THE EFFECT OF STRATEGIC READING – SQ3R ON THE

READING COMPREHENSION ABILITY OF GRADE EIGHT

STUDENTS OF SMP N 1 KRANGGAN, TEMANGGUNG IN
THE ACADEMIC YEAR OF 2012/2013

A Thesis

Presented as Partial fulfillment of the Requirements for the Attainment of

Sarjana Pendidikan Degree in English Language Education

By:
Yuliana
05202241060

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF YOGYAKARTA
2013  
 THE EFFECT OF STRATEGIC READING – SQ3R ON THE
READING COMPREHENSION ABILITY OF GRADE EIGHT
STUDENTS OF SMP N 1 KRANGGAN, TEMANGGUNG IN
THE ACADEMIC YEAR OF 2012/2013

A Thesis

Presented as Partial fulfillment of the Requirements for the Attainment of

Sarjana Pendidikan Degree in English Language Education

By:
Yuliana
05202241060

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF YOGYAKARTA
2013  

i
 
 
 
 
 DEDICATIONS

This thesis is particularly dedicated to my mother, father, brother, sisters,

and “Boboho” for their invaluable love, support, infectious enthusiasm, and belief in
my work,

My grandparents, aunts, uncles, and cousins in Tegalombo for their amazing

kindness,

My teachers in SMK (Bp.Eka Setiadi, Bp.Puji Widodo, Ibu Ririn Laksmi, Ibu
Sudaryati, Ibu Dewi) for their great support and help.  

v
 
 MOTTOS

There is no end to education. It is not that you read a book, pass an examination

and finish with education. The whole of life, from the moment you are born to the

moment you die, is a process of learning.

- Jiddu Krishnamurti

Life is a series of experiences, each one of which makes us bigger, even though

sometimes it is hard to realize this. For the world was built to develop character,

and we must learn that the setbacks and grieves which we endure help us in our

marching onward.

- Henry Ford

I am a woman in process. I’m just trying like everybody else. I try to take every

conflict, every experience, and learn from it. Life is never dull.

- Oprah Winfrey

vi
 
 ACKNOWLEDGEMENTS

In the name of Allah, the Most Gracious and the Most Merciful, all praises
be to Allah for the strength and blessing given in completing this thesis.
Many people have contributed in a variety of ways in the preparation of
this thesis. My special thanks are due to Dr. Agus Widyantoro, M.Pd., not only for
constructive comments on my drafts, but for his constant support and
encouragement.
At State University of Yogyakarta, I would like to thank all lecturers
particularly English lecturers, all of whom have brought their professionalism and
expertise to guide and share knowledge and experiences.
I would also like to thank the teachers especially Bapak Purwanto, S.Pd,
Ibu Sudarmi, S.Pd, Ibu Sumiastuti, S.Pd, and Ibu Mundarti, staffs, and students in
SMP N 1 Kranggan, Temanggung where the research was conducted.
For giving great encouragement, endless patience, and invaluable love, my
deepest gratitude goes to my beloved mother, father, sisters, brother, and nephew.
Thanks also go to my family in Temanggung and my friends in UNX Semarang
(Mbak Indri, Mas Saiful, Pak Adi) for the help.
I thank my PBI friends for their support and suggestions especially Nunuk,
Desy, Santi, and Dimas. Last but not least, I’m indebted to individuals who
indirectly contributed in the accomplishment of this research. Their kindness
means a lot to me.

Yogyakarta, June 20th, 2013

The writer,

Yuliana  

vii
 
 TABLE OF CONTENTS
Page

COVER …………………………………………………………………… i
APPROVAL ……………………………………………………………… ii
RATIFICATION ………………………………………………………… iii
PERNYATAAN ……………………………………………………….…. iv
DEDICATION …………………………………………………………… v
MOTTOS………………………………………………………………….. vi
ACKNOWLEDGEMENTS ………………………………………….….. vii
TABLE OF CONTENTS ……………………………………………....... viii
LIST OF TABLES AND FIGURES …………………………………..... xi
LIST OF APPENDICES ………………………………………………… xiii
ABSTRACT ……………………………………………………………… xiv
CHAPTER I INTRODUCTION
A. Background of the Research …………………………………………... 1
B. Identification of the Problem ………………………………………….. 5
C. Limitation of the Problem ……………………………………………... 5
D. Formulation of the Problem …………………………………………… 6
E. The Objectives of the Study …………………………………………... 6
F. Significance of the Study ……………………………………………… 7
CHAPTER II LITERATURE REVIEW
A. Theoretical Description ……………………………………………….. 8
1. Reading Skill ……………………………………………………….. 8
a. The Definition of Reading …………………………………….. 8
b. Types of Written Language …………………………………… 9
c. Microskills for Reading ……………………………………….. 9
d. Types of Classroom Reading Performance …………………… 11
1) Oral and Silent Reading …………………………………… 12
2) Intensive and extensive Reading ………………………….. 12

viii 
 
 e. Reading Comprehension ………………………………………. 13
2. Reading Strategies ………………………………………………… 14
a. The Definition of Reading Strategies ……………….………….. 14
b. Classroom Processes …………………………………………… 15
1) General Strategy Discussion ………………………………. 15
2) Teacher Modeling …………………………………………. 16
3) Student Reading …………………………………………… 16
4) Analysis of Strategy Use ………………………………….. 16
5) Strategy Explanation and Discussion ……………………... 17
c. Strategic Reading – SQ3R ……………………………………... 17
3. Reading in Junior High Schools …………………………………... 22
4. Genre/Text Types of Reading …………………………………….. 23
B. Relevant Studies ……………………………….………………………. 24
C. Conceptual Framework ……………………………………………….... 25
D. Research Hypothesis …………………………………………………… 26
CHAPTER III RESEARCH METHOD
A. Type of the Study ………………………………………………………. 27
B. Population and Sample …………………………………………………. 28
C. Research Variables and Research Design ……………………………… 28
D. Research Instrument ……………………………………………………. 31
E. Validity and Reliability of the Instrument ……………………………... 32
1. The Validity of the Instrument ……………………………………... 32
a. Content Validity ………………………………………………... 32
b. Item Validity …………………………………………………… 34
2. The Reliability of the Instrument …………………………………... 35
F. Data Collecting Procedure ……………………………………………... 35
G. Data Analysis Technique ………………………………………………. 36
1. Descriptive Analysis ……………………………………………….. 37
2. Inferential Analysis ………………………………………………… 38
a. Normality Test …………………………………………………. 38
b. Homogeneity Test ……………………………………………… 39

ix 
 
 c. Hypothesis Testing ……………………………………………... 39

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Data Description ………………………………………………………..
40
1. Pre-test ……………………………………………………………...
42
a. Experimental Group …………………………………………….
42
b. Control Group …………………………………………………..
43
c. Comparison between the Pre-test Scores of the Experimental
and Control Groups ……………………………………………..
44
2. Post-test ……………………………………………………………..
45
a. Experimental Group …………………………………………….
45
b. Control Group …………………………………………………..
46
c. Comparison between the Pre-test Scores of the Experimental
and Control Groups ……………………………………………..
48
B. Inferential Analysis ……………………………………………………..
49
1. Pre-testing Analysis ………………………………………………...
49
a. Normality Test ………………………………………………….
50
b. Homogeneity Test ………………………………………………
51
2. Hypothesis Testing ………………………………………………….
53
C. Discussion ………………………………………………………………
55
CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ……………………………………….……………………. 58
B. Suggestions …………………………………………………………….. 60
REFERENCES… ...................................................................................... 62
APPENDICES ……………………………………………………………. 64

x 
 
 LIST OF TABLES AND FIGURE

Page

Table 1 The Description of SQ3R Components ……………………. 19

Table 2 The Design of the Study …………………………………… 29

Table 3 The Distribution of the Treatment …………………………. 29

Table 4 Standard of Competence and Basic Competence of School-

Based Curriculum of Junior High School Eighth Grade of
the Second Semester of the English Subject ……………….. 33

