THE EFFECT OF GRAPHIC ORGANIZER METHOD ON STUDENTS'

READING COMPREHENSION AT JUNIOR HIGH SCHOOL 26

TANJUNG JABUNG TIMUR

THESIS

Giat Gemintang Dzakirat

(TE.161724)

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHING TRAINING

THE ISLAMIC UNIVERSITY

SULTAN THAHA SAIFUDDIN JAMBI

2021

THE EFFECT OF GRAPHIC ORGANIZER METHOD ON STUDENTS'

READING COMPREHENSION AT THE EIGHT GRADE OF JUNIOR

HIGH SCHOOL 26 TANJUNG JABUNG TIMUR

THESIS

Submitted to fulfill one the requirement to obtain the Undergraduate

Degree (S1) in English Education Program of Education Faculty of The State

Islamic University of Sultan Thaha Saifuddin Jambi

GIAT GEMINTANG DZAKIRAT

TE. 161724

ENGLISH EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC UNIVERSITY

SULTAN THAHA SAIFUDDIN

JAMBI

2021

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ii

iv

Advisor I : Shynta Amalia, M.pd

Advisor II : Faiqah Mahmudah,M.pd

Address : Faculty of Tarbiyah and Teacher Training The Islamic State

University of Sulthan Thaha Saifuddin Jambi

The dean of Faculty of Tarbiyah and Teacher Training

The Islamic State University of Sulthan Thaha Saifuddin Jambi

In Jambi

OFFICIAL NOTE

Assalamualaikum warahmatullahi wabarakatuh,

After reading and making some necessary corrections, we agree that thesis

entitled “The effect of Graphic Organizer method on Student's Reading

comprehension at JUNIOR HIGH SCHOOL 26 TANJUNG JABUNG

TIMUR” by Giat Gemintang Dzakirat, TE.161724 , English Education Program

is approved for thesis defense as partial fulfillment of the requirements to obtain

undergraduate degree (S1) at English Education Study Program Faculty of

Tarbiyah and Teacher Training at The Islamic State University of Sultan Thaha

Saifuddin Jambi.

So, we submit it in order to be received well. We appreciate your attention.

May this thesis be a great benefit for the religion and nation.

Wassalamualaikum warahmatullahi wabarakatuh

Advisor I Advisor II

Shynta Amalia, M.Pd Faiqah Mahmudah, M.Pd

NIP.198906232015032006 NIP.198704172015032003

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KEMENTERIAN AGAMA REPUBLIKINDONESIA UNIVERSITAS ISLAM NEGERI

SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH DAN EGURUAN

Jalan Lintas Jambi-Muaro Bulian KM.16 Simpang Sungai Duren Kab.Muaro Jambi 36363 Telp/Fax : (0741)

583183 – 584118 website:www.iainjambi.ac.id

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Dedication

Alhamdulillah bini‟mati tathimushaalihaat

Thanks to Allah subhanahu wata‟ala, The most Gracious, the most Merciful, the

Creator of the Universe for giving me the blessing and leading me, hence, I could finally

finish writing this thesis. Sholawat to the Prophet Muhammad Shallallahu „alaihi wa

sallam. His presence really change the world. Special thanks to :

My beloved parents, Tarmuzi, S.pd.I and Erny yusnita who have giving me

material, endless love and encouraged me and never stop prayed for my success now and

in the future, always being with me and guiding me to pass every challenge that I face,

your prayers are really powerful.

My older sister, Ners Fifi afrilla, S.kep and my brother-in-law Rd Rafsanjani,

A.Md. KG and my younger sister Fatimah Az-Zahra, who are always there, encourage

motivating and I feel endless love, hopefully we will always love now, tomorrow and

forever, and we are equally happy for our parents.

My soulmate THE JOMBS (Cici Rezki Ananda, Nopi Windi Lestari,

Muhammad Ishak, M. Gilang Ramadhan, M. Marwan Nuuri ) when we meet in first

semester until the last semester we are always together. Thanks for your support,

motivation, and quality time to share happiness and sadness with me and understand me,

although we are sometime different think but you make know what the meaning of true

friendship.

My beloved Pratu Sarwono, thank you for your help, support, motivation, thank

you for continuing to love me and accompany me in every process of my life, even at the

most difficult point, you are still with me.

My greatest advisor Shynta Amalia, M.Pd and Faiqah Mahmudah, M.Pd who

have given me all the advise, suggestions and motivation to finish this thesis.

All of my classmates from English Department especially batch 2016 Class A,

thank you for being my friends, thank you for your help, support, suggestions and

motivations for me in arranging this thesis.

My beloved almamater ENGLISH EDUCATION STUDY PROGRAM AND

ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI thanks for your

support and your participants.

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The last, thanks to all Student's at the eight grade of SMPN 26 Tanjung

Jabung Timur as subject for help me to completed this thesis.

May Allah grant you all goodness. Aamiin Allahumma aamiin

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MOTTO

يسراالعسرمعإن

“Sesungguhnya sesudah kesulitan itu ada kemudahan.” (QS.

Al- Insyirah: 6)

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ACKNOWLEDGEMENT

Alhamdulillah, Firstly, In the name of Allah, the most gracious and

merciful, the lord of universe. Because of His blessings, the researcher could

finish this thesis as one of the requirement for S1 degree in English Education

Program of Education and Teacher Training Faculty of the State Islamic

University of SulthanThaha Saifuddin Jambi.

Secondly, peace and salutation always be given to our prophet Muhammad

Shallallahu „Alaihi Wasallam who has guided us from the darkness into the

lightness.

The researcher realizes that this thesis would have not been completed

without the help, advice and guidance from many people. Therefore, in this

opportunity the researcher would like to express thanks and gratitude to following

parties for their contribution:

1. Prof. Dr. H. Suaidi Asy‟ari, MA., Ph.D Rector of the State Islamic University

of Sulthan Thaha Saifuddin Jambi.

2. Dr. Hj. Fadlilah, M. Pd. as Dean of Faculty of Education and Teacher Training

of The State Islamic University of Sulthan Thaha Saifuddin Jambi

3. Wahyuni Fitria, M.Pd as the chief of English Education Program.

4. Shynta Amalia, M. Pd as my first advisor and Faiqah Mahmudah, M.Pd as my

second advisor.

5. All lecturers at the Faculty of Education and Teacher Training of The State

Islamic University of Sulthan Thaha Saifuddin Jambi.

6. The students in eight grade of SMPN 26 Tanjung Jabung Timur as my subject

in my research and give me many information about my data source.

7. All my friends in English Education Study Program”2016” who has given their

support and spirit in finishing this thesis.

It is expected that this thesis will give contribution to the Students of

English Education Program that will be English teacher in the future. Then, the

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researcher realized that this thesis is still far from being perfect. For that reason,

the researcher hope constructive critics and suggestion from readers for the

perfection of this thesis. May Allah Subhanahu Wata‟ala always gives guidance

and blessing to us. Aamiin Ya Rabbal Alamin.

Jambi, November 2021

Researcher

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ABSTRAK

Nama : Giat Gemintang Dzakirat

NIM : TE.161724

Jurusan : Pendidikan Bahasa Inggris

Judul : Pengaruh metode Graphic Organizer terhadap

Pemahaman bacaan siswa kelas delapan SMPN 26

Tanjung Jabung Timur.

Tujuan dari penelitian ini adalah untuk menemukan ada atau tidak peningkatan

yang signifikan kemampuan membaca siswa setelah diberikan perlakuan berupa Graphic

Organizer. strategi graphic organizer ini untuk mengetahui sejauh mana pemahaman

membaca siswa, Metode penelitian ini adalah quantitatif. Desain yang digunakan adalah

pre-eksperimental. Sampel penelitian ini adalah 25 siswa kelas VIII. Data dikumpulkan

menggunakan test reading. Hasil penelitian menunjukkan bahwa nilai rata-rata post-test

(67,8) lebih tinngi dari nilai rata-rata pre-test (50,6). Jadi, Ha diterima. Yang berarti ada

peningkatan hasil reading siswa setelah diberikan perlakuan. Selanjutnya, peneliti telah

mengkalkulasikan nilai thitung > ttabel (8,2256 > 2,093) and significant 2-tailed < 0,05

(0,000 < 0,05). Jadi, Ha diterima. Yang berarti Graphic Organizer memberikan efek

terhadap kemampuan membaca siswa.

Kata Kunci: Graphic Organizer, pemahaman membaca

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ABSTRACT

Name : Giat Gemintang Dzakirat

NIM : TE.161724

Major : English Education Study Program

Title : The effect of Graphic Organizer method on student's

Reading comprehension at the eight grade of SMPN 26

Tanjung Jabung Timur.

The objectives of this study were to find out wheter or not there is significant

improvement on students’ reading comprehension achievement after being taught by

graphic Organizer. This graphic organizer strategy is to find out the extent of students'

reading comprehension, The method of this reseacrh is quantitative research. The

design of the research is pre-experimental. The sample of this research was 25 students

at eight grade students. The data were collected by using reading test. The result of the

analysis indicated that the mean score of post-test (67,8) is higher than pre-test (50,6).

so that Ha was accepted. It means, that there was an improvement of students’

reading comprehension achievement

aftergivingtreatment.Next,theresearcherhadcomputedthatthescoreoftobtained> ttable

(8,2256 > 2,093) and significant 2-tailed < 0,05 (0,000 < 0,05). So, Ha was accepted. It

means that Graphic Organizer has an effect to the student’s reading comprehension.

Keywords : Graphic Organizer, Reading comprehension

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TABLE OF CONTENTS

PAGE OF TITLE .................................................................................. i

TABLE OF CONTENT ........................................................................ ii

CHAPTER I INTRODUCTION

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

B. Limitation of the problem ................................................... 5

C. Problem of the research ........................................................ 5

D. The Objectives of the research ............................................. 6

E. The Significances of the Research ....................................... 6

CHAPTER II LITERATURE OF REVIEW

A. Theoretical Review .............................................................. 7

Concept Reading .................................................................. 7

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

2. Components of reading comprehension ........................ 8

3. Level of reading comprehension ................................... 10

4. Assessment of reading comprehension ......................... 11

5. Readability Level of English Text ................................ 11

6. Graphic Organizer Method .................................................. 12

B. Previous Studies ................................................................... 16

C. Hypothesis ............................................................................ 17

CHAPTER III RESEARCH METHODOLOGY

A. Setting and Time of the research ..................................................... 19

B. The design of the research ........................................................ 19

C. Population, Sample and Sampling ............................................ 20

D. Research variable ...................................................................... 21

E. The Research Instruments ......................................................... 21

F. Validity and Reability .............................................................. 22

G. Normality test............................................................................ 26

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H. Data collection method ............................................................ 26

I. Data analysis ............................................................................. 28

J. Statistical Hypothesis

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Finding the Study

1. DescriptiveAnalysis................................................................................... 29

2. PrerequisiteTest........................................................................................ 38

3. StatisticalAnalysis..................................................................................... 39

4. Interpretations........................................................................................... 42

CHAPTER V CONCLUSION AND SUGESSTION

A. Conclusion................................................................................................. 46

B.Suggestion................................................................................................. 46

REFERENCES

APPENDIX

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1

CHAPTER I

INTRODUCTION

A. Background of The Research

Reading is the activity of perceiving, analyzing, and interpreting the reader to

get the message the writer wants to convey in written media, reading is a process

carried out and use by readers to obtain messages, which the writer intends to convey

throught the media of words or written langguage, so in reading there is an attempt to

get the message that is in writing.

Reading has an important role in learning English. Nunan (2003, p. 69) states

that reading is an essential skill for learners of English as a second language. By

strengthening reading skills, learners will make greater progressand development in

all areas of learning. For most learners, it is the most important skill to master in

order to ensure success not only in learning English, but also in learning any content

class where reading in English is required.

Reading is an important activity to get information and to support language

learning activities. Pang et al (2003, p. 6) state that reading is about understanding

text. Understanding text include get meaning from the text. understanding text is help

by reader prior knowledge. Their environment, people they meet, the previous text

they read, and experience they have every day help people to understand the text

better.

In fact, reading is a complex activity that involve both perception and thought.

