THE INFLUENCE OF USING ABOUT-POINT STRATEGY TOWARD

STUDENTS’ READING COMPREHENSION IN EXPLANATION

TEXT AT THE SECOND SEMESTER OF THE ELEVENTH
GRADE AT MA PLUS WALISONGO
IN THE ACADEMIC YEAR
OF 2020/2021

A Thesis
Submitted to the English Departmenas a ParticularFulfillment of
Requirement for S1- Degree

By:

NUR FITRIA LESTARI

NPM : 1611040176

Study Program : English Education

Advisor : Dr. Zulhannan, MA

Co-Advisor : Fithrah Auliya Anshar, M. Hum

TARBIYAH AND TEACHER TRAINING FACULTY

RADEN INTAN ISLAMIC STATE UNIVERSITY
OF LAMPUNG 2021
 ABSTRACT

THE INFLUENCE OF USING ABOUT-POINT STRATEGY TOWARD

STUDENTS’ READING COMPREHENSION IN EXPLANATION
TEXT AT THE SECOND SEMESTER OF THE ELEVENTH
GRADE AT MA PLUS WALISONGO
IN THE ACADEMIC YEAR
OF 2020/2021.

BY:
NUR FITRIA LESTARI

The aim of the research is to know whether there is an influence of using

about-point Strategy towards students’ reading comprehension at the second
semester of the eleventh grade MA Plus Walisongo in the academic year
2020/2021. Reading is a complex process to deliver the message or information,
Reading will be able to increase readers knowledge. The researcher applied
About-point strategy, this strategy helps teacher to make situation in learning
process to be effective with managable amounts of the text and tecahes students to
identify both the content matter and the point of the information. The researcher
used Explanation text, this is one of type text in english with explain about the
main topic or subject in the text. the students have difficulty to learn reading. The
students were lazy to read, especially of reading the text. The students have less
vocabulary. They difficult to comprehend content of text. It can be seen from the
students’ reading comprehension score which shows that there were 64% of
students got a score under the criteria of minimum mastery.

The methodology of this research was quasi experimental design with the
treatment held 3 meetings, 2x30 minutes for each. The researcher took two
classes, one as the experimental class that was XI MIA 1 used About-Point
strategy and one class as the control class that was XI MIA 2 used Reading Aloud
strategy. This research used random smpling technique, was two classes consisted
of 54 students. In collecting the data, the researcher used the instrument in the
form multiple choice questions which had been tried out before treatments. After
conducting the treatments, the instrument were used for the post-test. After giving
the post-test, the researcher analyzed the data by using Statistic formula to
compute independent sample t-test.

From the data analysis computed by using SPSS, it was obtained that Sig =
0.019 and α = 0.05. It means Ha is accepted because Sig < α = 0.05. So, there was
the influence of using about-point strategy towards students’ reading
comprehension in the second semester of the eleventh grade of MA Plus
Walisongo.

Keywords: About-Point strategy, Explanation Text, Quasi Experimental

Design, Reading Comprehension

ii
 DECLARATION

Hereby, I state this thesis entitled “The Influence of Using About-Point

Strategy Toward Students’ Reading Comprehension in Explanation Text at the

Second Semester of the Eleventh Grade at MA Plus Walisongo in the Academic

Year Of 2020/2021” is completely my own work, I am fully aware that I have

quoted some statements and theories from various sources and they are properly

acknowledged in the text.

Bandar Lampung, 2021 Declared

by,

Nur Fitria Lestari

NPM.1611040176

iii
 MOTTO

‫ ُّن هّٰللا ِ بِ ِذ ْك ِر اَاَل‬Wِ‫َط َم ِٕٕى‬

ْ ‫ْالقُلُوْ بُ ت‬

“Verily in the remembrance of Allah do hearts find rest!” (q.s ar-

ra’d ayat 28)1

1
http://theonlyquran.com/quran/Ar-Ra'd/English_Mohammed_M_Pickthall/?ayat=26

iv
 DEDICATION

This thesis is dedicated to everyone who cares and loves me. I would like to

dedicate this thesis to:

1. My beloved parents, Mr. Suharnoto and Mrs. Mutoharoh who always pray,

support and guide me to be success in my study and in my life.

2. My beloved brother and sisters, M. Pandu Imbar , Putri Nur Ahfaz and Cahaya

Indah Adhani who always motivate me to success.

3. My beloved friend, Resia Yuni Deviyanti, Suci Rahma Pratiwi who always

support me to finish this thesis.

4. My beloved almamater, UIN Raden Intan Lampung which has contributed a lot

to my development.

v
 CURRICULUM VITAE

The researcher name is Nur Fitria Lestari. She was born in Kotabumi on

January 22th, 1999. She is the third child of four of Mr. Suharnoto and Mrs.

Mutoharoh. She has one brother and two sisters whose names is M. Pandu Imbar,

Putri Nur Ahfaz and Cahaya Indah Adhani.

The researcher began her formal educational at kindergarten school of TK

Nurul Mutaqin 2003 and finished in 2004. Then, she continued at Elementary

School of SD Negeri 06 Kelapa Tujuh in 2004 and graduating in 2010. After that,

she continued her school at at Junior High School of SMP N 10 Kotabumi in

2010. After graduating from Junior High School in 2013, she continued again at

Senior High School at MAN 1 Lampung Uatara in 2013 and graduated in 2016.

Then, in 2016, she continued his study in the State Islamic University of Raden

Intan Lampung (UIN) as the student of English Study Program of Tarbiyah and

Teacher Training Faculty.

vi
 ACKNOWLEDGEMENT

First of all, praise be to Allah, the most merciful, the most beneficent, for

His blessing and mercy given to me during my study and in completing this final

project. Then, the best wishes and salutations be upon to the great messenger

prophet Muhammad S.A.W, his family and followers.

This thesis entitled “The Influence of Using About-Point Strategy Toward

Students’ Reading Comprehension in Explanation Text at the Second Semester of

the Eleventh Grade at MA Plus Walisongo in the Academic Year Of 2020/2021”

is submitted as a compulsory fulfillment of the requirements for S1 degree of

English Study Program at Tarbiyah and Teacher Training Faculty, State Islamic

University (UIN) Raden Intan Lampung. When finishing this thesis, the writer has

obtained so much help, assistance, aid, support and many valuable things from

various sides. Therefore, the researcher would sincerely thank:

1. Prof. Dr. Hj. Nirva Diana, M.Pd the Dean of Tarbiyah and Teacher Training

Faculty, UIN Raden Intan Lampung with all staffs, who have given an

opportunity and forbearance to the researcher when on going the study until the

end of this thesis composition.

2. Meisuri, M.Pd the chairperson of English Study Program at UIN Raden Intan

Lampung.

3. Dr. Zulhannan, MA., the first advisor, who has always patiently guided,

helped, supervision especially in correcting and given countless time for the

researcher to finish this thesis as well.

vii
4. Fithrah Auliya Anshar, M. Hum., the second advisor, who has patiently guided

and directed the researcher until the completion of this thesis as well.

5. All lecturers of English Department of UIN RadenIntan Lampung who have

taught the writer since the first of him study.

6. H. Imam Khoirul Huda, M.Pd.I, the headmaster of MA Plus Walisongo for

allowing the researcher to conduct the research.

7. Riska Yulianti, S.Pd, the English Teacher of MA Plus Walisongo who has

helped and given suggestion during the research process; and the students of

the Eleventh Grade of MA Plus Walisongo for being cooperative during the

research.

8. My beloved family, My parents, Mr. Suharnoto and Mrs. Mutoharoh, My

brother and sisters, M. Pandu Imbar, Putri Nur Ahfaz and Cahaya Indah

Adhani who always give motivations, prays and supports on completing this

undergraduate thesis.

9. My beloved friend, Resia Yuni Deviyanti and Suci Rahma Pratiwi who always

gives motivation, love, and support on completing this undergraduate thesis.

10. English education class D has been being my biggest support since 2016 until

now.

viii
 Finally, the researcher is fully aware that there are still a lot of weaknesses in

this undergraduate thesis. For this, the researcher truthfully expects criticizes and

suggestion from the reader to enhance the quality of the thesis.

Bandar Lampung, 2021

The Researcher,

Nur Fitria Lestari

NPM.1611040176

ix
 TABLE OF CONTENTS

Page
COVER...........................................................................................................i
ABSTRACT...................................................................................................ii
DECLARATION...........................................................................................iii
MOTTO.........................................................................................................iv
DEDICATION...............................................................................................v
CURRICULUM VITAE...............................................................................vi
ACKNOWLEDGEMENT...........................................................................vii
TABLE OF CONTENTS..............................................................................x
LIST OF TABLE..........................................................................................xii
LIST OF FIGUIRES....................................................................................xiii
LIST OF APPENDICES.............................................................................. xiv

CHAPTER I INTRODUCTION..................................................................1
A. Background of the Problem................................................1
B. Identificaton of the Problem...............................................7
C. Limitation of the Problem.................................................7
D. Formulation of the Problem..............................................7
E. Objectives of the Research................................................7
F. Uses of the Research.........................................................8
G. Scope of the Research.......................................................9
CHAPTER II REVIEW OF RELATED LITERATURE.........................10
A. Frame of Theory...............................................................10
1. Language as a Foreign Language................................10
2. Concept of Reading.....................................................12
a. Definition of Reading................................................12
b. Types of Reading......................................................13
3. Concept of Reading Comprehension...........................14
a. Definition of Reading Comprehension.....................14
b. The Process of Reading Comprehension..................16
c. Indicators of Reading Comprehension......................17
4. Teaching Reading Comprehension.............................18
5. Concept of Genre Text................................................20
6. Concept of ExplanationText........................................22
a. Definition of ExplanationText..................................22
b. Generic Structure of Explanation Text.....................23
c. Language Features of ExplanationText....................23
d. Example of ExplanationText....................................24
7. Concept of About-Point Strategy..............................25
a. Definition of About-Point Strategy...........................25
b. Procedures of About-Point Strategy.........................26

x
 c. Advantages and Disadvantages of
using About -Point Strategy......................................28
8. Concept Reading Aloud Strategy................................29
a. Definition of Reading Aloud Strategy......................29
b. Procedures of Reading Aloud Strategy.....................31
c. Advantages and Disadvantages of
using Reading Aloud.....................................................31

B. Frame of Thinking ..........................................................32

C. Hypothesis........................................................................33
CHAPTER III RESEARCH METHODOLOGY.....................................35
A. Research Design...............................................................35
B. Variable of the research...................................................36
C. Operational Definition of Variable..................................37
D. Population, Sample, and Sampling Technique................38
E. Data Collecting Technique...............................................40
F. Research Instrument.........................................................40
G. Research Procedure..........................................................45
H. Scoring System................................................................48
I. Try Out.............................................................................48
J. Validity and Reliability....................................................49
K. Data Analysis...................................................................53
CHAPTER IV RESULT AND DISCUSSION...........................................56
A. Research Procedure.........................................................56
B. Result of the Research.....................................................57
1. Result of Pre-test in Experimental Class.....................57
2. Result of Pre-test in Control Class..............................59
3. Result of Post-test in Experimental Class ..................60
4. Result of Post-test in Control Class ...........................61
C. Data Analysis ..................................................................63
1. The Result of Normality Test .....................................63
2. Result of Homogeneity Test .......................................65
3. Result of Hypothetical Test ........................................66
D. Discussion ........................................................................67
CHAPTER V CONCLUSION AND SUGGESTION................................72
A. Conclusion .......................................................................72
B. Suggestion .......................................................................73
1. For the Teacher .........................................................73
2. For the Students .......................................................73
3. For Further Researcher .............................................74
REFERENCES
xi
 LIST OF TABLES

Table Page

1. The Score of students’ Reading Comprehension of the

eleventh grade at the MA Plus Walisongo......................................... 3
2. Research Design of Pre Test and Post Test...........................................36
3. The Number of The Students at the Second Semester of the
eleventh Grade................................................................................. 38
4. The Instrument Try Out Test for Pre Test before Validity................... 42
5. The Instrument Try Out Test for Post Test before Validity .................42
6. The Specification of Test for Pre-Test After Validity...........................43
7. The Specification of Test for Post-Test After Validity.........................44
8. The Result Normality Test of the Experimental Class
and Control Class...................................................................................64
9. Test of Homogenity of Varience ..........................................................65
10. Test of Hypothetical Test....................................................................67

xii
 LIST OF FIGURES

Figures Pages

1. Graph of the Result of the Pre-test in Experimental Class ......................58

2. Graph of the Result of the Pre-test in Control Class ...............................59
3. Graph of the Result of the Post-test in Experimental Class ....................60
4. Graph of the Result of the Post-test in Control Class .............................62
xiii
 LIST OF APPENDICES

Appendix 1. The Result of an Interview for English Teacher...........................79

Appendix 2. The Result of an Interview for Students.......................................81
Appendix 3. The Score of students’ Reading Comprehension of the
eleventh grade at the MA Plus Walisongo...................................85
Appendix 4. Table Specification of Try Out Test for
Pre-test and Post-test Instrument before Validity.......................88
Appendix 5. Validation Form of Pre-Test.........................................................89
Appendix 6. Validation Form of Post-Test.......................................................91
Appendix 7. Try Out Test For Pre-Test.............................................................93
Appendix 8. Try Out Test For Pre-Test.............................................................104
Appendix 9. Result Validity of Pre-test.............................................................116
Appendix 10. Test Item for Pre-test....................................................................117
Appendix 11. Result Validity of Post-test...........................................................126
Appendix 12. Test Item for Post-test...................................................................127
Appendix 13. Answer Sheet................................................................................136
Appendix 14. Syllabus of The Eleventh Grade of
MA Plus Walisongo................................................................137
Appendix 15. Lesson Plan in Experimental Class First Meeting........................139
Appendix 16. Lesson Plan in Experimental Class Second Meeting....................147
Appendix 17. Lesson Plan in Experimental Class Third Meeting......................155
Appendix 18. Lesson Plan in Control Class First Meeting.................................163
Appendix 19. Lesson Plan in Control Class Second Meeting.............................170
Appendix 20. Lesson Plan in Control Class Third Meeting................................177
Appendix 21. The Result of Pre-test in Experimental Class ...............................184
Appendix 22. The Result of Pre-test in Control Class ........................................185
Appendix 23. The Result of Post-test in Experimental Class .............................186
Appendix 24. The Result of Post-test in Control Class ......................................187
Appendix 25. The Result of Reliability Test of Pre-test .....................................188
Appendix 26. The Result of Reliability Test of Post-test ...................................190
Appendix 27. List Sample of the Research .........................................................192
Appendix 28. Students’ Score Pre-test and post-test
Gain in Experimental Class .........................................................194
Appendix 29. Students’ Score Pre-test and post-test
Gain in Control class...................................................................195

xiv
 1

CHAPTER I

INTRODUCTION

A. Background of the Problem

Reading is activity of getting information from a text source. The readers

have a lot of information, and they should find many kinds of information

sources that are written. Reading can also help readers to know the simple

information to the more complex one. It is supported by Burt et. al said that

reading is essentially the process of getting information from written language.2

According to Harmer “Reading is useful for language acquistion”. 3 It

means that through reading we can increase vocabulary and get a lot of

knowledge about other languages. However, students sometimes get

difficulties to read text and understand about English text. According to

Harmer “Provided that students more or less understand what they read, the

more they read, the better they get at it”. Reading also has a positive effect on

students vocabulary knowledge, on their spelling and on their writing.4

Reading is considered as one of important skills, which to be learnt. It is

the most important skill for a lot of learners to be mastered in order to ensure

success not only in learning English, but also in any content class when reading

in English is required. Reading is also important skill that should be mastered

2
Miriam Burt, Joy Kreeft Peyton, Rebecca Adams, Reading and Adult English
Language Learners A Review of the Research (Washington, DC: Center for Applied
Linguistics, 2003), p. 33.
3
Jeremy Harmer, How to Teach English, (China: Longman Pearson,2007),p.99
4
Ibid
 2

besides listening, writing, and speaking. It is supported by Johnson said in his

book that reading is a constantly developing skill.5

Based on the opinion above it can be concluded that reading is very

important skill that learners must have. Reading is a complex process to deliver

the message or information. Reading will be able to increase readers

knowledge, From reading readers can get the information and can get new

knowledge.

Before researching MA Plus Walisongo, the researcher asked the

headmaster for permission. In connection with the prevention of COVID 19,

the school allowed the research. Based on the preliminary research that was

conducted on January 28th 2021 of MA Plus Walisongo. The researcher

conducted interviewed with English teacher there, Mrs Riska Yulianti, S.Pd.

She said that eleventh grade students have difficulty to learn reading. The

students were lazy to read, especially of reading the text. It is because text in

English is long. The students have less vocabulary. They do not know meaning

of vocabulary so difficult to comprehend content of text. It is supported by

Klingner et.al said in their book that “Some students get lost in their reading

and enter new worlds, build knowledge, and improve vocabulary, whereas

others find reading a constant struggle that rarely nets comprehension”.6

Table 1
5
Andrew P. Johnson, Teaching Reading and Writing A Guide Book for Tutoring and
Remediating Students (United Kingdom: The Rowman & Littlefield Publishing Group,
2008), p.4
6
Janette K. Klingner, Sharon Vaughn, Alison Boardma, Teaching Reading
Comperhension to Students with Learning Difficulties (New York : The Guilford Press,
2007), p. 2.
 3

The Students’ Reading Score of the Eleventh Grade MA Plus

Walisongo in the Academic Year of 2020/2021
No Students Score Number of Percentage
Students’
1 ≥ 75 30 36 %
2 <75 53 64 %
Total 83 100 %
Source : The data from English Teacher of MA Plus Walisongo

Based on the data in Table 1, there were 30 students out of students who

pass the the test based on criteria of minimum mastery (KKM) and 53

students failed. In this case, the students’ score of KKM in MA Plus Walisongo

is 75 and there were many students who got the score under the KKM. It is

found that the total number of students who got difficulty in reading

comprehension was 53. It means that students who got difficulty in reading

comprehension were 64%.

After of conducting an interviewed with teacher, the researcher also

interviewed the students for knowing their opinion about reading

comprehension. The researcher interviewed the students of eleventh grade at

MA Plus Walisongo. Many students were poor in comprehending the text from

any reading material because they do not know the meaning of some words and

they have less vocabulary. Once the students do not understand the meaning of

the word they will not also understand the content of the text. The teacher in

teaching was practiced how the words pronounce, then the students followed

the teacher, next the students with the teacher translating the words until the

students understand what they read. cause of the problem was the teacher just

using reading aloud strategy to teach reading. This teaching has weakness such
 4

as just focus on spelling the words, translation the words and how the students

pronounce the words, while in teaching reading comprehension, there were

some aspects, they are main idea, expression/idioms/phrases in context,

inference, grammatical features, detail, excluding facts not written, supporting

idea and vocabulary in context that must be comprehend by the students. So

this strategy effective in teaching reading. Therefore, in this research will use

About-point strategy to help student’s problem in reading comprehension

especially explanation text.

About-point strategy is a tool to enhance comprehension for silent

reading.7 This strategy helps teacher to make situation in learning process to be

effective with managable amounts of the text and tecahes students to identify

both the content matter and the point of the information, while at the same time

stimulating recall and students are easy to answer question in reading text. this

strategy can help the teachers and students to understanding about text in

reading.

There were some researcher related to About-Point strategy, that have

been conducted. The previous research has been applied by Nurlaili who

studied (The Effect of Using About/Point Strategy on Reading Comprehension

in Hortatory Exposition Text)8. she found that by using About/Point Strategy

she found the results of this study are based on research finding, it was found

that there was a significant effect of using About/point strategy on reading

7
Margaret Bouchard, Comprehension Strategies for English Language Learners
(USA: Scholastic Inc, 2005), p. 31
8
Nurlaili, “The Effect of Using About/Point Strategy on Reading Comprehension in
Hortatory Exposition Text”.
 5

comprehension of the second year students at MA Nurul Hidayah Bantan Tua

Bengkalis Regency. So, it can be concluded that About/point strategy can help

the students understand the text and also can improve students reading

comprehension. It means that About-point strategy has positive effect on

students’reading comprehension of the second year students at MA Nurul

Hidayah Bantan Tua Bengkalis Regency.

Another research has been applied by Whendy Dwi Januar Indah PratiwI

who studied (The Use of About-Point strategy to Improve the Hortatory

exposition Text Reading Skil)9. she found that The use of About-Point strategy

can increase the learning motivation in the hortatory exposition reading skill of

the eleventh graders of SMA Muhammadiyah 1 Kota Magelang in the school

year 2018/2019. The students had better motivation like more paid attention,

more interest, and more participation onto read the hortatory exposition text in

learning process. In the Pre-Cycle, the students’ motivation with the total

improvement from Pre-Cycle to Cycle II is 36.8%.

All previous studies have shown that About-Point strategy has a positive

impact on students' Reading Comprehension. Learning to use the About-Point

strategy has many benefits for improving student reading comprehension, but a

number of research studies were related to learning to use About-Point strategy

to look for effects to see if there were significant differences in student reading

achievement and what are the most important influential aspects in improve

student comprehension. Therefore, this study seeks to investigate how reading

9
Whendy Dwi Januar Indah Pratiwi, “About-Point strategy to Improve the Hortatory
exposition Text Reading Skil”
 6

instructions use About-Point strategy and the influence of students in

understanding whtat they read. This strategy can help uncover problems in this

study and previous research.

In two previous researches, About-Point Strategy has been used to students

in reading comprehension in hortatory exposition text. In this research, the

researcher wants to know the use of About-Point strategy towards students’

reading comprehension in explanation text because explanation is one of type

text in english and explanation text is one of informational text.

Finally, the researcher proposed a research entitle “The Influence of

Using About Point Strategy Toward Students’ Reading Comprehension in

Explanation Text at the Second Semester of the Eleventh Grade at MA Plus

Walisongo in the Academic Year of 2020/2021”.

B. Identification of the Problem

Based on the background of the problem, the researcher identifies that the

problem as follows:

1. The students were lazy to read, especially of reading the text because text in

English is long.

2. The students have less vocabulary.

3. The students do not know meaning of vocabulary

4. The students were difficult to comprehend content of text.

C. Limitation of the Problem

 7

From the identification of the problem, the researcher focuses on using the

influence of using About-Point strategy towards students’reading comprehension in

explanation text at the Second Semester of the eleventh grade at MA Plus Walisongo

in the academic year of 2020/2021.

D. Formulation of the Problem

Is there any Influence of using about point strategy towards reading

comprehension in explanation text at the second semester of the eleventh grade

at MA Plus Walisongo in the academic year of 2020/2021?

E. Objectives of the Problem

The objective of the research is:

To know whether there is or not any influence of using About-Point strategy

towards students’ reading comprehension in explanation text.

F. Uses of the Research

The uses of the research will be as follows:

1. Theoritically

The result of the research will be contributed as a useful reference for

future experimental research with similar interest, especially on About-

Point Strategy and students’ reading comprehension in explanation text

problem of the reading comprehension.

2. Practically

a. Teacher
 8

1) To gave information to English teacher about the influence of using

About-Point strategy towards students’ reading comprehension in

explanation text

2) To gave description to English teacher about how to apply Class

About-Point strategy.

3) As the comparison of strategy and About-Point strategy in order to

knew the influence strategy to teaching reading comprehension on

explanation text.

b. Students

From this research, the writer hoped that the result will be useful

for the students in order that helped their difficulties in reading

comprehension ability especially in descriptive texts by using About-

Point Strategy and get experience about how to learned reading

comprehension by using this strategy.

G. Scope of the Research

The scope of the research as follows:

1. Research Subject

The research subject was the students of the eleventh grade at MA Plus

Walisongo.

2. Research Object

The research objects was the influence of About-Point strategy in explanation text

and students’ reading comprehension.

3. Research Place

The research was conducted at MA Plus Walisongo.

 9

4. Research Time

The research was conducted at the second semester of eleventh grade in the

academic year of 2020/2021.

 10

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Frame of Theory

1. Concept of Teaching English as Foreign Language

English is prime language in the world. It is used in many countries as

native language, second language and foreign language. In conclusion,

English is one of international languages. It is supported by Patel and Jain

states that foreign language is the language where the secondary

environment is not observed and the people of linguistically foreign

societies use such language.10 It means that people use foreign language for

communication with another people or societies but they use another

language not first language or not mother tongue because it means foreign

language.

Setiyadi states that people in those countries emphasize on the ability

and fluency in communication of daily lives. 11 country which used the

english language as a foreign language generally used the english in certain

time, not as a first language or second language and english language as

lesson school for students.

English is a foreign language, so it is not familiar yet for the beginner to

learn. We need an accurate method that gives enjoyable feeling for the
10
M.F Patel and Praveen M. Jain, English Language Teaching :Methods, Tools &
Techniques (Vaishali Nagar :Sunrise,2008), p.35
11
Ag Bambang Setiyadi , Teaching English As A Foreign Language, (1st)
(Yogyakarta: Graha Ilmu, 2006), p. 20.
 11

students, so it can give the motivation for the students to learn English.

Strong motivation in reading, it can give best result of learning, teachers

have to know many kinds of teaching techniques, and they must know to

implement the techniques in the class. It is supported by Harmer that english

is a foreign language, is generally taken to apply the students who are

studying general English at school and institutes in their country or as

transitory visitor in target language country.12

Knowing the benefits of learning English, teacher as the main media in

educating the students, should have interesting ways and techniques to make

them easier to learn English. As Nikolov says, quality of teaching is

particularly important.13

Based on statement from expert about teaching English as foreign

language the writer assumes that teaching English as foreign language, so

the teacher should use interested method/technique/strategy to teaching

learning process. the teacher must be good facilitator in teaching proccess

and the students get new knowledge.

2. Concept of Reading

a. Definition of Reading

12
Jeremy Harmer, How to Teach Writing (Edinburgh Gate: Person Longman,
2004), p.39
13
Marianne Nikolov, Early Learning of Modern Foreign Language and
Outcomes (Dublin: Multilingual Matters, 2009 ), P. 76.
 12

Reading is a way of getting the meaning or knowledge from the

printed page such as textbooks, magazines, and novels. The printed page

is a text of writing in which there is information. reading is also a process

to look and understand text to obtain information that is delivered by

writer to reader. It also shows that reading is a skill that is useful to

achieve knowledge in written form. It is supported by Grabe, reading is

the process of receiving to receiving and interpreting information

encoded in language via the medium of print.14

Linse states that reading is a set of skills that involves making sense

and deriving meaning from the printed word.15 It means that reading text

genarally in printerd word that, in reading a text the readers also need to

understand text, and what the words mean. It can make the reader easy to

get main ideas from text in the printed word and their reading activity

will be success.

Reading is exhausting process during which they analyze individual

phrase and structures, look up new words in the dictionary, repeatedly

read sentences and even memorize extended passage of text. In other

words reading is mastery basic cognitive processes to the point where

they are automatic so that attention is freed for analysis of meaning. It is

supported by Patel and jain states that reading is not only a source of

14
William Grabe, Reading In A Second Language, (New York: Cambridge
University Press, 2009), p.14
15
Caroline T Linse, Practical Englis Language Teaching: Young Learners (New
York: McGraw-Hill Companies, 2005) p. 69
 13

information and a pleasurable activity but also as a means of

consolidating and extending one's knowledge of the language.16

From the explanation above, it can be concluded that reading is a

process to understand a text whether printed or not, by decoding words

by words and then interpret what information is in that text as nearly as

possible.

b. Type of Reading

1. Perceptive reading

Perceptive reading involves attending to the components of larger

stretches of discourse letters, words, punctuation, and other graphemic

symbols. Bottom-up processing is implied.

2. Selective reading

Selective reading is to ascertain one’s reading recognition of

lexical, grammatical, or discourse features of language within a very

short stretch of language.

3. Interactive Reading

Interactive reading stretches of the language of the several

paragraphs to one page or more in which the reader must interact with

the text.