Table 5 The Blueprint of the Reading Comprehension Test ……….. 34

Table 6 The Schedule of the Research ……………………………… 36

Table 7 The Students’ Reading Comprehension Ability Score

Category ……………………………………………………. 38

Table 8 The Students’ Reading Comprehension Ability Score

Category ……………………………………………………. 41

Table 9 Descriptive Analysis of the Pre-Test on the Experimental

Group ………………………………………………………. 42

Table 10 The Category of the Pre-Test Scores on the Experimental

Group ………………………………………………………. 42

Table 11 Descriptive Analysis of the Pre-Test on the Control Group .. 43

Table 12 The Category of the Pre-Test Scores on the Control Group .. 43

Table 13 Descriptive Analysis of the Pre-Test Scores of the

Experimental and Control Groups …………………………. 44

Table 14 Descriptive Analysis of the Post-Test on the Experimental

Group ………………………………………………………. 45

Table 15 The Category of the Post-Test Scores on the Experimental

Group ………………………………………………………. 45

xi 
 
 Table 16 Descriptive Analysis of the Post-Test on the Control Group 46

Table 17 The Category of the Post-Test Scores on the Control Group 47

Table 18 Descriptive Analysis of the Post-Test Scores of the

Experimental and Control Groups …………………………. 48

Table 19 The Result of Normality Test in the Pre-test ………………. 50

Table 20 The Result of Normality Test in the Post-test ……………… 50

Table 21 The Result of the Homogeneity Test in the Pre-test ……….. 52

Table 22 The Result of the Homogeneity Test in the Post-test ……… 52

Table 23 The Result of the Hypothesis Testing ……………………… 53

Table 24 The Summary of Mean …………………………………….. 54

Figure 1 Types of Classroom Reading Performance ………………... 11

xii 
 
 LIST OF APPENDICES

Page
Appendix A Teaching Materials ………………................ 64
Appendix B Lesson Plans ………………………….......... 97
Appendix C Course Grid ………………………………… 129
Appendix D Statistical Computation …………………….. 131
Appendix E The Reading Test Scores …………………... 139
Appendix F Documentation ……………………………... 141
Appendix G Permission Letters ………………………...... 143

xiii 
 
 THE EFFECT OF STRATEGIC READING – SQ3R ON THE READING
COMPREHENSION ABILITY OF GRADE EIGHT STUDENTS OF SMP N
1 KRANGGAN, TEMANGGUNG IN THE ACADEMIC YEAR OF
2012/2013

By:
Yuliana
05202241060

ABSTRACT

The objective of this research is to find out whether there is a significant

difference on the reading comprehension ability between the students who are
taught by using strategic reading–SQ3R and those who are taught by using non-
strategic reading reading-SQ3R.
The design of this study was a quasi-experimental study. The study was
conducted in SMP N 1 Kranggan, Temanggung. The population of the study
included all the eighth grade students of SMP N 1 Kranggan, Temanggung in the
academic year of 2012/2013. Two classes were selected using the cluster random
sampling technique from the population as the experimental and control groups,
i.e. Class VIII A and Class VIII D. There were 33 students in Class A and 32
students in Class D. Class A was chosen as the experimental group while Class D
was chosen as the control group. The experimental group was taught by using
strategic reading-SQ3R whereas the control group was taught by using non-
strategic reading-SQ3R. The data were collected by administering a pre-test and a
post-test. The data were analyzed using ANCOVA.
The results of the data analysis are as follows. First, the mean score of the
post-test in the experimental group (29.70) is higher than that in the control group
(26.28). Second, there is a significant difference in the reading comprehension
ability between both groups indicated by the ANCOVA results, in which the
significance level is 0.000 which is less than 0.05 (F= 246.917, p ˂
0.05).Therefore, the hypothesis of this research “There is a significant difference
in the reading comprehension ability between the eighth grade students of SMP N
1 Kranggan, Temanggung in the academic year of 2012/2013 taught using
strategic reading-SQ3R and those taught using non-strategic reading-SQ3R” is
accepted. Finally, it can be concluded that strategic reading-SQ3R is effective for
improving the students’ reading comprehension ability.

xiv 
 
  
 

CHAPTER I
INTRODUCTION

This chapter presents the background of the research, the identification of

the problem, the limitation of the problem, the formulation of the problem, the

objectives of the research, and the significance of the study.

A. Background of the Research

English as a foreign language has been taught at every level of education

beginning from the elementary to senior high school as a compulsory subject. It

plays an important role as one of the subjects included in the national

examination. The objective of the English teaching and learning is to enable

students to communicate in English both in oral and written forms. Therefore, the

emphasis of the English teaching and learning is on developing students’ four

language skills: listening, speaking, reading, and writing. Those language skills

are closely related to each other. Regarding the latest curriculum, the standard of

competence for the English reading skill for eighth grade students is that the

students should be able to understand the meaning of short functional texts and

short essays in the form of recount and narrative in the daily life context.

Reading is not an easy skill since it needs comprehension. It is not just

pronouncing word, it requires understanding. Comprehending what we read is

more than just recognizing and understanding words. True comprehension means

making sense of what we read and connecting the ideas in the text to what we  

1 
 
 2 
 

already know. It also means remembering what we have read. In other words,

comprehending means thinking while we read.

The implementation of curriculum is not so easy that the teaching and

learning of English at school has not achieved the final goal yet. It can be seen

that the eighth grade students of junior high school have not had enough good

reading ability. Based on the teachers’ and students’ experiences in SMP N 1

Kranggan, Temanggung, the English teaching and learning has not largely made

students to have good reading comprehension ability. Most students with reading

difficulties have problems developing reading ability. For the students, identifying

words takes a lot of effort. Their reading rate is slow, their word identification is

hesitant, and they over rely on contextual cues for word identification. Because

most of their cognitive or mental effort is spent trying to identify words, their

comprehension suffers. Students are often confused and do not know what the text

infers. Students seem to think reading means starting at the beginning and going

word by word, stopping to look up every unknown vocabulary item, until they

reach the end. Reading strategies are often neglected in learning, partly because

teachers and learners feel that they should always be learning something new of

grammar.

Also, students feel unconfident and afraid of when they are in the middle

of English learning. It is because they have not had good English skills yet. They

think English as a foreign language which is quite difficult to be learnt. It makes

them sometimes tend to ignore the teacher and talk other topics with their friends.

In addition, the students told they were somehow less attracted and motivated

 
 
 3 
 

toward learning in which the end of teacher’s explanation was often followed by

doing exercises from LKS(Lembar Kerja Siswa). They want classroom activities

that enable them to develop their speaking, write a good text in English,

comprehend various texts, arouse their confidence and motivation, and understand

native speaker’s conversations.

It is essential to identify reading difficulties as early as possible, tailor

instruction to address their needs and put appropriate supplementary instruction in

place immediately. In this way, reading problems can be tackled before they

become entrenched and before repeated failures affect students’ motivation and

compound their difficulties in learning to read. The main prevention for the

students is effective preparation for literacy and effective classroom instruction

that is by reading strategies. By giving reading strategies earlier, the students will

have a much better chance of success in reading.

Effective instruction can activate students visual, auditory, and kinesthetic

senses, and makes reading a living and lively experience. A good classroom

program includes direct and systematic instruction, modeling and coaching,

frequent practice with a variety of texts, ongoing assessment, timely feedback, and

opportunities to celebrate successes. Through active engagement in the reading

process, students learn ways to use their growing knowledge and skills flexibly

and in combination. This enables them to read with greater comprehension. Over

time, students demonstrate an increasing sophistication in their ability to read

more complex texts and solve problems when the meaning is unclear. They are

 
 
 4 
 

able to reflect on and communicate their understanding and reasoning about the

reading material.

Most experienced readers use a variety of strategies to understand text.

Good readers use comprehension strategies to facilitate the construction of

meaning. Those readers know that when they read, what they read is supposed to

make sense. They monitor their understanding, and when they lose the meaning of

what they are reading, they often unconsciously select and use a reading strategy

(such as rereading or asking questions) that will help them reconnect with the

meaning of the text. Reading skills and strategies can be taught explicitly while

students are learning through reading tasks. Effective readers use strategies to

understand what they read before, during, and after reading.

The rationale for the explicit teaching of reading strategy is that

comprehension can be improved by teaching students to use specific cognitive

strategies or to reason strategically when they encounter barriers to understanding

what they are reading. Research has shown that teachers can, and should, teach

these strategies to readers. Students can be taught to be strategic and effective

readers. Direct teaching, thinking aloud, modeling, discussion, and small-group

support are only a few of the approaches teachers use to help students become

more strategic and effective readers in different contexts. As students progress

through school, they are asked to read increasingly complex informational and

graphical texts in their learning. The ability to understand and use the information

in these texts is the key to a student’s success in learning. Successful students

have a repertoire of strategies to draw upon, and know how to use them in

 
 
 5 
 

different contexts. Struggling students need explicit teaching of these strategies to

become better readers. Students need to practice being strategic readers as they

encounter increasingly difficult reading materials. Teachers should show students

how they can adjust their reading behavior to deal with a variety of situations,

types of input, and reading purposes. They help students develop a set of reading

strategies and match appropriate strategies to each reading situation.