Reading enables readers to gain new knowledge. It opens up new world and

oportunities. Through reading, people might enjoy literature, knowing something

new, getting job, and expand their thought. The readers‟ prior knowledge, experience,

attitude, and the social environment where the readers lived or grow helps readers in

understand text .

2

In fact, many students have not been able to understand and understand

reading, the researcher obtained the following data: from 25 students, it was found

that 10 students passed the KKM and 12 students still got grades below the KKM

made by the teacher, the passing value (KKM) was 70.

In fact, in Indonesia students‟s reading achievement is still out of

expectation. It can be seen from the data of Programme for International Students

Assessment (PISA) on december 16, 2016 from 69 countries Indonesia rank 62nd

assessment. Referring to the similar discussion, it is reported in Kompas, a daily

newspaper, (2013) that around 37,6 % of 15-yearold students are merely able to read

the texts without understanding the meaning carried by the text. Only 24,8 % out of

them are able to correlate the text with their prior knowledge. It means that many

students still have insufficient ability to comprehend the texts. This research proved

that reading is still need to be improved.

According to UNESCO (2015), based on survey 2011 from 61 countries only

0,001 percent of students who has read in indonesia. Others factor that influence low

reading comprehension is a material that is given by the teacher. The material are

usually given by the teacher, the students say it is difficult to understand, so thats way

it is not enthusiasm in english language learning material. In addition, teacher use the

strategies and procedures that are less appropriate for english learning and the factor

that might cause the students fail in reading is that the students get difficulties in

comprehending the text they are reading and number of students were found to

encounter some difficulties in reading activity.

However, reading is not as easy as what students think. There are some

difficulties which are faced by students such as vocabulary and background

knowledge, problems with grammatical and also poor reading strategies. It makes the

students could not get information through reading. According to Nurkasih (2016)

“the students also find some difficulties students feel that is not easy to have ability to

draw the meaning and interpret the information from the text” (p. 2). Therefore,

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sometimes the subject makes the students boring and they always get bad score in

reading comprehension. A research on reading skill in Indonesia has revealed that the

students‟ skills particularly in reading comprehension are still far from satisfactory.

Sixty nine percent (69%) of 15-year-old Indonesian students have internationally

worst reading performance (Media Indonesia, 2003).

Moreover, based on the results of research conducted by Hidayati (2018), she

found that mostly, the students failed in the reading comprehension because they are

poor vocabulary, poor mastery of grammar, difficult to understand long sentences and

text, poor of media learning or support from the family, and lack of knowledge about

strategies of reading comprehension. It means that to know the difficulties in reading

comprehension is important to find the solution in learning language.

Based on preliminary data, reading is one of them important skills in language

that school students face at many levels including in junior high school. In teaching

English, this is stated in the English competency standards junior high school which

has one of the competency standards is able to understand and use short texts and

short essays with everyday life context and accessing knowledge. It advises English

teachers to teach students clearly understand some English texts to achieve that

standard competence.

In this study, the researcher has chosen the eighth grade students of SMP 26

Tanjung Jabung Timur in the academic year of 2020/2021. Based on the researcher‟s

observation on 25 April 2020 the students of Junior High School of 26 Tanjung

Jabung Timur students have difficulty in identifying information from the text and

they cannot understand what they have read, when students read the text they find it

difficult to know the main idea of a paragraph, general information and specific

information in a text. Because students don't practice their English outside the

classroom or at home.

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In addition, many students do not have much time to read because when the

teacher gives them the text and asks the students to answer questions about the text,

they only focus on how to answer the question quickly without applying some

strategy. In fact, reading strategies are very important to help students understand

information in the text. They ignore the importance of understanding the text as a

whole and ultimately fail.

Researchers hope that by using the Graphic organizer, students can answer

questions of understanding more easily or minimize their mistakes. This strategy

helps students to gain a better understanding of the explicit and implicit ideas

contained in the text through different levels of understanding. It also helps them to

understand certain types of questions and find the location of the answers. They may

become more skilled at finding out answers in the text or composing their own

answers. In addition, this strategy can encourage students to monitor their own

understanding of reading, this benefit can lead them to get better reading test results

and of course have better reading comprehension.

In this research, the solution that the researchers offer is to use the Graphic

Organizer Method to teach students to read. By using this method, students can

easily understand the contents of the text and easily memorize vocabulary, A graphic

organizer is simply an image or format used to represent informationand to show the

relationship between ideas. Making it easier for students to bridgegap between

limited background knowledge and vocabulary.

In order to accomplish student‟s need toward reading, K13 provides reading

as one of the skills that must be taught and learned inSMPN 26 TANJUNG JABUNG

TIMUR is one of the schools that also uses K13 as its guidance in teaching and

learning process. English has been taught twice a week with 45 minutes for one hour.

In order, to be successful to teach writing skill, writing should be taught in effective

and efficient way.

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Based on the explanation and the problem above, the researcher is interested

in conducting a research entitled "The effect of using Graphic Organizer method

on Students' Reading comprehension of the eight grade of Junior high school 26

Tanjung Jabung timur".

B.Limitation of The Problem

In this study, the researcher limits the object of the research on Eighth Grade

Students‟ Reading Comprehension at SMP N 26 Tanjung Jabung timur, in the

academic year of 2020/2021. The researcher also limits according to the school

curriculum, because it will make students easy to understand the text. Graphic

organizer will be aplaied in class VIII to find students‟ reading comprehension of

Eighth Grade Students at SMPN 26 Tanjung Jabung timur.

C. Problem of The Research

Based on the background above, this research aimed to provide the answer to

these following questions :

1. Is There any significant effect after using graphic organizer on students'

reading comprehension?

D. The Objectives of The Research

1. To find out the whether Do the students taught by graphic organizer technique have

better reading comprehension than those taught by non-graphic organizer

techniqueof the eight Grade Students at SMPN26 TANJUNG JABUNG TIMUR?

E. The Significances of The Research

The significant of this reaserch is expected to be useful as follows:

1. For the teachers

The finding of the research method can be used as a consideration in

selecting the appropriate method or ways in teaching learning process for Junior

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high School especially for students Reading skill. Besides, it can be used to vary

such activities of reading that support and motivate their students.

2. For students

The finding of the research can improve their reading skill and motivate

the students that reading is not difficult.

3. For the reader

The finding of this reaserch can be used as one of the information about

the use of Graphic Organizer Method in teaching and learning English especially

in teaching reading

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CHAPTER II

LITERATURE OF REVIEW

A. Theoretical Review

1. Concept of Reading

Reading is one of the most important academic skills needed by students as a

source of knowledge and enjoyment. Reading is also quite possibly the most

important skill that students must acquire in order to be succes in the school and life.

Moreover reading has been a highly emphazised skill in the english foreign learner

context. In teaching reading, the teacher has to pay attention to some principles of

teaching reading. According to Antony (2010, p. 42) in the process of teaching

reading, the teacher must know the steps of teaching reading to the students such as.

a. Pre-reading activity

This activity is designed to prepare the students for actual reading of the

selected materials. In other words, the teacher helps the students anticipate the text

they will read. In pre-teaching activity the teachers introduce the topic by

brainstroming through media, and pictures.

b. Whilst-reading activity

This activity is the core activity in teaching learning process. In whilst

reading activity, the teacher distributes the text to the students. Ask the students to

read the text, after that the teacher will give explanations about text, and ask the

students to do assignment based on the text.

c. Post-reading activity

It is an activity in teaching reading to comprehend the text. In post teaching activity,

the teacher asks the students to retell about the text and make summary about the text.

2. Definition of Reading Comprehension

The main goal of reading is comprehension. The ability to read a written

language with good comprehension and reasonable rate has long been organized to be

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important skill. Comprehension is the process of making sense of words, sentences and

deriving meaning from connected text (Pang et al., 2003, p. 6). Horowitz (2011, p. 2) states

that reading comprehension is a complex cognitive process that depends upon a number of

ingredients all working together in a synchronous, even automatic way.

Indeed, comprehension is a complex process that includes cognitive process,

whichhelps reader to understand the text.The reader is using reading comprehension as

ways to be sure that what is being read matches their expectations and help builds on their

growing knowledge. According to the statement above it can be concluded that reading is

an active process including making use of prior knowledge to construct meaning from the

text. Comprehension in reading becomes important because it makes the readers get

something meaningful in their reading. Comprehension also help people to build on their

knowledge, because without comprehension, reading is meaningless.

3. Components of Reading Comprehension

According to Kim and Pamela (1990) as cited on Ade Novianto (2012; p.282)

said that there are five components that can help the students to read effectively.

a. Main idea.

Reading is concerned with meaning to greater extent that in with form. An

efficient readers understands not only the ideas but also relative significance as

expressed by the authors. In other word, some of ideas are super – ordinate

while others are subordinate.

b. Finding factual information.

Finding factual information requires the readers to scan specific details.Factual

information questions are generally prepared for vocational junior high school

students and those questions being with questions words.

c. Reference.

Recognizing reference words and to identify the words or phrase to which they

refer to will help to the readers understand the reading passage. English

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students might learn many roles for the use of references words and yet be

confuse about what a particular words refers to in sentences.

d. Understanding inference

Understanding inference is almost important aspect in the reading. Writers how

ever do not write out everything and they expect the readers to understand the

writer point of view.

e. Vocabulary

Vocabulary has an important role in learning English, especially in reading

comprehension. Based on Longman New Edition (2003, p.487) vocabulary is

words known, learned, used, etc; short list of words with their meanings. Based

on statement above, reading comprehension is the reading activity which more

trough to understand the meaning, find the message of the text and reconstruct

the idea of the reader. Therefore, in the reading process the readers or the

students should understand the meaning of language that is used in text in order

to able comprehend, to analyze, and explain the content of the text by using

their own language.

4. Level of Reading Comprehension

Reading comprehension is the process of making from text. It‟s important as

teachers of English second language to teach read well. The teacher should be aware

that the primary objective of reading is comprehension or being able to find meaning

in what is read.

Reading is foreign language may face difficulties, such as: difficult

vocabulary, difficult to get certain information from the passages, difficult to get the

author‟s meaning and difficult to make a conclusion of the passage. Probably the

simple and best away to understand this is to view comprehension as occurring levels.

According to Sadoski (2004:68-72) there are three levels of comprehension are

usually proposed:

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1) Literal Level

This level involves literal comprehension, interpreting the author‟s words in a

given sentence in a way that has meaning to us, but without considering and

weighing the implications of any interpretation we may have. Literal

comprehension involves word meaning, but it is more than decoding the meanings

of individual words one at a time. Literal comprehension deals only with the

textually explicit, with what is directly stated.

2) Inferential or Interpretive Level

The level of inferential comprehension, also called the interpretive level, is the

level of comprehending what is implied but ot explicitly stated. Build on facts in

the text: Predictions, sequence sand settings. Make a conclusion about the text.

3) Critical Reading

Critical reading involves assessing and judging the value of what is read.

Reading critically can be seen as a conversation with an author, talking back to an

author in our imagination. Based on the levels of comprehension, the researcher

designed the test to measure using literal level because the answer in literal is

usually directly stated in the text. In descriptive text the students are expected to

understand the topic and detail of the text, and answer directly stated in the text.

5. Assesment of Reading Comprehension

Reading assessment has great power to inform researchers,

teachers,administrators, and policy makers. An understanding of the principles and

uses of assessment is essential for all teachers, and in particular for teachers of

reading (Snow, Griffin, & Burns, 2005: 179). According to Bales (2018) about

Methods of Assessing Reading Comprehension. There are several methods

toevaluate a student‟s reading comprehension. Once method that the researcher

used is a formal assessment, about reading passages followed by questions about

the passage. These assessments focus on identifying the main idea of a passage,

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understanding vocabulary in context, making inferences, and identifying the

author‟s purpose.