4. Extensive Reading

16
M.F Patel and Praveen M. Jain, English Language Teaching: Methodes, Tools
&Techniques (Vaishali Nagar:Sunrise,2008), p.114
 14

Extensive reading as longer stretches of discourse, such as: a long

article, and books that are usually read outside a classroom hour.17

Based on the statement above, There are four types of reading

included Percepective reading, Selective reading, Interactive reading, and

Extensive reading. Percepective reading is students focus more on the

word, phrase, punctuation and symbol from the text. Otherwise,

processing is implied from the bottom up. Selective reading means that

the reader reads only one point of the text, not the entire content, because

selective reading is reading to select part of the text. Interactive reading is

a relationship between the reader and the text. It means Interaction

between reader and text. Concentrate on the students reading the text and

finding information from the text

3. Concept of Reading comprehension

a. Definition Reading comprehension

Reading comprehension is process the readers read to build

understanding and to get total meaning of the passage. combines logical

thinking which is owned by a collection of letters, words and sentences in

the text and use world knowledge, and fluency. It supported by Anderson

et.al in Klingner said that reading comperhension is the process of

constricting meaning from by coordinating a number of complex

17
H. Douglas Brown. Language Assessment Principle and Classroom Practices,
(New York: Longman Person, 2004), p. 189
 15

processes that include word reading, word and word knowledge, and

fluency.18

Reading must comprehend the topic of the text. and understand the

text and know mean of word in text. It is supported by Serevallo

appropriate with definition of reading too. Comprehension is at the heart

of what it means to really read. Reading is thinking and understanding

19
and getting at the meaning behind a text. It means that comprehension

is a process of understanding text done by the readers to probe the

information.

According to Serevallo reading comprehension refers to reading for

meaning, understanding, and entertaiment. It involves higher-order

thingking skills and is much more complex then merely decoding

specific words.20 It means that reading comprehension is know about

what include the text, getting truth meaning in the text, if know word of

meaning in the text can be easy to understanding about the text.

Based on the statements above, it can be concluded that reading

comprehension is an active process of getting message from the author

written text, process to comprehend context, vocabulary, grammatical

structure and concept of the text.

18
Janette K. Klingner, Sharon Vaughn, Alison Boardma, Teaching Reading
Comperhension to Students with Learning Difficulties (New York : The Guilford Press,
2007), p. 2
19
Jennifer Serravallo, Teaching Reading in Small Groups Differentiated
Instruction for Building Strategic, Independent Readers (Heinamann: Greenwood Publishing
Group, Inc, 2010), p. 43
20
Ibid, p. 71
 16

b. The Process of Reading Comprehension

Goodman in Brown state that, there are three categories the

processes of reading comprehension based on how the readers decode the

language, such as: 21

1) Bottom-up Processing

In bottom-up Processing, the reader will detect and analyze the

linguistic signal of the text. In other words, when the readers read the

text they also decode (word, morpheme, letters, grammatical feature,

the form of the sentence and other language features).

2) Top-down Processing

In top-down processing, the reader must to use their experience and

intelligence to understand the information from the text. It means that,

how the readers can understand the text depends on their background

knowledge to guess the text about.

3) Interactive reading

In interactive reading both of bottom-up and top-down processing

will try to use by the readers. Therefore the readers not only to

recognize the language feature of the text but also used their

experience and knowledge to predict the message from it.

In short, based on the theory above it can be concluded that there are

three reading comprehension processes. Bottom-up is reading process

that the reader detect and looking for the clues in the text. Then, top-

21
Goodman in H. D. Brown, Teaching by Principles An Interactive Approach to
Language Pedagogy, Second Edition, (New York: Pearson ESL, 2001), p. 298.
 17

down is reading process that the reader used their background knowledge

to comprehend the text. Last, interactive reading is reading process that

the reader used both knowledge of word structure and prior knowledge to

understanding the text.

c. Indicators of Reading Comprehension

Based on theory of Brown in language assessment, there are some

covers comprehension of these features:

1. Main idea (topic)

2. Expressions/idioms/Phrases in content

3. Inference (implied detail)

4. Grammatical feature

5. Detail (scanning for a specifically stated detail)

6. Excluding fact not written (unstated details)

7. Supporting idea(s)

8. Vocabulary in context.22

Based on the theory above it can be understood that the assessment

in reading must be applied in reading comprehension, because the

assessment reading will know reading comprehension of person. The

result of reading is the reader knows about main idea, inferences,

reference, detail excluding fact not written, supporting ideas and

vocabulary in context.

22
H Douglash Brown, Language Assessment Principle and Classroom Practices,
(Longman: California, 2003), p.206
 18

4. Teaching Reading Comprehension

Teaching is process of transfer knowledge or information, in teaching

include learning and the teacher as a person who deliver knowledge, there

are learner as a receive knowledge from teacher. Teaching reading is

transfer lesson to learner about reading esepecially make the learner like

reading about text to get new information. It supported by Brown states

that teaching is guiding and facilitating learning, enabling the learner to

learn, setting the conditions for learning.23

According to Brown, teaching is guiding and facilitating learning,

enabling the learner to learn, setting the conditions for learning.24 It means

that, teaching is a process for the learners to get information from their

learning activity. Teaching reading is useful for other purposes. Any

exposure to English (provided students understand it more or less) is a

good things for English students.25

In other words, by teaching reading, students can understand the text.

Teaching reading activities is important for students. You can understand

what to read and how to read. Reading classes offer students many

opportunities to learn a language, such as vocabulary, grammar,

punctuation and the way we create sentences, paragraphs and texts. The

teacher has some principles in reading lessons. The principles can be

23
H Douglas Brown, Priciples of Languages Learning and Teaching, (5th Ed), (San
Francisco : Pearson Education, 2006), p.19
24
H. Douglas Brown, Language Assessment : Principles and classroom Practices,
(SanFransisco:Longman ,2003) p. 206
25
Jeremy Harmer, How To Teach English (An Introduction to The Practice of English
Language Teaching), (London: Longman, 2001), p.68
 19

standard to restrict teachers from teaching reading. In addition, the teacher

needs to notice the principles that can be as a guideline in teaching

reading. The principles in teaching reading according to Harmer are as

follow Principles of reading:

1. principle 1: Encourage students to read as often and as much as possible

2. principle 2: Students need to be engaged with what they are reading

3. principle 3: Encourage students to respond to the content of a text (and

explore their feelingsabout it), not just concentrate on its construction.

4. principle 4: Prediction is a major factor in reading.

5. principle 5: Match the task to the topic when using intensive reading

texts

6. principle 6: Good teachers exploit reading texts to the full.26

There are 6 principles in teaching reading to guidline teach reading,

with this principles make easy the teacher in process teaching and learning.

Based on the explanations, it can be concluded teaching is a process

for the learners to get information from their learning activity. Teaching

reading activities is important for students, you can understand what to

read and how to read.

5. Concept of Genre Text

Text is an important part of language. We know that human need to

express their idea. One of the ways to express their idea is by use a text.
26
Jeremy Harmer, How to Teach English New Edition, (New York: Longman
Impression, 2007), p.102
 20

Siahaan define text is a meaningful linguistic unit in a context. 27 It means

that the genre is the type of text about the concept and a form in the text.

Learning text at school usually there are some texts: report, message,

analytical presentation, horticultural exposure, discussion, review and public

speaking. These variations are known as genre. However, Gerot and Wignel

classified the genre into thirteen types. They are :

a. Spoof

Spoof is a text to retell an event with a humorous twist.

b. Recount

Recount is a text to retell events for the purpose of informing or

entertaining.

c. Report

Report is a text to describe the way things are with reference to a

range of natural, made and social phenomena in our environment.

d. Analytical Exposition

Analytical exposition is a text to persuade the reader or listener that

something in the case.

e. News Item

News item is a text to inform readers, listeners or viewers about

events of the day which are considered newsworthy or important.

f. Anecdote

Anecdote is a text to share with others an account of an unusual or

amusing incident.
27
Sanggam Siahaan, The English Paragraph (Yogyakarta :Graha llmu, 2008), p.3
 21

g. Narrative

Narrative is a text to amuse, entertain and to deal with actual or

vicarious experience in different ways.

h. Procedure

Procedure is a text to describe how something is accomplished

through a sequence of actions or steps.

i. Description

Description text is a text to describe a particular person, place or

thing

j. Hortatory Exposition

Hortatory exposition text is a text to persuade the reader or listener

that something should or should not be the case.

k. Explanation

Explanation text is a text to explain the processes involved in the in

formation or workings of natural or socio cultural phenomena.

l. Discussion

Discussion text is a text to present (at least ) two points of view

about an issue.

m. Reviews

Review a text to critique an art work or event for a public

audience.28

28
Linda Gerot and Peter Wignell, Making Sense of Functional Grammar.(New South
Wales: Gerd Stabler, 1994), p. 192
 22

Based on those explanations, there are type of texts, every of

characteristics have different characteristics and purpose. To discover

the general characteristics in text, we first compare text-type in terms of

social purpose, and the structure and language feature which achieve that

purpose. Sets of text-type which have resemble purposes, and therefore use

similar structures and language feature, can be classify into families.

6. Concept of Explanation Text

a. Definition Explanation Text

Explanation text is one of type text in english witu explain about the

main topic or subject in the text. with explain with detail. It is supported

by Nesi and Gardner said that Explanation genre requires students to

demonstrate knowledge and understanding, and to answer questions,

such as „What is x?‟, and additionally expect students to explain how

something works or function. The explanations themselves are intended

to demonstrate current shared knowledge and understanding. 29

The explaining text type tells how or why something occurs. 30 It

means that explanation text to explain something happened subject in the

text, and then in the text give explanation about the subject. Something

happened Explanations are written to explain how something works

oroccurs. The process of the events is explained sequentially and with the

29
H. Nesi & S. Gardner, Families of Genres of Assessed Writing (Cambridge:
Cambridge UniversityPress, 2012), p.36.
30
K. Anderson and M. Anderson, Text Types In English 1 (Australia : Macmillan
Education Australia, 1997), p. 80
 23

time related information.31 it means that the explantion can be explain

process about something or the topic idea that include text.

b. Generic Structure of Explanation Text

1) General statement; stating the phenomenon issues which are to be

explained.

2) Sequenced explanation; stating a series of steps which explain the

phenomena.

3) Closing; actually this is not mentioned in explanation text, however,

many people think that the last of paragraph is clossing, in which it is

actually  part of sequenced explanation

c. Language Feature

1) Featuring generic participant; sun, rain, etc.

2) Using chronological connection; to begin with, next, etc.

3) Using passive voice pattern

4) Using simple present tense32

d. Example of explanation text

How Does Rain Happen

We all know that rain is primary source of fresh water for most areas

of the world, providing suitable condition for diverse ecosystems. Rain is

water that descends from the sky through several processes until the rain

occurs. Do you know how does rain happen?

31
J. Law, Writing Genre –A Structured Approach. (Rigby, 2013), p. 17
32
Op.Cit., K. Anderson and M. Anderson, p. 80
 24

The phenomenon of rain is actually a water circle. The concept of

water circle includes the sun heating the Earth’s water surface and

causing the water surface to evaporate. Earth’s water includes water from

lake, river, and ocean. Then, the water vapor experiences condensation

and becomes condensed vapor. Condensed vapor is formed from droplets

so that when the air temperature is higher, it makes the droplets gather,

condensed and formed into clouds. The presence of winds helps clouds

move and gather in other places that have lower temperatures. At that

time, the droplets become heavier and unstoppable and cause the droplets

to fall so that there is rain.’

If the droplets drop in an area with very cold temperatures, the

droplets will drop as snow. However, not all rain reaches the surface.

Some evaporates while falling through dry air. This is called Virga, a

phenomenon which is often seen in hot, dry desert regions.33

7. Concept of About-Point Strategy

a. Definition of About-Point Strategy

According to Morgan et. al in Sejnost and Thiese that About/Point

strategy is a versatile strategy for use with all types of text informational,

persuasive,and expository text. to use the strategy, readers locate the

subject of the text and state it succinctly; they must enumerate the points
34
made about the points made about that topic. It can be said,

33
Op. Cit., H. Nesi & S. Gardner, p. 38
34
Roberta L. Sajnost and Sharon Thiese, Reading and Writting Across Content
Areas. (California: Corwin Press, 2006), p. 108.
 25

About/Point strategy can be applied to all types of text informational.

About/Point strategy an activity that is designed to make the reader find

the subject of the text state it concise; they must understand the points

then fix it the points and fix it that topic. There is adersneed in About-

Point strategy to make the text about and the text point.With such a chart,

students can find and record the main idea as well as the supporting

details.

Bouchard states that About-point strategy is it teaches students to

identify what the content information is “about and the “point” of the

subject matter.35 It means that About-Point strategy is one of strategy in

reading to help students get main idea or information that their need in

the text, with search about and point what they read in text. Point as

matter in the text and know about what the subject in in the text. it is

supported by bouchard define point as a category or item. Define point as

what the author wants readers to know about the category or item.36

Sejnost defines that About-Point Strategy in another strategy that

fosters students’ ability to identify the main idea and supporting details

found in the texts they read.37 It means that this strategy make to easier

reading the text with identify main topic in the text and search content

35
Margaret Bouchard, Comprehension Strategies for English Language Learners
(USA: Scholastic Inc, 2005), p. 31
36
Ibid, p. 31
37
Roberta Sajnost, The Tools for Teaching in the Block (California: Corwin Press,
2009), p. 131.
 26

point of the text with the same time and remember about previous that

read.

Based on the explanation above About-Point Strategy is one of

strategy in reading that useful strategy to teaching reading with find what

the content information is “about and the “point” to easier reading text

with identify main idea in text.

b. Procedure of About-Point Strategy

There are some procedures of about-point strategy, first procedure

by sajnost then second procedure by Sajnost and Thiese.

The procedure of about/point strategy by sejnost as follows:

1. provide students with a short expository or persuasive text.

2. Distribute the About/Point graphic organizer, and model how to use it

using the following steps

3. read asection of text to determine the main idea or point and write in

the point section of the graphic organizer.

4. Next, rerad the text to identify one to seven (nomore than seven, since

seven is the the number of concepts the brain remembers

efficiently)details to support the main point, and record them in the

About/Point section of the graphic organizer.

5. Distribute another text and have students read the text individually or

with partners an complete an Abou/Point organizer.38

38
Ibid, p. 131
 27

Another procedure of About/Point strategy by Sajnost and Thiese as

follows:

1. provide students with a short expository, persuasive text or all types of

text informational.

2. Distribute the About/Point graphic organizer, and model how to use it.

3. Distribute another text and have students read the text individually or

with partners an complete an Abou/Point organizer.39

Based on the clarification above the procedure About-Point Strategy

can be used by teacher and this strategy can help students’ reading

comprehension. The researcher will use the procedure of About-Point

Strategy from Sajnost because the the procedure is suitable to learning in

the classroom and easy applied in classroom.

The Procedure are:

1. provide students with a short expository, persuasive text or all types of

text informational.

2. Distribute the About/Point graphic organizer, and model how to use it

using the following steps

3. read asection of text to determine the main idea or point and write in

the point section of the graphic organizer.

4. Next, reread the text to identify one to seven (no more than seven,

since seven is the the number of concepts the brain remembers

39
Op. Cit. Roberta L. Sajnost and Sharon Thiese, p. 108
 28

efficiently)details to support the main point, and record them in the

About/Point section of the graphic organizer.

5. Distribute another text and have students read the text individually or

with partners an complete an Abou/Point organizer.40

c. Advantages and Disadvantage of using About-point strategy

1) Advantages of using About-point strategy

a. About/point students can find and record the main idea as well as

the supporting details. They can also recognize the author’s view

point or bias.

b. About-point is useful strategy for ELLs because it uses small,

managable amounts of the text and teaches students to identify

both the content matter and the point of the information, while at

the same time stimulating recall.

c. Managing large amounts of information can often be a daunting

task for ELLs41

2) Disadvantage of using About-point strategy

Ells may have difficulty participating in this strategy in a whole

class setting. However it is important for them to see this strategy

modeled. Later it can be rainforced in small group setting.42

Based on the explanation about advantages and disadvantages of

About-Point Strategy, More advantages than disadvantages, means

40
Ibid, p. 131
41
Op. Cit. Margaret Bouchard, p. 31
42
Op. Cit. Margaret Bouchard, p. 31
 29

that About-Point Strategy can help the students in reading

comprehension.

8. Concept of Reading Aloud Strategy

a. Defintion of Reading Aloud Strategy

Read-aloud is a comprehension strategies to use in reading

comprehension with this strategy can help the teacher in learning

situation. It is suppoterd by Johnston sait that Read-aloud is a

comprehension strategies and requires the students to join in the

discussion, thus becoming interactive participants in their own learning.43

There are some strategies in reading text, one of them is reading

aloud. Zaini in Huda said reading aloud is a strategy that can be used to

help the students in concentration, ask question, and discussion. 44 It

means that The reading strategy can be used by the teacher in the

teaching and learning process, especially in reading lessons. Nation states

that reading aloud can be used to check the learner’s skill at word

recognition.45 it means that reading aloud strategy has benefical to check

the student's ability to recognize words.

Based on explanation from the experts above, it can be concluded

that reading aloud is useful activity to students reading comprehension

43
Pinnell in Vickie Johnston, The Power of the Read Aloud in the Age of the Common
Core, Florida Gulf Coast University, Fort Myers, FL 33965, United States, (The Open
Communication Journal, (Suppl 1: M5) http:// 34-38), p.1
44
Miftachul Huda. et.al. The effect of Learning Strategy of Reading Aloud on Students’
Achievement in The Subject of Islamic Studies at Secondary School in Semarang.
International Journal of Education and Research. Vol. 3 no. 2. 2105.p.580
45
I.S.P.Nation.Teaching ESL/EFL Reading and Writing. (New York:
Routledge.2009).p.79
 30

for success in reading helps students focus, ask questions and discussion.

Reading aloud is a strategy that give students the opportunity to practice

English in the class.

b. Procedure of Reading Aloud Strategy

There are some steps in reading aloud, as follows:

1. Teacher should choose the one topic interesting to read aloud, and

should limit a chosen text not up to 500 words.

2. Teacher gave the text to the students and further makes clear point or

a basic issue which can be discussed.

3. Teacher divided text regarding on some paragraph.

4. Teacher invited students to read aloud from different phases.

5. When the reading is going on, the teacher stops some places,

emphasizes certain point, gives some question, or gives the example.

6. Teacher asked some question to students about the text.46

c. Advantages and Disadvantages of Reading Aloud Strategy

1) Advantages of Reading Aloud Strategy

There are some advantages of reading aloud strategy, as follows:

46
Mel Silberman. Active learning: 101 Strategies to Teach Any Subject. (London:
Allyn and Bacon.1996).p.91
 31

a. It gives an inspiration for the teacher to evaluate the students’

progress and skill on reading, mainly word and phrase space, and to

find a specific need for learning.

b. Reading aloud can give the practice of oral communication for

reader.

c. It can also go over or practice for the learner to imagine a role of

subject in story of text reading.

d. It can provide a method in which the teacher, by wisely guided

servant, should perform in improving self ability, mainly to the

children or the students as the beginner.

2) Disadvantages of Reading Aloud Strategy

There are some disadvantages of reading aloud strategy, as follows:

a. In implementation of reading aloud strategy, if using the random

means in which the students are out of control in the condition,

then the result can not be significant improvement, due to their

condition not enough to follow the instruction.

b. In addition, the teacher in practicing this strategy should care to

how the students’ way on reading. Because this strategy can give

the impact to the students only following what the teacher instruct

without understanding what they read.

B. Frame of Thinking

Reading is process knowing something from what we read from the

written. The result of reading is getting knowledge, from do not know become
 32

know. Reading is the process to understanding massage from the writer to

reader. Reading need to know how find main idea, topic sentences every

paragraph, finally we can understand the text. The one of problem in reading is

does not focus when learning because they feel difficult in understand the text.

The writer thinks that one of solution from the problem above is the use of

reading strategy to facilatate the text understanding.

Then the writer find the strategy in reading is About-point strategy, this

strategy is useful for teaching reading, and can facilitate when teaching

learning process. About-point strategy is a tool to enhance comprehension for

silent reading. It teaches students to identify what the content information is

“about and the “point” of the subject matter. The writer wants to focus on

reading comprehension in explanation text becuase it one kind of text and

material lesson in learning proccess. And explanation text is exact with about-

point strategy. Explanations are written to explain how something works

oroccurs. The process of the events is explained sequentially and with the time

related information. In the first previous research, using variable about-point

strategy in her research, she found significant effect of using abou-point

strategy. The second previous research, using variable about-point strategy in

her research, she found increase the learning of using abou-point strategy. And

in this research the researcher hope will find influence with using about-point

strategy.

C. Hypothesis
 33

Based on theories and assumption above, the researcher formulates on the

hypothesis in this research will be:

Ha : There is significant influence of using About-Point Strategy Toward using

About-Point strategy towards students’ reading comprehension in

explanation text at the second semester of the eleventh grade at MA Plus

Walisongo in the academic year of 2020/2021

Ho : There is no significant influence of using About-Point Strategy Toward

using About-Point strategy towards students’ reading comprehension in

explanation text at the second semester of the eleventh grade at MA Plus

Walisongo in the academic year of 2020/2021

 35

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

According to Creswell, we can apply the pre-and post-test design

approach to a quasi-experimental design. The researcher assigns intact groups

the experimental and control treatments, administers a pretest to both groups,

conducts experimental treatment activities with the experimental group only,

and then administers a post-test to assess the differences between the two

groups.47 It means that, this research does not make new classes for

experimental. Then, the researcher just choses two classes for control and

experimental class. Before applying that treatment, the researcher gave pretest

and post-test to the students.

In this research used quasi-experimental research design. Cresswell

states that quasi-experimental introduces considerably more threats to

internal validity than the true experiment. Because the investigator does

not randomly assign participants to groups, the potential threats of

maturations, selection, mortaly, and the interaction of selection with other

threats are possibilities.48

47
John W. Creswell, Educational Research Planning Conducting and Evaluating
Quantitativeand Qualitative Research 4thEd (Boston :PearsonEducation,2012), p.310
48
Ibid, p.310
 36

The are two classes in this research, there were control class and the

other is the experimental class. The research design presented in table

below:

Table 3.1

Pre-test and Post-test Design

Select Control Group Pre- Control Treatment Post-test

test

Select Experimental Pre- Experimental Treatment Post-test

Group test

In this research, the researcher gave pre-test for the students to know

their reading comprehension in explanation text before treatment and post-test

after the treatment by Abou-Point Strategy. The pre-test conducted for control

and experimental class.

B. Variable of the Research

Fraenkel and Wallen state that a variable is a characteristic or attribute of

an individual or an organization that a writer can measure or observe and

varies among individuals or organization study. 49 There were two variables in

this research namely; independent variable and dependent variable. An

independent variable is variable selected by the researcher to determine their

effect on the relationship with the dependent variable. The dependent variable

is observed to determine what effect, if any the other types of variable may

have on it.50 It means that independent variable is a variable that influences or

49
Ibid, p. 112
50
Jack R, Fraenkel and Norman R. Wallen, How to Design and Evaluate Research
in Education, (New York, McGraw-Hill,2008), p.42
 37

affect an outcome or dependent variable. Then, dependent variable is a

variable that influenced by independent variable.

In this research, there are two variables investigated, they are as follow:

1. The independent variable is the use of the About-Point Strategy (X)

2. Dependent variable is students’reading comprehension In

Explanation text (Y)

C. Operational Definition of Variables

The operational definition of variable is to describe the variable that

investigate by the researcher. The operational of variable are as follows:

1. Independent variable

About-point strategy is it teaches students to identify what the content

information is “about and the “point” of the subject that aims to help

students to help understand in their reading comprehension. (X)

2. Dependent variable

Students’reading comprehension in explantion text is understanding

detail information in the explantion text by considering about eight

specifications of reading comprehension includes main idea, phrases in

content, inference (implied detail), grammatical feature, details (scanning

for aspecifically stated detail), excluding fact not written (unstated details),

supporting idea, and vocabulary content. (Y)

D. Polpulation, Sample and Sampling Technique

1. Population
 38

According to Creswell, A population is a group of individuals who have

the same characteristic.51 Population of the research is the entire student of

MIA at the eleventh grade of MA Plus Walisongo which consists of 83

students that are divided into three classes. The total number of the students

of MIA at the eleventh grade of MA Plus Walisongo at the second semester

in 2020/2021 academic year can be see the table below :

Table 3.2

The students of MIA at the eleventh grade of MA Plus Walisongo in

the Academic Year of 2020/2021

NO Class Gender Total

Male Female
1 XI MIA 1 8 19 27
2 XI MIA 2 9 18 27
3 XI MIA 3 15 14 29
The Total Number of Students 83
Source: English Teacher in MA Plus Walisongo

From the table above, it can be seen there were 83 Students of MIA at

the eleventh grade of MA Plus Walisongo. There were 27 students in XI

MIA 1, consist of male 8 and 19 female. 27 students in XI MIA 2, consist

of 9 male and 18 female. 29 students in XI MIA 3 consist of 15 male and

14 female.

2. Sample

Creswell states that sample is a sub group of the target population that the

researcher plans to study for generalizing about the target population.52 It

means that sample is sub group of the population which is choose for

51
Ibid, p. 142
52
Ibid p. 143
 39

representing of the target population. In this research there were

experimental class and the control class. The experimental class, which the

students is taught by using About-Point Strategy by researcher. Then the

control class using Reading Aloud strategy.

3. Sampling Technique

In this research, the researcher used cluster random sampling. The

selection of groups, or clusters, of subjects rather than individuals is known

as cluster random sampling.53 The researcher conducted the research of MIA

at the eleventh grade consist is three classes. The steps in determining the

experimental class and control class as follows:

a. Preparing media 3 pieces of paper, a glass, plastics, and rubber, a pencil.

b. The researcher wrote the name of class on each paper

c. The papers that wrote the names of class were rolled and put it into a

glass.

d. The glass closed by plastics and string using rubbere. Made a hole on

the plastics and shoke the glass until the paper out from the glass.

e. First paper as an experimental class and second one as an control class.

The class XI MIA 1 as experimental class and the class XI MIA 2 as

control class.

E. Data Collecting Technique

In collecting the data, the researcher use some techniques as follow:

1. Pre-test

53
Op. Cit. Ibid Jack R, Fraenkel and Norman R. Wallen, p. 96
 40

According to Creswell, pretest provides a measure on some attribute or

characteristic that you assess for participants in an experiment before they

receive a treatment.54 It means that pretest is to know the result of the

students before treatment is done in the class. Pre test conducted to knew the

students’ reading comprehension before the treatment.The researcher given

pretest in form multiple choice for control and experimental class.

2. Post-Test

Creswell defines that a post test is a measure on some attribute or

characteristic that is assess for participants in an experiment after a

treatment.55 It means that post test is to know the influence after treatment is

done in the class. The researcher given the students same test. That is

multiple choice. Post test given for control and experiment class.

F. Research Instrument

This research used multiple choice question as a tool for testing in oder to

know students’ reading comprehension in explanation text. The test content

with four alternative options. The test aim to measure students’reading

comprehension in explanation text. In measuring the students’ reading

comprehension, the test used language assessment theory. Some specifications

commonly use in measuring reading comprehension.

1.Main idea (topic)

2. Expression / phrases in content

3. Inference (implied detail)

54
Ibid p. 297
55
Ibid p. 297
 41

4. Grammatical feature

5. Detail (scanning for a specifically stated detail)

6. Excluding fact not written (unstated details)

7. Supporting idea

8. Vocabulary content56

In this research, used test as an instrument to collect the data. The kind of

this test used for the reading comprehension test, there were two instrument;

they were pre-test and post-test. The instrument is multiple choice test. Each

instrument consist of 20 questions with 4 options (a, b, c and d).

The specification of test for pre test and post test items before validity test

as follows:

Table 3.3
The Specification of Try Out Pre-test Before Validity
No Aspects Items Number of Total Items of
Pretest Pretest

1 Main idea (Topic) 6, 11, 22, 30 36 5

2 Expression/Idiom/ 2, 12, 15 3
Phrase In Context
3 Inference 7, 14, 17, 31 4
(Implied detail)
4 Grammatical 9, 27, 34, 40 4
Features
(reference)
5 Detail (scanning 1, 13, 21, 24, 26, 32, 37 7
for a specifically
stated detail)

56
H. Douglas Brown, Language Assessment Principles and classroom Practices
(SanFransisco :Longman, 2003), p .206
 42

6 Excluding facts 3, 10, 16, 18, 20, 23 6

not written
7 Supporting idea(s) 25, 33, 35, 38 4
8 Vocabulary in 5, 4, 8, 19, 28, 29, 7
context 39
Total 40

From table above, it can be seen that in this research focus on students’

comprehension to found the main idea, expression, inference, grammatical,

detail, excluding fact not written, supporting ideas and vocabulary in context.