A. Identification of the Problem

As stated in the above background, the researcher found some problems

namely:

1. The students’ reading comprehension ability is still low while reading is an

important skill to have as written texts surround them daily and reading

strategies as significant part of reading may be given in a small of attention,

2. Students need more activities which can increase their speaking and writing

ability regarding to the importance of the skill,

3. Grammar learning gets a large part of attention in the teaching,

4. Students’ motivation and confidence in learning needs to be increased.

B. Limitation of the Problem

The researcher limits the problem into giving strategic reading – SQ3R in

the reading teaching process which is appropriate to the defined curriculum. The

strategic reading – SQ3R is stated as one effective series of procedures for

approaching a reading text (Brown: 2001). This is in line with the statement given

by Robinson (1961) that the SQ3R strategy provides a structured approach for

 
 
 6 
 

students. The steps give opportunity for students to preview texts in order to make

predictions and generate questions. As students read, they actively search for

answers to their questions. When they have finished reading, they summarize

what they have read and review their notes, thus monitoring and evaluating their

own comprehension. By doing repeated exercises, their reading comprehension

ability will improve. This study focuses on the analysis of the students’ ability in

reading narrative and recount texts in SMP N 1 Kranggan, Temanggung.

C. Formulation of the Problem

The problem of this study can be formulated into these following

questions:

1. What are the achievement scores of the students who are taught by using

strategic reading – SQ3R like?

2. What are the achievement scores of the students who are not taught by using

strategic reading – SQ3R like?

3. Is there any significant difference in the reading comprehension ability between

the students who are taught by using strategic reading – SQ3R and those who

are not taught by using strategic reading – SQ3R?

D. The Objectives of the Study

In relation to the formulation of the problem above, the objectives of the

research can be described as follows:

1. To describe the achievement scores of the students who are taught by using

strategic reading – SQ3R.

 
 
 7 
 

2. To describe the achievement scores of the students who are not taught by using

strategic reading – SQ3R.

3. To find out whether there is a significant difference in the reading

comprehension ability between the students who are taught by using strategic

reading and those who are not taught by using strategic reading – SQ3R.

E. Significance of the Study

In this research, there are three significances of the study. Those can be

presented below.

1. Theoretically, the findings of the study may prove the validity of the theory

saying that strategic reading – SQ3R is effective in improving the students’

reading comprehension ability.

2. Practically, it gives the experience to the students to have the strategic reading

– SQ3R in English reading as to improve their reading comprehension ability.

In addition, it will give a help to teachers make the most effective time use in

helping students to learn the essential reading and be strategic readers.

3. Methodologically, the procedure and the outcomes of the research hopefully

can inspire other researchers to do the research in the same themes.

 
 
  
 

CHAPTER II
LITERATURE REVIEW

This chapter presents the theoretical description of the study, the

conceptual framework of the study, the relevant study, and the hypothesis of the

research. 

A. Theoretical Description

1. Reading Skill

a. The Definition of Reading

Reading belongs to receptive skills that are the ways in which people

extract meaning from the discourse they see or hear (Harmer, 2001: 199). Reading

is the active process of understanding print and graphic texts. It is a thinking

process. Effective readers know that when they read, what they read is supposed

to make sense. They monitor their understanding, and when they lose the meaning

of what they are reading, they often unconsciously select and use a reading

strategy (such as rereading or asking questions) that will help them reconnect with

the meaning of the text.

Reading is a complex cognitive process of decoding symbols in order to

construct or derive meaning (reading comprehension). It is a means of language

acquisition, of communication, and of sharing information and ideas. Like all

language, it is a complex interaction between the text and the reader which is  

8 
 
 9 
 

shaped by the reader’s prior knowledge, experiences, attitude, and language

community which is culturally and socially situated. The reading process requires

continuous practice, development, and refinement.

Readers use a variety of reading strategies to assist with decoding (to

translate symbols into sounds or visual representations of speech) and

comprehension. Readers may use morpheme, semantics, syntax and context clues

to identify the meaning of unknown words. Readers integrate the words they have

read into their existing framework of knowledge or schema (schemata theory).

a. Types of Written Language

In society, there are literally many types of written texts. Brown (2001:

302) provides list of the types which represents, or is an example of, a genre of

written language. The list:

Non-fiction, fiction, letters, greeting cards, diaries, memos, messages,

announcements, newspaper, academic writing, forms, questionnaires,
directions, labels, signs, recipes, bills, maps, manuals, menus, schedules,
advertisements, invitations, directories, comic strips, cartoons.

b. Microskills for Reading

The list of microskills for reading is very useful in helping teachers to

break down just what it is that the students need to actually perform as they

acquire effective reading strategies. Also, it can provide a good idea of what

strategies need to cover in the domain of reading comprehension. According to

Brown (2001: 307), micro- and macro-skills for reading comprehension include

the following issues.

 10 
 

1) Discriminating among the distinctive graphemes and orthographic patterns of

English.

2) Retaining chunks of language of different lengths in short-term memory.

3) Processing writing at an efficient rate of speed to suit the purpose.

4) Recognizing a core of words, and interpret word order patterns and their

significance.

5) Recognizing grammatical word classes (nouns, verbs, etc.), systems (e.g.,

tense, agreement, pluralization), patterns, rules, elliptical forms.

6) Recognizing that a particular meaning may be expressed in different

grammatical forms.

7) Recognizing cohesive devices in written discourse and their role in signaling

the relationship between and among clauses.

8) Recognizing the rhetorical forms of written discourse and their significance

for interpretation.

9) Recognizing the communicative functions of written texts, according to form

and purpose.

10) Inferring context that is not explicit by using background knowledge.

11) Inferring links and connections between events, ideas, etc., deduce causes

and effects, and detect such relations as main idea, supporting idea, new

information, given information, generalization, and exemplification.

12) Distinguishing between literal and implied meanings.

13) Detecting culturally specific references and interpret them in a context of the

appropriate cultural schemata.

 11 
 

14) Developing and use a battery of reading strategies such as scanning and

skimming, detecting discourse markers, guessing the meaning of words from

context, and activating schemata for the interpretation of texts.

c. Types of Classroom Reading Performance

According to Brown (2001: 312), the variety of reading performance in the

language classroom is derived more from the variety of texts. Consider the

following figure.

Classroom reading performance

Oral Silent

Intensive Extensive

1) Oral and Silent Reading

At the beginning and intermediate levels, oral
reading can
Linguistic Content Skimming Scanning Global
a)

Figure 1: Types of Classroom Reading Performance

 12 
 

1) Oral and Silent Reading

At the beginning and intermediate levels, oral reading can have several

roles. The description is as follows.

a) Serve as an evaluative check on bottom-up processing skills,

b) Double as a pronunciation check, and

c) Serve to add some extra student participation if you want to highlight a

certain short segment of a reading passage.

2) Intensive and Extensive Reading

Silent reading can be subcategorized into intensive and extensive reading.

Brown (2001: 312-313) says intensive reading is usually a classroom-oriented

activity in which students focus on the linguistic or semantic details of a passage.

It calls students’ attention to grammatical forms, discourse markers, and other

surface structure details for the purpose of understanding literal meaning,

implications, rhetorical relationships, and the like. Whereas, extensive reading is

carried out to achieve a general understanding of a usually somewhat longer text

(book, long article, or essays). It is mostly performed outside of class time.

Technical, scientific, and professional reading can, under certain special

circumstances, be extensive when one is simply striving for global or general

meaning from longer passages.

 13 
 

d. Reading Comprehension

Comprehension is the reason for reading. If readers can identify the words

but do not understand what they are reading, they have not achieved the goal of

reading comprehension. To gain a good understanding of the text, students must

bring to it the foundational knowledge and skills of oral language, prior

knowledge and experience, concepts about print, phonemic awareness, letter-

sound relationships, vocabulary, semantics, and syntax. They must integrate what

they bring to the text with the text itself and need to use problem-solving,

thinking processes. They must reflect on what they know and need to know

(meta-cognition) and draw on a variety of comprehension strategies to make

sense of what they read (The report of the Expert Panel on Early Reading in

Ontario: 2003).