6. Readability Level of English Reading Texts

Assessment of text readability is useful to know whether a text is written at level

suitable for the target audience. One of the assessments to assess the text is

readability formula. The readability of a text depends upon how easily it can be

understood by the reader (Fry, 2002). A readability formula can predict the

comprehension, interest aspects. Therefore, there are many readability formula

used nowadays, one of them is the Flesch-Kincaid Readability formula. It is one of

the most famous readability formulas so far in the history of readability studies. It

is calculated by using sentence and word length as variable. In addition, to

measure the readability level, the researcher used a website of Readability Test

Tool. The researcher conclude that there are steps in using Readability Test Tool

as follows:

1. Search the Readability Test Tool on the Internet, the open it

2. After that, click “Test by Direct Input”, then input the text that you want to chek.

3. After input the text, then click the “Calculate Readability”.

4. Wait until you see the Test Results.

In conclusion, The readability should be one of the top concerns when teacher

use reading texts as teaching material. Readability is the ease with which a reader can

understand a written text. It should appropriate to the students level. Teacher should

like a tool to check if a given text would be readable by its intended readers or

students.

7. Graphic Organizer Method

The Definiton of Graphic Organizer Method Ciascai (2009: 17) defines graphic

organizers as representation, pictures, or models used for processing textual

information. Graphic organizers facilitate the students in understanding knowledge

when there is a large amount of work with a given limited time. She adds that there

12

are various functions of graphic organizers. In reading activity, graphic organizers

assist learners to:

1) Clarify and organize information into categories (main idea, supporting details,

topic sentence, facts, opinion, etc),

2) Organize information in a paragraph for better understanding,

3) Construct meaning of difficult words and sentence dividing into lexias,

4) Understand the context by associating with prior knowledge,

5) Identify conceptual and perceptual errors that may occur in the comprehension of

reading a passage.

Graphic organizers, as illustrated by Drapeau (1998: 11), can be used to

enhance students„ thinking skills by encouraging brainstorming, generating new

ideas, connecting parts to the whole, drawing sequence, analyzing causes and effects,

etc. In line with Drapeau, graphic organizers are visual representation of knowledge

that structure information by arranging important aspects of a concept or topic into a

pattern using labels (Bromley, DeVitis & Modlo, 1999: 7) In conclusion, graphic

organizers are tools that facilitate the readers to organize the large information into

structural categories by arranging the important aspect

a. Type Of Graphic Oranizer Method

Graphic organizers come in many different forms, each one best suited to

organizing a particular type of information. Hall & Nicole (2002:1-3) give their

thirteen detail about selection of graphic organizers and their practical use. The first

graphic is a descriptive or thematic map. It works well for mapping generic

information, but particularly well for mapping hierarchical relationships.

The second graphic is a network tree. This type of graphic organizes is

helpful as a hierarchical set of information, reflecting super ordinate or subordinate

elements. When the information relating to the main idea or theme does not fit into a

13

hierarchy, a spider map can help with organization. This is the third type. The fourth

type of graphic organizers is problem and solution map. When information contains

cause and effects problem and solution, a problem and solution map can be useful for

organizing. The fifth graphic organizers is problem-solution online, ithelp students to

compare different solution to a problem. The sixth graphic organizer is a sequential

episode map. It is useful for mapping cause and effect. When cause-effect

relationships are complex and non-redundant a fishbone map may be particular

useful. This type of graphic organizers belongs to the seventh. The eighth and the

ninth graphic organizers are comparative and contrastive map and compare-contrast

matrix. Comparative and contrastive map can help students to compare and contrast

two concepts according to their features. The other graphic is for another way to

compare concept‟ attribute. Continuum scale is effective for organizing information

along a dimension such as less to more, low to high, and few to many.

This is the graphic number ten. A series of events chain, that is graphic

number eleven, can help students organize information according to various steps or

stages. The twelfth graphic organizer is a cycle map. It is useful for organizing

information that is circular or cyclical, with no absolute beginning or ending. The last

graphic organizer is human interaction online. This type of graphic is effective for

organizing events in terms of a chain of action and reaction (especially useful in

social sciences and humanities).

Moreover, Bellanca (2007) supports and add some graphic organizers. In his

book entitled A Guide to Graphic Organizers, he puts graphic organizers in total

twenty four types. They are KWL, Web, Sequence Chart, Starburst, Gathering Grid,

5+1 Newspaper, Jigsaw, Making Ladder, Scale, PMI, Venn Diagram, Spider map,

Classification Grid, Agree-Disagree Chart, Prediction Tree, Decision Maker‟ Flow

Chart, Concept Map, Fishbone analyze,Problem Solving Chart, Two-Way Thinking

Tower, Classification Flow Chart, Right Angle, Inference Funnel, and what is the big

idea.In addition, Mcgill, Murphy, and Freeman (2009).

14

They state that graphic organizers are generally labelled as conceptual,

hierarchical, cyclical, and sequential. The first, conceptual organizers help students

show their learning or knowledge of a central idea. Concept maps, KWL charts, and

Venn diagrams are only a few conceptual graphic organizers. KWL charts will help

the student organize his or her prior knowledge and the information that he or she

wants to learn before new learning begins.

Then, after learning has taken place the student will chart what he or she has

learned. Venn diagrams are used to compare and contrast two objects, topics,

characters, etc. Second, a hierarchical organizer is used when a student needs to break

down broad concept into sub concepts. Some of these organizers include the

branching diagram, classifying chart, and topic/subtopic web. Students could use this

type of graphic organizer to explain the food chain.

Third, the student will use a sequential graphic organizer when he or she

needs to explain the sequence of events. Storyboards, T-charts, andcause and effect

organizers are all sequential. This type of organizer couldbe used when telling the

beginning, middle, and end of a story. The last, there are times when it would be best

to use a cyclical organizer. These organizers may be better known as the circle

organizer or the circle diagram. These could be used to show life cycles or the water

cycle.

b. The Benefits of Graphic Organizer

Graphic organizers enable teachers to show and explain relationships

between content and subcontent and how they in turn relate to other content areas. On

the other hand, through the use of the organizers, students can make more abstract

comparisons, evaluations, and conclusions. In short, graphic organizers allow

students an active role in their learning. There are a benefits of Graphic Organizer for

students and teachers :

15

a. Benefit to student :

Understand the concept of part to whole, Record relationships, Clarify and

organize ideas, Improve memory, Comprehend texts, Recognize and assimilate

different points of view.

b. Benefit to teachers:

Show and explain relationships between and among content, Make your

lessons interactive, Help visual learners to acquire information more easily. Motivate

students, Assist students in prewriting techniques, Assess what students

knowMoreover, Buehl (2001, p.27) states there are 3 advantages of Graphic

Organizer :Students enhance their understanding of new concepts or vocabulary

through the analysis of familiar analogous concepts.Students make connection to new

material by activating related experience and background.Students gain practice in

writing well organized summaries that follow a compare/contrast text frame.

B. The previous studies

In this study, the researcher did the research about the effect of Graphic

organizer on student‟s reading comprehension at eight grade Junior High School 26

Tanjung Jabung timur. There are some previous researchers that have discussed about

teaching reading comprehension, they are;

Firstly, A research from Dewi Marhaeni, The Effect of Graphic organizer

upon Reading Comprehension of the Twelfth Grade students of SMAN 1 Sukawati in

the Academic Year of 2015/2016. The research showed that there was aimed to

investigate whatever there was a significant effect on reading comprehension of the

twelfth grade students who were taught by using Grhapic Organizer and who were

taught by using conventional technique.

Secondly, A research from Mihdar Amar, The Effect of Graphic Organizer

Strategy on Reading Comprhension of Students with Difference Learning Styles of

the second Grade students of SMK 02 Muhammadiyah Malang in Academic Year

16

2018/2019. The research to examine whater there is a significant difference in the

reading comprehension between the student taught by KWL and Mind Mapping.

Whater there is any significant difference in reading comprehension among the visual

and auditory. Whater there is any significant difference in reading comprehension

among the students‟ learning styles use a grSShapic organizer. Whater there is an

interaction between the KWL and Mind Mapping and students‟ learning styles in

reading comprehension.

Thirdly, A research from Dewi Yunianti, improve grade ten students„ reading

comprehension of SMA N 11 Yogyakarta through the use of graphic organizers. The

subjects of the study were 32 students of X H at SMA N 11 Yogyakarta in the

academic year of 2013/2014. The data were collected by observing the teaching and

learning process during the implementation of the action, interviewing the students

and the English teacher, giving pre-test and post-test to the students, and taking

pictures of the teaching and learning process. The instruments used in this research

were interview guidelines, observation checklist, and reading comprehension tests.

From the preview related research above, most of them analyzed about the

reading comprehension and the difference between this research with them in

focusing the research. The researcher focuse in the effect of Graphic organizer and

the level of reading comprehension. This research uses pre experimental design to

know effect of Graphic organizer on Students‟ Reading Comprehension in SMPN 26

Tanjung Jabung timur.

C. Hypothesis

Hypothesis is defined as a prediction about the result of research. It can be the

direction of the expected relationship between two or more variables. There are two

types of hypothesis, namely null hypothesis and alternative hypothesis. The null

hypothesis (Ho) states that there is no difference between the outcome of pre-test and

post-test. The alternative hypothesis (Ha) tries opposite the hypothesis null (Hatch &

Farhady, 1982, pp. 3-4). Therefore, the hypotheses of this search are as follow:

17

Ha : There is significant effect of using Graphic Organizer method on Students‟

Reading Comprehension in SMPN 26 Tanjung Jabung timur.

Ho : There is no effect of using Graphic Organizer effect on Students‟ Reading

Comprehension in SMPN 26 Tanjung Jabung timur.

18

CHAPTER III

RESEARCH METHODOLOGY

A. Setting and Time of the Research

The research was conducted on eight grade students' at Junior High School

26 Tanjung Jabung timur. In this school the teacher only uses one strategy it is story

mapping technique when attempted to explain reading materials namely. the teacher

only presents a subject in the text book and asks students to read silently and make

the map what they have read and then students have to answer the questions.

B. The Design of The Research

The research is a quantitative research. This research used a pre

experimental research. Another name for this pre-experimental design is One-Group

Pretest-Posttest Design. According to Latief (2015) pre experimental research is the

one of experimental research design that is conducted without a control group. He

explained that in this research, the group is given a pre-test before the experimental

treatment. He also claimed that the effectiveness of the instructional treatment is

measured by comparing the average score of the pre-test and post test and when it

turns out that the post test average score is significantly higher than the average score

of the pretest, then it is concluded that the instructional treatment is effective.There

was no control group in this research, so the design of this research can be drawn as

follows:

Table 3.1 One Group Pre test-Post test Design

In which:

O1 = The score of pretest (before treatment)

O¹XO²

19

X = Treatment

O2 = The score of posttest (after treatment)

In this design, There were pretest and posttest. Pretest (O1) is a test which is

done before giving an experiment and posttest (O2) is a test which is done after

giving a treatment. The difference between O1 and O2 assumes the effect of the

treatment or experiment. This research used experimental group. The experimental

group was treated by integrating local culture in the form of teaching materials.

According to Arikunto (2013, p.124).

c. Population and sample

1. Population

According to Creswell (2012, p. 142) population is a group of individuals who

have the same characteristics. It means that population are all area which both object

and subject include in it which has quality and certain characteristic make by

researcher to learn it and then the researcher can make conclusion from it. The

population of this research was all the eight grade students of SMPN 26 TANJUNG

JABUNG TIMUR and a total of it is 25 students.

Table 3.2

No Clas Male Female Total

1 VIII 10 15 25

2. Sample

Table 3.3

No Clas Male Female Total

1 VIII 10 15 25

20

Creswell (2012, p. 381) states that sample is the group of participants in a study

selected from the target population from which the researcher generalizes to the target

population. A sample is a group of elements or a single element from which the data

are collected. It is a subset of some of the number and characteristic in the population

in this research, the research took class of eight grade of SMPN26 TANJUNG

JABUNG TIMUR in academic year 2020/2021. That was class eight consist of 25

students. with Convenience sampling, Convenience sampling technique is sampling

based on the availability of elements and the ease of obtaining them.

According to Sugiyono (2015), convenience sampling is a method of determining

the sample by choosing a sample freely at the discretion of the researcher. Some

considerations the researcher chose class VIII as the sample; first, to get accurate

data and also because class VIII is less active in learning. Second, due to the

COVID-19 pandemic, the learning schedule is carried out for one week studying at

school, one week studying at home, this makes it difficult for researchers to adjust the

meeting schedule. Last, the average score for class VIII is less than the KKM (75).