There are 40 questions for pre-test, 5 questions for main idea, 3 questions for

expression/idiom/phrase in context, 4 questions for inference, 4 questions for

grammatical, 7 questions for detail, 6 questions for excluding fact not written,

4 questions for supporting ideas, and 7 questions for vocabulary in context.

Table 3.4
The Specification of Try Out Post-test Before Validity
No Aspects Items Number of Total Items of Post
Post Test Test

1 Main idea (Topic) 6, 11, 16, 26, 38 5

2 Expression/Idiom/ 3, 19, 37 3
Phrase In Context
3 Inference 1, 7, 14, 31, 40 5
(Implied detail)
4 Grammatical 8, 13, 23, 27, 32 5
Features
(reference)
5 Detail (scanning 2, 12, 21, 24, 25, 30 6
for a specifically
stated detail)

6 Excluding facts 9, 15, 18, 28, 36 5

not written
7 Supporting idea(s) 17, 20, 33, 35 4
8 Vocabulary in 4, 5, 10, 22, 29, 34, 7
context 39
Total 40
 43

From table above there were 40 questions for post-test, 5 questions for

main idea, 3 questions for expression/idiom/phrase in context, 5 questions for

inference, 5 questions for grammatical, 6 questions for detail, 5 questions for

excluding fact not written, 4 questions for supporting ideas, and 7 questions for

vocabulary in context.

Table 3.5
The Specification of Test for Pre-Test
After Validity
No Aspects Items Number of Total Items of
Pretest Pretest

1 Main idea (Topic) 6, 11, 22, 36 4

2 Expression/Idiom/ 2, 1
Phrase In Context
3 Inference 14, 17, 31 3
(Implied detail)
4 Grammatical 9, 27, 34 3
Features
(reference)
5 Detail (scanning 1, 13, 21 3
for a specifically
stated detail)

6 Excluding facts 3, 10 2
not written
7 Supporting idea(s) 33 1
8 Vocabulary in 19, 28, 39 3
context
Total 20

Based on the previous table, it can be concluded that were 20 questions for

pre-test after validity with 4 questions for main idea, 1 question for expression/

idiom/ Phrase in context, 3 questions for inference (implied detail), 3 questions

for Grammatical features (reference), 3 questions for detail (scanning for a

specifically stated detail), 2 questions for excluding facts not written, 1

 44

question for supporting idea(s), and 3 questions for vocabulary in context. The

total of pre-test items after validity were 20 items.

Table 3.6
The Specification of Test for Post-Test
After Validity
No Aspects Items Number of Total Items of Post
Post -Test -Test

1 Main idea (Topic) 6, 11, 26, 38 4

2 Expression/Idiom/ 3, 19 2
Phrase In Context
3 Inference 14, 31 2
(Implied detail)
4 Grammatical 8, 13, 23 3
Features
(reference)
5 Detail (scanning 21 1
for a specifically
stated detail)

6 Excluding facts 9, 28, 36 3

not written
7 Supporting idea(s) 17, 33 2
8 Vocabulary in 4, 5, 29 3
context
Total 20

Based on the previous table, it can be concluded that were 20 questions for

post-test after validity with 4 questions for main idea, 2 question for

expression/ idiom/ Phrase in context, 2 questions for inference (implied detail),

3 questions for Grammatical features (reference), 1 questions for detail

(scanning for a specifically stated detail), 3 questions for excluding facts not

written, 2 question for supporting idea(s), and 3 questions for vocabulary in

context. The total of pre-test items after validity were 20 items.

G. Research Procedure
 45

There are three steps will be done in conducting this research. They are:

a. Planning

1. Determining the subject of the research

The subject of the research was the students at the second semester of

the eleventh grade at MA Plus Walisongo

2. Preparing try-out

Try out conducted to identify how accurate and effective the tests. The

tests used before they use to collect the data of research an used to

identify whether the tests could be administrate or not. It be seen from

the result of validity and reliability of the test.

3. Preparing pre-test

Pre-test is a kind of test given to the students before giving the

treatment.

4. Determining the material to be taught

The material is determined based on the syllabus. the material is

reading text about explanation text.

5. Conducting Treatment

The students has gooten treatment in three meetings. There were two

classes, first is class as experimental class and second as control class. In

the experimental class teaching using About-Point strategy and in

control class by using Reading Aloud strategy.

 46

6. Preparing post-test

After getting treatment, in post test the students got test in multiple

choice to the measure the students reading comprehension. Post-test in

the experimental class using About-Point Strategy and in control class

using Reading Aloud Strategy.

b. Application

After made the palnning, the researcher try to apply the research. The

steps are as follows:

1. In first meeting the students was given try out

This test is multiple choice that consist of some items with four

options (a, b, c, and d). The test will be distributed in eleventh grade. Try

out test was given in class XI MIA 3 to evaluate the test items before use

to pre-test and post-test items.

2. The second meeting, the students was given pre-test

The test is 20 questions multiple choices with some options (a, b, c,

and d). The number of the test items is determined by validity and

reliability analysis of the try out. It means that test items that use in pre-

test only the valid and reliable. This test will be given experimental class

and control class. This test was given in experimental class (XI MIA 1)

and control class (XI MIA 2)

3. In the third meeting, the students was given treatment.

In control class the treatment using Reading Aloud Strategy. While in

experimental class, the treatment using About-Point Strategy.

 47

4. The last meeting, the students was given post test.

This test are multiple choice with options (a, b, c, and d). The total of

the test items consisted of 20 questions with 4 options (a, b, c, and d).

The number of the test items was determine by the validity and reliability

analysis of the try out. It means that only the valid and reliable test items

that were used in the post-test. This test was given in experimental class

(XI MIA 1) and control class (XI MIA 2).

c. Reporting

The last step that should be done in the research procedure is

reporting. There were as follow:

1. Analyzing data receive from try-out test.

2. Analyzing data receive from pre-testand post-test.

3. Making report on the finding.

H. Scoring System

Before getting the score, the researcher determines the procedure to be

used in scoring the students’ work. In order to do that the researcher using

Arikunto’s formula.57 The highest score was 100. The score of pre-test and

post-test was calculated by using the following formula:

R
S= x 100
n

Notes :

57
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakata: Bumi Aksara,
2013), p.272
 48

S = Score of the test

R = Total of the right answer

n = Total items

Based on the formula, it can be concluded that to calculate the score of the

test, the total right answer of the students from the test items divides with the

total test items and multiple it with 100. The result of the calculation use as the

real score of the students’ pre-test and post-test.

I. Try-out

Try-out test was given in try-out class to evaluate the test items to know

the test valid or not before used to pre-test and post-test items. The try-out test

was held on January, 30th 2021 in the class XI MIA 3.

J. Validity and Reliability

This some criteria test validity and reliability.

1. Validity of Test

Creswell states that validity is the development of sound evidence to

demonstrate that the test interpretation (of scores about the concept or

construct that the test is assumed to measure) matches its proposed use. 58 It

means that valid is to know the result of test is good, the researcher was

measured test. This research was used content validity, construct validity

and internal validity.

58
Op.Cit, John W.Creswell, p. 159
 49

a. Content Validity

According to Creswell, content validity is the extent to which the

questions on the instrument and the scores from these questions are

representative of all the possible questions that could be asked about the

content or skills.59 It means that instrument of the test has to appropriate

from subject learning and content in skill learning. Test should

appropriate with learning material. Then, materials was taught and

curriculum for the eleventh grade of senior high school. The researcher

made the instrument relate to explanation text. The result of validity

sheet must relate the materials teach and relate to the curriculum of 2013.

The purpose of the learning relate to indicator.

b. Construct Validity

Creswell said in his book that construct validityis a determination of

the significance, meaning, purpose, and use of scores from an

instrument.60 It means that constract validy is determining kind of test

based on the theoretical which measure reading comprehension. This

research made a reading test that can measured students’ reading

comprehension. The assessment use eight specification reading

comprehension was adapted from Brown. This research administered the

test whose the scoring covered eight aspects of reading they are: main

idea (topic), expression/idiom/phrases in content, inference (implied

59
Op.Cit, John W.Creswell, p.618
60
Op.Cit, John W.Creswell, p.618
 50

detail), grammatical features, detail (scanning for a specifically stated

detail), excluding fact not written, supporting idea, vocabulary in context.

To know whether the test has good construct validity, the items of the

test consulted to the English teacher of MA Plus Walisongo, January 28th

2021. After the researcher consulted with Mrs.Riska Yulianti, S.Pd as the

English teacher in MA Plus Walisongo she said that: the material and the

topic of test instruments were appropriate with standard competition and

indicator in the syllabus of eleveth grade in Senior high school. The

instruction of the test instrument can be understood by students. The test

instrument appropriate with the aspects of reading test and time

allocation was enough. The test items number 6, 11, 22, 30, 36 in the

table specification tryout for pre-test and number 6, 11, 16, 26, 38 for

post-test was suitable to aspect main idea. The test items number 2, 12,

15 in the table specification tryout for pre-test and number 3, 19, 37 for

post-test was suitable to aspect expression/idiom/phrase in context. The

test items number 7, 14, 17, 31 in the table specification tryout for pre-

test and number 1, 7, 14, 31, 40 for post-test was suitable to aspect

inference (implied detail). The test items number 9, 27, 34, 40 in the table

specification tryout for pre-test and number 8, 13, 23, 27, 32 for post-test

was suitable to aspect grammatical features. The test items number 1, 13,

21, 24, 26, 32, 37 in the table specification tryout for pre-test and number

2, 12, 21, 24, 25, 30 for post-test was suitable to aspect detail (Scanning

for a specifically stated detail). The test items number 3, 10, 16, 18, 20,
 51

23 in the table specification tryout for pre-test and number 9, 15, 18, 28,

36 for post-test was suitable to aspect excluding facts not written. The

test items number 25, 33, 35, 38 in the table specification tryout for pre-

test and number 17, 20, 33, 35 for post-test was suitable to aspect

supporting the idea. The test items number 4, 5, 8, 19, 28, 29, 39 in the

table specification tryout for pre-test and number 4, 5, 10, 22, 29, 34, 39

for post-test was suitable to aspect vocabulary in context.

c. Item Validity

The researcher gave some questions to know valid or not the questions

that were given to the students. The item validity used to measure the

validity of the test items. The researcher gave the try-out of the test to the

students from a different sample. The researcher conducted the try-out

test in class XI MIA 3 which consistsof 29 students. The try-out test was

given on Saturday, January 30th, 2021 for the instrument of pre-test and

post test. In this research, the researcher used statistical computation by

using SPSS (Statistical Package for Social Science) for validity. The test

of validity was employed by Pearson Correlation. The item is valid if sig.

(two-tailed) > α = 0.05.

After the researcher calculated the data by used SPSS (Statistical

Package for Social Science), the result of the items try-out for pre-test

there were 20 items considered invalid. The invalid number items were 4,

5, 7, 8, 12, 15, 16, 18, 20, 23, 24, 25, 26, 29, 30, 32, 35, 37, 38, 40. while
 52

the valid item were 20 items. They were the items number 1, 2 3, 6, 9,

10, 11, 13, 14, 17, 19, 21, 22, 27, 28, 31, 33, 34, 36, 39.

Then, result of the items try-out for post-test there were 20 items

considered invalid. The invalid number items were 1, 2, 7, 10, 12, 15, 16,

18, 20, 22, 24, 25, 27, 30, 32, 34, 35, 37, 39, 40. while the valid item

were 20 items. They were the items number 3, 4, 5, 6, 8, 9, 11, 13, 14,

17, 19, 21, 23, 26, 28, 29, 31, 33, 36, 38.

2. Reliability of Test

According to Creswell, reliability means that scores from an instrument are

stable and consistent.61 Reliability refers to consistency of the test. In

instruments used SPSS (Statistical Program for Social Science) Version 20.

SPSS can help analysis of item quickly, easy, and accurately. SPSS is

necessary in the research to assess the instruments are good or not. The test of

reliability is employed by Cronbach Alpha.

The criteria of reliability as follows:

0.800-0.1000 = Very High

0.600-0.800 = High

0.400-0.600 = Medium

0.200-0.400 = Low

0.0-0.200 = Very low.62

61
Op.Cit, John W.Creswell, p.159
62
Op.Cit, Suharsimi Arikunto, p.319
 53

From the criteria, it can be draw a conclusion that the result obtaine in the

SPSS (Statistical Program for Social Science) by use Cronbach Alpha, the

reliability test in reading comprehension has very high reliability because the

result of reliability of pre-test was 0.917 and the result of post-test was 0.927

(See Appendix 25 and 26) It can be cloncluded that the degree of the level

reliability of the instrument was very high reliability.

K. Data Analysis

1. Fulfillment of the Assumption

Parametric statistical significance tests, such as analysis of variance and

least squares regression, are widely use in many disciplines including,

statistic parametric tests to produce accurate result, the assumptions

underlying them such as normality and homogeneity test must be satisfied.

The data gained statistically has been analyzed by using SPSS (Statistical

Program for Social Science) steps as the following formula shows:

a. Normality Test

The normality test is used to measure whether the data in experimental

class and control class is normally distributed or not. 63 In this research,

for normality test used statistical computation by using SPSS (Statistical

Package for Social Science). The test of normality employed was

Kolmogorov- Smirnov and Shapiro Wilk.

The hypotheses formula are:

H0 = The data have normal distributed

63
Sugiyono, Statistika Untuk Penelitian. (Surakarta : University press.2004),p.170
 54

Ha = The data do not have normal distributed

While The criteria acceptance or rejection of hypothesis tests are:

H0 is accepted if sig. > α = 0.05

Ha is accepted if sig. < α = 0.05

b. Homogeneity Test

Homogeneity test is used to determine whether the data in

experimental class and control class are homogeneous or not. In

homogeneity test use SPSS (Statistical Program for Social Sciener). The

test of homogeneity employing Levene statistic test.

The hypotheses for the homogeneity test are formulate as follows:

H0 : The variances of the data are homogeneous

Ha : The variances of the data are not homogeneous.

While The criteria acceptance or rejection of hypothesis tests are:

H0 is accepted if sig. > α = 0.05

Ha is accepted if sig. < α = 0.05

2. Hypothetical Test

After knowing the data are normal and homogeneous, the data have

been analyzed by using independent sample T-test and using SPSS

(Statistical Package for The Social Sciences).

Where the hypotheses of the research are:

Ha: There is a significant influence of using About-Point strategy towards

students’ reading comprehension in explantion text at the second

 55

semester of the eleventh grade of MA Plus Walisongo in the academic

year of 2020/2021.

H0: There is no a significant influence of using About-Point strategy towards

students’ reading comprehension in explantion text at the second

semester of the eleventh grade of MA Plus Walisongo in the academic

year of 2020/2021.

While criteria acceptance or rejection of the test are:

H0 is accepted if sig >α = 0.05

Ha is accepted if sig <α = 0.05

 56

CHAPTER IV

RESULT AND DISCUSSION

A. Research Procedure

The research was conducted on February 6th 2021. Before conducting the

research, the researcher asked permission to the headmaster and the English

teacher at the school. After having permission, the researcher conducted

through the following steps:

1. Determining the subject of the research, namely the students at the first

semester of MA Plus Walisongo.

2. Designing the reading test which was the exlpanation tex tin the form of

multiple choice, the test consisted of 40 items with four options a, b, c, and

d.

3. Determining the sample of research by using cluster random sampling.

4. Holding the try out test to know the reliability of the test and validity of the

test. The test was given to the students out of the sample of the research.

5. Holding pre-test in order to know the students’ reading comprehension of

exlpanation text before they had treatment.

6. Analyzing the data that were gotten the pretest.

7. Giving the treatment to the sample of the research. The treatments were

given to the experimental class by using about-point strategy was

implemented in teaching and learning reading comprehension explantion

text.
 57

8. Holding post-test to know the students’ reading comprehension of

explantion text after the treatments.

9. Analyzing the data gotten through post-test. The data were analyzed by

using statistic formula.

10. Testing the hypothesis and making the conclusion.

11. Reporting the result of the research.

B. Result of the Research

The data obtained in the form of score. The score was derived from pre-

test and post. The pre-test was held on February, 6th and 7th 2021 and post-test

on March, 6th and 7th 2021. In pre-test, before treatment three meetings in the

class the students was given the task. And after treatment three meetings in the

class the students was given the task to answer the questions.

1. Result of Pre-test in Experimental Class

The pre-test was conduted in experimental class on Saturday,

February, 6th 2021. The pre-test was administered in oreder to know

students’ reading comprehension before the treatments given. It can be

seen from the pre-test score of students’ reading comprehension in

experimental class. After data were analyzed, the result showed that the

mean score of pre-test in experimental class was 61,11. The score of

students’ tested in pre-test in the experimental class could be seen in

Figure 1.
 58

Figure 1
Graph of the Result of the Pre-test in Experimental Class

Based on figure 1, it can be seen that from 27 students there were 2

student got score 45, 4 students got to score 50, 3 students got to score 55,

6 students got to score 60, 4 students got score 65, 6 student got to score

70, 1 students got score 75, and 1 students got score 80. The mean of pre-

test in experimental class was 61.11, which there were 25 students who get

score less than 75 and 2 students who got score more than or equal to 75.

median was 60.00. minimum score was 45, and maximum score was 80.

(See appendix 21). It can be concluded that the result of pre-test in

experimental class and before treatment using About-Point strategy there

were many students who got score under KKM.

 59

2. Result of Pre-test in Control Class

The pre-test was conduted in control class on Monday, February 7th

2021. The pre-test was administered in oreder to know students’ reading

comprehension before the treatments given. It can be seen from the pre-

test score of students’ reading comprehension in control class. After data

were analyzed, the result showed that the mean score of pre-test in control

class was 55,00. The score of students’ tested in pre-test in the control class

could be seen in figure 2:

Figure 2

Graph of the Result of the Pre-test in Control Class

Based on figure 2, it can be seen that from 27 students there was 2

student got score 40, 4 student got score 45, 3 students got to score 50, 6

students got to score 55, 8 students got to score 60, 3 students got score 65,

1 student got to score 70. The mean of pre-test in control class was 55.00.

which there were 27 students who get score less than 75. median was
 60

55.00, minimum score was 40, and maximum score was 70. (See appendix

22). It can be concluded that the result of pre-test in control class and

before treatment using Reading Aloud strategy all of students got score

under KKM.

3. Result of Post-test in Experimental Class

The post-test was conducted in the experimental class on Saturday,

March, 6th 2021. The post-test was administered in order to know the

students’ reading comprehension, after they got treatment by using About-

Point Strategy. It can be seen from the post-test score of students’ reading

comprehension in experimental class. After data were analyzed, the result

showed that the mean score of post-test in experimental class was 78,89.

The scores of students’ answer tested in post-test in the experimental class

could be seen in figure 3:

Figure 3

Graph of the Result of the Post-test in Experimental Class

 61

Based on figure 3, it can be seen that from 27 students there was 1

student got score 60, 1 student got score 65, 6 students got to score 70, 2

students got to score 75, 6 students got to score 80, 7 students got score 85,

4 student got to score 90. The mean of post-test in experimental class was

78.89. There were 8 students who get score less than 75 and 19 students

who got score more than or equal to 75. median was 80.00, minimum score

was 60, and maximum score was 90. (See appendix 23). It can be

concluded that the result of post-test in experimental class and after

treatment using About-Point strategy there were many students who got

score passed of KKM, it can be seen there are influence of score before

treatment and after treatment of using About-Point strategy.

4. Result of Post-test in Control Class

The post-test was conducted in the control class on Monday, March 7th

2021. The post-test was administered in order to know the students’

reading comprehension, after they got treatment by using Reading Aloud

Strategy. It can be seen from the post-test score of students’ reading

comprehension in control class. After data were analyzed, the result

showed that the mean score of post-test in control class was 68.52. The

scores of students’ answer tested in post-test in the control class could be

seen in figure 4:
 62

Figure 4

Graph of the Result of the Post-test in Control Class

Based on figure 4, it can be seen that from 27 students there was 1

student got score 45, 4 student got score 55, 1 students got to score 60, 4

students got to score 65, 9 students got to score 70, 4 students got score 75,

1 student got to score 80, 3 students 85. The mean of post-test in

experimental class was 68.52. There were 19 students who get score less

than 75 and 8 students who got score more than or equal to 75. median was

70.00, minimum score was 45, and maximum score was 85. (See appendix

24). It can be concluded that the result of post-test in control class and

after treatment using Rading Aloud strategy there were students who got

score passed of KKM.

Based on the data of pre-test and post-test for both experimental and

control class, it can be seen that there was improvement in both classes.
 63

From the figure 1 and 3, The mean of pre-test of experimental class was

61.11 and the post-test was 78.89. Whereas, From the figure 2 and 4

above, the mean of pre-test of control class was 55.00, and the post-test

was 68.52. The improvement can be seen on both classes. But, the score of

experimental class was higher than the control class. The difference

between experimental and control class, in experimental class using

About-Point Strategy, this strategy was improved students’ reading

comprehension, help students get main idea or information with search

about and point what they read in text. managable amounts of the text and

teaches students to identify both the content matter and the point of the

information, while at the same time stimulating recall.But, control class

using Reading Aloud Strategy.

C. Data Analysis

After collecting the data, the data were analyzed by using SPSS

(Statistical Program for Social Science) version 20. SPSS is a comprehensive

system for analyzing data. SPSS was used because it can analyze data quickly

and easily. The data were analyzed through three test, they were normality

test, homogeneity test and hypothetical test.

1. The Result of Normality Test

The normality test was used to measure whether the data in the

experimental class and control class were normal distribution or not. The

result of pre-test and post-test which have been obtained where tested their

normality by used SPSS (Statistical Program for Social Science) version 20.
 64

a. The hypotheses are :

Ho: The data have normal distribution.

Ha: The data do not have normal distribution.

b. The test criteria:

Ho is accepted if Sig.(ρvalue)≥ α = 0.05

Ha is accepted if Sig.(ρvalue)< α = 0.05

Table 4.1
The Result Normality Test of the Experimental Class and
Control Class
Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Experimental ,183 27 ,021 ,940 27 ,125
Gain
Control ,185 27 ,018 ,944 27 ,152
a. Lilliefors Significance Correction

The sample of each control and experimental class were consisted of 27

students. In this research, the researcher used Shapiro-Wilk table because the

number of samples or the number of students in a class is below 50, if the

sample is above 50 used the Kolmogorov-Smirnov table. The hypotheses

proposed were the null and alternative hypothesis.

Based on table 8, it can be seen that Sig. (P-value) for experimental score

was 0.125 and Sig. (P-value) for the control score was 0.152. Because Sig.

(P-value) of experimental and control class > α = 0.05. It means that H 0 was

accepted. The conclusion was that the data has a normal distribution.
 65

2. Result of Homogeneity Test

Homogeneity test was used to determine whether the data obtained

from the sample homogeneous or not. The result pre-test and post- test

which have been obtain were tested their homogeneity by using SPSS

(Statistical Program for SocialScience) version 20.

a. The hypotheses were :

Ha= The variance of the data are not homogeneous

Ho= The variance of the data are homogeneous

b. The criteria of the test were follows:

Ho is accepted if sig.(ρvalue) >α = 0.05

Ha is accepted if sig .(ρvalue)< α = 0.05

Table 4.2
Test of Homogenity of Varience
Levene Df. 1 Df.2 Sig.
statistic
Gain Based on ,159 1 52 ,691
mean

In this research, the homogeneity test was aimed to know whether

the variances of the data are homogenous or not. Based on the results

obtained in the test of homogeneity of variances in the column, it can be

seen that Sig. (P-value) = 0. 691 > α = 0.05. It demonstrated that H0 was

accepted because of Sig. (P-value) > α = 0.05. It means that the

variance of the data was homogenous.

 66

3. Result of Hypothetical Test

After the data was considered as normal and homogeneous, the final

step was testing the hypothetical of the research. It was used to prove

whether or not the objectives of the research accomplished. The

hypothetical was tested by used SPSS (Statistical Program for Social

Science) version 20.

The hypotheses as follows:

Ho: There is no a significant influence of using About-Point strategy

towards students’ reading comprehension in explantion text at the

second semester of the eleventh grade of MA Plus Walisongo in the

academic year of 2020/2021.

Ha : There is a significant influence of using About-Point strategy towards

students’ reading comprehension in explantion text at the second

semester of the eleventh grade of MA Plus Walisongo in the academic

year of 2020/2021.

The criteria of acceptance or rejection of the hypothesis for

Hypothetical test was:

Ha is accepted if Sig. < α 0.05

Ho is accepted if Sig. > α 0.05

 67

Table 4.3
Test of Hypothetical Test
Independent Samples Test
Levene's t-test for Equality of Means
Test for
Equality of
Variances
F Sig. t Df Sig. Mean Std. Error 95% Confidence
(2- Differenc Difference Interval of the
tailed) e Difference
Lower Upper
Equal
variance ,
,691 2,430 52 ,019 4,259 1,753 ,741 7,777
s 159
assumed
Gain
Equal
variance
2,430 51,936 ,019 4,259 1,753 ,741 7,777
s not
assumed

Based on the output of table 10 Sample Test, it was gained all of

significant (2-tailed) 0.019 < 0.05. It means that H a is accepted and H0 is

rejected. Based on the computation, it can be concluded that there was a

significant influence of usingof Using About-Point Strategy Towards

Students’ Reading Comprehension in explantion text at the second

semester of the eleventh grade of MA Plus Walisongo in the academic

year of 2020/2021.

D. Discussion

The research was started on January 30, 2021 and ended on March 7,

2021. In the end of the research, the data which had been collected was

analyzed. Thus, in this section, the result findings about the influence of

About-Point Strategy Towards Students’ Reading Comprehension in

 68

explantion text at the second semester of the eleventh grade of MA Plus

Walisongo in the academic year of 2020/2021 would like to be discussed.

In conducting this research, after having the permission to conduct the

research, the try out was conducted in XI MIA 3 as the try out class. The try

out for pre-test and post-test was conducted on January 30, 2021. The try out

test was conducted before the test was given to the control class and

experimental class. The result of the try out test was analyzed by used SPSS

version 20. The pre-test was given to see the students’ reading comprehension

in explanation text before the treatments were given. The test was conducted

to the both class on February 6, 2021 and February 7, 2021. After giving the

pre-test for control class and experimental class, the treatments were

conducted for three meetings. The first meeting was conducted on February

13, 2021 and February 14, 2021. The second meeting was conducted on

February 20, 2021 and February 21, 2021. The third meeting was conducted

on February 27, 2021 and February 28, 2021. During the treatment, when

About-Point strategy was used in teaching reading comprehension. After

giving three times treatments, the post-test was conducted. The post-test was

given to see the given. The test was conducted to the both class on March 6,

2021 and March 7, 2021. After collecting the data, the data were analyzed by

used SPSS version 20. The data were analyzed through three test, they were

normality test, homogeneity test, and hypothetical test.

The result of the normality test by used Shapiro wilk for experimental

class was 0.125 and 0.152 for control class, whereas the α = 0,05. In the other
 69

words, the ρvalue (sig.) was ≥ α = 0,05. It can be seen that the data had normal

distribution. After analyzed the normality of the data, the data were analyzed

for its homogeneity.

The result of homogeneity for experimental and control class was 0. 691

whereas the α = 0.05, in orther words the ρvalue (sig.) was ≥ α = 0,05 which

was considered as homogeneous data. After analyzed the normality and

homogeneity of the data, the hypotheses were calculated whether the

hyphoteses were accepted or rejected.

The result of the hypothetical test and the data which have been analyzed

were presented. The result of Sig.(2-tailed) of the equal varience assumed in

the independent sample T-test was 0.019. It is lower than α = 0,05. It means

that null hypotheses (Ho) was rejected and alternative hypotheses (Ha) was

accepted. It means that the students who learn reading comprehension

through about-point show better achievement than the students who learn

reading comprehension through reading aloud.