Good readers plan and monitor their reading at a meta-cognitive level.

What they are doing is thinking about the strategies they need to make sense of

the text. When they run into difficulty, they evaluate their reading to determine

the best strategy for improving their understanding of the text. Students who read

at a meta-cognitive level know the strategies that affect their own reading such as

decoding hard words, connecting text with prior experiences, understanding word

meanings, identifying the main ideas, drawing inferences from the text, and

synthesizing information. These students use a variety of strategies to decode and

understand text and to know when and why to apply particular strategies.

Teachers play an important role in modeling how to think meta-

cognitively to help students figure out what they know and what they need to
 14 
 

know. Comprehension strategies are conscious plans that readers use to make

sense of the text. Research has pointed to some effective comprehension

strategies that teachers can use to help students gain meaning from the text.

Comprehension is processes through which an individual makes sense of

spoken and written language (Nunan: 2004). Reading comprehension is defined

as the level of understanding of a text/message. This understanding comes from

the interaction between the words that are written and how they trigger

knowledge outside the text/message. In reading comprehension, it deals with

how readers interact with the text. Good readers are active or strategic readers

who use a variety of comprehension strategies before, during, and after reading a

text. They use those strategies to facilitate the construction of meaning.

Comprehending what readers read is more than just recognizing and

understanding words. True comprehension means making sense of what readers

read and connecting the ideas in the text to what you already know. It also means

remembering what readers have read. In other words, comprehending means

thinking while readers read (Mikulecky: 2007).

1. Reading Strategies

a. The Definition of Reading Strategies

Dealing with the definition, Duffy (1993: 232) in Richards and Renandya

(2002: 287) states reading strategies can be defined as “plans for solving

problems encountered in constructing meaning”. They range from bottom-up

vocabulary strategies, such as looking up an unknown word in the dictionary, to

 15 
 

more comprehensive actions, such as connecting what is being read to the

reader’s background knowledge. Reading strategies can be taught to students,

and when taught, strategies help improve students’ performance on tests of

comprehension and recall.

Reading strategies are purposeful, cognitive actions that students take

when they are reading to help them construct and maintain meaning. Since

reading is a meaning-making task, any behaviors used to enhance student

understanding help to create more effective readers. Reading strategies are often

categorized as those behaviors designed to help students before, during, and after

they read.

b. Classroom Processes

According to Janzen in Richards and Renandya (2002), effective

instruction in strategic reading entails a number of classroom processes or

moves. There are five as primary.

1) General Strategy Discussion

In general strategy discussion, reading strategies and strategic reading are

defined. The teacher explains and the class discusses why learning and practicing

strategies are important. There are three points of what Janzen tries to elicit from

students:

a) Strategies help to improve reading comprehension as well as efficiency in

reading;

b) By using strategies, students will be reading in the way that expert readers do;
 16 
 

c) Strategies help readers to process the text actively, to monitor their

comprehension, and to connect what they are reading to their own knowledge

and to other parts of the text.

The goal of general discussion about the value of strategies is to encourage

transfer of training to other reading tasks. Although initially the teacher may need

to explain the value of using strategies, the students are soon able to relate their

own views on strategies and strategy use. Through discussion, students gain a

deeper understanding of their reading behavior, and they come to realize that

they use strategies in reading in their L1.

2) Teacher Modeling

A second important feature of strategy instruction is regular teacher

modeling of expert behavior. In doing this, teacher may read aloud a short

portion of the text, and, as the teacher does so, the teacher thinks aloud.

3) Student Reading

Teacher should encourage student to read and think aloud from the very

beginning, though the familiarity with this process will take time. Reading and

thinking aloud presents a very high cognitive load for L2 readers. In this excerpt,

the reader can be heard predicting and checking the correctness of their

predictions.

4) Analysis of Strategy Use

After the students or the teacher has read a portion of the text, they

immediately analyze the strategy use of the reader through full class discussion:

what the reader did, when he or she did it, and what strategies the reader used.
 17 
 

Analyzing the teacher’s reading is a step toward ensuring that the students get the

full benefit from the teacher’s modeling behavior. By discussing what the teacher

did, they will be better able to incorporate effective strategy use into their own

reading. When a student’s reading is under discussion, the identification and

analysis of strategy use is intermixed with teacher’s feedback on the reader’s

behavior. This feedback can include prompting to use specific strategies or

eliciting suggestions from other students as to what strategies might be helpful in

solving comprehension problems.

5) Strategy Explanation and Discussion

The process of strategy identification and feedback entails the naming of

strategies and repeated explanation on the teacher’s or students’ parts as to how

to use the strategies. The explanation process can be facilitated by use of graphic

organizers.

c. Strategic Reading - SQ3R

According to Brown (2001), SQ3R which stands for Survey, Question,

Read, Recite, Review is one effective series of procedures for approaching a

reading text. The process consists of the following five steps:

1) Survey: Skim the text for an overview of main ideas.

2) Question: The reader asks questions about what he or she wishes to get out of

the text.

3) Read: Read the text while looking for answers to the previously formulated

questions.
 18 
 

4) Recite: Reprocess the salient points of the text through oral or written

language.

5) Review: Assess the importance of what one has just read and incorporate it

into long-term associations.

This series of procedures serves as a general guide for a reading class,

therefore teachers may adapt to their teaching learning contexts.

The SQ3R strategy provides a structured approach for students. This

strategy has proven to be effective and can easily be integrated into many content

areas with a variety of types of text and across grade levels. It is a strategy that

students may use throughout the reading process. Using this strategy, students

first preview texts in order to make predictions and generate questions to help

direct their reading. As students read, they actively search for answers to their

questions, and, when they have finished reading, they summarize what they have

read and review their notes, thus monitoring and evaluating their own

comprehension. (Robinson: 1961). The following table presents the description

of the SQ3R components developed by Carlston (2008).

 19 
 

Table 1: The Description of SQ3R Components

Component Process Goal

Survey Pre-reading examination of Establish a purpose for
content and pedagogy (i.e., reading the section
headings, charts, figures,
identified words, summaries)
Question Form questions to be Facilitate active consumption
answered while reading or material
Read Read material with intent of First exposure to full content
answering previously of text; identify key concepts,
developed questions facts and theories
Recite Produce a verbal and/or Organize and summarize
written summary of what has information.
been read
Review Re-read to solidify Integrate information in
understanding and retention broader context; implement
mnemonic strategies
Adapted from Brown (1992) & Huber (2004)

The SQ3R strategy helps to enhance comprehension and retention of

information. It is meta-cognitive in nature in that it is a self-monitoring process.

It is recommended that the teacher show the students how to go through the

steps. Students develop effective study habits by engaging in the pre-reading,

during-reading, and post-reading steps of this strategy:

1. Prior to reading — preview text and establish purpose.

2. While reading — monitor one’s own comprehension.

3. After reading — summarize and review content.

Study systems like SQ3R strengthen the readers’ mental information

processing system and forces more efficiency and productivity in learning tasks

(Congos: 2012). Readers are constantly exposed to much more information than

your brain can possibly process. Therefore, the rate at which new input from the

environment can be injected into their memory system is limited by the rate at
 20 
 

which the human brain can filter and process information. Each component of

these study systems is designed to facilitate the processing of incoming

information so that you can deal with more of it and deal with it more effectively.

The steps in SQ3R are described as follows.

1) Survey

Surveying material to be read prepares the readers’ mental processing

system to receive information to be learned. Surveying provides the basic

knowledge required to organize and assimilate (learn) incoming information

from reading assignments and notes. If their mental processing system knows

what to expect in advance, it can understand and store information in a much

more efficient manner than if the new information is injected into the system

with no forewarning.

2) Question

This organizes new information and begins attaching it to already existing

knowledge. This attachment is an important component of learning. Self-

generated questions help increase concentration, reduce the phenomenon of

forgetting what was just read, and increase learning speed and recall.

3) Read

In effective reading, readers evaluate and choose the information they

need to fill in answers of the questions they formulated earlier. If readers are not

actively involved in learning, it is normal for them to have more problems with

concentration and the information they receive may not be stored properly for

longer term recall.