D. Research Variable

Research variable is an attribute or value of a person, an object, or activity that

has a particular variation set out by the researcher to study and is later drawn to the

conclusion. According to Sugiyono (2009, p. 39), Ther are five kinds of research

variable. In this research use two variables as follows:

a. Independent Variable (Variable X), is a variable that affect or that cause

or arise dependent variable.

b. Dependent Variable (Variable Y), is a variable that affected or caused by

independent variable.

In this research, the researcher focused on improving students‟ reading

comprehension achievement by using Graphic Organizer as a strategy to

understanding the text. During five weeks study, the researcher was used guided

question for the students to read. the test was done for getting the objective data of the

students‟ achievement in teaching reading comprehension. Furthermore, the result of

21

students reading comprehension was be taken from the numbers of the right answer

divided to the total number of the test time1

��������������ℎ ����ℎ ������

����� ������ �� �ℎ � ����× 100

Based on the student‟ score, qualification is used to see wheter the

students‟ have fairly, fairly good, good, very good, and exellent.

E. Research Instrument

Instrument is a tool of collecting the data. According to Sugiyono (2009,

p.102), the research instrument is a tool used to measure the observed variables.

Research instrument is a device used by the research while colecting data to make her

work become easier and get a better result complete and systematic in order to make

the data easy to be processed. The instrument in this research is test.

In this research, the data that the researcher check was the students‟ reading

comprehension achievement. In others to get the data, the researcher was use an

instrument and the researcher use reading test for the students before and after

treatment. The reading test was adaptation from englishadmin.com. Moreover, the

teacher was gave the pre-test post-test for the students. The test consisted of 15

multiple choice questions with the inferential level of reading comprehension. But,

before the researcher gave pre-test and post-test for students, the researcher was make

try out for the students, to see whether the instruments were valid or not, and the

students can more understand for the instrument. In addition, the students reading test

was check by the numbers of the right answer divided to the total number of the

time100.

Criteria of the scoring of reading comprehension based on explanation in chapter

2 page 10.

22

Table 3.4

Test Specification of Reading Comprehension

No Indicators Number of questions Number of Items

1 Identifying main idea 1, 14 2

2 Factual information 3, 4, 7, 9, 11,

13, 15,

7

3 Identifying reference 6 1

4 Identifying inference 2, 5, 8, 10, 12 5

5 Vocabulary in context

Total 15

Table 3.5

Criteria of Scoring Rubric Students’ Reading Comprehension

Range 100 Range 10 Symbol Category

80-100 8.0-10 A Excellent

66-79 6.6-7.9 B Very good

56-65 5.6-6.5 C Good

40-55 4.0-5.5 D Fairlygood

30-39 3.0-3.9 E Fairly

Source: Arikunto,S(2015, p.281).

F. Validity and Reliability Testing

According to Ary et Al (2002:213) states that there are two important

characteristic that every measuring instrument should possess: validity and reliability.

In this study, the test of reading comprehension has constructed to meet the criteria of

validity and reliability test.

23

1. Validity

Validity is a characteristic based on the reasonableness of inferencess drawn

froma set of scores. Evidence is gathered to support an argument that the inferences

are reasonable. Inference are valid or invalid; tests or other instruments are not

(McMillan & Sally, 2010, p. 185). In this research, the resercher analyzed the test

from content validity. Content validity of the test appropriate with curriculum or

material in SMPN 26 TANJUNG JABUNG TIMUR.

The procedure in doing the validation was first, the researcher saw curriculum

or material at Eight grade. Then, researcher shows kind of text with level reading to

english teacher and use readability formula to know the level reading of eleventh

grade students. The readability of a text depends upon how easily it can be

understood by the reader (Fry, 2002). A readability formula can predict the

comprehension, interest aspects. Therefore, there are many readability formula used

nowadays, one of them is the Flesch-Kincaid Readability formula. It is one of the

most famous readability formulas so far in the history of readability studies. It is

calculated by using sentence and word length as variable. In conclusion, Teacher

should like a tool to check if a given text would be readable by its intended readers

orstudents.

Next after found the level reading, the researcher designed 50 item multiple

choices. Based on inferential level beacause the students of eleventh grade in

thatlevel.To judge the validity of each item could be seen from column corrected item

total correlation (rcount) compare with rtable. If rcount > rtable that item was valid or

otherwise using ɑ = 0,05.

Based on trying out instrument of students‟ reading comprehension which was

conducted to 25 students with 50 multiple choice questions, it was obtained that 15

items valid and 30 items invalid. The invalid items were removed and students‟

24

reading comprehension instrument used 20 valid questions. The calculation of

validity can be seen in appendix 1.

2. Reliability

Reliability refers to the consistency of the scores obtained-how consistent they

are for each individual from one administration of an instrument to another and from

one set of items to another (frankle & wallen, 2009, p. 154). In this research, the

researcher gave try out first to non sample student in this school. This test function to

find out wheter the test reliable or not.

Reliabilities with internal consistency, carried out by framing the instrument once,

and then the data obtained is analyzed by a particular technique. Analytical results

can be used to predict instrument reliabilities. The result of try out computed by using

KR 21 formula.

��= K {1−(K−1)

�(�−�) }

� St²

explanation:

K= total

item in instrument

M= mean skor total

St²= varians total

Source : (Sugiyono, 2009, p. 132)

Table 3.6 Categories of Reliability

Value Description

0,8-1.000 Very high

0,6-0,799 High

0,4-0,599 Adequate

0,2-0,399 Low

25

The researcher has done validity test, then performed reliability testing on those

instruments. Reliability test used to determine the level of consistency in answering

to the instrument. Based on the calculation point about the reliability of tryout

coefficient obtained by 0,552. Based on table 3.4 showed the categories of reliability

in this research is high. From the result above it can be concluded that the instrument

can be used as a data collection tool. The calculation of reliability can be seen in

appendixII.

3. Reading Comprehension Test

The research instrument that was used in this research was reading

comprehension test. Researcher takes the test appropriate with the capability of the

students. The type of the test was multiple choices about descriptive text. The total of

questions for reading text was 50 questions for both pre-test and post-test.

Table 3.7 : The score interpretation for the students’ achievement

Score Category

81 – 100 Very Good

61 – 80 Good

41 – 60 Fair

21 – 40 Weak

0 – 20 Poor

26

G. Data Analysis

The result of the data will be compared between the first data(pre-tes) and the

second test (post-test) to know whether there are any significant student‟s scores

before and after being taught by using graphic organizer. The researcher analyzed the

collected data by quantitative data was analyzed by using statiscal method. This

technique was used To find out the wheter Do the students' taught by Graphic

organizer technique have better reading comprehension than those taught by non-

graphic organizer technique,This technique of data analysis belonged to quantitative

data analysis and the data was analyze by using SPSS 25. In analyzing the data

obtained from the text, the researcher used some technique:

1. Descriptive analysis

In descriptive analysis, number of sample, the score of minimal, maximal, mean,

and standard deviation. Descriptive analysis are obtained from students‟ pretest

posttest score. After the pretest and posttest score are obtained from scoring results.

Then was calculated the average increase in student learning outcomes, namely the

calculation of N-gain.

2. Statistical analysis

a. Normality Test

This test was carried out in order to check wheter or not the data was normal.

Data can be classified into normal when the p-output is higher than 0,05. In

measuring normality test, One Sample Kolomogrov Smirnov is used.

If the data was normal, the parametric test was used. On the other hand, if the

data was not normal, the non parametric test was used.

b. T-test

The sample of the T-test in this research is used paired sample t-test. It

used to saw wheter or not significant effect of students‟ reading comprehension

before and after treatment by Graphic Organizer.

27

H. Statistical Hypothesis

a. Alternative Hypothesis (Ha)

There is significant improvement on students‟ reading comprehension

achievement after being taught by using Graphic Organizer.

b. Null Hypothesis (Ho)

There is not significant improvement on students‟ reading comprehension

achievement after being taught by using Graphic Organizer.

28

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Finding the Study

In this study the researchers used a pre experimental design because current

conditions do not allow to use two classes because the covid 19(pandemic), student

attendance is limited to a week of school a week or not and even then alternates with

other classes.

In this section, the researcher was describe the result of the study based on the

score that students got in Pre-test and Post-test. The reseacher did the research for

five meetings. Moreover, before comes to the statistical analysis, the researcher was

shown on descriptively the students score. However, after the researcher got the data,

the researcher analyze the data using pair sample t-test to calculate the data and also

using Statistical Product and Service Solution (SPSS) version 25 program. The

findings include: 1. Descriptive analysis of the students reading test; 2. Prerequisite

test; 3. Statistical analysis of the students reading test.

1. Descriptive Analysis

In this part, the reseacher explained the frequencies, percentages and mean scores

of the tests based on the results of the test before and after giving the treatment.

a. The Result of Pre-test

Table 4.1

The Score of Pretest

No Name Pre-test

1 AA 50

2 AHP 70

3 AMPR 60

4 BF 70

29

5 CMC 40

6 DA 45

7 DNS 50

8 FDE 45

9 JL 45

10 MR 55

11 ML 50

12 MB 60

13 MAA 30

14 MF 40

15 MS 45

16 NN 55

17 RAS 35

18 RA 45

19 RV 50

20 RH 50

21 RA 50

22 SV 50

23 SQA 65

24 VN 60

25 VB 50

Total 1265

Mean 50,6

The data of students’ reading comprehension of pretest were obtained from the

result of their reading test. All the data can be described as follows :

30

Table 4.2 The Students Reading Result of Pre-test

Pre-test

Frequency Percent Valid Percent

Cumulative

Percent

Valid 30,00 1 4,0 4,0 4,0

35,00 1 4,0 4,0 8,0

40,00 2 8,0 8,0 16,0

45,00 5 20,0 20,0 36,0

50,00 8 32,0 32,0 68,0

55,00 2 8,0 8,0 76,0

60,00 3 12,0 12,0 88,0

65,00 1 4,0 4,0 92,0

70,00 2 8,0 8,0 100,0

Total 25 100,0 100,

0

The result of pretest before the treatment showed that the lowest

score was 30 and the highest score was 70, while the mean core shows that

all of students are categorized fairly good (50,6). The satistical description

the data of pretest could be seen in the following table:

Table 4.3

Descriptive Statistics of Pre-test

Descriptive Statistics

N Minimum Maximum Mean

Std.

Deviation

Pretest 25 30,00 70,00 50,6000 9,82344

Valid N (listwise) 25

31

The frequency distribution of pretest score can be seen from the following

bar chart:

Figure 4.1

Score Frequency of Pre-test

Based on the calculation on the table 4.3, it can be concluded that the mean score

of pretest is 50,6. From the 25 students, there was a student (4%) who got 30, a

student (4%) who got 35, a student (8%) who got 2, a student (20%) who got 45, a

student (32%) who got 50, a Student (8%) who got 55, a Student (12%) who got 60, a

Student (4%) who got 65 and based on the scoring grade, they are categorized as

fairly good. Then, two student (8%) who got 70, and based on the scoring categorized

as good.

32

b. The Result of Post-test

Table 4.4 The Score of Posttest

No Name Post-test

1 AA 60

2 AHP 85

3 AMPR 75

4 BF 75

5 CMC 85

6 DA 60

7 DNS 60

8 FD 65

9 JL 60

10 MR 60

11 ML 65

12 MB 70

13 MAA 65

14 MF 65

15 MS 70

16 NN 80

17 RAS 75

18 RA 60

19 RV 60

20 RH 70

21 RA 60

22 SV 60

23 SQA 70

24 VN 75

33

25 VB 65

Total 1695

Mean 67,8

The data of students’ reading comprehension of posttest were

obtained from the result of their reading test. All the data can be described

as follows:

Table 4.5

The Students Reading Result of Post-test

Post-test

Frequency Percent Valid Percent

Cumulative

Percent

Valid 60,00 9 36,0 36,0 36,0

65,00 5 20,0 20,0 56,0

70,00 4 16,0 16,0 72,0

75,00 4 16,0 16,0 88,0

80,00 1 4,0 4,0 92,0

85,00 2 8,0 8,0 100,0

Total 25 100,0 100,

0

Posttest is conducted to measure how far the effect of Graphic organizer to the

students’ reading comprehension. After the treatment, the score of students’ reading

comprehension improved. The result of calculation using SPSS 25 on the data after

treatment (Post-test) obtained the lowest score was 60, and the highest score was 85. While

the mean score showed that all of students were categorized very good (67,8).