It is also can be seen from the score of control class and experimental

class. The mean of pre-test score of control class was 55 and the post-test

was 68.52. and while the mean of pre-test in score of experimental class was

61.11 the post-test was 78.89. it can be seen that the result of students’

reading comprehension in experimental class was higher than the result of

students’ reading comprehension in control class. It means that the students

who were taught by used about-point strategy got better result than the
 70

students who were taught by used reading aloud strategy. It had been

supported by previous research conducted by Nurlaili in 2013 entitled “The

Effect of Using About/Point Strategy on Reading Comprehension in

Hortatory Exposition Text”. The result of the research showed that there was

significant effect of using About/point strategy on reading comprehension of

the second year students at MA Nurul Hidayah Bantan Tua Bengkalis

Regency.64

The other result of previous research has been done by Whendy Dwi

Januar Indah Pratiwi in 2019 entitled “The Use of About-Point strategy to

Improve the Hortatory exposition Text Reading Skil”. The result of the

research showed that there was increase the learning motivation in the

hortatory exposition reading skill of the eleventh graders of SMA

Muhammadiyah 1 Kota Magelang in the school year 2018/2019. The students

had better motivation like more paid attention, more interest, and more

participation onto read the hortatory exposition text in learning process. In the

Pre-Cycle, the students’ motivation with the total improvement from Pre-

Cycle to Cycle II is 36.8%.65

It can be concluded that in the previous research using about-point

strategy improved students’ reading comprehension. It was same as the result

of this research there was a significant influence of usingof Using About-

Point Strategy Towards Students’ Reading Comprehension in explantion text

64
Nurlaili, “The Effect of Using About/Point Strategy on Reading Comprehension in
Hortatory Exposition Text” Year 2013.
65
Whendy Dwi Januar Indah Pratiwi, “The Use of About-Point strategy to Improve the
Hortatory exposition Text Reading Skil” Year 2019.
 71

at the second semester of the eleventh grade of MA Plus Walisongo in the

academic year of 2020/2021 because Sample Test it was gained all of

significant (2-tailed) 0.019 < 0.05. It means that H a is accepted and H0 is

rejected.

In two previous researches, About-Point Strategy has been used to

students in reading comprehension in hortatory exposition text. In this

research, the researcher wants to know the use of About-Point strategy

towards students’ reading comprehension in explanation text because it is one

english text and informational text.

 72

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research that was carried out at Plus Walisongo in academic

year of 2020/2021, the researcher might draw conclusions as follows: There

was significant influence of using about-point strategy towards students’

reading comprehension in explanation text at the second semester of the

eleventh grade of MA Plus Walisongo in the academic year of 2020/2021.

Because by seeing the result of the data calculation in the previous chapter

where null hypothesis (H0) was rejected, and alternative hypothesis (H a) was

accepted, it means that the researcher assumption wast rue, by using about-

point strategy can give a significant influence towards students’ reading

comprehension in explantion text. It was supported by the scores achieved by

the students in which they got high scores after the researcher gave the

treatment “About-Point strategy ” as a strategy in learning reading. T-test

formula shows the result obtained that the value of significant generated Sig

(Pvalue)= 0.019 < α= 0.05. it can be proved from the hypothesis test. In the

hypothesis test, Ha was accepted and H0 was rejected. In other words, About-

Point strategy had a significant influence towards students’ reading

comprehension in explanation text at the the second semester of the eleventh

grade of MA Plus Walisongo in the academic year of 2020/2021. In this

research, the students' reading comprehension improved after being taught by

 73

using about-point strategy. This shows that the increased science and insight

gained by students.

B. Suggestion

Based on the result of this research and the advantages of about-point in

teaching reading English to the eleventh grade of MA Plus Walisongo in the

academic year of 2020/2021, the suggestions were proposed as followed:

1. For the Teacher

a. The teacher should choose a great strategy in teaching English

especially in reading in order that the students can more participate

fully in the class and understand the material that is delivered by the

teacher.

b. The teacher should encourage the students to be actively participating

and enthusiastically in the teaching and learning process.

c. The teacher should use the texts which familiar to the students. In this

case, the students will not have difficulties in understanding the text, so

they can discuss with their friends well.

2. For the Students

a. The students are suggested to improve their reading comprehension.

Because reading comprehension is a part of learning English better.

b. The students are suggested to improve their vocabularies mastery in

order to get success in understanding reading texts.

c. The students have practice reading especially reading comprehension

on explanation text. 
 74

d. The students should be more focused when doing a reading activity.

Never give up in study English and practice English as much as

possible.

3. For Further Researcher

a. It is recommended to choose the right material when teaching in class,

so that learning objectives can be achieved.

b. It is suggested that interesting in conducting similar studies must

understand the problem in depth for better research, and help students

to solve their problems in reading comprehension.

 75

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 77

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 78

APPENDICES
 79

Appendix 1

THE RESULT OF INTERVIEW WITH THE ENGLISH

TEACHER IN PRELIMINARY RESEARCH

No Question Answer Conclusion

1 How long you I have teaching english The teacher teaching
have been in MA Plus Walisongo English since 2007
teaching english since 2007 about 14 about 14 years ago
in this school? years ago
2 Can you tell me There are many The teacher
about your experience when experience in
experience in teaching english teaching reading is
teaching english especially reading, difficult. The
especially Teaching reading skill is difficulties in
reading? difficult for my sudents, reading text such as
many students have pronounciation and
some difficult in reading spelling, difficulties
text such as in understanding the
pronounciation and text, because the
spelling and special students have
difficulties in teaching limitted vocabulary
reading is understanding
the text, because the
students have limitted
vocabbulary
3 Do you have I teaching reading with The teacher teaches
special method, using reading aloud, by using reading
strategy, or because if I use another aloud strategy
technique for strategy or method I do
teaching reading? not know competence of
students in reading

4 Have you ever Never, I usually teaching The teacher never

teaching reading reading with reading uses about-point
skill using about- aloud strategy
point strategy?
 80

5 How do you I think it is good The teacher think

respond to use strategy, but I never use that about-point is
about-point it, next I will try to use good strategy
strategy for strategy in teaching
teaching reading?
 81

Appendix 2

THE RESULT OF INTERVIEW FOR THE STUDENTS IN

PRELIMINARY RESEARCH

Student 1

No Questions Answer Conclusion

1 Apa kesulitan yang Terdapat banyak kata- Siswa kesulitan
kamu hadapi saat kata yang sulit untuk untuk mengerti kata-
belajar bahasa inggris dimengerti, akibatnya kata dalam bahasa
terutama dalam ketika ingin membaca, inggris
reading? banyak kata yang salah
2 Apa kesulitan yang Ketika didalam teks Siswa kesulitan
kamu hadapi saat tersebut tidak terdapat arti tidak tidak terdapat arti
memahami teks bacaan?
3 Apakah kamu Tidak, tetapi ketika Siswa kesulitan
kesulitan dalam diperintah mencari ide dalam mencari ide
pelajaran bahasa inggris pokok saya kesulitan pokok di dalam teks
khusus nya dalam
membaca sebuah teks
serta mencari ide pokok
dan informasi
spesifiknya?

4 Apakah kamu Terkadang mengerti, Sisiwa mebutuhkan

mengerti ketika guru terkadang tidak karena waktu untuk mengerti
menjelaskan tentang membutuhkan waktu untuk teks bacaan
teks bacaan? mengerti
5 Apakah guru saat Iya, karena guru selalu Guru mengajar
mengajar bahasa inggris membawa suasana nya bahasa inggris dengan
menyenangkan ? sedikit asik menyenangkan
6 Bagaimana cara guru Ya, guru menbaca Cara guru mengajar
mengajar reading ? terlebih dahulu lalu yaitu dengan siswa
menyuruh muridnya mengikuti apa yang
guru baca

Student 2

No Questions Answer Conclusion

1 Apa kesulitan yang kamu Kesulitan ketika bertemu Siswa
hadapi saat belajar bahasa bacaan yang jarang ditemui kesulitan
inggris terutama dalam membaca dalam
reading? bacaan yang
jarang ditemui
2 Apa kesulitan yang kamu Kesulitan ketika bertemu Siswa
hadapi saat memahami bacaan yang jarang ditemui kesulitan
teks bacaan? membaca dalam
 82

bacaan yang
jarang ditemui
3 Apakah kamu kesulitan Iya cukup kesulitan Siswa cukup
dalam pelajaran bahasa kesulitan
inggris khusus nya dalam
membaca sebuah teks
serta mencari ide pokok
dan informasi
spesifiknya?

4 Apakah kamu mengerti Iya sangat kesulitan Siswa cukup

ketika guru menjelaskan kesulitan
tentang teks bacaan? dketika guru
menjelaskan
tentang teks
bacaan
5 Apakah guru saat Iya sangat menyenangkan Guru
mengajar bahasa inggris mengajar
menyenangkan ? bahasa inggris
dengan
menyenangkan
6 Bagaimana cara guru Dengan cara pertama guru Guru
mengajar reading ? memberikan teks reading mempraktekan
kepada anak murid cara
kemudian guru membacanya
mempraktekan cara dan siswa
membacanya dan anak menyimak teks
murid menyimak teks telah diberikan
reading yang telah
diberikan

Student 3

No Questions Answer Conclusion

1 Apa kesulitan yang Kesulitan saya Siswa kesulitan
kamu hadapi saat belajar dipelajaran bahasa inggris menerjemahkan bacaan
bahasa inggris terutama sulit untuk membaca dan ke dari bahasa inggris
dalam reading? menerjemahkan dari bahasa
inggris
2 Apa kesulitan yang Kesulitan dalam Siswa kesulitan
kamu hadapi saat mengeja bahasa inggris dan mengeja bahasa inggris
memahami teks bacaan? tidak mengerti arti atau dan tidak mengerti arti
terjemahannya
3 Apakah kamu Susah dalam mencari Siswa kesulitan
kesulitan dalam pelajaran ide pokok yang dipelajari dalam mencari ide
bahasa inggris khusus dan susah menerjemahkan pokok di dalam teks
nya dalam membaca ke dalam bahas inggris bacaan
sebuah teks serta
mencari ide pokok dan
 83

informasi spesifiknya?

4 Apakah kamu Kadang-kadang Siswa terkadang

mengerti ketika guru mengerti yang guru menegerti terhadap
menjelaskan tentang teks terangkan di papan tulis penjelasan guru
bacaan? dan buku
5 Apakah guru saat Iya menyenangkan Siswa terkadang
mengajar bahasa inggris walaupun terkadang tidak tahu cara
menyenangkan ? tahu cara menjelaskannya menjelaskannya
lagi kembali
6 Bagaimana cara guru  Memahami teks Guru mengajar
mengajar reading ? yang diajarkan reading dengan
 Menulis hal-hal Memahami teks,
penting di papan tulis saat menulis hal penting saat
menerangkan pelajaran menerangkan pelajaran
bahasa inggris

Student 4

No Questions Answer Conclusion

1 Apa kesulitan yang Saya mempunyai Siswa kesulitan
kamu hadapi saat belajar kesulitan dalam membaca dalam membaca dan
bahasa inggris terutama dan mengartikannya, dan mengartikannya
dalam reading? membaca masih kaku
2 Apa kesulitan yang Saya kesulitan dalam Siswa kesulitan
kamu hadapi saat mengartikan teksnya dalam mengartikan
memahami teks bacaan? teksnya
3 Apakah kamu Iya, saya kesulitan Siswa mengalami
kesulitan dalam pelajaran kesulitan
bahasa inggris khusus
nya dalam membaca
sebuah teks serta
mencari ide pokok dan
informasi spesifiknya?

4 Apakah kamu Terkadang saya Siswa terkadang

mengerti ketika guru mengerti dan terkadang menegerti terhadap
menjelaskan tentang teks tidak mengerti penjelasan guru
bacaan?
5 Apakah guru saat Iya menyenangkan Guru mengajar
mengajar bahasa inggris karena guru dengan memyenangkan
menyenangkan ? mengajarkannya sangat karena tidak terburu-
santai tidak terburu-buru buru
6 Bagaimana cara guru santai tidak terburu-buru Guru mengajar
mengajar reading ? dengan tidak terburu-
buru
 84

Student 5

No Questions Answer Conclusion

1 Apa kesulitan yang Kesulitan memahami Siswa kesulitan dalam
kamu hadapi saat belajar bahasa dan cara memahami bahasa
bahasa inggris terutama mengintonasinya inggris
dalam reading?
2 Apa kesulitan yang Kesulitan memahami Siswa kesulitan
kamu hadapi saat bahasa dan mengartikan memahami dan
memahami teks bacaan? kata perkata yang terkadang mengartikan perkata
berbeda artinya dalam bahasa inggris
3 Apakah kamu kesulitan Ya. Tahu artinya saya Siswa kesulitan dalam
dalam pelajaran bahasa sangat kesulitan karena saat membaca saat tidak
inggris khusus nya membaca sebuah teks saya mengetahui artinya
dalam membaca sebuah terkadang tidak mengetahui
teks serta mencari ide artinya
pokok dan informasi
spesifiknya?

4 Apakah kamu mengerti Tidak begitu paham karena Siswa Tidak begitu
ketika guru menjelaskan saat mendengarkan paham karena
tentang teks bacaan? pengucapannya berbeda pengucapannya berbeda
dengan tulisan dengan tulisan
5 Apakah guru saat Ya agak menyenangkan Guru mengajar dengan
mengajar bahasa inggris agak memyenangkan
menyenangkan ?
6 Bagaimana cara guru Guru mempraktikan Guru mengajar dengan
mengajar reading ? membaca lalu kami mempraktikan bacaan
mengikutinya lalu siswa mengikutinya
 85

Appendix 3

MA Plus Walisongo Students’ Reading Comprehension Score XI

MIA in Academic Yaear 2020/2021

XI MIA 1

No Name JK Score
1 ATL L 70
2 ABS L 85
3 AWZR L 65
4 ANS P 70
5 AYA P 80
6 CD P 60
7 CA P 65
8 DM P 70
9 DZK P 80
10 GIM P 55
11 HA P 70
12 IAS P 65
13 IMF L 80
14 IK P 55
15 KDS P 60
16 P P 75
17 PP P 65
18 PSR P 60
19 RA P 75
20 RMZ L 80
21 RF P 70
22 RP L 75
23 RYL P 55
24 RL P 60
25 YH L 80
26 R L 75
27 N P 65

Jumlah Siswa : 27 KKM > 75 = 10 Siswa

L :8 KKM < 75 = 17 Siswa
P : 19
 86

XI MIA 2

No Nama JK Score
1 AF P 75
2 ASF P 65
3 ANA P 60
4 ACP P 60
5 DTW P 55
6 DMF L 75
7 DASM P 60
8 LR P 85
9 MIF L 70
10 MRA L 65
11 MR L 70
12 MDA P 80
13 MS P 60
14 MDP L 55
15 M L 80
16 NA P 50
17 NA P 70
18 NAP P 80
19 NEI P 55
20 RSP L 65
21 SNH P 75
22 SW P 70
23 SA P 70
24 TR P 65
25 WP L 60
26 SIB P 75
27 MSC L 80

Jumlah Siswa : 27 KKM > 75 = 9 Siswa

L :9 KKM < 75 = 18 Siswa
P : 18
 87

XI MIA 3

No Name JK Score
1 AA L 65
2 AN L 70
3 AM L 80
4 AS L 55
5 AG L 85
6 AR L 50
7 ARF P 70
8 APS L 75
9 AT L 75
10 DES L 65
11 DADS P 60
12 DA L 70
13 EL P 80
14 EBS P 55
15 FA P 85
16 IH L 60
17 KAB P 65
18 MZIF L 70
19 MHAM P 75
20 MF P 55
21 MN L 60
22 MAS L 80
23 SDB P 65
24 SOF P 70
25 SHI P 85
26 TAW L 75
27 TA P 60
28 UR P 75
29 VRB P 55

Jumlah Siswa : 29 KKM > 75 = 11 Siswa

L : 15 KKM < 75 = 18 Siswa
P : 14
 88

Appendix 4

Table Specification of Try Out Test for Pre-test Instrument before

Validity
No Aspects Items Number of Pretest Total
Items of
Pretest
1 Main idea (Topic) 6, 11, 22, 30 36 5
2 Expression/Idiom/ 2, 12, 15 3
Phrase In Context
3 Inference (Implied detail) 7, 14, 17, 31 4
4 Grammatical Features 9, 27, 34, 40 4
(reference)
5 Detail (scanning for a 1, 13, 21, 24, 26, 32, 37 7
specifically stated detail)

6 Excluding facts not written 3, 10, 16, 18, 20, 23 6

7 Supporting idea(s) 25, 33, 35, 38 4
8 Vocabulary in context 4, 5, 8, 19, 28, 29, 39 7

Total 40 40

Table Specification of Try Out Test for Post-test Instrument before

Validity
No Aspects Items Number of Post Test Total
Items of
Post Test
1 Main idea (Topic) 6, 11, 16, 26, 38 5
2 Expression/Idiom/ 3, 19, 37 3
Phrase In Context
3 Inference (Implied detail) 1, 7, 14, 31, 40 5
4 Grammatical Features 8, 13, 23, 27, 32 5
(reference)
5 Detail (scanning for a 2, 12, 21, 24, 25, 30 6
specifically stated detail)

6 Excluding facts not written 9, 15, 18, 28, 36 5

7 Supporting idea(s) 17, 20, 33, 35 4
8 Vocabulary in context 4, 5, 10, 22, 29, 34, 39 7

Total 40 40
 89

Appendix 5

FORMULIR VALIDASI PRE-TEST

90
 91

Appendix 6

FORMULIR VALIDASI POST-TEST

92
 93

Appendix 7

TRY OUT TEST FOR PRE-TEST

Reading Comprehension Test For Pretest

Mata Pelajaran : Bahasa Inggris
Kelas : XI
Waktu : 45 minutes
Directions :
Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.

Text 1 (questions 1-5)

The sense of taste is one of a person’s five senses. We taste with the help
of taste-buds in the tongue.There are four main kinds of taste: sweet, sour, salty,
and bitter. All other tastes are just mixtures of two or more of these main types.
The surface of the tongue has more than fifteen thousand taste-buds (or cells).
These are connected to the brain by special nerves which send the so-called
‘tastes messages.
When the tongue comes into contact with food of any kind, the taste-buds
will pick up the taste. The nerves then send a message to the brain. This will make
us aware of the taste. All this happens in just a few seconds.There are four kinds
of taste-buds, each of which is sensitive to only a particular taste. These four
groups are located in different parts of the tongue. The taste-buds for salty and
sweet tastes are found round the tip of the tongue and along its sides. Sour tastes
can be picked up only at the sides of the tongue. The taste-buds of the bitter taste
are found at the innermost edge of the tongue. There are taste-buds at the centre of
the tongue.
The senses of smell and sight can affect taste. The good smell of food
increases its taste. Similarly, attractive colours can make food appear tastier and
more delicious. If food does not smell good or is dull-coloured, it will look tasty
and may not taste good at all.
Very hot or cold sensations can make the taste-buds insensitive. Food that
is too hot or too cold, when placed in the mouth, will have no tastes at all.

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

1. The purpose of the text is ....

a. to give a report about the sense of taste
b. to explain how we can taste any food in the mouth
c. to describe the use of the tongue
d. to inform how important the tongue is

2. “When the tongue comes into contact with food of any kind, the taste-buds will
pick up the taste” (Paragraph 2). The underline word could be replaced by...
 94

a. Make
b. Take
c. Throw
d. Run

3. . Which of the following statement is not true about the text above...
a. The good smell of food increases its taste
b. When the tongue comes into contact with food of any kind, the taste-buds will
pick up the taste
c. The senses of smell and sight can not affect taste
d. The sense of taste is one of a person’s five senses

4. “These four groups are located in different parts of the tongue” (Paragraph 2).
The word underline word is closest in meaning to…
a. Sections
b. Options
c. Choose
d. Changes

5. “The good smell of food increases its taste” (Paragraph 3). The underline word
could be replaced by...
a. Salty
b. Bitter
c. Sweet
d. Delicious

Text 2 (questions 6-10)

Biodiesel is a clean burning substitute for petroleum based diesel fuel.
Biodiesel is made of vegetable oil.
To make or manufacture Biodiesel, you must first start with raw materials.
The raw materials needed in the production of Biodiesel are a small amount of
methanol and a ready supply of vegetable product. One of the most common
vegetables used in the production of Biodiesel is corn, although depending on the
geographic location of the manufacturing facility many other plants are used as
well (rapeseed, soybeans, flaxseed, etc.). The first step is to use the raw vegetable
product to make vegetable oil. Vegetable oil by itself will not be what you need to
power a car, from here it has to be processed into Biodiesel.
The process for converting vegetable oil into Biodiesel is sometimes called
ester interchange. To complete this process the vegetable oil has to be combined
with a smaller amount of methanol and then put in the presence of a small
quantity of an alkaline catalyst (for example, 5% to 1% sodium hydroxide).
Vegetable oil is made up of so-called triglycerides, which is a compound of the
trivalent alcohol glycerin with three fatty acids. The goal of ester interchange is to
separate the glycerin molecule from the three fatty acids and replace it with three
methanol molecules. This process then yields roughly 90% Biodiesel and 10% of
 95

a glycerin byproduct. The glycerin by product can be used in a number of other

chemical processes for different industries.
(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-
explanation-text-dan-jawabannya.html)

6. What is the text about?

a. The use of the Biodiesel.
b. The process of making Biodiesel
c. The advantage of using the Biodiesel.
d. The benefit of producing the Biodiesel.

7. From the text above, we imply that ….

a. The production of Biodiesel is a small amount of methanol
b. The production of Biodiesel is supply of vegetable product.
c. The process for converting vegetable oil into Biodiesel
d. Some process how does biodesel happened

8. “The process for converting vegetable oil…”(Paragraph 3). The word

“converting” is closest in meaning to…
a. Changing
b. Separating
c. Attaching
d. Processing

9. “Vegetable oil by itself will not be what you need to power a car” (Paragraph
2). The Underline wod refers to ....
a. Rapeseed
b. Soybeans
c. Vegetable oil
d. Flaxseed

10. According to the text, one of the advantages in using biodiesel is…
a. it only uses vegetable oil.
b. it uses replaceable materials.
c. it can be done in small industry.
d. it gives less pollution than petroleum

Text 3 (questions 11-15)

Human body is made up of countless millions of cells. Food is needed to built
up new cells and replace the worn out cells. However, the food that we take must
be changed into substances that can be carried in the blood to the places where
they are needed. This process is called digestion.
The first digestive process takes place in the mouth. The food we eat is broken
up into small pieces by the action of teeth, mixed with saliva, a juice secreted by
glands in the mouth. Saliva contains digestive juice which moisten the food, so it
can be swallowed easily.
 96

From the mouth, food passes through the esophagus (the food passage) into the
stomach. Here, the food is mixed with the juices secreted by the cells in the
stomach for several hours. Then the food enters the small intestine. All the time
the muscular walls of the intestine are squeezing, mixing and moving the food
onwards.
In a few hours, the food changes into acids. These are soon absorbed by the
villi (microscopic branch projections from the intestine walls) and passed into the
bloodstream.
(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-
explanation-text-dan-jawabannya.html)

11. What is the text about?

a. The digestive juice
b. The process of intestine work
c. The digestive system
d. The food substances

12. ...“The food that we take must be changed into substances that can be carried
in the blood to the places where they are needed“ (line 3). The phrase could be
replaced by...
a. Put on
b. Bring
c. Assist
d. Allow

13. Where is the first digestive process takes place in the mouth
a. in the Stomach
b. in the mouth
c. in the muscular
d. in the bloodstream

14. From the text above, we imply that ….

a. A good process of digestive system will help our body becoming healthier.
b. The better we digest the food we eat, the healthier we will be.
c. No one concerned with the process of digestive system for their health.
d. Every body must conduct the processes of digestive system well.

15. “The food we eat is broken up into small pieces by the action of teeth”
(Paragraph 2). The underline phrase could be replaced by...
a. Intact
b. Destroyed
c. Divided
d. Separate

Text 4 (questions 16-20)

 97

Recycling is a collection, processing, and reuse of materials that would

otherwise be thrown away. Materials ranging from precious metals to broken
glass, from old newspapers to plastic spoons, can be recycled. The recycling
process reclaims the original material and uses it in new products.
In general, using recycled materials to make new products costs less and
requires less energy than using new materials. Recycling can also reduce
pollution, either by reducing the demand for high-pollution alternatives or by
minimizing the amount of pollution produced during the manufacturing process.
Paper products that can be recycled include cardboard containers,
wrapping paper, and office paper. The most commonly recycled paper product is
newsprint. In newspaper recycling, old newspapers are collected and searched for
contaminants such as plastic bags and aluminum foil. The paper goes to a
processing plant where it is mixed with hot water and turned into pulp in a
machine that works much like a big kitchen blender. The pulp is screened and
filtered to remove smaller contaminants. The pulp then goes to a large vat where
the ink separates from the paper fibers and fl oats to the surface. The ink is
skimmed off, dried and reused as ink or burned as boiler fuel. The cleaned pulp is
mixed with new wood fibers to be made into paper again.
Experts estimate the average office worker generates about 5 kg of
wastepaper per month. Every ton of paper that is recycled saves about 1.4 cu m
(about 50 cu ft) of landfill space. One ton of recycled paper saves 17 pulpwood
trees (trees used to produce paper).

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

16. We can make use of the ink after being separated from the paper fibres by
doing the followings, EXCEPT….
a. Skim it off
b. Dry it
c. Mix it with the pulp
d. Burn as boiler fuel

17. From the text above, it can be inferred that ....

a. Recycling process of newspaper
b. Recycling process of cardboard containers
c. Recycling process of wrapping paper
d. Recycling process can yield benefits

18. The following things can be recycled, EXCEPT….

a. Precious metals
b. Broken glass
c. Fresh vegetables and fruits
d. Plastic spoons
 98

19. “ Machine that works much like a big kitchen blender” (Paragraph 3). The
underline word is close in meaning to …
a. Large
b. Small
c. Little
d. Cheap

20. Which of the following is NOT the benefit of recycling?

a. It reduces the demand for high-pollution alternatives
b. It costs less to make new products
c. It requires less energy
d. It can reduce pollution

Text 5 (questions 21-25)

Silkworms live for only two or three days after laying eggs. About 36,000 to
50,000 eggs are laid, and these are carefully stored at the silkworm farm until they
are ready to hatch. The eggs hatch into caterpillars, which feed on mulberry
leaves. Soon, the caterpillars are ready to spin their cocoons. Not all caterpillars
can spin silk cocoons. Only the caterpillars of a silkworm moth known as
‘Bombyx mari’ can do such spinning. This caterpillar has special glands which
secrete liquid silk through its lower lip. The liquid produced later hardens to form
tine strands.
The caterpillar makes its cocoons using these strands. The threads on the
outside of the cocoon are rough, while those inside are soft and smooth. Some
fully-spun cocoons are heated. This kills the pupa inside. The cocoons are then
put into hot water to loosen the fine threads. Finally, these threads are reeled off
the cocoons.
The length of unbroken thread produced by a single cocoon measures about
one-and-a-half kilometers. Being twisted together several of these threads make
single woven materials

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

21. What is the purpose of the text ……..

a. To explain how silk comes into existence.
b. To put silk into different categories.
c. To entertain readers with the knowledge.
d. To present some points of view about silk.

22. What is the main idea of the text?

a. Bombyx mari’
b. The process of how silkworms becme spin silk cocoons
c. Silkworms laying eggs. About 36,000 to 50,000 eggs
d. The eggs of caterpillars
 99

23. Which of the following statement is not true about the text above...
a. Silkworms live for only one month after laying eggs
b. The eggs hatch into caterpillars, which feed on mulberry leaves
c. . The caterpillar makes its cocoons using these strands
d. The eggs of Silkworms About 36,000 to 50,000 eggs are laid

24. What are mulberry leaves for ……..

a. Laying eggs.
b. Storing threads.
c. Feeding caterpillars
d. Spinning cocoons.