 21 
 

4) Recite

The recitation component of SQ3R is the most important step in SQ3R and

any effective study system. If recitation is skipped, this system and any other

study system will not work very well. If readers know that they are going to have

to recite answers from memory, they will be more likely to read actively. As they

read and study notes, they evaluate and select what it is to be recited. Thus,

maximum concentration is placed upon the most relevant information in reading

assignments and notes that increases learning and recall. Kintsch ( l970), Miller

and Johnson-Laird( l976) in Congos (2012) state that a human’s memory

contains an immediate memory, and short-term memory, and a long- term

memory. Items must be stored in long-term memory to be available for later

recall whether for exams or on the job. Simon (l969) in Congos (2012) states that

information must be held in the short-term memory about 5 seconds to move that

information from short-term toward long-term memory. When the readers recite,

information is held in short-term memory about 5 seconds and moves from short-

term memory toward long-term memory. This is what makes SQ3R work.

5) Review

Travers (l977) in Congos (2012) states that memory research indicates that

it is normal for most forgetting to take place shortly after the learning task is

completed. Immediate review interferes with the normal forgetting process and

results in more complete retention. Repeated review of material to be learned is

essential to learning because it moves information from short-term memory

 22 
 

toward long-term memory. Without repeated review, information fades from

short-term memory rather quickly.

2. Reading in Junior High Schools

The curriculum of the English teaching and learning is developed based on

the 2003 Educational Law, Education Ministry Decree No. 22/2006 on Standards

of Content, and Education Ministry Decree No 23/2006 on Graduate

Competencies Standards. The materials in the curriculum involve the graduate

competence, standards of competence, and basic competence. The

implementation of the curriculum is school-based curriculum. The teachers have

authorities to develop materials that are appropriate with the students’ needs

based on the curriculum.

The objective of the English teaching and learning in Junior High School

is to enable students to communicate in English in both oral and written forms. It

encourages the students to achieve the functional level in learning English

language communication. In addition, the scope of the English subject in Junior

High Schools includes:

a. Discourse competence. It is skill in understanding and/ or creating oral and/or

written text that is applied into four language skills; listening, speaking,

reading and writing.

b. Skill of understanding and creating any short functional and monolog text and

short essay in the form of procedure, descriptive, recount, narrative, and

report. The gradation of the learning materials seems in the use of the

vocabularies, the language, and the pattern of organization of text.

 23 
 

c. Supporting competence; linguistic, socio cultural, strategic, and forming

discourse competence.

By addressing the curriculum, in developing the materials for teaching and

learning reading of the English subject, it should be based on the Standard of

Competence and Basic Competence of School-Based Curriculum of Junior High

School. The Standard of Competence of reading for the students in the eighth

grade of Junior High School in the second semester is that they are able to

comprehend the meaning in short texts in the form of recount and narrative in the

daily life context. Meanwhile, the basic competences of reading for the students

in the eighth grade of Junior High School in the second semester are presented

below.

a. Reading aloud comprehensibly functional texts and short essays in the form of

recount and narrative in daily life

b. Responding to meaning in short functional texts accurately, fluently, and

appropriately in daily life

c. Responding to meaning and rhetorical steps in short essays in the form of

recount and narrative accurately, fluently, and appropriately in daily life

3. Genre /Text Types of Reading

The term genre is usually stated as type. Genres of reading refer to the

style or type of the written language, which is familiarly stated as text. The

genres, or text types, can be classified into several types. Different types of the

genres have their own distinctive characteristics in discourse.

Anderson and Anderson (1997) categorize text types into two: literary

texts and factual texts. Literary texts include narrative, poetry, and drama; while
 24 
 

factual texts include recount, response, explanation, discussion, information

report, exposition, and procedure. These text types are then analyzed based on

three elements of text: the purpose of the text, the generic structure of the text,

and the language feature.

According to the latest curriculum, the genres of the English reading for

the eighth grade students are descriptive, recount, and narrative. Those genres are

taught in two semesters. Descriptive and recount are taught in the first semester,

while recount and narrative are taught in the second semester. Therefore, recount

is given twice in one year of academic calendar. It is in the first and second

semester.

A. Relevant Studies
A study by Carlston (2008) showed that using strategic reading-SQ3R is

quite effective in helping students to understand the reading process better and

improving their reading comprehension ability. The students could improve their

reading comprehension ability because they had been taught reading strategy to

be used before, during, and after reading.

Other research by Baier (2011), it reported that strategic reading-SQ3R

has better influence on students’ reading comprehension. The results of the study

indicated that SQ3R significantly improved students’ overall comprehension

scores. It is recommended that teachers as well as administrators recognize the

importance of reading strategies and educate the students and parents on possible

strategies that can be used to improve comprehension.

 25 
 

B. Conceptual Framework
As discussed above, reading strategy is very important to apply when the

students read any reading text. Applying the strategic reading means they read

effectively to construct meaning and comprehend the texts. SQ3R is a reading

strategy that can help them improve their reading comprehension ability. The

steps involve before, during, and after reading activity.

The research was conducted in SMP N 1 Kranggan, Temanggung. It is in

line with the problem limitation that this study focuses on improving the

students’ reading comprehension ability by giving strategic reading-SQ3R. There

are two groups in this study. They are the control class and the experimental

class. In doing the strategic reading, first, the students of the experimental class

are given explanation and model about strategic reading: SQ3R. This is to

introduce and teach them the term as well as the procedures. After that, they

practice the strategy repeatedly. It is done in order to develop their effective

study habits. On the other hand, the students of the control class do not receive

the treatment. They are not given the strategic reading.

The reading strategy applied in this study is expected to give a

contribution in improving the students’ reading comprehension ability. It is

because, based on the theory presented previously; strategic reading-SQ3R will

develop the students’ effective reading habits and help them understand better.
 26 
 

C. Research Hypothesis
As mentioned in the introduction, this research aims to know the effect of

strategic reading on the reading comprehension ability of grade eight students of

SMP N 1 Kranggan, Temanggung in the academic year of 2012/2013. It is to

investigate whether or not there is a significant difference in the reading

comprehension ability between the students who are taught by using strategic

reading and those who are not taught by using strategic reading. Based on the

theoretical descriptions and the conceptual framework above, the students who

are taught by using strategic reading-SQ3R have higher reading comprehension

ability than those who are not taught by using strategic reading-SQ3R. Then, the

researcher formulates the hypothesis of the research as follows:

“There is a significant difference in the reading comprehension ability

between the students who are taught by using strategic reading-SQ3R and

those who are not taught by using strategic reading-SQ3R.” 

 
 CHAPTER III
RESEARCH METHOD

The previous chapter presents the theoretical framework, the conceptual

framework of the study, the relevant studies, and the hypothesis. In reference to

the previous chapter, to determine the result and procedure of the study, the

researcher presents the research method as presented below.

A. Type of the Study

This study is categorized as a quasi-experimental study. Two classes were

selected to be the research subjects. They were used as the experimental and the

control groups. The experimental group was the group which received special

treatments of strategic reading – SQ3R in this study. The control group was the

group which did not receive strategic reading – SQ3R. They were given different

teaching treatments after the pre-test. Bell (1999: 15) states the principle of such

experiments is that if two identical groups are selected, one of which (the

experimental group)is given special treatment and the other (the control group) is

not, then any differences between the two groups at the end of the experimental

period may be attributed to the difference in treatment. A causal relationship has

been established. Then, quasi-experimental designs do not include the use of

random assignment (Fraenkel and Wallen: 2008). Therefore, the subjects were not

randomly assigned. The study used the existing groups as the subjects to study.

27 
 
 28

B. Population and Sample

The population of the study was all the eighth grade students in SMP N 1

Kranggan, Temanggung. The researcher thought that every class would have an

equal opportunity to be taken up as the sample of the study. There were six

classes in this population: Class VIII A (33 students), Class VIII B (31 students),

Class VIII C (32 students), Class VIII D (32 students), Class VIII E (32

students), and Class VIII F (31 students).

Two classes were then selected using the cluster random sampling

technique by shaking some rolls of paper using the English teacher’s book. There

were five rolls of paper to be shaken. Each roll contained of a class name in the

population. This was done because the in the quasi-experimental study the

researcher had to use the existing groups as the subjects and each group had the

equal chance to be taken as subject in the study. The first roll that was taken out

was the class which was determined as the experimental group and the second

roll was determined as the control group. The random assignment resulted in

Class VIII A as the experimental group and Class VIII D as the control group.

