x x x x x42. 3 3 3 3 3 3 3 1

Notes:

4 = teacher asked to read5 = it is interesting6 = understanding7 = satisfying with the teacher8 = hearing about contrast

chart9 = it is interesting10 = it make easier11 = using contrast chart in readinG

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