25. Why not all caterpillars can spin silk cocoons?

a. Because the caterpillar makes its cocoons using these strands
b. Because the liquid produced later hardens to form tine strands
c. Because the cocoon are rough, while those inside are soft and smooth
d. Because only the caterpillars of a silkworm moth known as ‘Bombyx mari’ can
do such spinning

Text 6 (questions 26-30)

What is photosynthesis? Photosynthesis is a food-making process that
occurs in green plants. It is the chief function of leaves. The word photosynthesis
means putting together with light. Green plants use energy from light to combine
carbon dioxide and water to make sugar and other chemical compounds.
How is the light used in photosynthesis? The light used in photosynthesis
is absorbed by a green pigment called chlorophyll. Each food-making cell in a
plant leaf contains chlorophyll in small bodies called chloroplasts. In chloroplast,
light energy causes water drawn form the soil to split into hydrogen and oxygen.
What are the steps of photosynthesis process? Let me tell you the process
of photosynthesis, in a series of complicated steps, the hydrogen combines with
carbon dioxide from the air, forming a simple sugar. Oxygen from the water
molecules is given off in the process. From sugar together with nitrogen, sulphur,
and phosporus from the soil-green plants can make starch, fat, protein, vitamins,
and other complex compounds essential for life. Photosynthesis provides the
chemical energy that is needed to produced these compounds.
(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-
explanation-text-dan-jawabannya.html)

26. What are do photosynthesis need …

a. Water, light, oxygen, worm
b. Soil, chlorophyll, sun, human
c. Light, Carbon dioxide, humus
d. Candle, vitamins, hydrogen

27. “It is the chief function of leaves” (line 2). The underline word refers to .... …
a. Food-making
 100

b. Photosynthesis
c. Green Plants
d. Carbon dioxide

28. What is the product of photosynthesis …

a. Sugar
b. Food
c. Root
d. Food and O2

29. ” cell in a plant leaf contains chlorophyll in small bodies called chloroplasts”
(paragraph 3). The word “small“ is close in meaning to …
a. Little
b. Big
c. High
d. Low

30. What is the text about?

a. The process of green plants use
b. The process of energy from light
c. The process of green pigment
d. The process of photosynthesis

Text 7 (questions 31-35)

A kite is an object which is made from a light material stretched over a frame.
Due to its light material a kite will lift off the ground and fly when it is tilted into
the wind.
A kite is uses wind to make it fly because it is heavier than air. When wind
travels over the surface of the kite, it is split into two streams of air. One stream of
the air goes over the kite while the second stream goes under the kite. The upper
stream above the kite. The lower stream hits the kite at a shallow angle and
creates an area of high pressure.
The high pressure area has a pushing effect while the low pressure area has a
pulling effect. The combination of push and pull can creates enough force to lift
the kite into the air.
Kites have been known for thousand of years. They are used for military or
scientific purposes. Todays kites are much used for leisure and competition.

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

31. From the text above, it can be inferred that ....

a. A kite have one stream of the air goes over
b. A kite is uses wind to make it fly
c. A kite stretched over a frame
d. A kite pressure area has a pushing effect
 101

32. How many stream of air if we want the kite flying?

a. Four
b. Three
c. Two
d. One

33. The second paragraph tell about…

a. Causes how to kite can fly
b. Pressure of kite
c. How to push kite
d. How to pull kite

34. The first Word of “ it” at the first line of paraghraph two refers to ....
a. Air
b. Kite
c. Wind
d. Fly

35. The third paragraph tell about…

a. A kite is uses wind to make it fly because it is heavier than air
b. Wind travels over the surface of the kite
c. Kites have been known for thousand of years
d. The different pressure have different effect to kite.

Text 8 (questions 36-40)

Have we wondered how people get chocolate from? In this article we’ll enter
the amazing world of chocolate so you can understand exactly what you’re eating.
Chocolate starts with a tree called the cacao tree. This tree grows in equatorial
regions, especially in places such as South America, Africa, and Indonesia. The
cacao tree produces a fruit about the size of a small pine apple. Inside the fruit are
the tree’s seeds, also known as cocoa beans.
The beans are fermented for about a week, dried in the sun and then shipped to
the chocolate maker. The chocolate maker starts by roasting the beans to bring out
the flavour. Different beans from different places have different qualities and
flavor, so they are often sorted and blended to produce a distinctive mix.
Next, the roasted beans are winnowed. Winnowing removes the meat nib of the
cacao bean from its shell. Then, the nibs are blended. The blended nibs are ground
to make it a liquid. The liquid is called chocolate liquor. It tastes bitter.
All seeds contain some amount of fat, and cacao beans are not different.
However, cacao beans are half fat, which is why the ground nibs form liquid. It’s
pure bitter chocolate.

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)
 102

36. The text is about …

a. the cacao tree
b. the raw chocolate
c. the making of chocolate
d. the flavour of chocolate

37. How long the beans are fermented for ....

a. About a week
b. About a day
c. About 20 hour
d. About two week

38. Where are the tree of chocolate grows in equatorial regions especially in? ....
a. Place that close to river bank
b. Place that far from the mountain
c. places such as South America, Africa, and Indonesia
d. Place that close to seashore

39. ” …, so they are often sorted and blended to produce …” (Paragraph 3)

The word “sorted“ is close in meaning to …
a. Combined
b. Organized
c. Distributed
d. Separated

40. “The liquid is called chocolate liquor. It tastes bitter” (Paragraph 4)

The underlined word refers to…..
a. Chocolate liquor
b. Chocolate maker
c. The bean
d. The cacao bean
 103

ANSWER KEY PRE-TEST

1. b 21. a
2. b 22. b
3. c 23. a
4. a 24. c
5. d 25. d
6. b 26. c
7. d 27. b
8. a 28. d
9. c 29. a
10. d 30. d
11. c 31. b
12. b 32. c
13. b 33. a
14. a 34. b
15. b 35. d
16. c 36. c
17. d 37. a
18. c 38. c
19. a 39. d
20. a 40. a
 104

Appendix 8

TRY OUT TEST FOR POST-TEST

Reading Comprehension Test For Post-test

Mata Pelajaran : Bahasa Inggris
Kelas : XI
Waktu : 45 minutes
Directions :
Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.

Text 1 (questions 1-5)

A geyser is the result of underground water under the combined conditions
of high temperatures and increased pressure beneath the surface of the earth. Since
temperature rises approximately 1 F for every sixty feet under the earth’s surface,
and pressure increases with depth, the water that seeps down in crack and fissures
until it reaches very hot rock in the earth interior becomes heated to temperature
in excess of 290 F. Because of the greater pressure, the water shoots out of the
surface in the form of steam and hot water. The result is a geyser. In order to
function, then a geyser must have a source of heat, reservoir where water can be
stored until the temperature rises to an unstable point, an opening through which
the hot water and steam can escape, and underground channels for resupplying
water after an eruption.
Favorable conditions for geyser exist in some regions of the world
including New Zealand, Iceland, and the Yellowstone National Park area of the
United States. The most famous geyser in the world is Old Faithfull in Yellow
Park. Old Faithfull erupts almost every hour, rising to a height of 125 to 170 feet
and expelling more than ten thousand gallons during each eruption.
(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-
100-soal-explanation-text.html)

1. What is the temperature when fissures until it reaches very hot rock in the
earth ....
a. Excess of 77 F
b. Excess of 290 F
c. Excess of 150 F
d. Excess of 550 F

2. Steam and hot water shoot out of the surface because of ….

a. greater pressure  
b. temperature and pressure
c. high temperature and increased pressure
d. underground temperature and increased pressure
 105

3. “Favorable conditions for geyser exist in some regions” (Paragraph 2). The
Exprssion of the sentence means that ....
a. The geyser is dangerous
b. The geyser far from mainland
c. One of advantages of geyres
d. One kind of beautiful geyser

4. “Reservoir where water can be stored until the temperature rises to an

unstable point” (Paragraph 1). The underline word means that ....
a. Maked
b. Saved
c. Drained
d. Taked

5. “… and expelling more than ten thousand gallons during each eruption.”
(Paragraph 2). The word “expelling” is closest in meaning to ….
a. Heating
b. Wasting
c. Melting      
d. Supplying

Text 2 (questions 6-10)

A flood is an overflow of an expanse of water that submerges land. In the sense
of “ flowing water”, the world may also be applied to inflow of the tide. Flooding
may result from the volume of water within a body of water, such as a river or
lake , which overflows or break levees, with the result that some of the water
escapes its unusual boundaries.
While the size of a lake or other body of water will vary with seasonal changes
in precipitation and show melt, it is not a significant flood unless such escapes of
water endanger land areas used by man like a village, city or other inhabited area.
Floods can also occur in rivers, when flow exceeds the capacity of the river
channel, particularly at bends or meanders. Flood often cause damage to homes
and businesses if they are placed in natural flood plains of rivers. While flood
damage van be virtually eliminated by moving away from and other bodies of
water, since time out of mind, people have lived and worked by the water to seek
the sustenance and capitalize on the gains of cheap and easy travel and commerce
by being near water. That humans continue to inhabit areas threatened by flood
damage is evidence that the perceived value of living near the water exceeds the
cost of repeated periodic flooding.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

6. What is the main idea of the third paragraph? ....

a. It is wise for people to leave the flood areas for the safety reason
b. Floods can be found at every bend and meander of a river
 106

c. Floods happen when rivers fl ow over their capacity of waterway

d. People do not live by the river for some reasons

7. Why Floods can also occur in rivers ....

a. Because escapes of water endanger land areas used by man like a village
b. Because flood damage van be virtually eliminated by moving away
c. Because flood damage is evidence that the perceived value of living near the
water exceeds
d. Because when flow exceeds the capacity of the river channel, particularly at
bends or meanders

8. “While the size of a lake or other body of water will vary with seasonal
changes in precipitation and show melt, it is not a significant flood unless”
(Paragraph 2). The underlined word refers to ….
a. The size of a lake or other body of water
b. Precipitation and show melt
c. Significant flood unless
d. Water

9. Which the following statement is not true about the text above...
a. Flooding may result from the volume of water within a body of water
b. Which overflows or break levees
c. A flood is water recede in a land
d. The result that some of the water escapes its unusual boundaries

10. “....it is not significant flood unless such escapes of water endanger land
areas used by man…..” (paragraph 2) The underline word is closest in
meaning to….
a. Ordinary
b. Sufficient
c. Important
d. Intensive

Text 3 (questions 11-15)

Acid rain is rain that is highly acidic because of sulphur oxides, nitrogen
oxides, and other air pollutants dissolved in it. Normal rain is slightly acidic, with
a pH of 6. Acid rain may have a pH value as low as 2.8.
Acid rain can severely damage both plant and animal life. Certain lakes,
for example, have lost all fish and plant life because of acid rain.
Acid rain comes from sulphur in coal and oil. When they burn, they make
sulphur dioxide (SO2 ). Most sulphur leaves factory chimneys as the gaseous
sulphur dioxide (SO2 ) and most nitrogen is also emitted as one of the nitrogen
oxides (NO or NO2 ), both of which are gases. The gases may be dry deposited–
absorbed directly by the land, by lakes or by the surface vegetation. If they are in
the atmosphere for any time, the gases will oxidise (gain an oxygen atom) and go
into solution as acids. 
 107

Sulphuric acid (H2 SO4 ) and the nitrogen oxides will become nitric acid
(HNO3 ). The acids usually dissolve in cloud droplets and may travel great
distances before being precipitated as acid rain. 
Catalysts such as hydrogen peroxide, ozone and ammonium help promote
the formation of acids in clouds. More ammonium (NH4 ) can be formed when
some of the acids are partially neutralised by airborne ammonia (NH3 ).
Acidication increases with the number of active hydrogen (H+) ions dissolved in
acid.
Hydrocarbons emitted by for example, car exhausts will react in sunlight
with nitrogen oxides to produce ozone. Although it is invaluable in the
atmosphere, low level ozone causes respiratory problems and also hastens the
formation of acid rain. When acid rain falls on the ground it dissolves and
liberates heavy metals and aluminium (Al). 
When it is washed into lakes, aluminium irritates the outer surfaces of
many fish. As acid rain falls or drains into the lake the pH of the lake falls. Forests
suffer the effect of acid rain through damage to leaves, through the loss of vital
nutrients, and through the increased amounts of toxic metals liberated by acid,
which damage roots and soil micro organisms.
Taken from Science and Technology Encycopedia, 1998

11. What is the text mainly about?

a. The definition of acid rain.
b. Acid rain.
c. The effect of acid rain.
d. Rain.

12. What is the result of the burning of the coal and oil?
a. ammonium
b. nitric acid
c. sulphur dioxide
d. airbone ammonia

13. If they are in the atmosphere for any time, (Paragraph 3). The unerline
word can be best replaced by ….
a. sulphur and nitrogen oxides
b.oil and coal
c. land and air
d. sulphur oxides

14. What is the purpose of the text?

a. To explain the process of acid rain.
b.To report the acid rain in general
c. To persuade the reader to prevent acid rain.
d. To discuss the danger of acid rain in the air.

15. Which of the following is not true about acid rain?

 108

a. It can damage animal and plant life.

b. It contains lower pH than the normal rain.
c. It contains dangerous gases.
d. It endangers water life.

Text 4 (questions 16-20)

A cell phone is a great gadget in this modern world. What is a cell phone?
A cell phone is actually a radio in certain way. Like a radio, by a cell phone we
can communicate to other people in real time. Million people use cell phone for
their communication. Even nowadays, people use cell phones to communicate in
voice, written and data. Alexander Graham Bell is the person who make great
change in the way people communicate to each other. He invented a telephone in
1876. While wireless radio was formally known in 18994 presented by Guglielmo
Marconi. By these two technologies, then a cell phone was born. However do you
know how actually cell phones work?
This short explanation on how a cell phone work is really wonderful. A
cell phone or in long term “cellular telephone’ works by transmitting signals of
radio to towers of cellular. The towers are networked to a central switching
station. The connection usually uses wire, fiber optic-cables, or microwave.
Then the central switching station which handles calls in certain given area
is directed connected to the wire-based telephone system. Cellulars are pick up by
the towers and relayed to another cellular telephone user or the user of wire-based
telephone network. the towers vary in the capacity and capability to receive
signals. Some can receive the signal from short distance and the others can receive
more distance. However, there are usually more than one tower in certain given
area so that the system can handle the increasing telephone traffic.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

16. What the text about …

a. The history of telephone
b. The part of telephone
c. The telephone founder
d. How telephone work

17. The third paragraph tell about …

a. How to use the telephone
b. The founder of telephone
c. The part of telephone
d. Function of telephone

18. What is cell phone …

a. Cell phone is an object can movement
b. Cell phone is general object
c. Cell phone is a contraption thing
 109

d. A cell phone is actually a radio in certain way

19.” Cellulars are pick up by the towers and relayed to another cellular
telephone” (Paragraph 3). The underline word means that ....
a. Take
b. Make
c. Put
d. Walk

20. How does telephone celluler work …

a. By signal radio
b. By transmitting signal
c. By user
d. By GPS Signal
          
Text 5 (questions 21-25)
Tornado is the most damaging storm.The word tornado come from
Spanish “Tronada” that mean thunder storm. Also come from Latin language
”Tonare” which mean rumbling. According to the story,the word tornado was
taken from combination between ronada and Tornar in Spanish. Tornado is air
column which rotate very fast and form relation between cumulonimbus cloud.
Usually tornado has wind velocity between 177 km/hours or more with reach
average 75 meters and attack several kilometers before disappearing. Several
tornado which reach wind velocity more than 300-480 km/hours have wide more
than one mile and can survive in the surface more than 100 km.
Tornado generally happens in the afternoon to evening. In America,
tornado happens between 15.00-21.00. Although tornado has been research by the
scientist, in every continent, most of tornado happens in America. In America,
most of tornado happen in tornado alley in middle-west America. Other area
which generally happen tornado are South Canada, South Africa, East and south
Asia, Middle Europe, Italy, West Australia, New South Wales, and Indonesia. In
Indonesia, usually happen in Sumatra and Java.
Tornado has some types. They are weak, strong and violence tornado.
Weak tornado include 88% of all tornado. The wind velocity is less than 112 mph.
Weak tornado happen about 1-10 minutes. Death because of this tornado are about
5% of the total death because of tornado. Strong tornado include 11% of all
tornado. The wind velocity is between113-206 mph.This tornado happens in 20
minutes or more. The death because of strong tornado is about 30% of the total
death because of tornado. Violent tornado is rarely happen. This include 1% of all
tornado. The wind velocity is more than 205 mph or more. This tornado happens
in one hours or more. Although rarely happen, this tornado can cause death about
70% of the total death because of tornado.
Before tornado happens, it has several signal. First, the sky seems dark.
Then happen ice rain around the area, usually 20-25 minutes. After that, the
situation will calm, but the sky become darker. Fourth, cloud moving around the
area. Fifth, the sound of tornado heard. At the beginning, the sound like water fall,
 110

but in the process of time it will change until like jet plane which is very loud. A
tornado usually move from southwest to north east.
The change of air layer is the cause of tornado. In this case, if the cold air
layer is above the hot air layer, the hot air layer go up with velocity about 300
km/hour. The air which infiltrating from this side, cause wind rotate and form
Tornado.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

21. The purpose of the text is ....

a. To explain how occurrence of tornadoes
b. To entertain
c. To describe
d. To Tell

22. The change of air layer is the cause of tornado. Antonim of “Layer” is...
a. Thick
b. Stratum
c. Thin
d. Big

23. Before tornado happens, it has several signal. Word “it” refer to...
a. Sky
b. Signal
c. Area
d. Tornado

24. What is the total deaths caused by strong tornadoes ?

a. 88%
b. 11%
c. 70%
d. 30%

25. What is the early signs of the emergence of a tornado ?

a. The sky clear
b. The sky seems dark
c. Lightning in the sky
d. The weather get hots

Text 6 (questions 26-30)

All human beings eat food and make use of the chemical energy in it, so do all
other animals. Perhaps you wonder where all that chemical energy comes from.
Why doesn’t the food all get used up?
 111

The answer is that new food is being grown as fast as old food is used to.
It is the green plants that form the new food. Animals either eat the plants or eat
other animals that have eaten plants.
The green substance of plants is chlorophyll. Chlorophyll can absorb
sunlight. When it does so, it changes the energy of the sun into chemical energy.
The chemical energy present in sunlit chlorophyll is used to combine dioxide in
the air with water from the soil. Starch and other complicated compounds are
formed. These are high in chemical energy obtained from the sunlit chlorophyll.
They make up the food on which mankind and all other animals live. In
the process of forming this food, some oxygen atoms are left over. These are
given off into the air by the plants. The whole process is called photosynthesis.
Thus, plants use sunlight to from food and oxygen to from carbon dioxide
and water again. Plants change the sun’s energy into chemical energy. And
animals change the animal energy into kinetic and heat energy.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

26. The text is about ....

a. The green substance of plants
b. The formation of carbon dioxide
c. The process of changing chemical energy
d. The use of chemical energy

27. “it changes the energy of the sun into chemical energy” (Paragraph 3).
The underlined word refers to ....
a. The energy
b. Plants sunlight
c. Sunlight
d. Chlorophyll

28. Which the following statement is not true about the text above...
a. New food is not being grown as fast as old food is used to. It is the green
plants
b. All human beings eat food and make use of the chemical energy
c. Animals either eat the plants or eat other animals that have eaten plants
d. The green substance of plants is chlorophyll

29. “The green substance of plants is chlorophyll” (Paragraph . The underlined

word in the above is closest in meaning to ...
a. Body
b. Material
c. Core
d. Essence

30. What will happen when the chlorophyll absorbs sunlight? It will ....
 112

a. Change kinetic energy into chemical energy

b. Change the sun’s energy into chemical energy
c. Change heat into kinetic energy
d. Make use of heat energy

Text 7 (questions 31-35)

Tsunami
Tsunami occurs when major fault under the ocean floor suddenly slips.
The displaced rock pushes water above it like a giant paddle, producing powerful
water waves at the ocean surface. The ocean waves spread out from the vicinity of
the earthquake source and move across the ocean until they reach the coastline,
where their height increases as they reach the continental shelf, the part of the
earth crust that slopes, or rises, from the ocean floor up to the land.
A tsunami washes ashore with oftendisastrous effects such as severe
flooding, loss of lives due to drowning and damage to property.
A tsunami is a very large sea wave that is generated by a disturbance along
the ocean floor. This disturbance can be an earthquake, a landslide, or a volcanic
eruption. A tsunami is undetectable far out in the ocean, but once it reaches
shallow water, this fast traveling wave grows very large.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

31. Which of the following is implied in the passage?…

a. The writer describes producing powerful water waves
b. The writer tells the earthquake source
c. The writer shares her experience when he see tsunami.
d. The writer explains how tsunami happens

32. “The displaced rock pushes water above it like a giant paddle” (line 2) The
underlined word refers to ....
a. The ocean
b. Tsunami
c. rock
d. water

33. What are the impacts of tsunami?

a. A tsunami is a very large sea wave which is not generated by a disturbance a
long the ocean floor
b. The part of the Earth’s crust that slopes, or rises, from the ocean floor down
to the land
c. A tsunami washes ashore with often disastrous effects such as flooding and
loss of lives
d. Once tsunami reaches shallow water, the wave never grows very large
 113

34. “... producing powerful water waves at the ocean surface.” The synonym of
the underlined word is ....
a. Strong
b. Quick
c. Fast
d. Deep

35. Why Tsunami can happens ....

a. Because a tsunami is undetectable far out in the ocean
b. Because the ocean waves spread out from the vicinity of the source
c. Because the displaced rock pushes water above it
d. Because the waves moves across the ocean until they reach the beach

Text 8 (question 35-40)

How Does Car Engine Work?
A car can move because it has engine. Most of cars in Indonesia use
gasoline to power the engine. Have you ever imagine how does the car engine
work? The car engine provides energy for the car’s movement by converting the
potential energy in gasoline and oxygen into thermal energy. Then, the thermal
energy is transformed into mechanical energy that allow the vehicle to accelerate.
The following steps will explain the whole process happened inside a car engine.
First, gasoline and air mixture is placed into a cylinder which is fitted with
a piston that can move up and down inside. After that, the piston moves up and
squeezes the fuel, making it heat up. Now we have hot air and gas waiting for a
little spark to light it up. The spark plug do its part on this step, producing an
electric spark which makes the hot fuel and oxygen from the air explode,
changing the potential energy into thermal energy in the form of expanding hot
gases. The hot gases push on the piston forcing it to move up and down. These
movement is converted into mechanical energy that allow the wheel to spin.

(Addapted from: https://www.bigbanktheories.com/explanation-text-beserta-

generic-structure-dan-contohnya/)

36. Which the following statement is not true about the text above...
a. The spark plug do its part on this step, producing an electric spark which
makes the hot fuel and oxygen from the air explode
b. The potential energy into physic energy in the form of expanding cool gases
c. The hot gases push on the piston forcing it to move up and down
d. Movement is converted into mechanical energy that allow the wheel to spin

37. “Now we have hot air and gas waiting for a little spark to light it up”
(Paragraph 2). The underline word can be replaced by....
a. Move up
b. Move down
c. Made up
d. Turn on
 114

38. The text is about ....

a. How work of car engine
b. Gasoline and air mixture
c. The potential energy
d. Electric spark

39. “Then, the thermal energy is transformed into mechanical energy”

(Paragraph 1). The underline word can be replaced by...
a. Produced
b. Moved
c. Changed
d. Maked

40. From the text above, it can be inferred that ....

a. Car engine provides energy for the car’s movement
b. Car has gasoline and air mixture
c. Car Engine have step to work
d. Car has the thermal energy
 115

ANSWER KEY POST-TEST

1. b 21. a
2. a 22. b
3. c 23. d
4. b 24. d
5. d 25. b
6. b 26. c
7. d 27. d
8. a 28. a
9. c 29. d
10. c 30. b
11. b 31. d
12. c 32. b
13. a 33. c
14. a 34. a
15. b 35. d
16. a 36. b
17. c 37. d
18. d 38. a
19. a 39. c
20. b 40. c
 116

Appendix 9

Result Validity of Pre-test

No Soal r hitung r table Keterangan

Item 1 0.394 0.355 Valid
Item 2 0.442 0.355 Valid
Item 3 0.651 0.355 Valid
Item 4 0.198 0.355 Tidak Valid
Item 5 0.277 0.355 Tidak Valid
Item 6 0.603 0.355 Valid
Item 7 0.073 0.355 Tidak Valid
Item 8 0.264 0.355 Tidak Valid
Item 9 0.390 0.355 Valid
Item 10 0.527 0.355 Valid
Item 11 0.569 0.355 Valid
Item 12 0.284 0.355 Tidak Valid
Item 13 0.386 0.355 Valid
Item 14 0.514 0.355 Valid
Item 15 0.307 0.355 Tidak Valid
Item 16 0.245 0.355 Tidak Valid
Item 17 0.803 0.355 Valid
Item 18 0.107 0.355 Tidak Valid
Item 19 0.377 0.355 Valid
Item 20 -0.064 0.355 Tidak Valid
Item 21 0.803 0.355 Valid
Item 22 0.681 0.355 Valid
Item 23 0.112 0.355 Tidak Valid
Item 24 0.212 0.355 Tidak Valid
Item 25 0.212 0.355 Tidak Valid
Item 26 0.157 0.355 Tidak Valid
Item 27 0.596 0.355 Valid
Item 28 0.803 0.355 Valid
Item 29 0.277 0.355 Tidak Valid
Item 30 0.205 0.355 Tidak Valid
Item 31 0.803 0.355 Valid
Item 32 0.245 0.355 Tidak Valid
Item 33 0.514 0.355 Valid
Item 34 0.680 0.355 Valid
Item 35 0.192 0.355 Tidak Valid
Item 36 0.632 0.355 Valid
Item 37 0.225 0.355 Tidak Valid
Item 38 0.245 0.355 Tidak Valid
Item 39 0.690 0.355 Valid
Item 40 0.053 0.355 Tidak Valid
 117

Appendix 10

Test Item for Pre-test

Reading Comprehension Test For Pre-test

Mata Pelajaran : Bahasa Inggris
Kelas : XI
Waktu : 45 minutes
Directions :
Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.

Text 1 (questions 1-5)

Teks 1 (Pertanyaan untuk nomor 1-3)
The sense of taste is one of a person’s five senses. We taste with the help
of taste-buds in the tongue.There are four main kinds of taste: sweet, sour, salty,
and bitter. All other tastes are just mixtures of two or more of these main types.
The surface of the tongue has more than fifteen thousand taste-buds (or cells).
These are connected to the brain by special nerves which send the so-called
‘tastes messages.
When the tongue comes into contact with food of any kind, the taste-buds
will pick up the taste. The nerves then send a message to the brain. This will make
us aware of the taste. All this happens in just a few seconds.There are four kinds
of taste-buds, each of which is sensitive to only a particular taste. These four
groups are located in different parts of the tongue. The taste-buds for salty and
sweet tastes are found round the tip of the tongue and along its sides. Sour tastes
can be picked up only at the sides of the tongue. The taste-buds of the bitter taste
are found at the innermost edge of the tongue. There are taste-buds at the centre of
the tongue.
The senses of smell and sight can affect taste. The good smell of food
increases its taste. Similarly, attractive colours can make food appear tastier and
more delicious. If food does not smell good or is dull-coloured, it will look tasty
and may not taste good at all.
Very hot or cold sensations can make the taste-buds insensitive. Food that
is too hot or too cold, when placed in the mouth, will have no tastes at all.