The strategic reading – SQ3R was taught to the students in the experimental

group (VIII A); meanwhile in the control group (VIII D), strategic reading –

SQ3R was not given in teaching reading.

C. Research Variables and Research Design

This research involved two variables, the independent variable and the

dependent variable. The independent variable was the reading strategy used on
 29

the students’ reading: strategic reading-SQ3R and non-strategic reading-SQ3R.

Meanwhile, the dependent variable was the students’ reading comprehension test

score. This variable was divided into scores of the pre-test and scores of the post-

test.

The design of this research was an intact group pre-test and post-test

design which involved a group of students who belonged to the experimental

group and that belonged to the control group. The pre-test was given at the

beginning of the experiment and the post-test was given at the end of the

treatment. The two groups received different teaching treatments on reading. The

experimental group received treatment of strategic reading-SQ3R and the control

group did not receive treatment of strategic reading-SQ3R. The design of the

study is presented as follows:

Table 2 : The Design of the Study

Class Pre-test Treatment Post-test
A O1 Strategic reading-SQ3R O2
D O1 Non-strategic reading-SQ3R O2

In which:
A : Experimental Class
D : Control Class
O1 : the students’ reading comprehension test score on the pre-test
O2 : the students’ reading comprehension test score on the post-test

The distribution of the treatments is presented as follows.

Table 3 : The Distribution of the Treatment
Number of
Group Class Treatment
Students
Experimental A Strategic reading-SQ3R 33
Control D Non-strategic reading-SQ3R 32
 30

The implementation of the strategic reading-SQ3R and non-strategic

reading-SQ3R was done in the experimental and the control group for eight

meetings. The treatments were given when the students read a text in the learning

process. In the experimental group, the teacher directly explained the term

strategic reading-SQ3R, modeled it to the students, the students applied the

strategic reading-SQ3R when reading a text prepared by the teacher, and the

teacher gave feedback after the students completed the process of reading by

applying strategic reading-SQ3R. Then, the class was continued with the next

teaching material. In the control group, the students did not get the strategic

reading-SQ3R to apply when reading a text prepared by the teacher. The learning

followed the teaching material prepared for the control group.

In general, there were three sections in each meeting: pre-activity, main

activity, and post-activity. In pre-activity, the teacher started the lesson by

greeting the students, leading a prayer, and then checking the attendance list.

In the main teaching, the teacher asked the students some questions to

stimulate their motivation and lead them to the topic that would be discussed.

Then, the students were asked to read a text prepared by her based on the strategic

reading-SQ3R and non-strategic reading-SQ3R that were previously explained by

the teacher. Next, they read a model of recount and narrative texts. After that, the

students tried to answer the questions of the texts and discussed them with the

teacher. Then, they discussed the purpose, the generic structure, and the language

features used in the texts with the teacher. The teacher then gave the whole
 31

explanation about them and the model of the texts. Further, the teacher gave some

exercises based on the topic given to the students, and the teacher guided them.

In the post-activity, the teacher reviewed the lesson given, and gave oral

evaluation by asking the students some characteristics of each text type. Then, the

teacher also gave the opportunity to the students to ask any questions related to

the topic. After that, the researcher ended the class by leading a prayer and saying

good bye to the students.

Basically, the teaching and learning process of reading in the experimental

and the control group was almost the same. The difference was on the reading

strategy used during reading; the experimental group used the strategic reading-

SQ3R, and the control group used the non-strategic reading-SQ3R.

D. Research Instrument

The instrument in this research was a reading comprehension test in the

form of multiple choices which consisted of questions on text types (recount and

narrative texts). There were two tests in this research; the pre-test and the post-

test. The tests were used to find out the scores of the students’ reading

comprehension ability. The pre-test was administered before the treatment, while

the post-test was administered after the treatment.

The reading comprehension tests were constructed based on the syllabus

of the eighth grade students of Junior High School. The tests were developed in

reference to the Standard of Competence and the Basic Competence of the

School-Based Curriculum of Junior High School year VIII of the second

semester of the English subject. In developing the tests, the researcher took the
 32

materials from the internet, the students’ text books especially semester 2, BSE

(Buku Sekolah Elektronik) and other relevant resources.

E. Validity and Reliability of the Instrument

1. The validity of the instrument

Validity tells whether an item measures or describes what it is supposed to

measure or describe (Bell: 1999). Another definition is the degree to which the

test actually measures what it is intended to measure (Brown: 2001). A valid test

of reading ability is one that actually measures reading ability. The validity in

this research includes content validity and item validity.

a. Content validity

It is term that a test actually samples the subject matter about which

conclusions are to be drawn and requires the test-taker to perform the behavior

that is being measured. Content validity is the extent to which the questions on

the instrument and the scores from the questions are representative of all the

possible questions that a researcher could ask about the content or skills

(Creswell: 2008).

The reading comprehension test meets the content validity when it was

developed based on the course syllabus. The instruments were developed on the

basis of the materials and topic given in the second semester of the eighth grade

students of junior high school. The tests were constructed based on the syllabus of

the eighth grade students of Junior High School in the second semester. The

following table shows the Standard of Competence and Basic Competence of

 33

School-Based Curriculum of Junior High School Eighth Grade of the Second

Semester of the English Subject.

Table 4: Standard of Competence and Basic Competence of School-Based

Curriculum of Junior High School Eighth Grade of the Second Semester of
the English Subject

Standard of
Competence Basic Competence Indicators

11. Comprehending 11.3 Responding the 1. Identifying the main idea in

the meaning in short meaning and the recount and narrative texts
functional texts and rhetorical steps in 2. Identifying the rhetorical
short texts in the the short essays in steps in recount and narrative
form of recount and the form of recount texts
narrative in the daily and narrative 3. Recognizing word classes
life context. accurately, fluently (noun, verb), systems
and appropriately (tense, agreement,
in the daily life pluralization) in recount and
context. narrative texts
4. Recognizing a particular
meaning expressed in
different grammatical forms
in recount and narrative texts
5. Recognizing the
communicative purpose of
recount and narrative texts
6. Inferring context that is not
explicit in recount and
narrative text
7. Detecting specific references
and interpreting them in a
context in recount and
narrative texts
 34

The following table presents the blueprint of the reading comprehension

test.

Table 5: The Blueprint of the Reading Comprehension Test

The Item Total

No. Indicators
Number
1. Identifying the main idea 1, 15, 37 3
2. Identifying the rhetorical steps 7, 8, 21, 23, 24, 7
27, 34
3. Recognizing word classes, 3, 25, 33, 36 4
systems
4. Recognizing a particular 9, 5, 10, 19, 20, 10
meaning expressed in different 29, 30, 35, 38, 39
grammatical forms
5. Recognizing the communicative 14, 18, 28, 32 4
purpose
6. Inferring context that is not 2, 11,16, 17, 26, 8
explicit 31, 37, 40
7. Detecting specific references and 4, 6, 12, 22 4
interpreting them in a context
Total 40

b. Item Validity

Before administering the pre-test, the researcher conducted the tryout for

the reading comprehension test. Class VIII E that consisted of 32 students was

chosen as the validation group. The try out was conducted on March 30th, 2013.

The result of the tryout was then used to measure the validity of the test items.

The test was in the form of multiple choices. After the tryout was

conducted, the result was computed to know if there were test items which were

invalid. The computation showed that there were five items which were not

valid. The items were number 10, 17, 37, 42, and 43. For the invalid items, the

researcher dropped those items. It means that there were forty valid items used

in the pre-test and the post-test. The computation is enclosed in Appendix D.

 35

2. The Reliability of the Instrument

Bell (1999: 103) states reliability is the extent to which a test or procedure

produces similar results under constant conditions on all occasions. The

instrument scores should be almost the same when researchers administer the

instrument in multiple times at different conditions. Also, the scores need to be

consistent. To know the reliability of the instrument, the researcher applied the

Alpha Cronbach formula to obtain the reliability coefficient of the data. From the

computation, it can be seen that the r = 0.447. The computation is enclosed in the

Appendix D.