34

Table 4.6

Descriptive Statistics of Post-test

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

Pretest 25 60,00 85,00 7,8000 8,04674

Valid N (listwise) 25

The frequency distribution of posttest score can be seen from the following Bar

Chart: Figure 4.

Score Frequency of Post-test

The data in table 4.6 showed that after giving the treatment the score of students reading comprehension were varied. Based on the calculation, from 25 students there were

eight students (36%) who got 60 belong good category, five students (20%) who got 65 belong very good category. four students (16%) who got 70, they belong very good

category. Finally four students (16%) who got 75, one students (4%) who got 80, two Students (8%) who got 85 They belong excellent category.

35

After the researcher analyzes the value of pretest and posttest, the next step is to calculate the gain (improvement) of students’ reading comprehension. Gain is the difference

between the pretest and posttest values. Gain shows an increase in students’ reading comprehension after learning is done. The improvement (gain) from pretest to posttest can

be computed for each participant by subtracting each person’s pretst score from his or her

posttest score by considering the following formula : The improvement (gain) of the test

result can be drawn in the following table:

Table 4.7

Gain Score of Pre-test and Post-test

No Name Pre-test

Score

Post-test

Score

Gain

1 AA 50 60 10

2 AHP 70 85 15

3 AMPR 60 75 15

4 BF 70 75 5

5 CMC 40 85 45

6 DA 45 60 15

7 DNS 50 60 10

8 FDE 45 65 20

9 JL 45 60 15

10 MR 55 60 5

11 ML 50 65 15

12 MB 60 70 10

13 MAA 30 65 35

14 MF 40 65 25

15 MS 45 70 25

16 NN 55 80 25

17 RAS 35 75 40

18 RA 45 60 15

19 RV 50 60 10

36

20 RH 50 70 20

21 RA 50 60 10

22 SV 50 60 10

23 SQA 65 70 5

24 VN 60 75 15

25 VB 50 65 15

Total 1265 1695 430

Mean 50,6 67,8 17,2

In order to see the global gain from both pretest and posttest score, the

data are also analyzed by Hake’s (1999) formula, as follows:

N-gain=�����−����

����−����

N-gain=�6 9 �−1 2 �5

����− 1 2 6 5

=�3 0

�3 5

=0.585

By considering the following criteria:

a. “high”-g courses as those with (<g>) >0.7;

b. “medium”-g courses as those with 0.7> (<g>) >0.3;

c. “low”-g courses as those with (<g>) <0.3.

37

Based on the calculation above, the writer obtained N-gain was 0.585. so, it

is concluded that the N-gain of reading comprehension test included in

mediumlevel.

2. Prerequisite Test

a. NormalityTest This normality test aims to determine wheter the data from each

variable is normality distributed or not. This normality test used the

Kolmogrof Smirnov method (K-S) test. To determine the normality of the

data tested simply by reading the Asym. Value. Sig. (2-tailed). Data

requirements are normally distributed if the value of Sig. (2-tailed)

obtained from the calculation is higher than alpha level of 5% or Sig. (2-

tailed)>0.05.

Table 4.8

One-Sample Kolmogorov-Smirnov Test

Pretest Posttest

N 25 25

Normal Parametersa,b Mean 50,6000 67,8000

Std.

Deviation

9,82344 8,04674

Most Extreme Differences Absolute ,204 ,196

Positive ,204 ,196

Negative -,124 -,166

Test Statistic ,204 ,196

Asymp. Sig. (2-tailed) ,008c ,014

c

a. Test distribution isNormal.

b. Calculated fromdata.

c. Lilliefors Significance Correction.

38

Based on the table above was known that the significance value from

each pretest posttest is higher than 0,05. The sig/p-value on pretest is 0,20

and it is higher than 0,05 (0,20>0,05), means that the data is in normal

distribution, the p-value on posttest is 0,07 and it is higher than 0,08

(0,07>0,05), means the data is in normal distribution. Therefore, is also

means that Ho is accepted and Ha is rejected. So it can be interpreted that

each of data is in normal distribution.

3. StatisticalAnalysis

A. Hypothesistesting

Hypothesis testing used paired sample t-test is a test for the some

population group, but has two or more conditions of the sample data as a

result of the treatment given to the sample group. The data needed for

this test equipment is numerical data in the form of ratios and intervals.

Theamount needed in this model is a small sample. Paired Sample t test is

used from a population before and after receiving treatment. The

hypothesis with the following details:

a. Alternative Hypothesis (Ha)

There is significant improvement on students’ reading comprehension

achievement after being taught by Graphic Organizer.

b. Null Hypothesis(Ho)

There is not significant improvement on students’ reading comprehension

achievement after being taught by Graphic Organizer.

The basic of decision making is based on the comparison of t count with t

table:

a. If the value of tobatined > ttable, then Ho is rejcted and Ha

isaccepted

39

b. If the value of tobtained < ttable then Ho is accepted and Ha isrejected

Basic of decision making in Paired Sample t-test based on the comparison

of the significance value (probability) as follow:

a. If the significance value is > 0,05, then Ho is accepted and Ha is

rejected.

b. If the significance value is < 0,05, then Ho is rejected and Ha is

accepted.

The results of statistical dat analysis using SPSS 25, obtained the output shown in the

tablebelow:

Table 4.9

The Result of Paired Samples Statistics

Paired Samples Statistics

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 Pretest 50,6000 25 9,82344 1,96469

Posttest 67,8000 25 8,04674 1,60935

At the firs output, presents a description of the pair of variables analyzed,

which is includes the average (mean) before being given treatment 50,60

with standard deviation of 9,8234 and after being treatment 67,80 with

standard deviation8,046.

Table 4.10

The Result of Paired Samples Correlations

Paired Samples Correlations

N Correlation Sig.

Pair 1 Pretest & Postest 25 0,334 0,103

40

Furthermore, in the second output, the results of the correlation between the two

variables yielded a figure of 0,334 with a probability value (sig) of 0,103. This states that the

correlation between before and after being given treatment is significantly no related,

beacause the probability value is >0,05

Table 4.11

The Result of Hypothesis Test

Paired Samples Test

Paired Differences

t df

Sig. (2-tailed) Mean

Std. Deviation

Std. Error Mean

95% Confidence Interval

of the Difference

Lower Upper Pair 1

Pretest - Posttest

-17,20000

10,41633 2,08327 -21,49965

-12,90035

-8,256 24 0,000

a. Decision making based o the value of obtained and

t table: Finding ttable in the tablet:

1). Level of significance (ɑ) is 5% (seen from data input on option

which chooses 95% confidencelevel)

2). DF or Degrees of Freedom are N (amount of data) – 1 or 25-1 =24

3). So that the value of 2.093 is obtained from tablet.

From the result of the third output it is known that the value of

tobtained is -8,256. In the t test the plus and minus signs are not considered

so that the value of -8,2526> 2,093 (ttable). So it can be concluded that Ho is

rejected and Ha is accepted. So it can be concluded that using the Graphic

41

organizer on Student's Reading comprehension at the eight grade of SMPN

26 Tanjung Jabung timur.

b. Decision making Paired Sample t-test based on the comparison of

significance value. From the result of SPSS output above, it is known that

the significance value is 0,000. Because the significance value is 0,000 <

0,05 in accordance with paired sample t-test decision making basis, it can

be concluded that using the Graphic organizer on Student's Reading

comprehension at the eight grade of SMPN 26 Tanjung Jabung timur.

4. Interpretations After the analysis conducted, it can be stated that Graphic Organizer is

an effective strategy applied in the teaching reading. It was strenghtened

by the result of descriptive analysis and inferential analysis that there was a

significant difference students reading comprehension achievement. The

mean score of pre-test 50,6 and the mean score of post-test is 67,8. Based

on the results of pretest posttest obtained, looked there is an improvement

in the mean score after being given treatment about 17,2. This means that

the students could answer the reading comprehension test better than

before given thetreatment.

To give accurate data on the students’ score improvement and to

know the effect of Graphic organizer, then the results from pretest and

posttest were calculated with gain score formula. The calculation got scores

0,585 which is categorized as a medium level. It means that teaching

reading with Graphic Organizer strategy was effective.

Then, result of this study also indicated that there was a significant

different before and after taught by using Graphic organizer, This result

showed that the students are more interested to read and comprehend the

text. However, the students were motivated in reading after using Graphic

organizer.

42

In this section, the researcher would interpret the hypothesis testing. As

mentioned above, the hypothesis of this research said “using the Graphic

organizer on Student's Reading comprehension at the eight grade of SMPN

26 Tanjung Jabung timur.

From the previous analysis, it showed that with the number of sample is 25 and the

level of significant is 0.000, the result of the computation of t-value is -8.256. Based on the

value for n=25 and the level of significant is 0.000, the value of t-table is -8,256. The

computation shows that t-value is higher than t-table that is -8,256 > 2,093. So, the

hypothesis is accepted. It means that there is effective of using the Graphic organizer on

Student's Reading comprehension at the eight grade of SMPN 26 Tanjung Jabung timur.

After computing t-test, and after knowing that the hypothesis is accepted, the theory meets

the fact in this case.

The result of the research was stating that applying graphic organizer method

in teaching learning was effective. It was proved by the significant difference score of

students‟ reading comprehension ability between before and after taught by using

graphic organizer method. So, it meant that the result of this research was verified the

theory by to Kintsch and Rawson (2005) stated that comprehension skills aided by

graphic organizers help a reader develop reading abilities.

The result showed that the Graphic Organizer affects the students‟

performance in reading comprehension. Research comes from Ika Nuryana(2016)

with her research entitled "THe EFFECTIVENESS OF USING GRAPHIC

ORGANIZER TOWARD STUDENT'S ACHIEVEMENT IN READING

COMPREHENSION OF ELEVENTH GRADE AT MAN TRENGKALEK". the

research design in this research was experimental research design with quantitative

approach, the population of this research was all students of eleventh grade at MAN

Trenggalek, the sample was IX MIA 1 class consisting of 35 students,the research

instrument was test, the data analyzed was analyze by using SPSS The result showed

that the difference between the averages of student‟s reading comprehension score

43

before they were taught using graphic organizer and after they were taught using

graphic organizer. Thus, it can be concluded that by using Graphic Organizer strategy

in teaching reading comprehension of eleventh grade at MAN Trenggalek was

effective. The equation with my research is The research instrument was a test, the

data were analyzed with SPSS. The result showed that the difference between the

averages of student‟s reading comprehension score before they were taught using

graphic organizer (67.42) and after they were taught using graphic organizer (84.14).

The Tcount was 19.2, whereas Ttable with the significance level of 5% was 2.03. So,

the Tcount was bigger than Ttable. This meant that the alternative hypothesis (Ha) is

accepted and the null hypothesis (Ho) was rejected. Thus, it can be concluded that by

using Graphic Organizer strategy in teaching reading comprehension of eleventh

grade at MAN Trenggalek was effective. The equation with my research is both use

pre experimental design and both use quantitative research and calculate values using

sppss, The difference with my research is she use all students of eleventh grade at

MAN Trenggalek, the sample was IX MIA 1 class consisting of 35 students, while

my research The sample of the research was 25 students at eight grade students of SMPN

26 The data were collected by using reading test. The result of the analysis indicated that

the mean score of post-test (67,8) is higher than pre-test (50,6).

The second research comes from Dwi Putranti (2015) with her research entitled

"IMPROVING THE STUDENTS’ READING COMPREHENSION SKILL BY USING THE GRAPHIC

ORGANIZER FOR GRADE VIIID AT SMP N 1 BERBAH". This research was an action research.