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

1. The purpose of the text is ....

a. to give a report about the sense of taste
b. to explain how we can taste any food in the mouth
c. to describe the use of the tongue
d. to inform how important the tongue is
 118

2. “When the tongue comes into contact with food of any kind, the taste-buds will
pick up the taste” (Paragraph 2). The underline word could be replaced by...
a. Make
b. Take
c. Throw
d. Run

3. Which of the following statement is not true about the text above...
a. The good smell of food increases its taste
b. When the tongue comes into contact with food of any kind, the taste-buds will
pick up the taste
c. The senses of smell and sight can not affect taste
d. The sense of taste is one of a person’s five senses

Text 2 (questions 4-6)

Teks 2 (Pertanyaan untuk nomor 4-6)
Biodiesel is a clean burning substitute for petroleum based diesel fuel.
Biodiesel is made of vegetable oil.
To make or manufacture Biodiesel, you must first start with raw materials.
The raw materials needed in the production of Biodiesel are a small amount of
methanol and a ready supply of vegetable product. One of the most common
vegetables used in the production of Biodiesel is corn, although depending on the
geographic location of the manufacturing facility many other plants are used as
well (rapeseed, soybeans, flaxseed, etc.). The first step is to use the raw vegetable
product to make vegetable oil. Vegetable oil by itself will not be what you need to
power a car, from here it has to be processed into Biodiesel.
The process for converting vegetable oil into Biodiesel is sometimes called
ester interchange. To complete this process the vegetable oil has to be combined
with a smaller amount of methanol and then put in the presence of a small
quantity of an alkaline catalyst (for example, 5% to 1% sodium hydroxide).
Vegetable oil is made up of so-called triglycerides, which is a compound of the
trivalent alcohol glycerin with three fatty acids. The goal of ester interchange is to
separate the glycerin molecule from the three fatty acids and replace it with three
methanol molecules. This process then yields roughly 90% Biodiesel and 10% of
a glycerin byproduct. The glycerin by product can be used in a number of other
chemical processes for different industries.
(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-
explanation-text-dan-jawabannya.html)

4. What is the text about?

a. The use of the Biodiesel.
b. The process of making Biodiesel
c. The advantage of using the Biodiesel.
d. The benefit of producing the Biodiesel.
 119

5. “Vegetable oil by itself will not be what you need to power a car”
(Paragraph 2). The Underline wod refers to ....
a. Rapeseed
b. Soybeans
c. Vegetable oil
d. Flaxseed

6. According to the text, one of the advantages in using biodiesel is…

a. it only uses vegetable oil.
b. it uses replaceable materials.
c. it can be done in small industry.
d. it gives less pollution than petroleum

Text 3 (questions 7-9)

Teks 3 (Pertanyaan untuk nomor 7-9)

Human body is made up of countless millions of cells. Food is needed to built

up new cells and replace the worn out cells. However, the food that we take must
be changed into substances that can be carried in the blood to the places where
they are needed. This process is called digestion.
The first digestive process takes place in the mouth. The food we eat is broken
up into small pieces by the action of teeth, mixed with saliva, a juice secreted by
glands in the mouth. Saliva contains digestive juice which moisten the food, so it
can be swallowed easily.
From the mouth, food passes through the esophagus (the food passage) into the
stomach. Here, the food is mixed with the juices secreted by the cells in the
stomach for several hours. Then the food enters the small intestine. All the time
the muscular walls of the intestine are squeezing, mixing and moving the food
onwards.
In a few hours, the food changes into acids. These are soon absorbed by the
villi (microscopic branch projections from the intestine walls) and passed into the
bloodstream.
(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-
explanation-text-dan-jawabannya.html)

7. What is the text about?

a. The digestive juice
b. The process of intestine work
c. The digestive system
d. The food substances

8. Where is the first digestive process takes place in the mouth

a. in the Stomach
b. in the mouth
c. in the muscular
d. in the bloodstream
 120

9. From the text above, we imply that ….

a. A good process of digestive system will help our body becoming healthier.
b. The better we digest the food we eat, the healthier we will be.
c. No one concerned with the process of digestive system for their health.
d. Every body must conduct the processes of digestive system well.

Text 4 (questions 10-11)

Teks 4 (Pertanyaan untuk nomor 10-11)

Recycling is a collection, processing, and reuse of materials that would

otherwise be thrown away. Materials ranging from precious metals to broken
glass, from old newspapers to plastic spoons, can be recycled. The recycling
process reclaims the original material and uses it in new products.
In general, using recycled materials to make new products costs less and
requires less energy than using new materials. Recycling can also reduce
pollution, either by reducing the demand for high-pollution alternatives or by
minimizing the amount of pollution produced during the manufacturing process.
Paper products that can be recycled include cardboard containers,
wrapping paper, and office paper. The most commonly recycled paper product is
newsprint. In newspaper recycling, old newspapers are collected and searched for
contaminants such as plastic bags and aluminum foil. The paper goes to a
processing plant where it is mixed with hot water and turned into pulp in a
machine that works much like a big kitchen blender. The pulp is screened and
filtered to remove smaller contaminants. The pulp then goes to a large vat where
the ink separates from the paper fibers and fl oats to the surface. The ink is
skimmed off, dried and reused as ink or burned as boiler fuel. The cleaned pulp is
mixed with new wood fibers to be made into paper again.
Experts estimate the average office worker generates about 5 kg of
wastepaper per month. Every ton of paper that is recycled saves about 1.4 cu m
(about 50 cu ft) of landfill space. One ton of recycled paper saves 17 pulpwood
trees (trees used to produce paper).

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

10. From the text above, it can be inferred that ....

a. Recycling process of newspaper
b. Recycling process of cardboard containers
c. Recycling process of wrapping paper
d. Recycling process can yield benefits
 121

11. “ Machine that works much like a big kitchen blender” (Paragraph 3). The
underline word is close in meaning to …
a. Large
b. Small
c. Little
d. Cheap

Text 5 (questions 12-13)

Teks 5 (Pertanyaan untuk nomor 12-13)

Silkworms live for only two or three days after laying eggs. About 36,000 to
50,000 eggs are laid, and these are carefully stored at the silkworm farm until they
are ready to hatch. The eggs hatch into caterpillars, which feed on mulberry
leaves. Soon, the caterpillars are ready to spin their cocoons. Not all caterpillars
can spin silk cocoons. Only the caterpillars of a silkworm moth known as
‘Bombyx mari’ can do such spinning. This caterpillar has special glands which
secrete liquid silk through its lower lip. The liquid produced later hardens to form
tine strands.
The caterpillar makes its cocoons using these strands. The threads on the
outside of the cocoon are rough, while those inside are soft and smooth. Some
fully-spun cocoons are heated. This kills the pupa inside. The cocoons are then
put into hot water to loosen the fine threads. Finally, these threads are reeled off
the cocoons.
The length of unbroken thread produced by a single cocoon measures about
one-and-a-half kilometers. Being twisted together several of these threads make
single woven materials

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

12. What is the purpose of the text ……..

a. To explain how silk comes into existence.
b. To put silk into different categories.
c. To entertain readers with the knowledge.
d. To present some points of view about silk.

13. What is the main idea of the text?

a. Bombyx mari’
b. The process of how silkworms becme spin silk cocoons
c. Silkworms laying eggs. About 36,000 to 50,000 eggs
d. The eggs of caterpillars
 122

Text 6 (questions 14-15)

Teks 6 (Pertanyaan untuk nomor 14-15)

What is photosynthesis? Photosynthesis is a food-making process that

occurs in green plants. It is the chief function of leaves. The word photosynthesis
means putting together with light. Green plants use energy from light to combine
carbon dioxide and water to make sugar and other chemical compounds.
How is the light used in photosynthesis? The light used in photosynthesis
is absorbed by a green pigment called chlorophyll. Each food-making cell in a
plant leaf contains chlorophyll in small bodies called chloroplasts. In chloroplast,
light energy causes water drawn form the soil to split into hydrogen and oxygen.
What are the steps of photosynthesis process? Let me tell you the process
of photosynthesis, in a series of complicated steps, the hydrogen combines with
carbon dioxide from the air, forming a simple sugar. Oxygen from the water
molecules is given off in the process. From sugar together with nitrogen, sulphur,
and phosporus from the soil-green plants can make starch, fat, protein, vitamins,
and other complex compounds essential for life. Photosynthesis provides the
chemical energy that is needed to produced these compounds.
(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-
explanation-text-dan-jawabannya.html)

14. “It is the chief function of leaves” (line 2). The underline word refers to .... …
a. Food-making
b. Photosynthesis
c. Green Plants
d. Carbon dioxide

15. What is the product of photosynthesis …

a. Sugar
b. Food
c. Root
d. Food and O2

Text 7 (questions 16-18)

Teks 7 (Pertanyaan untuk nomor 16-18)

A kite is an object which is made from a light material stretched over a frame.
Due to its light material a kite will lift off the ground and fly when it is tilted into
the wind.
A kite is uses wind to make it fly because it is heavier than air. When wind
travels over the surface of the kite, it is split into two streams of air. One stream of
the air goes over the kite while the second stream goes under the kite. The upper
stream above the kite. The lower stream hits the kite at a shallow angle and
creates an area of high pressure.
 123

The high pressure area has a pushing effect while the low pressure area has a
pulling effect. The combination of push and pull can creates enough force to lift
the kite into the air.
Kites have been known for thousand of years. They are used for military or
scientific purposes. Todays kites are much used for leisure and competition.

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

16. From the text above, it can be inferred that ....

a. A kite have one stream of the air goes over
b. A kite is uses wind to make it fly
c. A kite stretched over a frame
d. A kite pressure area has a pushing effect

17. The second paragraph tell about…

a. Causes how to kite can fly
b. Pressure of kite
c. How to push kite
d. How to pull kite

18. The first Word of “ it” at the first line of paraghraph two refers to ....
a. Air
b. Kite
c. Wind
d. Fly

Text 8 (questions 19-20)

Teks 8 (Pertanyaan untuk nomor 19-20)

Have we wondered how people get chocolate from? In this article we’ll enter
the amazing world of chocolate so you can understand exactly what you’re eating.
Chocolate starts with a tree called the cacao tree. This tree grows in equatorial
regions, especially in places such as South America, Africa, and Indonesia. The
cacao tree produces a fruit about the size of a small pine apple. Inside the fruit are
the tree’s seeds, also known as cocoa beans.
The beans are fermented for about a week, dried in the sun and then shipped to
the chocolate maker. The chocolate maker starts by roasting the beans to bring out
the flavour. Different beans from different places have different qualities and
flavor, so they are often sorted and blended to produce a distinctive mix.
Next, the roasted beans are winnowed. Winnowing removes the meat nib of the
cacao bean from its shell. Then, the nibs are blended. The blended nibs are ground
to make it a liquid. The liquid is called chocolate liquor. It tastes bitter.
All seeds contain some amount of fat, and cacao beans are not different.
However, cacao beans are half fat, which is why the ground nibs form liquid. It’s
pure bitter chocolate.
 124

(Addepted from: https://englishadmin.com/2018/12/55-contoh-soal-

explanation-text-dan-jawabannya.html)

19. The text is about …

a. the cacao tree
b. the raw chocolate
c. the making of chocolate
d. the flavour of chocolate

20. ” …, so they are often sorted and blended to produce …” (Paragraph 3)

The word “sorted“ is close in meaning to …
a. Combined
b. Organized
c. Distributed
d. Separated
 125

ANSWER KEY PRE-TEST

1 B 11 A
2 B 12 A
3 C 13 B
4 B 14 B
5 C 15 D
6 D 16 B
7 C 17 A
8 B 18 B
9 A 19 C
10 D 20 D
 126

Appendix 11

Result Validity of Post-test

No Soal r hitung r table Keterangan

Item 1 0.097 0.355 Tidak Valid
Item 2 0.115 0.355 Tidak Valid
Item 3 0.474 0.355 Valid
Item 4 0.489 0.355 Valid
Item 5 0.569 0.355 Valid
Item 6 0.780 0.355 Valid
Item 7 0.025 0.355 Tidak Valid
Item 8 0.780 0.355 Valid
Item 9 0.642 0.355 Valid
Item 10 0.279 0.355 Tidak Valid
Item 11 0.438 0.355 Valid
Item 12 -0.193 0.355 Tidak Valid
Item 13 0.387 0.355 Valid
Item 14 0.593 0.355 Valid
Item 15 0.352 0.355 Tidak Valid
Item 16 0.226 0.355 Tidak Valid
Item 17 0.529 0.355 Valid
Item 18 0.326 0.355 Tidak Valid
Item 19 0.642 0.355 Valid
Item 20 0.341 0.355 Tidak Valid
Item 21 0.569 0.355 Valid
Item 22 0.031 0.355 Tidak Valid
Item 23 0.564 0.355 Valid
Item 24 0.098 0.355 Tidak Valid
Item 25 0.031 0.355 Tidak Valid
Item 26 0.780 0.355 Valid
Item 27 -0.037 0.355 Tidak Valid
Item 28 0.480 0.355 Valid
Item 29 0.780 0.355 Valid
Item 30 0.066 0.355 Tidak Valid
Item 31 0.760 0.355 Valid
Item 32 0.066 0.355 Tidak Valid
Item 33 0.480 0.355 Valid
Item 34 0.094 0.355 Tidak Valid
Item 35 0.226 0.355 Tidak Valid
Item 36 0.780 0.355 Valid
Item 37 0.057 0.355 Tidak Valid
Item 38 0.480 0.355 Valid
Item 39 0.226 0.355 Tidak Valid
Item 40 -0.011 0.355 Tidak Valid
 127

Appendix 12

Test Item for Post-test

Reading Comprehension Test For Post-test

Mata Pelajaran : Bahasa Inggris
Kelas : XI
Waktu : 45 minutes
Directions :
Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.

Text 1 (questions 1-3)

Teks 1 (Pertanyaan untuk nomor 1-3)
A geyser is the result of underground water under the combined conditions
of high temperatures and increased pressure beneath the surface of the earth. Since
temperature rises approximately 1 F for every sixty feet under the earth’s surface,
and pressure increases with depth, the water that seeps down in crack and fissures
until it reaches very hot rock in the earth interior becomes heated to temperature
in excess of 290 F. Because of the greater pressure, the water shoots out of the
surface in the form of steam and hot water. The result is a geyser. In order to
function, then a geyser must have a source of heat, reservoir where water can be
stored until the temperature rises to an unstable point, an opening through which
the hot water and steam can escape, and underground channels for resupplying
water after an eruption.
Favorable conditions for geyser exist in some regions of the world
including New Zealand, Iceland, and the Yellowstone National Park area of the
United States. The most famous geyser in the world is Old Faithfull in Yellow
Park. Old Faithfull erupts almost every hour, rising to a height of 125 to 170 feet
and expelling more than ten thousand gallons during each eruption.
(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-
100-soal-explanation-text.html)

1. “Favorable conditions for geyser exist in some regions” (Paragraph 2). The
Exprssion of the sentence means that ....
a. The geyser is dangerous
b. The geyser far from mainland
c. One of advantages of geyres
d. One kind of beautiful geyser

2. “Reservoir where water can be stored until the temperature rises to an

unstable point” (Paragraph 1). The underline word means that ....
a. Maked
b. Saved
c. Drained
d. Taked
 128

3. “… and expelling more than ten thousand gallons during each eruption.”
(Paragraph 2). The word “expelling” is closest in meaning to ….
a. Heating
b. Wasting
c. Melting      
d. Supplying

Text 2 (questions 4-6)

Teks 2 (Pertanyaan untuk nomor 4-6)

A flood is an overflow of an expanse of water that submerges land. In the sense

of “ flowing water”, the world may also be applied to inflow of the tide. Flooding
may result from the volume of water within a body of water, such as a river or
lake , which overflows or break levees, with the result that some of the water
escapes its unusual boundaries.
While the size of a lake or other body of water will vary with seasonal changes
in precipitation and show melt, it is not a significant flood unless such escapes of
water endanger land areas used by man like a village, city or other inhabited area.
Floods can also occur in rivers, when flow exceeds the capacity of the river
channel, particularly at bends or meanders. Flood often cause damage to homes
and businesses if they are placed in natural flood plains of rivers. While flood
damage van be virtually eliminated by moving away from and other bodies of
water, since time out of mind, people have lived and worked by the water to seek
the sustenance and capitalize on the gains of cheap and easy travel and commerce
by being near water. That humans continue to inhabit areas threatened by flood
damage is evidence that the perceived value of living near the water exceeds the
cost of repeated periodic flooding.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

4. What is the main idea of the third paragraph? ....

a. It is wise for people to leave the flood areas for the safety reason
b. Floods can be found at every bend and meander of a river
c. Floods happen when rivers fl ow over their capacity of waterway
d. People do not live by the river for some reasons

5. “While the size of a lake or other body of water will vary with seasonal
changes in precipitation and show melt, it is not a significant flood unless”
(Paragraph 2). The underlined word refers to ….
a. The size of a lake or other body of water
b. Precipitation and show melt
c. Significant flood unless
d. Water
 129

6. Which the following statement is not true about the text above...
a. Flooding may result from the volume of water within a body of water
b. Which overflows or break levees
c. A flood is water recede in a land
d. The result that some of the water escapes its unusual boundaries

Text 3 (questions 7-9)

Teks 3 (Pertanyaan untuk nomor 7-9)

Acid rain is rain that is highly acidic because of sulphur oxides, nitrogen
oxides, and other air pollutants dissolved in it. Normal rain is slightly acidic, with
a pH of 6. Acid rain may have a pH value as low as 2.8.
Acid rain can severely damage both plant and animal life. Certain lakes,
for example, have lost all fish and plant life because of acid rain.
Acid rain comes from sulphur in coal and oil. When they burn, they make
sulphur dioxide (SO2 ). Most sulphur leaves factory chimneys as the gaseous
sulphur dioxide (SO2 ) and most nitrogen is also emitted as one of the nitrogen
oxides (NO or NO2 ), both of which are gases. The gases may be dry deposited–
absorbed directly by the land, by lakes or by the surface vegetation. If they are in
the atmosphere for any time, the gases will oxidise (gain an oxygen atom) and go
into solution as acids. 
Sulphuric acid (H2 SO4 ) and the nitrogen oxides will become nitric acid
(HNO3 ). The acids usually dissolve in cloud droplets and may travel great
distances before being precipitated as acid rain. 
Catalysts such as hydrogen peroxide, ozone and ammonium help promote
the formation of acids in clouds. More ammonium (NH4 ) can be formed when
some of the acids are partially neutralised by airborne ammonia (NH3 ).
Acidication increases with the number of active hydrogen (H+) ions dissolved in
acid.
Hydrocarbons emitted by for example, car exhausts will react in sunlight
with nitrogen oxides to produce ozone. Although it is invaluable in the
atmosphere, low level ozone causes respiratory problems and also hastens the
formation of acid rain. When acid rain falls on the ground it dissolves and
liberates heavy metals and aluminium (Al). 
When it is washed into lakes, aluminium irritates the outer surfaces of
many fish. As acid rain falls or drains into the lake the pH of the lake falls. Forests
suffer the effect of acid rain through damage to leaves, through the loss of vital
nutrients, and through the increased amounts of toxic metals liberated by acid,
which damage roots and soil micro organisms.
Taken from Science and Technology Encycopedia, 1998

7. What is the text mainly about?

a. The definition of acid rain.
b. Acid rain.
c. The effect of acid rain.
d. Rain.
 130

8. If they are in the atmosphere for any time, (Paragraph 3). The unerline word
can be best replaced by ….
a. sulphur and nitrogen oxides
b.oil and coal
c. land and air
d. sulphur oxides

9. What is the purpose of the text?

a. To explain the process of acid rain.
b.To report the acid rain in general
c. To persuade the reader to prevent acid rain.
d. To discuss the danger of acid rain in the air.
.
Text 4 (questions 10-11)
Teks 4 (Pertanyaan untuk nomor 10-11)

A cell phone is a great gadget in this modern world. What is a cell phone?
A cell phone is actually a radio in certain way. Like a radio, by a cell phone we
can communicate to other people in real time. Million people use cell phone for
their communication. Even nowadays, people use cell phones to communicate in
voice, written and data. Alexander Graham Bell is the person who make great
change in the way people communicate to each other. He invented a telephone in
1876. While wireless radio was formally known in 18994 presented by Guglielmo
Marconi. By these two technologies, then a cell phone was born. However do you
know how actually cell phones work?
This short explanation on how a cell phone work is really wonderful. A
cell phone or in long term “cellular telephone’ works by transmitting signals of
radio to towers of cellular. The towers are networked to a central switching
station. The connection usually uses wire, fiber optic-cables, or microwave.
Then the central switching station which handles calls in certain given area
is directed connected to the wire-based telephone system. Cellulars are pick up by
the towers and relayed to another cellular telephone user or the user of wire-based
telephone network. the towers vary in the capacity and capability to receive
signals. Some can receive the signal from short distance and the others can receive
more distance. However, there are usually more than one tower in certain given
area so that the system can handle the increasing telephone traffic.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

10. The third paragraph tell about …

a. How to use the telephone
b. The founder of telephone
c. The part of telephone
d. Function of telephone
 131

11.” Cellulars are pick up by the towers and relayed to another cellular
telephone” (Paragraph 3). The underline word means that ....
a. Take
b. Make
c. Put
d. Walk

Text 5 (questions 12-13)

Teks 5 (Pertanyaan untuk nomor 12-13)

Tornado is the most damaging storm.The word tornado come from

Spanish “Tronada” that mean thunder storm. Also come from Latin language
”Tonare” which mean rumbling. According to the story,the word tornado was
taken from combination between ronada and Tornar in Spanish. Tornado is air
column which rotate very fast and form relation between cumulonimbus cloud.
Usually tornado has wind velocity between 177 km/hours or more with reach
average 75 meters and attack several kilometers before disappearing. Several
tornado which reach wind velocity more than 300-480 km/hours have wide more
than one mile and can survive in the surface more than 100 km.
Tornado generally happens in the afternoon to evening. In America,
tornado happens between 15.00-21.00. Although tornado has been research by the
scientist, in every continent, most of tornado happens in America. In America,
most of tornado happen in tornado alley in middle-west America. Other area
which generally happen tornado are South Canada, South Africa, East and south
Asia, Middle Europe, Italy, West Australia, New South Wales, and Indonesia. In
Indonesia, usually happen in Sumatra and Java.
Tornado has some types. They are weak, strong and violence tornado.
Weak tornado include 88% of all tornado. The wind velocity is less than 112 mph.
Weak tornado happen about 1-10 minutes. Death because of this tornado are about
5% of the total death because of tornado. Strong tornado include 11% of all
tornado. The wind velocity is between113-206 mph.This tornado happens in 20
minutes or more. The death because of strong tornado is about 30% of the total
death because of tornado. Violent tornado is rarely happen. This include 1% of all
tornado. The wind velocity is more than 205 mph or more. This tornado happens
in one hours or more. Although rarely happen, this tornado can cause death about
70% of the total death because of tornado.
Before tornado happens, it has several signal. First, the sky seems dark.
Then happen ice rain around the area, usually 20-25 minutes. After that, the
situation will calm, but the sky become darker. Fourth, cloud moving around the
area. Fifth, the sound of tornado heard. At the beginning, the sound like water fall,
but in the process of time it will change until like jet plane which is very loud. A
tornado usually move from southwest to north east.
The change of air layer is the cause of tornado. In this case, if the cold air
layer is above the hot air layer, the hot air layer go up with velocity about 300
 132

km/hour. The air which infiltrating from this side, cause wind rotate and form
Tornado.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

12. The purpose of the text is ....

a. To explain how occurrence of tornadoes
b. To entertain
c. To describe
d. To Tell

13. Before tornado happens, it has several signal. Word “it” refer to...
a. Sky
b. Signal
c. Area
d. Tornado

Text 6 (questions 14-16)

Teks 6 (Pertanyaan untuk nomor 14-16)

All human beings eat food and make use of the chemical energy in it, so do all
other animals. Perhaps you wonder where all that chemical energy comes from.
Why doesn’t the food all get used up?
The answer is that new food is being grown as fast as old food is used to.
It is the green plants that form the new food. Animals either eat the plants or eat
other animals that have eaten plants.
The green substance of plants is chlorophyll. Chlorophyll can absorb
sunlight. When it does so, it changes the energy of the sun into chemical energy.
The chemical energy present in sunlit chlorophyll is used to combine dioxide in
the air with water from the soil. Starch and other complicated compounds are
formed. These are high in chemical energy obtained from the sunlit chlorophyll.
They make up the food on which mankind and all other animals live. In
the process of forming this food, some oxygen atoms are left over. These are
given off into the air by the plants. The whole process is called photosynthesis.
Thus, plants use sunlight to from food and oxygen to from carbon dioxide
and water again. Plants change the sun’s energy into chemical energy. And
animals change the animal energy into kinetic and heat energy.
(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-
100-soal-explanation-text.html)

14. The text is about ....

a. The green substance of plants
b. The formation of carbon dioxide
c. The process of changing chemical energy
d. The use of chemical energy
 133

15. Which the following statement is not true about the text above...
a. New food is not being grown as fast as old food is used to. It is the green
plants
b. All human beings eat food and make use of the chemical energy
c. Animals either eat the plants or eat other animals that have eaten plants
d. The green substance of plants is chlorophyll

16. “The green substance of plants is chlorophyll” (Paragraph . The underlined

word in the above is closest in meaning to ...
a. Body
b. Material
c. Core
d. Essence

Text 7 (questions 17-18)

Teks 7 (Pertanyaan untuk nomor 17-18)

Tsunami
Tsunami occurs when major fault under the ocean floor suddenly slips.
The displaced rock pushes water above it like a giant paddle, producing powerful
water waves at the ocean surface. The ocean waves spread out from the vicinity of
the earthquake source and move across the ocean until they reach the coastline,
where their height increases as they reach the continental shelf, the part of the
earth crust that slopes, or rises, from the ocean floor up to the land.
A tsunami washes ashore with oftendisastrous effects such as severe
flooding, loss of lives due to drowning and damage to property.
A tsunami is a very large sea wave that is generated by a disturbance along
the ocean floor. This disturbance can be an earthquake, a landslide, or a volcanic
eruption. A tsunami is undetectable far out in the ocean, but once it reaches
shallow water, this fast traveling wave grows very large.

(Addapted from: http://contohsuratorton.blogspot.com/2019/04/contoh-dan-

100-soal-explanation-text.html)

17. Which of the following is implied in the passage?…

a. The writer describes producing powerful water waves
b. The writer tells the earthquake source
c. The writer shares her experience when he see tsunami.
d. The writer explains how tsunami happens
 134

18. What are the impacts of tsunami?

a. A tsunami is a very large sea wave which is not generated by a disturbance a
long the ocean floor
b. The part of the Earth’s crust that slopes, or rises, from the ocean floor down
to the land
c. A tsunami washes ashore with often disastrous effects such as flooding and
loss of lives
d. Once tsunami reaches shallow water, the wave never grows very large

Text 8 (question 19-20)

Teks 8 (Pertanyaan untuk nomor 19-20)

How Does Car Engine Work?

A car can move because it has engine. Most of cars in Indonesia use
gasoline to power the engine. Have you ever imagine how does the car engine
work? The car engine provides energy for the car’s movement by converting the
potential energy in gasoline and oxygen into thermal energy. Then, the thermal
energy is transformed into mechanical energy that allow the vehicle to accelerate.
The following steps will explain the whole process happened inside a car engine.
First, gasoline and air mixture is placed into a cylinder which is fitted with
a piston that can move up and down inside. After that, the piston moves up and
squeezes the fuel, making it heat up. Now we have hot air and gas waiting for a
little spark to light it up. The spark plug do its part on this step, producing an
electric spark which makes the hot fuel and oxygen from the air explode,
changing the potential energy into thermal energy in the form of expanding hot
gases. The hot gases push on the piston forcing it to move up and down. These
movement is converted into mechanical energy that allow the wheel to spin.

(Addapted from: https://www.bigbanktheories.com/explanation-text-beserta-

generic-structure-dan-contohnya/)

19. Which the following statement is not true about the text above...
a. The spark plug do its part on this step, producing an electric spark which
makes the hot fuel and oxygen from the air explode
b. The potential energy into physic energy in the form of expanding cool gases
c. The hot gases push on the piston forcing it to move up and down
d. Movement is converted into mechanical energy that allow the wheel to spin

20. The text is about ....

a. How work of car engine
b. Gasoline and air mixture
c. The potential energy
d. Electric spark
 135

ANSWER KEY POST-TEST

1 C 11 A
2 B 12 A
3 D 13 D
4 B 14 C
5 A 15 A
6 C 16 D
7 B 17 D
8 A 18 C
9 A 19 B
10 C 20 A
 136

Appendix 13

Answer Sheet

Name :
Class :

1 A B C D
2 A B C D
3 A B C D
4 A B C D
5 A B C D
6 A B C D
7 A B C D
8 A B C D
9 A B C D
10 A B C D
11 A B C D
12 A B C D
13 A B C D
14 A B C D
15 A B C D
16 A B C D
17 A B C D
18 A B C D
19 A B C D
20 A B C D
 137

Appendix 14
Syllabus of The eleventh Grade of MA Plus Walisongo
138
 139

Appendix 15

Experimental Class 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 1)

Nama Sekolah : MA PLUS WALISONGO

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI /2
Skill : Reading
Text Type : Explanation Text
Pertemuan : (Experimental Class)
Alokasi Waktu : 2 X 30 menit

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab,peduli (toleransi,gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
debgan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.