F. Data Collecting Procedure

The researcher began the study by discussing the material and the schedule

of the English lesson with the teacher of English in SMP N 1 Kranggan,

Temanggung. In this study, the researcher played a role as a teacher of the

research. The researcher taught two classes of the experimental and control

group. After validating the reading comprehension test, the researcher gave the

pre-test of recount and narrative texts to the experimental group and the control

group. This test was aimed to know the students’ reading ability before given

treatments. After the pre-test was given, the researcher gave eight treatments to

those groups. The post-test was then given after the eight treatments were

conducted. The following table presents the schedule of the research.

 36

Table 6: The Schedule of the Research

No. Time Class VIII Activity

1. March 30th, 2013 E Tryout
2. April 1st, 2013 D Pre-test
3. A
4. April 3rd, 2013 D 1st Treatment
5. A 1st Treatment
6. April 5th , 2013 A 2nd treatment
7. April 8th, 2013 D 2nd treatment
8. April 10th, 2013 D 3rd treatment
9. A 3rd treatment
10. April 12th, 2013 A 4th treatment
11. April 29th, 2013 D 4th treatment
12. May 1st, 2013 D 5th treatment
13. A 5th treatment
14. May 3rd, 2013 A 6th treatment
15. May 6th, 2013 D 6th treatment
16. May 8th, 2013 D 7th treatment
17. A 7th treatment
18 May 10th, 2013 A 8th treatment
19. May 13th, 2013 D 8th treatment
20. May 15th, 2013 D Post-test
21. A

G. Data Analysis Technique

There were two data analysis techniques used in this research. They were

the descriptive and inferential analysis. Descriptive analysis is aimed to describe

the result scores of the students’ reading comprehension in each group, while

inferential analysis is to answer the question of the formulation of the problem,

which is whether or not strategic reading-SQ3R is effective to improve the

students’ reading comprehension ability.

 37

1. Descriptive Analysis

Descriptive analysis was aimed to describe the result scores of the

students’ reading comprehension in each group. The statistics used were mean

and standard deviation. The mean was the total of all scores divided by the

number of the subjects. The standard deviation was the average of variability of

all the scores around the mean and the standard deviation compared with the

ideal one.

To analyze the data descriptively, the researcher made score categorization

of the students’ reading comprehension ability first. The categorization of scores

gained by the students was made to find out the level of students’ reading

comprehension ability. The categorization of the students’ reading

comprehension score was based on the ideal score. The highest score was 40 and

the lowest score was 0. The ideal mean score (Mi) and ideal standard deviation

(SDi) could be calculated using the following formula.

Mi = ½ (highest score + lowest score)

= ½ (40 + 0)

= 20

SDi = 1/6 (highest score - lowest score)

= 1/6 (40 - 0)

= 6.66 →6.7

The frequency distribution of the students’ reading comprehension ability

scores can be categorized into six levels; excellent, very good, good, fair, poor,
 38

and very poor. The distribution was calculated based on the Mi score and SDi.

The categorization of the students’ reading comprehension ability is presented in

the following table.

Table 7: The Students’ Reading Comprehension Ability Score Category

Interval Category
33.5 – 40.1 Excellent
26.8 – 33.4 Very Good
20.1 – 26.7 Good
13.4 – 20.0 Fair
6.7 – 13.3 Poor
0.0 – 6.6 Very Poor

2. Inferential Analysis

The inferential analysis is aimed to answer the question of the formulation

of the problem, which is whether or not strategic reading is effective to improve

the students’ reading comprehension ability. To fulfill the requirement for the

hypothesis testing, the tests of normality and homogeneity are employed.

a. Normality Test

The test of normality is used to see whether or not the data analyzed meet

the requirement of a normal distribution. This test was done by using the SPSS

17.0 for windows computer program of distribution normality test. The

Kolmogorov-Smirnov test is employed in testing the distribution of normality.

 39

b. Homogeneity Test

The homogeneity test is aimed to know whether or not the score variances

in the groups are homogeneous. To test the homogeneity, the Levene test was

employed. This test was done by using the SPSS 17.0 for windows computer

program of homogeneity test.

c. Hypothesis Testing

The hypothesis of this research is that there is a significant difference in

the reading comprehension ability between the students taught by using strategic

reading-SQ3R and those who are not taught by using strategic reading-SQ3R. To

test the hypothesis, the ANCOVA was employed in this test. In this test, the

researcher used a covariate as the consideration to control the effect of the pre-

test scores of the students’ reading comprehension ability. The pre-test scores

were considered as the covariate of the analysis. It was carried out by using the

SPSS 17.0 for windows computer program.

 
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This study is a quasi-experimental study. It was aimed at finding out the

effect of strategic reading-SQ3R in the teaching of reading. The effect could be

seen from the gained scores of the subjects of the research. It was taken by

comparing the mean and the standard deviation of the gained scores of the

students taught by using strategic reading-SQ3R with those who are taught using a

non- strategic reading-SQ3R in the teaching of reading.

This chapter presents the data description, inferential analysis, and

discussion. The data description describes the scores of the students’ reading

comprehension ability. The inferential analysis explains the pre-testing analysis

and the hypothesis testing, while the discussion describes the result of the

hypothesis testing.

A. Data Description

This subchapter describes the result of the students’ reading test score.

There were two kinds of reading test given in this research: the pre-test and the

post-test. Those two tests were given to measure the reading comprehension

ability of the students before and after giving the treatment of strategic reading-

SQ3R. The data were obtained from the pre-test and post-test scores on the

reading comprehension ability of the experimental and control groups. The score  

40
 
 41

categorization of the students’ reading comprehension ability was based on the

ideal mean score. The highest score was 40, while the lowest score was 0.

The ideal mean score (Mi) and the standard deviation (SDi) could be

calculated using the following formula.

Mi = ½ (highest score + lowest score)

= ½ (40 + 0)

= 20

SDi = 1/6 (highest score - lowest score)

= 1/6 (40 - 0)

= 6.66 → 6.7

The frequency distribution of the students’ reading comprehension ability

scores could be classified into six levels; excellent, very good, good, fair, poor,

and very poor. The distribution was calculated based on the Mi score and SDi as

follows:

Table 8 : The Students’ Reading Comprehension Ability Score Category

Interval Category
33.5 – 40.1 Excellent
26.8 – 33.4 Very Good
20.1 – 26.7 Good
13.4 – 20.0 Fair
6.7 – 13.3 Poor
0.0 – 6.6 Very Poor
 42

1. Pre-test

a. Experimental Group

The researcher used the software of Statistical Package for the Social

Sciences 17.0 (SPSS 17.0) for windows computer program to analyze the

quantitative data. The results show that the mean score was 24.76 and the standard

deviation was 2.236. The maximum score of the pre-test in the experimental

group was 29.00 and the minimum score was 21.00. The result of the descriptive

statistics can be seen in following table and the print out of the analysis is in

Appendix D.

Table 9: Descriptive Analysis of the Pre-Test on the Experimental Group

Mean SD Median Mode Max. Min. Range

Score Score
24.76 2.236 25.00 23.00 & 29.00 21.00 8.00
25.00

Meanwhile, the result of the score categorization of the pre-test on the

experimental group can be seen in the following table.

Table 10: The Category of the Pre-Test Scores on the Experimental Group

Category
No. Interval F F (%)

1. 33.5 – 40.1 0 0 Excellent

2. 26.8 – 33.4 8 24.24 Very Good
3. 20.1 – 26.7 25 75.76 Good
4. 13.4 – 20.0 0 0 Fair
5. 6.7 – 13.3 0 0 Poor
6. 0.0 – 6.6 0 0 Very Poor
Total 33 100
 43

The above table shows there was no student classified into the very poor,

poor, fair, and excellent categories. There were 25 students (75.76 %) categorized

into good category and 8 students (24.24%) categorized into very good category.

b. Control Group

The result reveals that the mean score was 25.03 with a standard deviation

of 3.085, the maximum score of the pre-test in the control group was 32.00, and

the minimum score was 20.00. The result of the descriptive statistics can be seen

in the following table and the print out of the analysis is in Appendix D.

Table 11: Descriptive Analysis of the Pre-Test on the Control Group

Mean SD Median Mode Max. Min. Range

Score Score
25.03 3.085 24.00 23.00 32.00 20.00 12.00

Meanwhile, the result of the score category of the pre-test of the control

group can be seen in the following table.