This research consisted of two cycles. The data were obtained from the classroom

observation during the teaching and learning process, the students‟ interview, the

teacher‟s interview, the questionnaire, and supported by the score of the students‟

reading comprehension tests. The data from the classroom observation, interview and

the questionnaire were analyzed qualitatively and the scores were analyzed

quantitatively using descriptive statistics. The results of this research suggested that

the graphic organizer improved the students‟ reading comprehension skill for grade

44

VIIID at SMP N 1 Berbah. The qualitative data analysis showed that the students

were able to comprehend the texts better by using the graphic organizer. There were

also some changes on their behavior. They could focus their attention on the teaching

and learning process by the implementation of the graphic organizer. the total score

and the average score in the posttest I was increased 10% from the total score and the

average score of the pretest. Meanwhile the total score and the average score in the

posttest II was increased 9% from the total score and the average score of the posttest

I. The quantitative data supported the qualitative data, that the graphic organizer

could be used to improve the students‟ reading comprehension skill. The equation

with my research is the same as quantitative research and the same research in junior

high school and the same using the Graphic Organizer method to improve reading

comprehension, The difference with my research is Her research is action research.

Her research consisted of two cycles. Data were obtained from classroom

observations during the teaching and learning process, student interviews, teacher

interviews, questionnaires, and supported by students' reading comprehension test

scores, while my research The sample of the research was 25 students at eight grade

students, The data were collected by using reading test. The result of the analysis indicated

that the mean score of post-test (67,8) is higher than pre-test (50,6).

Third, a research comes from Ana Putri Sari (2014) IMPROVING

READING COMPREHENSION SKILLS BY USING GRAPHIC ORGANIZER OF

EIGHTH GRADE STUDENTS IN SMP 4 KUDUS This research is a classroom

action research. There are four steps in action research, there are: planning (identify a

problem), acting (collect data), observing (analyze and interpret data), reflecting

(develop and action).To know the improvement of reading skill by using graphic

organizer, the writer got the result from students‟ score of the reading test and also

observation sheet.The data analysis shows that graphic organizers can improve the

reading skill of the eighth grade students of SMP 4 Kudus. From the calculation, the

average score from the first cycle is 72.8 with the highest score is 80 and lowest score

45

is 60. In the second cycle there was significant improvement by the score of the

students. The mean score is 82 with the highest score is 85 and the lowest score is 70.

It means that the reading skill of the eighth grade students are improved. The

equation with my research is the same as quantitative research and the same research

in junior high school and the same using the Graphic Organizer method to improve

reading comprehension, the difference with my research is Her research is action

research and she got the result from students‟ score of the reading test and also

observation sheet while my research The sample of the research was 25 students at eight

grade students, The data were collected by using reading test. The result of the analysis

indicated that the mean score of post-test (67,8) is higher than pre-test (50,6).

All those researhers proved that collocation. In this case, Graphic Organizer was

effective to enhance the students‟ reading comprehension. The treatment received by

the students also made them easily in understanding the text and the question,

because they were not translating or finding the meaning of word per word. This

translation method sometimes made students confused, because on some collocation,

such as “hang on”, it was difficult to understanding its meaning when it is translated

word by word. So we could conclude that learning collocation indeed help students in

their reading comprehension achievement.

Then, from the computation in the previous section; the researcher conclude the

effect of Graphic Organizer on students reading comprehension at the eight grade of

SMPN 26 TANJUNG JABUNG TIMUR.

46

CHAPTER V

CONCLUSION AND SUGESSTION

A. Conclusion

Based on the analysis of the data, the hypothesis, and the discussion in the

previous chapter, the conclusion can be drawn that used Graphic Organizer is

effective on students‟ reading comprehension achievement at SMPN 26 Tanjung

Jabung Timur . This statement is proved by t-test. The Sig. (2-tailed)was 0.000 <0.05.

Then, the result of the score of the students is mostly increase from the pretest to the

posttest after given treatment. It can be proved by the increasing of the mean score.

The mean score before give treatment is 50,6 while after give treatment is 67,8. It

can be categorized as good.

B Suggestion

Based on the research finding, the researcher tries to give some suggestions

after finishing this study. They were as follows: For the English teacher should

choose the most appropriate method in teaching learning process especially in

teaching reading. The English teacher can use Graphic Organizer strategy method in

teaching learning process as the alternative method. The English teacher must

prepare the method and the material well before teaching. The English teacher can

apply this method to make the students more interested with the materials in learning

process. The teacher should motivate their students.For the students should pay

attention the teacher‟s explanation. The students should be active in teaching

learning process and are not afraid to English lesson. The students should be more

active in participation in teaching learning process to build their knowledge.

The students must study hard to improve their reading comprehension For other

researcher, Knowing that the use of Graphic Organizer strategy is effective to improve

students’ reading comprehension, the researcher suggests to the other researchers should

47

REFERENCES

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Arikunto (2013, p.124). One Group Pre test-Post test Design.

Arikunto, S (2015,P.281)Criteria of scoring rubric Student's Reading comprehension

.

Brown, H. D. (2003). Language Assessment-Principles and Classroom Practices.

New York: Longman.

Buehl, D. (2002). Classroom Strategies for Interactive Learning. USA: International

Reading Assosiation.

Creswell, J. W. (2014). Research design : Qualitative, Quantitative, and Mixed

Methods Approaches. USA: Sage Publications.

Ciasai(2008). Graphic organizer method.

Cline,etAl(2006). Definition states reading.

Harmer,J.(2007).ThePracticeofEnglishLanguageTeaching-

4th

Ed.Oxford:PerasonLongman.

Harmer,J.(2001)The Practice of English language.

Harmer,J.(2002)The Practice of English language.

HallandNicole(2002). Type Of Graphic organizer.

Harmer, J. (2001). How to Teach English. England: Associated Companies Throught

of World.

Hidayati, D. (2018). Students Difficulties in Reading Comprehension At The First

Grade Of Sman 1 Darussalam Aceh Besar Faculty Of Education And Teacher

Training Ar-Raniry State Islamic University Darussalam- Banda Aceh 2018 M/1439

H.

48

Holderness (2009 P 114) Concept of reading

Latif (2015) Pre experimental design

Lidiya Wati(2009). Kinds of Reading.

Majia Macleod(2018). Reading type.

(McMillan & Sally, 2010, p. 185), Validity.

NewYork(2018).Sunrise publisher anddistributor.

NewYork(2019) Rouledge.

Nunan, D (Ed). (2003). Practical english language learning (3rd ed.).

Sugiyono(2011,p.80), Population.

Sugiyono. (2009). Metode Penelitian Kuantitatif Kualitatif dan R & D. Bandung:

Alfabeta.

Sugiyono, (2009,P 132) Reliablity

Tinker mules and Mmc Coullogh(2008).

Zimmerwan(1999). Reading Comprehension.

49

A

P

P

E

N

D

I

X

50

Appendedix I

The Result Of Validity

51

Appendedix II

The Result Of Realibility

k

k-1

m

k-m

st²

20

19

7,85

1,052631579

95,3775

200,7017544

0,524779939

Adequate 0,552399936

10,03508772

k/k-1

m(k-m)

k*st²

m(k-m)/k*st²

1-m(k-m)/k*st²

12,15 0,475220061

52

Appendedix III

Reading Test

NAME :

CLASS :

TIME :

This test is used as a data collection tool on title research “THE EFFECT OF

GRAPHIC ORGANIZER METHOD ON STUDENTS READING

COMPREHENSION AT THE EIGHT GRADE OF SMPN 26 TANJUNG JABUNG

TIMUR”

DIRECTION : This test aims to determine students' reading

ability. In this test you are asked to answer questions from the text. In reading the text, the

first thing you have to do is read, read and read so that you understand the contents of the

text, then understand the main idea and don't get hung up on one question.

INSTRUCTIONS : Read the Reading text , Choose the answer a, b, c, d,

or e which you think is correct.

Descriptive Text of Historical Place and Tourism Object 1

Angkor Wat was faced a Hindu temple, a man of Budhist temple

completed in Cambodia. It is the largest religious monument in the

world. The temple was built by the Khmer King, Suryawarman II in the

early twelveth century in Yosadapura, the capital of the Khmer Empire

as this temple of eventual moslem. It is dedicated to Wisnu. It is

designed to represent Khmer Meru, frame of the Devis in Hindu

mithology within the mouth and has an outer wall which is 3 to 7 km

long. It has three rectangular galleries which races about the neck. At

the centre of the temple stand Queen Cap of Tower.

1. What is the monolog about?

A. Gallery complex.

53

B. Buddhist mythology.

C. Cambodia.

D. Khmer Empire.

E. Angkor Wat.

2. In the twelveth century which Empire was strong enough to

build the biggest temple of the world?

A. Old Empire.

B. Yosadapura Empire.

C. Meru Empire.

D. The King Empire.

E. Khmer Empire.

Descriptive Text of Historical Place and Tourism Object 2

Paris is the capital city of FrancE. It is one of the most beautiful

cities in the world. It is also one of the world’s most crowded cities.

Lovely gardens and parks are found throughout Paris. At night, many

palaces and statues are lit up. For this reason, Paris is often called the

city of light. Every year, millions of people visit Paris. The most popular

place to visit is the Eiffel Tower. This huge structure has become the

symbol of Paris. D’Louvre, one of the world‘s largest art museums draws

many visitors. The Cathedral Notre Dame, a famous church, is an other

favourite place to visit.

3. What is the monologue about?

A. Paris

B. The Louvre

C. Notre Dame

D. The crowded city

E. The city of light

54

4. What has become the symbol of Paris?

A. The Louvre

B. The Cathedral

C. The Eiffel Tower

D. The lovely garden

E. The light structure

Descriptive Text of Historical Place and Tourism Object 3

This museum is located in Ambarawa in central JavA. The

musseum focuses on the collection of steam locomotivE. Ambarawa was

a military city during the dutch colonial government. King Willem I

ordered the construction of the new railway station to enable the

government to transport it’s troops to Semarang. On may the 21st 1873,

the Ambarawa railway station was built on 100,027,500 squares meter

lanD. Back then it was known as the Willem I station. The Ambarawa

railway museum was established much later on October 16, 1976 in the

Ambarawa station to preserve the steam locomotivE. They were coming

to the end of their useful life when the 3 feet 6 inches guard railway or

the Indonesian state railway or Perusahaan Negara Kereta Api was

closed. The steam locomotives are parked in the open air next to the

original station.

5.What was the Ambarawa called during the dutch colonial

government?

A. A military city

B. A railway museum,

C. A new railway town,

D. King Willem I station.

E. Steam locomotives station,

6. Why was the Ambarawa railway museum established?

55

A. To build new railway museums.

B. To transport government troops.

C. To preserve the steam locomotives

D. To build a new government station.

E. To park the locomotives at the original station.

Text of Historical Place and Tourism Object 3

On the banks of the Chao Phraya, Bangkok’s “River of Kings”, lies

a hotel that has already set new standards of hospitality for this

celebrated city.

Set in magnificently lanscaped tropical gardens, the Shangri-La

Bangkok provides guests with all the charm and warmth of the orient

and, at the same time, unsurpassed range of facilities and leisure

activities. There is a choice of 12 superb settings in which to wine and

dine, a large free-form swimming pool that overlooks the river,

conventoin and meeting facilities for up to 2000 people, and a 24-hour

business centre. And, from every single guest room and suite, there is a

breathtaking view of all the exotic hustle and bustle of the fabled “River

of Kings”. One might expect such a well-equipped and positioned hotel

to be miles away from the city center but, at Shangri-La Bangkok the

busness district and main shopping areas are mere minutes away. From

more than 200 years, Bangkok’s granduer has been reflected in the

waters of the Chao PhrayA. Today, the Shangri-La Bangkok towers

beside this majestic river, offers its guests the golden promise of the

East.