B. Kompetensi Dasar
KD 3.8 : Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis dengan memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup
dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya
KD 4.8 : Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di
kelas XI

C. Indikator Reading
KD 3.8
- Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
pada explanation text.
 140

KD 4.8
- Memahami unsur kebahasaan dari teks explanation dan informasi
terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain
di kelas XI
- Memahami struktur teks explanation dan informasi terkait gejala alam
atau sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Mendiskusikan teks tulis tentang explanation text]

D. Tujuan Pembelajaran
- Mengidentifikasi bagian-bagian struktur teks explanation
- Memahami struktur teks explanation dan informasi terkait gejala alam atau
sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Memahami unsur kebahasaan dari teks explanation dan informasi terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI

E. Materi Pembelajaran
The definition, purposes, generic structure, language feature, and example
of explanation text

1. Definition of Explanation Text

Explanation text is a text to explain the processes involved in the in
formation or workings of natural or socio cultural phenomena.
2. The Main Purpose of Explanation Text
The explanation text to explain something happened subject in the text.
3. Generic Structure of Explanation Text
A explanation text will consists of the following structure:
a. General statement
Stating the phenomenon issues which are tobe explained.
b. Sequenced explanation
Stating a series of steps which explain the phenomena.
c. Closing
Actually this is not mentioned in explanation text, however, many
people think that the last of paragraph is clossing, in which it is
actually  part of sequenced explanation
4. Language Features of Explanation Text
 Featuring generic participant; sun, rain, etc.
 Using chronological connection; to begin with, next, etc.
 Using passive voice pattern
 Using simple present tense

Example of Explanation Text

How does rain happen?
Rain is the primary source of fresh water for most areas of the
world, providing suitable conditions for diverse ecosystems, as well as
water for hydroelectric power plants and crop irrigation.
 141

The phenomenon of rain is actually a water circle. The concept of

the water cycle involves the sun heating the Earth’s surface water and
causing the surface water to evaporate. The water vapor rises into the
Earth’s atmosphere. The water in the atmosphere cools and condenses into
liquid droplets. The droplets grow until they are heavy and fall to the earth
as precipitation which can be in the form of rain or snow.
However, not all rain reaches the surface. Some evaporates while
falling through dry air. This is called virga, a phenomenon which is often
seen in hot, dry desert regions.

(Addaptetd from: https://freeenglishcourse.info/contoh-teks-

explanation-tentang-hujan/)

Fungsi sosial : Memperoleh informasi, menenambah ilmu dan wawasan

tentang terjadinya sesuatu.
Struktur teks : Gagasan Utama dan informasi rinci
Unsur kebahasaan : Tata Bahasa, kosakata, ucapan, tekanan kata, intonasi,
ejaan dan tanda baca, tulisan tangan.

F. Strategy Pembelajaran
About-Point Strategy

G. Kegiatan Pembelajaran

Fase Teaching activities Time

Pendahuluan  Siswa memberi salam kepada guru 3’
 Siswa dan guru berdo’a bersama
 Siswa menjawab kabar yang ditanyakan
oleh guru
 Siswa dicek kehadirannya oleh guru
Kegiatan inti 1. Observing 50’
 Siswa dibagikan satu teks explanation
beserta About-Point Activity sheet oleh
guru dari guru
2. Questioning
 Siswa ditanya oleh guru terkait dengan
isi, fungsi sosial, dan struktur teks, serta
unsur kebahasaan dari teks tersebut
secara individu
3. Experimenting
 Siswa diminta untuk membaca teks yang
telah diberikan oleh guru
 Siswa diminta untuk menentukan main
idea atau ide pokok yang ada di dalam
 142

teks
 Siswa diminta untuk membaca ulang
teks dan menuliskan menentukan main
idea atau ide pokok yang ada di dalam
teks
 Siswa diminta untuk mengidentifikasi
setiap paragraph tentang apa paragraph
tersebut (About) dan apa bahasan pokok
(point) dari teks tersebut dan ditulis di
About-Point Activity sheet
 Siswa diminta untuk membaca kembali
hasil yang telah mereka kerjakan baik
secara individu ataupun perkelompok
4. Associating
 Siswa menedengarkan koreksi dari guru
jika terdapat kesalahan dalam siswa
mengerjakan About-Point Activity sheet
 Siswa diberikan penjelasan oleh guru
terkait materi yang telah disampaikan
 Siswa diberikan soal tertulis oleh guru
terkait materi yang telah disampaikan
5. Communicating
 Siswa diberikan kesempatan untuk
bertanya terkait materi yang disampaikan
 Siswa diberikan kesempatan untuk
bertanya tentang kesulitan-kesulitan
yang dihadapi oleh mereka dalam
memahami teks
Penutup  Siswa diberikan tugas oleh guru 7’
berhubungan dengan materi yang telah
disampaikan
 Siswa diberikan nasehat oleh guru
sebelum meninggalkan kelas
 Siswa dan guru berdo’a sebelum
meninggalkan kelas
 Siswa mengucapkan salam kepada guru

H. Media dan Sumber Belajar

1. Media : White board, marker

2. Sumber belajar : Buku teks relevan (LKS + English in Focus 2)
https://freeenglishcourse.info/contoh-teks-
explanation-tentang-hujan/
 143

I. Penilaian
1. Teknik Penilaian : Tes Tertulis
2. Bentuk instrumen : Pilihan ganda (Multiple Choice)
3. Kisi-kisi :

No Indikator Juml Soal

ah Butir
Soal
1 Disajikan pertanyaan terkait
materi yang diberikan, peserta didik
diharapkan menjawab dengan benar 5 1-5

JUMLAH 5

a) Instrument : Lihat Lampiran 1A

Lihat Lampiran 1B
b) Petunjuk Penentuan Skor : Lihat Lampiran 1C
 144

LAMPIRAN IA

Meeting 1
Read the text below and answer the following questions by crossing
(X) the correct answer a, b, c or d.

Rain is the primary source of fresh water for most areas of the
world, providing suitable conditions for diverse ecosystems, as well as
water for hydroelectric power plants and crop irrigation.
The phenomenon of rain is actually a water circle. The concept of
the water cycle involves the sun heating the Earth’s surface water and
causing the surface water to evaporate. The water vapor rises into the
Earth’s atmosphere. The water in the atmosphere cools and condenses into
liquid droplets. The droplets grow until they are heavy and fall to the earth
as precipitation which can be in the form of rain or snow.
However, not all rain reaches the surface. Some evaporates while
falling through dry air. This is called virga, a phenomenon which is often
seen in hot, dry desert regions.
(Addaptetd from: https://freeenglishcourse.info/contoh-teks-
explanation-tentang-hujan/)

1. The text is about …

a. How does water vapor rises
b. How does a water circle
c. How does rain happen
d.  how does water cool
2. Which statement is NOT TRUE according to the text ....
a. The causes of rain is actually a water hot
b. The water vapor rises into the Earth’s atmosphere
c. The water in the atmosphere cools
d. The droplets grow until they are heavy
3. Where are the water vapor rises ....
a. Into the earth as precipitation
b. Into the Earth’s atmosphere
c. Into rain or snow
d. Into falling through dry air
4. “Some evaporates while falling through dry air” (Paragraph 3). The underline
word is closest in meaning to….
a. Soft
b. Harden
c. Melt
d. Yawn
5. How is the concept of a water circle .....
a. The concept of the water cycle is providing suitable conditions for diverse
eco systems          
 145

b. The concept of the water cycle involves the sun heating the Earth’s
surface water and causing the surface water to evaporate
c. The concept of the water cycle is water for hydroelectric power plants and
crop irrigation    
d. The concept of the water is evaporates while falling through dry air

Answer Key:
1. c 2. A 3. B 4. D 5. b

LAMPIRAN IB
146
 147

Appendix 16

Experimental Class 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 2)

Nama Sekolah : MA PLUS WALISONGO

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI /2
Skill : Reading
Text Type : Explanation Text
Pertemuan : (Experimental Class)
Alokasi Waktu : 2 X 30 menit

A. Kompetensi Inti
KI 1 :Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 :Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab,peduli (toleransi,gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
debgan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.

B. Kompetensi Dasar
KD 3.8 : Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis dengan memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup
dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya
KD 4.8 : Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di
kelas XI

C. Indikator Reading
KD 3.8
- Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
pada explanation text.
 148

KD 4.8
- Memahami unsur kebahasaan dari teks explanation dan informasi
terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain
di kelas XI
- Memahami struktur teks explanation dan informasi terkait gejala alam
atau sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Mendiskusikan teks tulis tentang explanation text]

D. Tujuan Pembelajaran
- Mengidentifikasi bagian-bagian struktur teks explanation
- Memahami struktur teks explanation dan informasi terkait gejala alam atau
sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Memahami unsur kebahasaan dari teks explanation dan informasi terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI

E. Materi Pembelajaran
The definition, purposes, generic structure, language feature, and example
of explanation text

1. Definition of Explanation Text

Explanation text is a text to explain the processes involved in the in
formation or workings of natural or socio cultural phenomena.
2. The Main Purpose of Explanation Text
The explanation text to explain something happened subject in the text.
3. Generic Structure of Explanation Text
A explanation text will consists of the following structure:
a. General statement
Stating the phenomenon issues which are tobe explained.
b. Sequenced explanation
Stating a series of steps which explain the phenomena.
c. Closing
Actually this is not mentioned in explanation text, however,
many people think that the last of paragraph is clossing, in which it
is actually  part of sequenced explanation
4. Language Features of Explanation Text
 Featuring generic participant; sun, rain, etc.
 Using chronological connection; to begin with, next, etc.
 Using passive voice pattern
 Using simple present tense

Example of Explanation Text

Honey

Everybody likes honey. Even, it can be a medicine for most

deseases. How is Honey Made?
 149

Honeybees use nectar to make honey. Nectar is almost 80% water

with some complex sugars. In fact, if you have ever pulled a honeysuckle
blossom out of its stem, nectar is the clear liquid that drops from the end of
the blossom.
In North America, bees get nectar from flowers like clovers, dandelions,
berry bushes and fruit tree blossoms. They use their long, tubelike tongues
like straws to suck the nectar out of the flowers and they store it in their
“honey stomachs”.
Bees actually have two stomachs, their honey stomach which they
use like a nectar backpack and their regular stomach. The honey stomach
holds almost 70 mg of nectar and when full, it weighs almost as much as
the bee does. Honeybees must visit between 100 and 1500 flowers in order
to fill their honeystomachs.

(Addapted from: http://englishadmin.com/2015/12/7-contoh-

explanation-text-bahasa-ingris.html)

Fungsi sosial : Memperoleh informasi, menenambah ilmu dan wawasan

tentang terjadinya sesuatu.
Struktur teks : Gagasan Utama dan informasi rinci
Unsur kebahasaan : Tata Bahasa, kosakata, ucapan, tekanan kata, intonasi,
ejaan dan tanda baca, tulisan tangan.

F. Strategy Pembelajaran
About-Point Strategy
G. Kegiatan Pembelajaran
Fase Teaching activities Time
Pendahuluan  Siswa memberi salam kepada guru 3’
 Siswa dan guru berdo’a bersama
 Siswa menjawab kabar yang ditanyakan
oleh guru
 Siswa dicek kehadirannya oleh guru
Kegiatan inti 1. Observing 50’
 Siswa dibagikan satu teks explanation
beserta About-Point Activity sheet oleh
guru dari guru
2. Questioning
 Siswa ditanya oleh guru terkait dengan
isi, fungsi sosial, dan struktur teks, serta
unsur kebahasaan dari teks tersebut
secara individu
3. Experimenting
 Siswa diminta untuk membaca teks yang
telah diberikan oleh guru
 150

 Siswa diminta untuk menentukan main

idea atau ide pokok yang ada di dalam
teks
 Siswa diminta untuk membaca ulang
teks dan menuliskan menentukan main
idea atau ide pokok yang ada di dalam
teks
 Siswa diminta untuk mengidentifikasi
setiap paragraph tentang apa paragraph
tersebut (About) dan apa bahasan pokok
(point) dari teks tersebut dan ditulis di
About-Point Activity sheet
 Siswa diminta untuk membaca kembali
hasil yang telah mereka kerjakan baik
secara individu ataupun perkelompok
4. Associating
 Siswa menedengarkan koreksi dari guru
jika terdapat kesalahan dalam siswa
mengerjakan About-Point Activity sheet
 Siswa diberikan penjelasan oleh guru
terkait materi yang telah disampaikan
 Siswa diberikan soal tertulis oleh guru
terkait materi yang telah disampaikan
5. Communicating
 Siswa diberikan kesempatan untuk
bertanya terkait materi yang disampaikan
 Siswa diberikan kesempatan untuk
bertanya tentang kesulitan-kesulitan
yang dihadapi oleh mereka dalam
memahami teks
Penutup  Siswa diberikan tugas oleh guru 7’
berhubungan dengan materi yang telah
disampaikan
 Siswa diberikan nasehat oleh guru
sebelum meninggalkan kelas
 Siswa dan guru berdo’a sebelum
meninggalkan kelas
 Siswa mengucapkan salam kepada guru

H. Media dan Sumber Belajar

1. Media : White board, marker

2. Sumber belajar : Buku teks relevan (LKS + English in Focus 2)
http://englishadmin.com/2015/12/7-contoh-
explanation-text-bahasa-ingris.html)
 151

I. Penilaian
1. Teknik Penilaian : Tes Tertulis
2. Bentuk instrumen : Pilihan ganda (Multiple Choice)
3. Kisi-kisi :
No Indikator Jumlah Soal
Butir Soal

1 Disajikan pertanyaan terkait materi

yang diberikan, peserta didik diharapkan
menjawab dengan benar 5 1-5

JUMLAH 5

a) Instrument : Lihat Lampiran 1A

Lihat Lampiran 1B
b) Petunjuk Penentuan Skor : Lihat Lampiran 1C

LAMPIRAN IA
 152

Meeting 2

Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.
Honey

Everybody likes honey. Even, it can be a medicine for most deseases. How
is Honey Made?
Honeybees use nectar to make honey. Nectar is almost 80% water with
some complex sugars. In fact, if you have ever pulled a honeysuckle blossom out
of its stem, nectar is the clear liquid that drops from the end of the blossom.
In North America, bees get nectar from flowers like clovers, dandelions,
berry bushes and fruit tree blossoms. They use their long, tubelike tongues like
straws to suck the nectar out of the flowers and they store it in their “honey
stomachs”.
Bees actually have two stomachs, their honey stomach which they use like
a nectar backpack and their regular stomach. The honey stomach holds almost 70
mg of nectar and when full, it weighs almost as much as the bee does. Honeybees
must visit between 100 and 1500 flowers in order to fill their honeystomachs.

(Addapted from: http://englishadmin.com/2015/12/7-contoh-explanation-text-

bahasa-ingris.html)

1. The text is about …

a. The process of complex sugars
b. The process of forming honey
c. The process of nectar from flower
d. The process of honeysuckle
2. Where is bees get nectar ....
a. From leafs
b. From trees
c. From water
d. From flowers
3. What is the function of Bees stomachs ....
a. To water with some complex sugars
b. To pulled a honeysuckle blossom out of its stem
c. To nectar backpack and their regular stomach
d. To clear liquid that drops from the end of the blossom
4. “They use their long, tubelike tongues like straws” (Paragraph 3). The
underlined word refers to ….
a. Bees
b. Flower
c. Nectar
d. North America
 153

5. “In fact, if you have ever pulled a honeysuckle blossom out of its stem,”
(Paragraph 2). The underline word is closest in meaning to….
a. Attract
b. Push
c. Walk
d. Run

Answer Key:
1. b 2. D 3. C 4. A 5. A

LAMPIRAN I B
154
 155

Appendix 17

Experimental Class 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 3)

Nama Sekolah : MA PLUS WALISONGO

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI /2
Skill : Reading
Text Type : Explanation Text
Pertemuan : (Experimental Class)
Alokasi Waktu : 2 X 30 menit

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab,peduli (toleransi,gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
debgan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. Kompetensi Dasar
KD 3.8 : Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis dengan memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup
dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya
KD 4.8 : Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di
kelas XI
C. Indikator Reading
KD 3.8
- Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
pada explanation text.
KD 4.8
 156

- Memahami unsur kebahasaan dari teks explanation dan informasi

terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain
di kelas XI
- Memahami struktur teks explanation dan informasi terkait gejala alam
atau sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Mendiskusikan teks tulis tentang explanation text

D. Tujuan Pembelajaran
- Mengidentifikasi bagian-bagian struktur teks explanation
- Memahami struktur teks explanation dan informasi terkait gejala alam atau
sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Memahami unsur kebahasaan dari teks explanation dan informasi terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI

E. Materi Pembelajaran
The definition, purposes, generic structure, language feature, and example
of explanation text

1. Definition of Explanation Text

Explanation text is a text to explain the processes involved in the in
formation or workings of natural or socio cultural phenomena.
2. The Main Purpose of Explanation Text
The explanation text to explain something happened subject in the text.
3. Generic Structure of Explanation Text
A explanation text will consists of the following structure:
a. General statement
Stating the phenomenon issues which are tobe explained.
b. Sequenced explanation
Stating a series of steps which explain the phenomena.
c. Closing
Actually this is not mentioned in explanation text, however,
many people think that the last of paragraph is clossing, in which it
is actually  part of sequenced explanation
4. Language Features of Explanation Text
 Featuring generic participant; sun, rain, etc.
 Using chronological connection; to begin with, next, etc.
 Using passive voice pattern
 Using simple present tense

Example of Explanation Text

Getting Sleepy
Scientists know we need sleep, but it is not easy to find that what
exactly make us sleepy. Hers is some explanation.
The brain cells called astrocytes fuel the urge to sleep by releasing
adenosine, a chemical known to have sleep-inducing effects that can be
inhibited by caffeine.
 157

The longer a person or animal is awake, the stronger the urge to

sleep becomes. This is known as sleep pressure. Prior studies pointed to
adenosine as a trigger for sleep pressure. The chemical accumulates in the
brain during waking hours, eventually helping to stimulate the unique
patterns of brain activity that occur during sleep.

(Addappted: http://englishadmin.com/2015/12/7-contoh-explanation-
text-bahasa-ingris.html)

Fungsi sosial : Memperoleh informasi, menenambah ilmu dan wawasan

tentang terjadinya sesuatu.
Struktur teks : Gagasan Utama dan informasi rinci
Unsur kebahasaan : Tata Bahasa, kosakata, ucapan, tekanan kata, intonasi,
ejaan dan tanda baca, tulisan tangan.

F. Strategy Pembelajaran
About-Point Strategy
G. Kegiatan Pembelajaran

Fase Teaching activities Time

Pendahuluan  Siswa memberi salam kepada guru 3’
 Siswa dan guru berdo’a bersama
 Siswa menjawab kabar yang ditanyakan
oleh guru
 Siswa dicek kehadirannya oleh guru
Kegiatan inti 1. Observing 50’
 Siswa dibagikan satu teks explanation
beserta About-Point Activity sheet oleh
guru dari guru
2. Questioning
 Siswa ditanya oleh guru terkait dengan
isi, fungsi sosial, dan struktur teks, serta
unsur kebahasaan dari teks tersebut
secara individu
3. Experimenting
 Siswa diminta untuk membaca teks yang
telah diberikan oleh guru
 Siswa diminta untuk menentukan main
idea atau ide pokok yang ada di dalam
teks
 Siswa diminta untuk membaca ulang
teks dan menuliskan menentukan main
idea atau ide pokok yang ada di dalam
teks
 158

 Siswa diminta untuk mengidentifikasi

setiap paragraph tentang apa paragraph
tersebut (About) dan apa bahasan pokok
(point) dari teks tersebut dan ditulis di
About-Point Activity sheet
 Siswa diminta untuk membaca kembali
hasil yang telah mereka kerjakan baik
secara individu ataupun perkelompok
4. Associating
 Siswa menedengarkan koreksi dari guru
jika terdapat kesalahan dalam siswa
mengerjakan About-Point Activity sheet
 Siswa diberikan penjelasan oleh guru
terkait materi yang telah disampaikan
 Siswa diberikan soal tertulis oleh guru
terkait materi yang telah disampaikan
5. Communicating
 Siswa diberikan kesempatan untuk
bertanya terkait materi yang disampaikan
 Siswa diberikan kesempatan untuk
bertanya tentang kesulitan-kesulitan
yang dihadapi oleh mereka dalam
memahami teks
Penutup  Siswa diberikan tugas oleh guru 7’
berhubungan dengan materi yang telah
disampaikan
 Siswa diberikan nasehat oleh guru
sebelum meninggalkan kelas
 Siswa dan guru berdo’a sebelum
meninggalkan kelas
 Siswa mengucapkan salam kepada guru

H. Media dan Sumber Belajar

1. Media : White board, marker
2. Sumber belajar : Buku teks relevan (LKS + English in Focus 2)
http://englishadmin.com/2015/12/7-contoh-
explanation-text-bahasa-ingris.html

I. Penilaian
1. Teknik Penilaian : Tes Tertulis
2. Bentuk instrumen : Pilihan ganda (Multiple Choice)
3. Kisi-kisi :
 159

No Indikator Jumlah Butir Soal

Soal

1 Disajikan pertanyaan terkait materi

yang diberikan, peserta didik diharapkan 5 1-5
menjawab dengan benar
JUMLAH 5

a) Instrument : Lihat Lampiran 1A

Lihat Lampiran 1B
b) Petunjuk Penentuan Skor : Lihat Lampiran 1C

LAMPIRAN IA
 160

Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.

Getting Sleepy
Scientists know we need sleep, but it is not easy to find that what exactly
make us sleepy. Hers is some explanation.
The brain cells called astrocytes fuel the urge to sleep by releasing
adenosine, a chemical known to have sleep-inducing effects that can be inhibited
by caffeine.
The longer a person or animal is awake, the stronger the urge to sleep
becomes. This is known as sleep pressure. Prior studies pointed to adenosine as a
trigger for sleep pressure. The chemical accumulates in the brain during waking
hours, eventually helping to stimulate the unique patterns of brain activity that
occur during sleep.

(Addappted: http://englishadmin.com/2015/12/7-contoh-explanation-
text-bahasa-ingris.html)

1. Which statement is NOT TRUE according to the text ........

a. Feel slepp can be inhibited by caffeine
b. The longer a person or animal is awake, the stronger the urge to sleep
becomes
c. Prior studies pointed to adenosine as a trigger for sleep pressure
d. The brain cells called center fuel the urge to run
2. What is the name of the cell that have sleep-inducing effects ....
a. Sensoric
b. Neuron
c. astrocytes fuel
d. adenosine
3. “Prior studies pointed to adenosine as a trigger for sleep pressure” (Paragraph
3). The underline word is closest in meaning to ….
a. Pull
b. Push
c. Free
d. Emphasis
4. Which of the following is implied in the passage?…
a. The writer describes when he sleepy in his house
b. The writer explains how does we getting sleepy
c. The writer tells a person sleep
d. The writer shares her experience when he need sleep, but cannot sleep
5. What the sleep pressure is ....
a. The longer a person or animal is awake, the stronger the urge to sleep
becomes
b. The chemical accumulates in the brain during waking hours
 161

c. Helping to stimulate the unique patterns of brain activity that occur during
wakl, run and doing activity
d. Releasing adenosine, a chemical known to have sleep-inducing effects

Answer Key:
1. d 2. C 3. D 4. B 5. a

LAMPIRAN I B
162
 163

Appendix 18

Control Class 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 1)
Nama Sekolah : MA PLUS WALISONGO
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI /2
Skill : Reading
Text Type : Explanation Text
Pertemuan : (Control Class)
Alokasi Waktu : 2 X 30 menit

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab,peduli (toleransi,gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
debgan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. Kompetensi Dasar
KD 3.8 : Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis dengan memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup
dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya
KD 4.8 : Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di
kelas XI

C. Indikator Reading
KD 3.8
- Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
pada explanation text.
KD 4.8
 164

- Memahami unsur kebahasaan dari teks explanation dan informasi

terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain
di kelas XI
- Memahami struktur teks explanation dan informasi terkait gejala alam
atau sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Mendiskusikan teks tulis tentang explanation text

D. Tujuan Pembelajaran
- Mengidentifikasi bagian-bagian struktur teks explanation
- Memahami struktur teks explanation dan informasi terkait gejala alam atau
sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Memahami unsur kebahasaan dari teks explanation dan informasi terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI

E. Materi Pembelajaran
The definition, purposes, generic structure, language feature, and example
of explanation text

1. Definition of Explanation Text

Explanation text is a text to explain the processes involved in the in
formation or workings of natural or socio cultural phenomena.
2. The Main Purpose of Explanation Text
The explanation text to explain something happened subject in the text.
3. Generic Structure of Explanation Text
A explanation text will consists of the following structure:
a. General statement
Stating the phenomenon issues which are tobe explained.
b. Sequenced explanation
Stating a series of steps which explain the phenomena.
c. Closing
Actually this is not mentioned in explanation text, however, many
people think that the last of paragraph is clossing, in which it is
actually  part of sequenced explanation
4. Language Features of Explanation Text
 Featuring generic participant; sun, rain, etc.
 Using chronological connection; to begin with, next, etc.
 Using passive voice pattern
 Using simple present tense

Example of Explanation Text

Rain is the primary source of fresh water for most areas of the
world, providing suitable conditions for diverse ecosystems, as well as
water for hydroelectric power plants and crop irrigation.
The phenomenon of rain is actually a water circle. The concept of
the water cycle involves the sun heating the Earth’s surface water and
 165

causing the surface water to evaporate. The water vapor rises into the
Earth’s atmosphere. The water in the atmosphere cools and condenses into
liquid droplets. The droplets grow until they are heavy and fall to the earth
as precipitation which can be in the form of rain or snow.
However, not all rain reaches the surface. Some evaporates while
falling through dry air. This is called virga, a phenomenon which is often
seen in hot, dry desert regions.

(Addaptetd from: https://freeenglishcourse.info/contoh-teks-

explanation-tentang-hujan/)

Fungsi sosial : Memperoleh informasi, menenambah ilmu dan wawasan

tentang terjadinya sesuatu.
Struktur teks : Gagasan Utama dan informasi rinci
Unsur kebahasaan : Tata Bahasa, kosakata, ucapan, tekanan kata, intonasi,
ejaan dan tanda baca, tulisan tangan.