7. For how many people the meeting facilities are up to?

A. 5000 people.

B. 4000 people.

C. 2000 people.

56

D. 1000 people.

E. 500 people.

8. The text mainly focuses on…

A. Bangkok’s granduer.

B. Bangkok’s ”River Kings.”

C. The water of the Chao Praya.

D. The majestic river in Bangkok.

E. Shangri-La Bangkok.

Descriptive Text of Historical Place and Tourism Object 4

Losari beach is a beautiful beach and located on the edge city of

Makassar. It is located only about 3 km from the center of Makassar

(Karebosi Park). The beach used to be the longest café in Asia, because

many cafes stand in along the beach, but now the cafes are collected in

a special place so it does not spread along the coast. Charm of the beach

is mainly seen in the evening when the sunset stands out. This is a major

attraction of people’s coming to the Losari beach. Every evening

hundreds of people come to witness the panorama of red as the sun will

disappear into the ocean, so do not miss the sunset at the Losari beach.

If the sky is sunny, the scenery is absolutely perfect. Because of its

location in a bay, the water of Losari is even often quiet as usual pool

water. Losari is its waterfront of Makassar. The lengthy of the beach is

approximately one kilometer and it is a public space that can be

accessed by anyonE. On this beach there is a park called the Pelataran

Bahari (Marine Park), with semicircular area of nearly one hectarE. This

place is a plaza with a clean floor for children to play and running

around, while parents and teens sit on concrete benches to enjoy the

sea breezE. From this place, you are also free to view out to the sea and

watch the sunset slowly turns reddish in the line of the horizon. The

reflected light also creates sheen on the surface of sea water.

57

The Pelataran Bahari also serves as the stadium of open water to

watch the coastal waters in front of Losari beach. This coastal water is

often used as a racecourse jet ski, boat races and traditional boat jolloro

katinting, or become a transit point of rely of Sandeq traditional

sailboats and yachts. In Losari there are also a few hotels. Some of them

qualified as a tree stars hotel. The hotel is offering panoramic beauty of

the sea with luxury service treats. There are Losari Beach Hotel, Losari

Beach Inn, Makassar Golden Hotel, and Pantai Gapura Hotel. All of the

hotels located in Jalan Penghibur.

9.What is the main idea of the text?

A. Losari beach is a awful place.

B. Losari beach is a good place to visit.

C. No body visit Losari beach.

D. Many visitor on Pantai Gapura Hotel.

E. No one stay at Losari Beach Inn.

10. How many hotels does the writer mention?

A. Six hotels.

B. Five hotels.

C. Four hotels.

D. Three hotels.

E. Two hotels.

11. Where is Losari beach located?

A. Somewhere at Makassar City.

B. Locate at Jalan Penghibur.

C. Near Makassar City.

D. Far away from Losari Beach Inn.

58

E. Located only about 3 km from the center of Makassar

(Karebosi Park).

Descriptive Text of Historical Place and Tourism Object 5

The Shard is an 87-storey skyscraper, which sits in the heart of

London. It is known as the shard of glass. Construction began in 2009

and was completed three years later in 2012, making it Western

European’s tallest building. Designed by architect Renzo Piano, The

Shart is the second tallest free standing structure in the UK. Its exterior

boasts 11,000 glass panels — that’s equivalent in area to eight football

pitches or two-and-a-half Trafalgar Squares. The building was developed

to have multiple uses, describes on the website as a ‘vertical city where

people can live, work and relax’. This motto was clearly taken on board

that was found on the 72nd floor towards the end of construction.

12. What is the text about?

A. The architect Renzo Piano

B. The Shard glass panels

C. The Shard, building in London

D. The tallest building in London

E. The heart of London

13. In Europe, the Shard gains popularity on its …

A. Location

B. Function

C. Height

D. Age

E. Usage

14. What probably makes people interested to stay in the Shard?

59

A. It has multiple uses

B. It is the tallest building in UK

C. It was built by famous architect

D. It is located in the heart of London

E. It is very cheap

15. “…, making it Western European’s tallest building.” What

does the underlined word “it” refer to?

A. The Shard

B. The glass

C. London

D. Skyscraper

E. Renzo Piano

Descriptive Text of Historical Place and Tourism Object 6

Kediri is a name of a town. It is situated in a valley between the

Kelud and Willis mountains and inhabited by about 1.3 million peoplE. In

the centre of the town there is a large hill which is called the Dathok

Mountain. Because of the topography of the region, Kediri is called a

chilly town by the locals. There is a big river called Brantas cutting off

the centre of the town. Beside the temples, Kediri is also famous for its

products like cigarettes and a special kind of tofu or bean curD. This

highly nutritious food is delicacy of Kediri and has a distinctive tastE. The

cigarettes factory dominates the town economy and employs the

majority of the women labor forcE. Kediri and the cigarettes factory are

inseparable and it is considered the biggest cigarette factory in

IndonesiA. Most of the local people work in this factory. Those who do

not work here are farmers or traders.

16. What does the above text tell about?

A. The history of Kediri

60

B. The famous products of Kediri

C. The description of Kediri

D. The people

E. 1.3 million people

17. Which one has a distinctive taste?

A. The cigarette

B. The special food

C. The bean curd

D. The highly nutritious food

E. Tofu

18. “Those who do not work here …” (last sentence). The “those”

word refers to ….

A. The local people

B. The factory workers

C. The farmers

D. The traders

E. Woman labour force

Descriptive Text of Historical Place and Tourism Object 7

Masjid Sultan Suriansyah is a historical mosquE. Built 300 years

ago, this building is the oldest mosque in South Kalimantan. The mosque

is located in the North Kuin Village of Banjarmasin. It was built in the

reign of Sultan Suriansyah known as Pangeran SamuderA. He was the

first Banjarnese King who converted into Islam. This mosque was found

on the bank of the Kuin River, near KampungKraton, which was

destroyed by the Dutch colonial. The construction of Masjid Sultan

Suriansyah was uniquE. The roof is layereD. It took the Banjar’s past

architecture before Islam camE. Different from any other old mosques

61

in Banjar, the mihrab has its own roof, separated from the main

building.

19. Masjid Sultan Suriansyah was constructed in the era of ….

A. Banjar people

B. Dutch colonial

C. Kalimantan King

D. Sultan Suriansyah

20. What is mainly discussed in the text?

A. A king reign

B. A palace complex

C. An Islamic location

D. A historical mosque

21. From the text we know that ….

A. Some construction of the mosque takes the local style

B. Banjar people burned down the mosque

C. There is nothing special from this mosque

D. The Dutch colonial built the mosque

Descriptive Text of Historical Place and Tourism Object 8

Bale Kambang is a small village in the Southern coast of East

Java, seventy kilometers from Malang town and two hours’ drive from

South. It is well known for its long beautiful white sandy beach as well as

the similarity of its temple to the one of Tanah Lot in Bali. In Bale

Kambang, there are three small rocky islands namely Ismaya Island,

Wisanggeni Island, and Anoman Island, those names are taken from

“wayang” figures (Java traditional puppets). These islands are

surrounded by Indonesian Ocean which huge waves frighten most

overseas cruisers.

62

22. What makes Bale Kambang famous?

A. Small rocky islands

B. Long beautiful beach

C. Huge waves of ocean

D. Overseas cruisers

E. three small rocky islands

23. What is the main idea of the second paragraph?

A. There are three rocky islands in Bale Kambang

B. Huge waves frighten many overseas cruisers

C. Names of rocky islands are taken from “wayang”figures

D. The rocky islands are in the middle of the sea

E. Small village of Bale Kambang

Descriptive Text of Historical Place and Tourism Object 9

Orchard Road is a Boulevard which becomes business and

entertainment center in SingaporE. Orchard Road is surrounded by a

lush tropical and flower gardens which are beautiful. At first, Orchard

Road is just a suburban street lined with orchards, plantations nutmeg,

and pepper farming. However, in the 1970s, it turned into a shopping

center in SingaporE. In 1960 and 1970 entertainment industries began

to enter this roaD. Shopping centers such as mall and Plaza was built in

1974. Orchard Road runs along about 2.2 km. This road is one-way

street flanked by a variety of shopping malls, hotels and restaurants.

The shopping area which is nearly 800,000 square meters provides a

wide range of Things, food, and entertainment. In this area there are

many options that can satisfy visitors from all walks of life starting from

the luxury branded things to the Popular branded, from exclusive

restaurants to fast food. There are so many ways that can be accessed

to get to Orchard road such as: by taxi, bus or drive your own car. For

63

those who are driving to Orchard Road can be entered from the west

through the Napier RoaD. Vehicles from Dunearn Road can turn to left

at the intersection of the Marriott Hotel junction. Vehicles that come

from Paterson can turn right onto Orchard RoaD. Orchard is always

crowded so you have to be careful in order not to get lost.

24. The text mainly focuses on

A. Singapore

B. Orchard Plantation

C. Plaza and Mall

D. Orchard road as business and entertainment center

E. Shopping Center

25. Which statement is TRUE?

A. At first Orchard Road is a crowded settlement

B. Orchard road became business and entertainment center

since 1974

C. Vehicles from Dunrean road turn to the left at intersection of

the Marriott Hotel junction

D. Orchard road is infamous place at Singapore

E. Orchard road is not surrounded by flower garden

26. In the third paragraph the writer describes about?

A. The location of Orchard Road

B. The things that we can see at orchard road

C. The direction to get to Orchard Road

D. The history of Orchard Road

E. The distance of Orchard Road

27. Words “it” in line 4 refers to?

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A. The plantation

B. Luxury branded things

C. The plaza

D. Singapore

E. Suburban street

28. The word “satisfy” in line eighth has the closet meaning

with?

A. Pleased

B. Free

C. Frighten

D. Threat

E. Loved

Descriptive Text of Historical Place and Tourism Object 10

Petruk cave is one of the leading tourist attractions in Kebumen,

Central JavA. The cave is located in the dukuh Mandayana Candirenggo

Village, Ayah District, Kebumen regency. In the petruk cave there is no

lighting that illuminates the cavE. It is still very natural cave so that

petruk cave is very dark to be entereD. Petruk cave’s name is taken from

the punokawan of puppet characters that is Petruk. The cave Named

Petruk cave because the length of cave is as long as petruk’s nose. In the

cave there are 3 floors that are the first is a basic cave, Hindu caves and

Petruk cavE. The base cave is a short cave which is just 100 meters

away. The cave is used for tourist attractions. Hindu cave is part of the

cave that is usually used to put offerings to the ancestor. Inside Petruk

cave there are so many stalactites and stalagmites which are really

awesomE. If you want to explore this cave, you must be led by guides

who are ready to take you through the cavE. After arriving at the end of

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the cave, you can see the beach or waterfall located near at the end of

the cave

29. What is the text purpose?

A. To inform readers about tourism in Kebumen

B. To entertain reader about Petruk Cave

C. To explain the reader about floors in Petruk Cave

D. To Introduce The Local tourism in Kebumen

E. To describe Petruk Cave

30. Why did Petruk cave named as one of character in

Punokawan puppet?

A. Because the cave is belong to Petruk

B. Because Petruk is the first explorer of the cave

C. Because Petruk is buried at the cave

D. Because the cave’s length is as long as Petruk’s nose

E. Because the cave’s depth is as deep as Petruk’s hair

31. Which part of Petruk Cave which used for place to put foods

for ancestor?

A. In the basic cave

B. In petruk cave

C. In Hindu cave

D. In front of the cave

E. Inside the cave

32. What is stalactites means?

A. A type of formation that hangs from the ceiling of caves

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B. Types of formation that lay on the floor of caves

C. Types of food given to ancestor

D. Someone who guide the visitor in the cave

E. Kind of animals in the cave

33. What is “lead” means in paragraph 2?

A. Guide

B. Take

C. Bring

D. Put

E. Place

Descriptive Text of Historical Place and Tourism Object 11

Venice is a city in northern Italy. It has been known as the

“Queen of the Adriatic”, “City of Bridges”, and “The City of Light”. The

city stretches across 117 small islands in the marshy Venetian Lagoon

along the Adriatic Sea in northeast Italy. Venice is world famous for its

canals. It is built on an archipelago of 117 islands formed by about 150

canals in a shallow lagoon. The islands on which the city is built are

connected by about 400 bridges. In the old centre, the canals serve the

function of roads, and every form of transport is on water or on foot.

You can ride gondola therE. It is the classical Venetian boat which

nowadays is mostly used for tourists, or weddings, funerals, or other

ceremonies. Now, most Venetians travel by motorised waterbuses

which ply regular routes along the major canals and between the city’s

islands. The city has many private boats. The only gondolas still in

common use by Venetians are the Traghetti, foot passenger ferries

crossing the Grand Canal at certain points without bridges.

67

34. What does the text tell you about?

A. Gondola.

B. Traghetti.

C. Venice

D. Italy.

E. Venetian boat

35. What transport crosses the Grand Canal for foot passengers

at certain points without bridges?

A. Gondolas.

B. Traghetti.

C. Waterbuses.

D. Lagoon.

E. Ship

36. From the text we can say that Venice belongs to a city of ….

A. water

B. ceremonies

C. buses

D. funerals

E. Gondola

37. What does the second paragraph of the text tell us about?

A. The forms of transport in the worlD.

B. The canals and roads that people like to usE.

C. The archipelago that has a lot of islands.

D. Venice as the world famous for its canals.

E. Venice is the city of light

68

Descriptive Text of Historical Place and Tourism Object 12

Natural Bridge National Park is luscious tropical rainforest. It is

located 110 kilometers from south of Brisbane and is reached by

following the Pacific Highway to Nerang and then by travelling through

the Numinbah Valley. This scenic roadway lies in the shadow of

Lamington National Park. The phenomenon of the rock formed into a

natural ‘arch’ and the cave through which a waterfall cascades is a short

one-kilometer walk below a dense rainforest canopy from the main

picnic areA. Swimming is permitted in the rock pools. Night-time visitors

to the cave will discover the unique feature of the glow worms. Picnic

areas offers toilets, barbeque, shelter sheds, water and fireplaces;

however, overnight camping is not permitted.

38. What is the function of paragraph 1?

A. as an identification

B. as an orientation

C. as a thesis

D. as a classification

E. as an abstract

39. The text above is in form of………….

A. hortatory exposition

B. narrative

C. description

D. report

E. explanation

40.What is the communicative purpose of the text?

A. to present two points of views about natural bridge national

park

69

B. to explain the bridge national park

C. to describe the bridge national park

D. to retell the bridge national park

E. to persuade readers to treat preserve the bridge nationl park

41. Where is the natural bridge national park located?

A. 110 kilometers from South of Brisbane

B. 110 kilometers from Pacific Highway

C. 110 kilometers from Numinbah Valley

D. 110 kilometers from Lamington National Park

E. 110 kilometers from Nerang

42. What the visitors will see in the night?

A. a common glow worm

B. the unique feature of the glow worms

C. a great dark cave

D. the unique rocks

E. the fantastic bridge

43. The word ‘luscious’ in the text means………..

A. succulent

B. dense

C. dull

D. dry

E. arid

Descriptive Text of Historical Place and Tourism Object 13

The Suramadu Bridge (Indonesian: JembatanSuramadu), also

known as the Surabaya–Madura Bridge, is a bridge with three cable-

70

stayed sections constructed between Surabaya on the island of Java and

the town of Bangkalan on the island of Madura in IndonesiA. Opened on

June 10, 2009, the 5.4-km bridge is the longest in Indonesia and the first

bridge to cross the Madura Strait. The cable-stayed portion has three

spans with lengths 192 m, 434 m and 192 m. The bridge has two lanes in

each direction plus an emergency lane and a dedicated lane for

motorcycles. The first toll bridge in Indonesia, fares have been initially

set at Rp. 30,000 (US$3 in 2009) for four-wheeled vehicles and Rp. 3,000

(US$0.30) for two-wheelers. The bridge was built by a consortium of

Indonesian companies PT AdhiKarya and PT WaskitaKarya working with

China Road and Bridge Corp. and China Harbor Engineering Co. LtD. The

total cost of the project, including connecting roads, has been estimated

at 4.5 trillion rupiah (US$445 million). Construction was started on

August 20, 2003. In July 2004, a girder collapsed, killing one worker and

injuring nine others. Work on the bridge halted at the end of 2004 due

to lack of funds, but was restarted in November 2005. The main span of

the bridge was connected on March 31, 2009, and the bridge was

opened to the public in June 10, 2009.Within a week of the opening, it

was discovered that nuts and bolts as well as maintenance lamps had

been stolen and that there was evidence of vandalism of cables

supporting the main span.

44. Suramadu’s bridge also known as….

A. Longest bridge

B. sura and madu

C. Surabaya-Madura bridge

D. toll bridge

E. cable bridge

45. Suramadu’s bridge connects the island….

A. Java and Sumatra

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B. Java and Bali

C. Sumatra and Kalimantan

D. Java and Madura

E. Java and Surabaya

46. Length of the Suramadu’s bridge is….

A. 5.400 meters

B. 192 meters

C. 494 meters

D. 526 meters

E. 2004 meters

47. The following statement is true, except ….

A. Suramadu’s bridge is also known Surabaya-Madura bridge

B. the long of Suramadu’s bridge is 5400 meters

C. suramadu’s bridge connects the islands of Java and Madura

D. bridge was opened on March 31, 2009

E The bridge was built by Surabaya government

Descriptive Text of Historical Place and Tourism Object 14

Natural Bridge National Park is luscious tropical rainforest. It is

located 110 kilometers from south of Brisbane and is reached by

following the Pacific Highway to Nerang and then by travelling through

the Numinbah Valley. This scenic roadway lies in the shadow of

Lamington National Park. The phenomenon of the rock formed into a

natural ‘arch’ and the cave through which a waterfall cascades is a short

one-kilometer walk below a dense rainforest canopy from the main

picnic areA. Swimming is permitted in the rock pools. Night-time visitors

to the cave will discover the unique feature of the glow worms. Picnic

72

areas offers toilets, barbeque, shelter sheds, water and fireplaces;

however, overnight camping is not permitted.

48. What is the function of paragraph 1?

A. as an identification

B. as an orientation

C. as a thesis

D. as a classification

E. as an abstract

49. The text above is in form of ………….

A. hortatory exposition

B. narrative

C. description

D. report

E. explanation

50. What is the communicative purpose of the text?

A. to present two points of views about natural bridge national

park

B. to explain the bridge national park

C. to describe the bridge national park

D. to retell the bridge national park

E. to persuade readers to treat preserve the

bridge nationl park

73

Appendedix III

APPENDIX

RENCANAPELAKSANAANPEMBELAJARAN(RPP)

SEKOLAH : SMPN 26 Tanjung Jabung Timur

MATA PELAJARAN : Bahasa Inggris

KELAS/ SEMESTER : VIII

TEMA/SUB TEMA : Descrtive text

ALOKASI WAKTU : 6 X 45 Menit

KOMPETENSI INTI

KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin,

tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun,

responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas

berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan

sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulandunia

KI 3: Memahami, menerapkan, menganalisis, dan

mengevaluasitentang pengetahuan faktual, konseptual, operasional dasar, dan

metakognitif sesuai dengan bidang dan lingkup kajian/kerja bidang Bahasa

Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan

ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam konteks

pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja,

warga masyarakat nasional, regional, daninternasional.

KI 4: Melaksanakan tugas spesifik dengan menggunakan alat,

informasi, dan prosedur kerja yang lazim dilakukan serta memecahkan

masalah sesuai dengan bidang kajian/kerja bidang Bahasa Inggris,

menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang

terukur sesuai dengan standar kompetensi kerja.Menunjukkan keterampilan

74

menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis,

mandiri, kolaboratif, komunikatif, dan solutif dalam ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu

melaksanakan tugas spesifik di bawah pengawasan langsung.

KOMPETENSI DASAR

KD3.7

Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks recount dengan memberi dan meminta informasi terkait

peristiwa/pengalaman sesuai dengan konteks penggunaannya.

KD 5.2 Merespon makna dan langkah retorika teks tulis secara

akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan dalam teks berbentuk: recount.

INDIKATOR PENCAPAIAN KOMPETENSI

Indikator KD3.7

Mengidentifikasi text structure pada recount text

Mengidentifikasi language feature (past event) pada recounttext

Menentukan gambaran umum recounttext

Menentukan informasi rinci tersurat dantersirat

Menentukan fungsi/ tujuan recounttext

Menentukan makna kata atau kalimat dalam recounttext

Indikator KD 5.2

Menemukan main idea dalam paragraph dari teks yang berbentuk

recount, agarberlatihkerjakeras.

Menentukan tujuan teks recount agar gemar membaca.

Menyebutkan informasi rinci dalam teks berbentuk recount agar gemar

membaca.

Menjelaskan rujukan (reference) yang ada dalam teks berbentuk

recount agar gemarmembaca.

Menjelaskan makna kata atau ungkapan tertentu dalam teks berbentuk

recount agar gemarmembaca.

75

TUJUAN PEMBELAJARAN

KD3.7

Disediakan contoh recount text, peserta didik dapat menentukan

gambaran umum tentang recount text dengan baik danbenar.

Disediakan contoh recount text, peserta didik dapat menetukan

informasi rinci tersurat dan tersirat dengan penuh percayadiri.

Setelah membaca recount text tentang pengalaman seseorang/ short

biography, peserta didik dapat menentukan fungsi/ tujuan teks recount

dengan baik danbenar.

Setelah membaca recount text tentang pengalaman seseorang atau/

short biography, peserta didik dapat menentukan makna kata atau

kalimat dengan baik danbenar.

KD 5.2

5.2.1. Menemukan main idea tiap paragraph dari teks yang

berbentuk recount agar berlatih kerjakeras.

Menentukan tujuan teks recount agar gemarmembaca.

Menyebutkan informasi rinci dalam teks berbentuk recount agar gemar

membaca.

Menjelaskan rujukan (reference) yang ada dalam teks berbentuk

recount agar gemarmembaca.

Menjelaskan makna kata atau ungkapan tertentu dalam teks berbentuk

recount, agar gemarmembaca.

MATERI PEMBELAJARAN

Fakta

Teks recount tulis, sederhana, tentang pengalaman seseorang/ short biography.

Fungsi sosial

Melaporkan, meneladani, membanggakan, mengagumi, berbagi

pengalaman, dsb.

Struktur text

76

(gagasan utama dan informasi rinci)

Memberikan pendahuluan (orientasi) dengan menyebutkan orang(-

orang) yang terlibat, tempat, waktu, dsb dari

peristiwa/kejadian/pengalaman yang akan disampaikan

Menguraikan urutan kejadian secara kronologis, urut danruntut

Menutup dengan memberikan komentar atau penilaian umum tentang

peristiwa/kejadian/ pengalaman yang telah disampaikan(opsional)

Unsur kebahasaan

Kata kerja dalam Simple Past tense, Past ContinuousTense

Kosa kata: kata kerja yang menunjuk tindakan ataukegiatan

Adverbia penghubung waktu: first, then, after that, before, when, at

last, finally,dsb.

Adverbia dan frasa preposisional penujuk waktu: yesterday, last month,

on Monday, an hour ago, immediately,dsb.

Penggunaan nominal singular dan plural secara tepat, dengan atau

tanpa a, the, this, those, my, their, dsb secara tepat dalam frasanominal

Ucapan, tekanan kata,intonasi

Ejaan dan tanda baca Topik

Peristiwa, kejadian, pengalaman yang relevan dengan kehidupan

siswa sebagai pelajar dan remaja, dengan memberikan keteladanan tentang

perilaku santun, peduli, jujur, disiplin, percaya diri, kerjasama, cinta damai, dan

bertanggung jawab.

77

Appendedix IV

78

Curriculum vitae

Name : Giat Gemintang Dzakirat

Birthday : 30-09-1998

Gender : Female

Address : Desa Lagan Tengah

Email : giatgemintangd@gmail.com

NoHp :081373477994

Education Background

No Graduated Education Place

1

2010 SDN 26/X Lagan Tengah

2

2013 SMPN 26 Tanjung Jabung Timur

3

2016 MA Nahdatut Thulab Tanjung jabung timur

4

2021 The State Islamic University of Sulthan

Thaha Saifuddin

Jambi

Jambi, November 2021

The Researcher

Giat Gemintang Dzakirat