F. Strategy Pembelajaran
Reading Aloud Strategy

G. Kegiatan Pembelajaran
Fase Teaching activities Time
Pendahalua  Siswa memberi salam kepada guru 3’
n  Siswa dan guru berdo’a bersama
 Siswa menjawab kabar yang
ditanyakan oleh guru
 Siswa dicek kehadirannya oleh guru
Kegiatan 1. Observing 50’
 Siswa dipilihkan dan dibagikan satu
teks explanation dari guru
2. Questioning
 Siswa ditanya oleh guru terkait
dengan isi, fungsi sosial, dan struktur
teks, serta unsur kebahasaan dari teks
tersebut secara individu
3. Experimenting
 Siswa ditunjuk dan dipilihkan teks
yang cukup menarik oleh guru untuk
dibaca dengan suara yang nyaring
 Siswa diperkenalkan teks explanation
oleh guru dengan cara
membacakannya
 Siswa dibagikan teks tersebut
 166

berdasarkan paragraph
 Siswa ditunjuk oleh guru untuk
membacakan teks yang sudah
dibagikan
 Siswa deberhentikan pada beberapa
bagian ketika pembacaan untuk
mengajukan pertanyaan dan
memberikan contoh teks explanation
4. Associating
 Siswa diberikan penjelasan oleh guru
terkait materi yang telah disampaikan
 Siswa diberikan soal tertulis oleh guru
terkait materi yang telah disampaikan
5. Communicating
 Siswa diberikan kesempatan untuk
bertanya terkait materi yang
disampaikan
 Siswa diberikan kesempatan untuk
bertanya tentang kesulitan-kesulitan
yang dihadapi oleh mereka dalam
memahami teks
Penutup 7’
 Siswa diberikan tugas oleh guru
berhubungan dengan materi yang
telah disampaikan
 Siswa diberikan nasehat oleh guru
sebelum meninggalkan kelas
 Siswa dan guru berdo’a sebelum
meninggalkan kelas

H. Media dan Sumber Belajar

1. Media : White board, marker
2. Sumber belajar : Buku teks relevan (LKS + English in Focus 2)
https://freeenglishcourse.info/contoh-teks-
explanation-tentang-hujan/

I. Penilaian
1. Teknik Penilaian : Tes Tertulis
2. Bentuk instrumen : Pilihan ganda (Multiple Choice)
3. Kisi-kisi :
 167

No Indikator Jumlah Soal

Butir Soal

1 Disajikan pertanyaan terkait materi yang

diberikan, peserta didik diharapkan 5 1-5
menjawab dengan benar
JUMLAH 5

c) Instrument : Lihat Lampiran 1A

d) Petunjuk Penentuan Skor : Lihat Lampiran 1B

LAMPIRAN IA

Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.
Rain is the primary source of fresh water for most areas of the world,
providing suitable conditions for diverse ecosystems, as well as water for
hydroelectric power plants and crop irrigation.
The phenomenon of rain is actually a water circle. The concept of the
water cycle involves the sun heating the Earth’s surface water and causing the
surface water to evaporate. The water vapor rises into the Earth’s atmosphere. The
water in the atmosphere cools and condenses into liquid droplets. The droplets
grow until they are heavy and fall to the earth as precipitation which can be in the
form of rain or snow.
However, not all rain reaches the surface. Some evaporates while falling
through dry air. This is called virga, a phenomenon which is often seen in hot, dry
desert regions.
(Addaptetd from: https://freeenglishcourse.info/contoh-teks-explanation-tentang-
hujan/)

1. The text is about …

a. How does water vapor rises
b. How does a water circle
c. How does rain happen
d.  how does water cool

2. Which statement is NOT TRUE according to the text ....

a. The causes of rain is actually a water hot
b. The water vapor rises into the Earth’s atmosphere
c. The water in the atmosphere cools
d. The droplets grow until they are heavy
3. Where are the water vapor rises ....
a. Into the earth as precipitation
b. Into the Earth’s atmosphere
 168

c. Into rain or snow

d. Into falling through dry air

4. “Some evaporates while falling through dry air” (Paragraph 3). The underline
word is closest in meaning to….
a. Soft
b. Harden
c. Melt
d. Yawn
5. How is the concept of a water circle .....
a. The concept of the water cycle is providing suitable conditions for diverse
eco systems          
b. The concept of the water cycle involves the sun heating the Earth’s
surface water and causing the surface water to evaporate
c. The concept of the water cycle is water for hydroelectric power plants and
crop irrigation    
d. The concept of the water is evaporates while falling through dry air

Answer Key:
1. c 2. A 3. B 4. D 5. b
169
 170

Appendix 19

Control Class 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 2)
Nama Sekolah : MA PLUS WALISONGO
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI /2
Skill : Reading
Text Type : Explanation Text
Pertemuan : (Control Class)
Alokasi Waktu : 2 X 30 menit

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab,peduli (toleransi,gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
debgan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. Kompetensi Dasar
KD 3.8 : Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis dengan memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup
dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya
KD 4.8 : Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di
kelas XI
C. Indikator Reading
KD 3.8
- Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
pada explanation text.

KD 4.8
 171

- Memahami unsur kebahasaan dari teks explanation dan informasi

terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain
di kelas XI
- Memahami struktur teks explanation dan informasi terkait gejala alam
atau sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Mendiskusikan teks tulis tentang explanation text

D. Tujuan Pembelajaran
- Mengidentifikasi bagian-bagian struktur teks explanation
- Memahami struktur teks explanation dan informasi terkait gejala alam atau
sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Memahami unsur kebahasaan dari teks explanation dan informasi terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI

E. Materi Pembelajaran
The definition, purposes, generic structure, language feature, and example
of explanation text
1. Definition of Explanation Text
Explanation text is a text to explain the processes involved in the in
formation or workings of natural or socio cultural phenomena.
2. The Main Purpose of Explanation Text
The explanation text to explain something happened subject in the text.
3. Generic Structure of Explanation Text
A explanation text will consists of the following structure:
a. General statement
Stating the phenomenon issues which are tobe explained.
b. Sequenced explanation
Stating a series of steps which explain the phenomena.
c. Closing
Actually this is not mentioned in explanation text, however,
many people think that the last of paragraph is clossing, in which it
is actually  part of sequenced explanation
4. Language Features of Explanation Text
 Featuring generic participant; sun, rain, etc.
 Using chronological connection; to begin with, next, etc.
 Using passive voice pattern
 Using simple present tense

Example of Explanation Text

Honey
Everybody likes honey. Even, it can be a medicine for most
deseases. How is Honey Made?
Honeybees use nectar to make honey. Nectar is almost 80% water
with some complex sugars. In fact, if you have ever pulled a honeysuckle
blossom out of its stem, nectar is the clear liquid that drops from the end of
the blossom.
 172

In North America, bees get nectar from flowers like clovers, dandelions,
berry bushes and fruit tree blossoms. They use their long, tubelike tongues
like straws to suck the nectar out of the flowers and they store it in their
“honey stomachs”.
Bees actually have two stomachs, their honey stomach which they
use like a nectar backpack and their regular stomach. The honey stomach
holds almost 70 mg of nectar and when full, it weighs almost as much as
the bee does. Honeybees must visit between 100 and 1500 flowers in order
to fill their honeystomachs.

(Addapted from: http://englishadmin.com/2015/12/7-contoh-

explanation-text-bahasa-ingris.html)

Fungsi sosial : Memperoleh informasi, menenambah ilmu dan wawasan

tentang terjadinya sesuatu.
Struktur teks : Gagasan Utama dan informasi rinci
Unsur kebahasaan : Tata Bahasa, kosakata, ucapan, tekanan kata, intonasi,
ejaan dan tanda baca, tulisan tangan.

F. Strategy Pembelajaran
Reading Aloud Strategy

G. Kegiatan Pembelajaran
Fase Teaching activities Time
Pendahalua  Siswa memberi salam kepada guru 3’
 Siswa dan guru berdo’a bersama
n  Siswa menjawab kabar yang
ditanyakan oleh guru
 Siswa dicek kehadirannya oleh guru
Kegiatan 1. Observing 50’
 Siswa dipilihkan dan dibagikan satu
teks explanation dari guru
2. Questioning
 Siswa ditanya oleh guru terkait
dengan isi, fungsi sosial, dan struktur
teks, serta unsur kebahasaan dari teks
tersebut secara individu
3. Experimenting
 Siswa ditunjuk dan dipilihkan teks
yang cukup menarik oleh guru untuk
dibaca dengan suara yang nyaring
 Siswa diperkenalkan teks explanation
oleh guru dengan cara
 173

membacakannya
 Siswa dibagikan teks tersebut
berdasarkan paragraph
 Siswa ditunjuk oleh guru untuk
membacakan teks yang sudah
dibagikan
 Siswa deberhentikan pada beberapa
bagian ketika pembacaan untuk
mengajukan pertanyaan dan
memberikan contoh teks explanation
4. Associating
 Siswa diberikan penjelasan oleh guru
terkait materi yang telah disampaikan
 Siswa diberikan soal tertulis oleh guru
terkait materi yang telah disampaikan
5. Communicating
 Siswa diberikan kesempatan untuk
bertanya terkait materi yang
disampaikan
 Siswa diberikan kesempatan untuk
bertanya tentang kesulitan-kesulitan
yang dihadapi oleh mereka dalam
memahami teks
Penutup 7’
 Siswa diberikan tugas oleh guru
berhubungan dengan materi yang
telah disampaikan
 Siswa diberikan nasehat oleh guru
sebelum meninggalkan kelas
 Siswa dan guru berdo’a sebelum
meninggalkan kelas

H. Media dan Sumber Belajar

1. Media : White board, marker
2. Sumber belajar : Buku teks relevan (LKS + English in Focus 2)
http://englishadmin.com/2015/12/7-contoh-
explanation-text-bahasa-ingris.html

I. Penilaian
 174

1. Teknik Penilaian : Tes Tertulis

2. Bentuk instrumen : Pilihan ganda (Multiple Choice)
3. Kisi-kisi :
No Indikator Jumlah Butir Soal
Soal

1 Disajikan pertanyaan terkait materi

yang diberikan, peserta didik 5 1-5
diharapkan menjawab dengan benar
JUMLAH 5

a) Instrument : Lihat Lampiran 1A

b) Petunjuk Penentuan Skor : Lihat Lampiran 1B

LAMPIRAN IA

Read the text and answer the following questions !

Honey
Everybody likes honey. Even, it can be a medicine for most deseases. How
is Honey Made?
Honeybees use nectar to make honey. Nectar is almost 80% water with
some complex sugars. In fact, if you have ever pulled a honeysuckle blossom out
of its stem, nectar is the clear liquid that drops from the end of the blossom.
In North America, bees get nectar from flowers like clovers, dandelions,
berry bushes and fruit tree blossoms. They use their long, tubelike tongues like
straws to suck the nectar out of the flowers and they store it in their “honey
stomachs”.
Bees actually have two stomachs, their honey stomach which they use like
a nectar backpack and their regular stomach. The honey stomach holds almost 70
mg of nectar and when full, it weighs almost as much as the bee does. Honeybees
must visit between 100 and 1500 flowers in order to fill their honeystomachs.
(Addapted from: http://englishadmin.com/2015/12/7-contoh-explanation-text-
bahasa-ingris.html)

1. The text is about …

a. The process of complex sugars
b. The process of forming honey
c. The process of nectar from flower
d. The process of honeysuckle

2. Where is bees get nectar ....

a. From leafs
b. From trees
c. From water
d. From flowers
 175

3. What is the function of Bees stomachs ....

a. To water with some complex sugars
b. To pulled a honeysuckle blossom out of its stem
c. To nectar backpack and their regular stomach
d. To clear liquid that drops from the end of the blossom

4. “They use their long, tubelike tongues like straws” (Paragraph 3). The
underlined word refers to ….
a. Bees
b. Flower
c. Nectar
d. North America

5. “In fact, if you have ever pulled a honeysuckle blossom out of its stem,”
(Paragraph 2). The underline word is closest in meaning to….
a. Attract
b. Push
c. Walk
d. Run

Answer Key:
1. b 2. D 3. C 4. A 5. A
176
 177

Appendix 20

Control Class 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 3)

Nama Sekolah : MA PLUS WALISONGO

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI /2
Skill : Reading
Text Type : Explanation Text
Pertemuan : (Control Class)
Alokasi Waktu : 2 X 30 menit

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung
jawab,peduli (toleransi,gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
debgan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. Kompetensi Dasar
KD 3.8 : Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks explanation lisan dan tulis dengan memberi dan
meminta informasi terkait gejala alam atau sosial yang tercakup
dalam mata pelajaran lain di kelas XI, sesuai dengan konteks
penggunaannya
KD 4.8 : Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks explanation lisan dan tulis, terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di
kelas XI

C. Indikator Reading
KD 3.8
- Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
pada explanation text.
 178

KD 4.8
- Memahami unsur kebahasaan dari teks explanation dan informasi
terkait gejala alam atau sosial yang tercakup dalam mata pelajaran lain
di kelas XI
- Memahami struktur teks explanation dan informasi terkait gejala alam
atau sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Mendiskusikan teks tulis tentang explanation text

D. Tujuan Pembelajaran
- Mengidentifikasi bagian-bagian struktur teks explanation
- Memahami struktur teks explanation dan informasi terkait gejala alam atau
sosial yang tercakup dalam mata pelajaran lain di kelas XI
- Memahami unsur kebahasaan dari teks explanation dan informasi terkait
gejala alam atau sosial yang tercakup dalam mata pelajaran lain di kelas XI

E. Materi Pembelajaran
The definition, purposes, generic structure, language feature, and example
of explanation text

1. Definition of Explanation Text

Explanation text is a text to explain the processes involved in the in
formation or workings of natural or socio cultural phenomena.
2. The Main Purpose of Explanation Text
The explanation text to explain something happened subject in the text.
3. Generic Structure of Explanation Text
A explanation text will consists of the following structure:
a. General statement
Stating the phenomenon issues which are tobe explained.
b. Sequenced explanation
Stating a series of steps which explain the phenomena.
c. Closing
Actually this is not mentioned in explanation text, however,
many people think that the last of paragraph is clossing, in which it
is actually  part of sequenced explanation
4. Language Features of Explanation Text
 Featuring generic participant; sun, rain, etc.
 Using chronological connection; to begin with, next, etc.
 Using passive voice pattern
 Using simple present tense

Example of Explanation Text

Getting Sleepy
Scientists know we need sleep, but it is not easy to find that what
exactly make us sleepy. Hers is some explanation.
 179

The brain cells called astrocytes fuel the urge to sleep by releasing
adenosine, a chemical known to have sleep-inducing effects that can be
inhibited by caffeine.
The longer a person or animal is awake, the stronger the urge to
sleep becomes. This is known as sleep pressure. Prior studies pointed to
adenosine as a trigger for sleep pressure. The chemical accumulates in the
brain during waking hours, eventually helping to stimulate the unique
patterns of brain activity that occur during sleep.

(Addappted: http://englishadmin.com/2015/12/7-contoh-explanation-
text-bahasa-ingris.html)

Fungsi sosial : Memperoleh informasi, menenambah ilmu dan wawasan

tentang terjadinya sesuatu.
Struktur teks : Gagasan Utama dan informasi rinci
Unsur kebahasaan : Tata Bahasa, kosakata, ucapan, tekanan kata, intonasi,
ejaan dan tanda baca, tulisan tangan.

F. Strategy Pembelajaran
Reading Aloud Strategy

G. Kegiatan Pembelajaran
Fase Teaching activities Time
Pendahalua  Siswa memberi salam kepada guru 3’
n  Siswa dan guru berdo’a bersama
 Siswa menjawab kabar yang
ditanyakan oleh guru
 Siswa dicek kehadirannya oleh guru
Kegiatan 1. Observing 50’
 Siswa dipilihkan dan dibagikan satu
teks explanation dari guru
2. Questioning
 Siswa ditanya oleh guru terkait
dengan isi, fungsi sosial, dan struktur
teks, serta unsur kebahasaan dari teks
tersebut secara individu
3. Experimenting
 Siswa ditunjuk dan dipilihkan teks
yang cukup menarik oleh guru untuk
dibaca dengan suara yang nyaring
 Siswa diperkenalkan teks explanation
oleh guru dengan cara
membacakannya
 Siswa dibagikan teks tersebut
berdasarkan paragraph
 180

 Siswa ditunjuk oleh guru untuk

membacakan teks yang sudah
dibagikan
 Siswa deberhentikan pada beberapa
bagian ketika pembacaan untuk
mengajukan pertanyaan dan
memberikan contoh teks explanation
4. Associating
 Siswa diberikan penjelasan oleh guru
terkait materi yang telah disampaikan
 Siswa diberikan soal tertulis oleh guru
terkait materi yang telah disampaikan
5. Communicating
 Siswa diberikan kesempatan untuk
bertanya terkait materi yang
disampaikan
 Siswa diberikan kesempatan untuk
bertanya tentang kesulitan-kesulitan
yang dihadapi oleh mereka dalam
memahami teks
Penutup 7’
 Siswa diberikan tugas oleh guru
berhubungan dengan materi yang
telah disampaikan
 Siswa diberikan nasehat oleh guru
sebelum meninggalkan kelas
 Siswa dan guru berdo’a sebelum
meninggalkan kelas

H. Media dan Sumber Belajar

1. Media : White board, marker
2. Sumber belajar : Buku teks relevan (LKS + English in Focus 2)
http://englishadmin.com/2015/12/7-contoh-
explanation-text-bahasa-ingris.html
 181

I. Penilaian
1. Teknik Penilaian : Tes Tertulis
2. Bentuk instrumen : Pilihan ganda (Multiple Choice)
3. Kisi-kisi :
No Indikator Jumlah Butir Soal
Soal

1 Disajikan pertanyaan terkait

materi yang diberikan, peserta
5 1-5
didik diharapkan menjawab
dengan benar
JUMLAH 5

a) Instrument : Lihat Lampiran 1A

b) Petunjuk Penentuan Skor : Lihat Lampiran 1B

LAMPIRAN IA

Read the text below and answer the following questions by crossing (X) the
correct answer a, b, c or d.
Getting Sleepy
Scientists know we need sleep, but it is not easy to find that what exactly
make us sleepy. Hers is some explanation.
The brain cells called astrocytes fuel the urge to sleep by releasing
adenosine, a chemical known to have sleep-inducing effects that can be inhibited
by caffeine.
The longer a person or animal is awake, the stronger the urge to sleep
becomes. This is known as sleep pressure. Prior studies pointed to adenosine as a
trigger for sleep pressure. The chemical accumulates in the brain during waking
hours, eventually helping to stimulate the unique patterns of brain activity that
occur during sleep.

(Addappted: http://englishadmin.com/2015/12/7-contoh-explanation-text-bahasa-
ingris.html)

1. Which statement is NOT TRUE according to the text ........

a. Feel slepp can be inhibited by caffeine
b. The longer a person or animal is awake, the stronger the urge to sleep
becomes
c. Prior studies pointed to adenosine as a trigger for sleep pressure
d. The brain cells called center fuel the urge to run

2. What is the name of the cell that have sleep-inducing effects ....
a. Sensoric
b. Neuron
 182

c. astrocytes fuel
d. adenosine

3. “Prior studies pointed to adenosine as a trigger for sleep pressure” (Paragraph

3). The underline word is closest in meaning to ….
a. Pull
b. Push
c. Free
d. Emphasis

4. Which of the following is implied in the passage?…

a. The writer describes when he sleepy in his house
b. The writer explains how does we getting sleepy
c. The writer tells a person sleep
d. The writer shares her experience when he need sleep, but cannot sleep

5. What the sleep pressure is ....

a. The longer a person or animal is awake, the stronger the urge to sleep
becomes
b. The chemical accumulates in the brain during waking hours
c. Helping to stimulate the unique patterns of brain activity that occur
during wakl, run and doing activity
d. Releasing adenosine, a chemical known to have sleep-inducing effects

Answer Key:
1. d 2. C 3. D 4. B 5. a
183
 184

Appendix 21

The Result of Pre-test in Experimental Class

Statistics
Score Class
Valid 27 27
N Missi
0 0
ng
Mean 61,11 1,00
Std. Error of Mean 1,777 ,000
Median 60,00 1,00
Mode 60a 1
Std. Deviation 9,233 ,000
85,25
Variance ,000
6
Range 35 0
Minimum 45 1
Maximum 80 1
Sum 1650 27
25 55,00 1,00
Percentil
50 60,00 1,00
es
75 70,00 1,00
a. Multiple modes exist. The smallest
value is shown
 185

Appendix 22

The Result of Pre-test in Control Class

Statistics
Score Class
Valid 27 27
N Missi
0 0
ng
Mean 55,00 2,00
Std. Error of Mean 1,533 ,000
Median 55,00 2,00
Mode 60 2
Std. Deviation 7,966 ,000
63,46
Variance ,000
2
Range 30 0
Minimum 40 2
Maximum 70 2
Sum 1485 54
25 50,00 2,00
Percentil
50 55,00 2,00
es
75 60,00 2,00
 186

Appendix 23

The Result of Post-test in Experimental Class

Statistics
Score Class
Valid 27 27
N Missi
0 0
ng
Mean 78,89 1,00
Std. Error of Mean 1,609 ,000
Median 80,00 1,00
Mode 85 1
Std. Deviation 8,359 ,000
69,87
Variance ,000
2
Range 30 0
Minimum 60 1
Maximum 90 1
Sum 2130 27
25 70,00 1,00
Percentil
50 80,00 1,00
es
75 85,00 1,00
 187

Appendix 24

The Result of Post-test in Control Class

Statistics
Score Class
Valid 27 27
N Missi
0 0
ng
Mean 68,52 2,00
Std. Error of Mean 1,902 ,000
Median 70,00 2,00
Mode 70 2
Std. Deviation 9,885 ,000
97,72
Variance ,000
1
Range 40 0
Minimum 45 2
Maximum 85 2
Sum 1850 54
25 65,00 2,00
Percentil
50 70,00 2,00
es
75 75,00 2,00
 188

Appendix 25

The Result of Reliability Test of Pre-test

Reliability Statistics
Cronbach's Cronbach's Alpha N of
Alpha Based on Standardized Items
Items
,917 ,919 20

Item Statistics
Mean Std. N
Deviation
Item_1 ,62 ,494 29
Item_2 ,62 ,494 29
Item_3 ,34 ,484 29
Item_6 ,52 ,509 29
Item_9 ,69 ,471 29
Item_10 ,31 ,471 29
Item_11 ,66 ,484 29
Item_13 ,52 ,509 29
Item_14 ,59 ,501 29
Item_17 ,31 ,471 29
Item_19 ,41 ,501 29
Item_21 ,31 ,471 29
Item_22 ,34 ,484 29
Item_27 ,21 ,412 29
Item_28 ,31 ,471 29
Item_31 ,31 ,471 29
Item_33 ,59 ,501 29
Item_34 ,31 ,471 29
Item_36 ,28 ,455 29
Item_39 ,31 ,471 29
 189

Item-Total Statistics
Scale Mean if Scale Corrected Squared Cronbach's
Item Deleted Variance if Item-Total Multiple Alpha if Item
Item Deleted Correlation Correlation Deleted
Item_1 7,93 33,567 ,340 . ,918
Item_2 7,93 33,567 ,340 . ,918
Item_3 8,21 31,741 ,694 . ,910
Item_6 8,03 32,392 ,537 . ,914
Item_9 7,86 33,266 ,418 . ,916
Item_10 8,24 32,547 ,556 . ,913
Item_11 7,90 32,953 ,463 . ,915
Item_13 8,03 33,249 ,383 . ,917
Item_14 7,97 33,249 ,390 . ,917
Item_17 8,24 30,904 ,885 . ,906
Item_19 8,14 32,980 ,439 . ,916
Item_21 8,24 30,904 ,885 . ,906
Item_22 8,21 32,313 ,584 . ,913
Item_27 8,34 32,805 ,589 . ,913
Item_28 8,24 30,904 ,885 . ,906
Item_31 8,24 30,904 ,885 . ,906
Item_33 7,97 33,249 ,390 . ,917
Item_34 8,24 31,618 ,740 . ,909
Item_36 8,28 32,778 ,532 . ,914
Item_39 8,24 32,333 ,598 . ,912
 190

Appendix 26

The Result of Reliability Test of Post-test

Reliability Statistics
Cronbach's Cronbach's Alpha N of
Alpha Based on Standardized Items
Items
,927 ,927 20

Item Statistics
Mean Std. Deviation N
Item_31 ,38 ,494 29
Item_33 ,38 ,494 29
Item_36 ,34 ,484 29
Item_38 ,38 ,494 29
Item_29 ,34 ,484 29
Item_26 ,34 ,484 29
Item_28 ,38 ,494 29
Item_19 ,41 ,501 29
Item_21 ,34 ,484 29
Item_23 ,62 ,494 29
Item_13 ,59 ,501 29
Item_14 ,66 ,484 29
Item_17 ,55 ,506 29
Item_6 ,34 ,484 29
Item_8 ,34 ,484 29
Item_9 ,41 ,501 29
Item_11 ,59 ,501 29
Item_3 ,34 ,484 29
Item_4 ,41 ,501 29
Item_5 ,34 ,484 29
 191

Item-Total Statistics
Scale Mean if Scale Corrected Squared Cronbach's
Item Deleted Variance if Item-Total Multiple Alpha if Item
Item Deleted Correlation Correlation Deleted
Item_31 8,14 35,195 ,847 . ,918
Item_33 8,14 37,052 ,517 . ,925
Item_36 8,17 35,219 ,862 . ,918
Item_38 8,14 37,052 ,517 . ,925
Item_29 8,17 35,219 ,862 . ,918
Item_26 8,17 35,219 ,862 . ,918
Item_28 8,14 37,052 ,517 . ,925
Item_19 8,10 35,953 ,698 . ,921
Item_21 8,17 37,005 ,537 . ,924
Item_23 7,90 37,739 ,399 . ,927
Item_13 7,93 38,638 ,243 . ,930
Item_14 7,86 36,766 ,580 . ,923
Item_17 7,97 37,463 ,433 . ,926
Item_6 8,17 35,219 ,862 . ,918
Item_8 8,17 35,219 ,862 . ,918
Item_9 8,10 35,953 ,698 . ,921
Item_11 7,93 38,567 ,254 . ,930
Item_3 8,17 37,291 ,487 . ,925
Item_4 8,10 37,239 ,476 . ,926
Item_5 8,17 37,005 ,537 . ,924
 192

Appendix 27

List Sample of the Research

Experimental Class

XI MIA 1
No Name JK Code
1 ATL L Students A1
2 ABS L Students A2
3 AWZR L Students A3
4 ANS P Students A4
5 AYA P Students A5
6 CD P Students A6
7 CA P Students A7
8 DM P Students A8
9 DZK P Students A9
10 GIM P Students A10
11 HA P Students A11
12 IAS P Students A12
13 IMF L Students A13
14 IK P Students A14
15 KDS P Students A15
16 P P Students A16
17 PP P Students A17
18 PSR P Students A18
19 RA P Students A19
20 RMZ L Students A20
21 RF P Students A21
22 RP L Students A22
23 RYL P Students A23
24 RL P Students A24
25 YH L Students A25
26 R L Students A26
27 N P Students A27
 193

Control Class

XI MIA 2
No Nama JK Code
1 AF P Students B1
2 ASF P Students B2
3 ANA P Students B3
4 ACP P Students B4
5 DTW P Students B5
6 DMF L Students B6
7 DASM P Students B7
8 LR P Students B8
9 MIF L Students B9
10 MRA L Students B10
11 MR L Students B11
12 MDA P Students B12
13 MS P Students B13
14 MDP L Students B14
15 M L Students B15
16 NA P Students B16
17 NA P Students B17
18 NAP P Students B18
19 NEI P Students B19
20 RSP L Students B20
21 SNH P Students B21
22 SW P Students B22
23 SA P Students B23
24 TR P Students B24
25 WP L Students B25
26 SIB P Students B26
27 MSC L Students B27
 194

Appendix 28

Students’ Score Pre-test and post-test Gain in Experimental Class

XI MIA 1
Students' Students' Score
No GAIN
Name Pretest Post-test
1 Students A1 50 70 20
2 Students A2 80 90 10
3 Students A3 55 70 15
4 Students A4 65 85 20
5 Students A5 70 85 15
6 Students A6 50 80 30
7 Students A7 50 65 15
8 Students A8 60 70 10
9 Students A9 45 60 15
10 Students A10 55 75 20
11 Students A11 60 85 25
12 Students A12 65 90 25
13 Students A13 70 80 10
14 Students A14 55 70 15
15 Students A15 60 80 20
16 Students A16 65 80 15
17 Students A17 50 80 30
18 Students A18 60 85 25
19 Students A19 60 70 10
20 Students A20 70 85 15
21 Students A21 70 90 20
22 Students A22 45 70 25
23 Students A23 60 85 25
24 Students A24 65 75 10
25 Students A25 70 85 15
26 Students A26 70 90 20
27 Students A27 75 80 5

Appendix 29
 195

Students’ Score Pre-test and post-test Gain in Control Class

XI MIA 2
Students' Score
Students'
No Post- GAIN
Name Pretest
test
1 Students B1 55 70 15
2 Students B2 45 65 20
3 Students B3 40 65 25
4 Students B4 45 55 10
5 Students B5 60 65 5
6 Students B6 55 70 15
7 Students B7 60 70 10
8 Students B8 60 75 15
9 Students B9 65 70 5
10 Students B10 45 55 10
11 Students B11 45 45 0
12 Students B12 50 70 20
13 Students B13 55 65 10
14 Students B14 55 70 15
15 Students B15 60 75 15
16 Students B16 65 85 20
17 Students B17 40 55 15
18 Students B18 50 75 25
19 Students B19 55 60 5
20 Students B20 60 70 10
21 Students B21 60 70 10
22 Students B22 70 85 15
23 Students B23 60 80 20
24 Students B24 50 55 5
25 Students B25 55 70 15
26 Students B26 60 75 15
27 Students B27 65 85 20

Documentation
 196

Pre-test

Treatment
197
 198

Post-test