Table 12: The Category of the Pre-Test Scores on the Control Group

Category
No. Interval F F (%)

1. 33.5 – 40.1 0 0 Excellent

2. 26.8 – 33.4 12 37.50 Very Good
3. 20.1 – 26.7 19 59.38 Good
4. 13.4 – 20.0 1 3.12 Fair
5. 6.7 – 13.3 0 0 Poor
6. 0.0 – 6.6 0 0 Very Poor
Total 32 100

The above table shows there was no student classified into very poor,

poor, and excellent categories. There was 1 student (3.12%) categorized into the
 44

fair category, 19 students (59.38 %) categorized into the good category, and 12

students (37.50%) categorized into the very good category.

c. Comparison between the Pre-Test Scores of the Experimental and Control

Groups

The following table presents the statistical data showing the comparison

between the pre-test score in the reading comprehension ability of the

experimental and control groups.

Table 13: Descriptive Analysis of the Pre-Test Scores of the Experimental and
Control Groups

Range
Data N Mean Mode Median SD Max Min
Experimental 23.00
Group 33 24.76 & 25.00 2.236 29.00 21.00 8.00
25.00
Control
Group 32 25.03 23.00 24.00 3.085 32.00 20.00 12.00

Based on the above table, the mean score on the pre-test both of the

experimental group and the control group were classified into the good category

because it lies between 20.01 and 26.7. It means that all of the students’ reading

comprehension ability both of the experimental and the control groups were

classified into the good category. The result reveals that the mean score of the pre-

test in the control group is higher of 25.03; while the pre-test mean score in the

experimental group is 24.76.

 45

2. Post-test

a. Experimental Group

The researcher used the software of Statistical Package for the Social

Sciences 17.0 (SPSS 17.0) for windows computer program to analyze the

quantitative data. The result shows that the mean score was 29.70 with the

standard deviation of 2.494. The maximum score for the post-test of the

experimental group was 34.00 and the minimum score was 24.00. The result of

the descriptive statistics can be seen in the following table and the print out of the

analysis is in Appendix D.

Table 14: Descriptive Analysis of the Post-Test on the Experimental Group

Mean SD Median Mode Max. Min. Range

Score Score
29.70 2.494 29.00 28.00 34.00 24.00 10.00

The following table presents the result of the score category of the posttest

of the experimental group.

Table 15 : The Category of the Post-Test Scores on the Experimental Group

Category
No. Interval F F (%)

1. 33.5 – 40.1 2 6.06 Excellent

2. 26.8 – 33.4 27 81.82 Very Good
3. 20.1 – 26.7 4 12.12 Good
4. 13.4 – 20.0 0 0 Fair
5. 6.7 – 13.3 0 0 Poor
6. 0.0 – 6.6 0 0 Very Poor
Total 33 100
 46

The table above shows that there was no student classified into very poor,

poor, and, fair categories. There were 4 students (12.12%) categorized into the

good category, 27 students (81.82 %) categorized into the very good category, and

2 students (6.06%) categorized into the excellent category. Based on the

frequency, the students who were classified into the good category decreased

21(63.64%) students. Meanwhile, the students classified into the very good

category increased by 19 (57.58%) students. Then the students who were

classified into the excellent category increased 2(6.06%) students.

Based on the mean, it increased from 24.76 to 29.70, or it increased by

4.94. Based on the Standard Deviation (SDi), it increased from 2.236 to 2.494, or

it increased by 0.258.

b. Control Group

The result of the statistic calculation using SPSS 17.0 for windows

computer program shows that the mean score was 26.28 with a standard deviation

of 2.965. The maximum score for the post-test of the control group was 33.00 and

the minimum score was 22.00. The result of the descriptive analysis of the post-

test on the control group can be seen in the following table and the print out of the

analysis is in Appendix D.

Table 16: Descriptive Analysis of the Post-Test on the Control Group

Mean SD Median Mode Max. Min. Range

Score Score
26.28 2.965 26.00 28.00 33.00 22.00 11.00
 47

The result of the score category of the post-test of the control group can be

seen in the following table.

Table 17: The Category of the Post-Test Scores on the Control Group

Category
No. Interval F F (%)

1. 33.5 – 40.1 0 0 Excellent

2. 26.8 – 33.4 13 40.63 Very Good
3. 20.1 – 26.7 19 59.37 Good
4. 13.4 – 20.0 0 0 Fair
5. 6.7 – 13.3 0 0 Poor
6. 0.0 – 6.6 0 0 Very Poor
Total 32 100

The table shows that there was no student classified into very poor, poor,

fair, and excellent categories. There were 19 students (59.37%) categorized into

the good category, and 13 students (40.63%) categorized into the very good

category.

Based on the frequency, the students who were classified into very good

category increased 1 (3.13%) student. The students who were classified into fair

category decreased 1 (3.13%) student, while the students who were in good

category did not change. Based on the mean, it increased from 25.03 to 26.28, or

it increased 1.25. Based on the Standard Deviation (SDi), it decreased from 3.085

to 2.965, or it decreased 0.12. It means that the variation of scores around the

mean is small.
 48

c. Comparison between the Post-Test Scores of the Experimental and

Control Groups

The following table presents the statistical data showing the comparison

between the post-test score in the reading comprehension ability of the

experimental and control groups.

Table 18 : Descriptive Analysis of the Post-Test Scores of the Experimental

and Control Groups

Data N Mean Mode Median SD Max Min Range

Experimental 33 29.70 28.00 29.00 2.494 34.00 24.00 10.00

Group

Control 32 26.28 28.00 26.00 2.965 33.00 22.00 11.00

Group

Based on the table, the mean score for the post-test of the experimental

group was in very good category, while the control group was in the good

category. The mean score for both of the experimental and the control group

increased. However, the increase of the mean score in the experimental group

was higher than the control group.

Based on the frequency distribution, it can be concluded that the students’

reading comprehension ability in the experimental group improved higher than

those of the control group. The students who were classified in the good category

for the experimental group decreased 21 (63.64%) students; meanwhile the

control group shows the same. For those who were classified in the very good

category for the experimental group increased 19 (57.58%) students, meanwhile

for the control group just increased 1 (3.13%) student. For the excellent category,
 49

the students in the experimental group increased 2 (6.06%) students. In the

control group, the students who were in the fair category decreased 1 (3.13%)

student. As a result, individually, it can be concluded that the students in the

experimental group had higher improvement in the reading comprehension

ability than those of the control group.

The finding of the research shows that after the treatments the pos-test

scores in the experimental group obtain much higher than the post-test scores of

the control group. In group, the students’ reading comprehension ability both of

the experimental group and the control group increase. However, individually,

the students’ reading comprehension ability in the experimental group improves

higher than those of the control group.

The score variance of the students’ reading comprehension ability in the

control group is more homogeneous. The results suggest that giving reading

strategy to students through strategic reading-SQ3R is significantly different

from non-strategic reading-SQ3R.

B. Inferential Analysis

This subchapter describes pre-testing analysis and hypothesis testing of the

research. The results of those testing analysis are presented as follows.

1. Pre-Testing Analysis

To fulfill the requirement for the hypothesis testing, the pre-testing

analysis should be employed first. The pre-testing analysis consisted of two tests:

the normality test and the homogeneity test. The normality test was done to test
 50

whether the data analyzed meets the requirement for a normal distribution, and

the homogeneity test was used to test whether the sample variance is

homogeneous or not. The results of the analysis are presented below.

a. Normality Test

The normality test is aimed at knowing whether or not the data of the

scores show the normal distribution. The Kolmogorov-Smirnov test was applied

in this analysis. This test was done by using the SPSS 17.0 for windows

computer program. The distribution is considered normal if the significant value

is higher than the significance level of 0.05 or p (Sig.) ˃ 0.05. The result of the

normality test of the students’ reading comprehension ability is presented in the

following table. The complete computation is enclosed in Appendix D.

Table 19: The Result of Normality Test in the Pre-test

Group N Sig. Level P Interpretation

Experimental
33 0.711 5% Normal
Group
Control Normal
32 0.518 5%
Group

Table 20: The Result of Normality Test in the Post-test

Group N Sig. Level P Interpretation

Experimental
33 0.402 5% Normal
Group
Control Normal
32 0.647 5%
Group

Based on the table above, the results are as follows:

1. The significant value obtained for the pre-test of the experimental group was

0.711. As a result, the significant value of the pre-test for the experimental
 51

group is higher than the significance level of 0.05 (0.711 ˃ 0.05). The result

suggests that the data of the pre-test of the experimental group had a normal

distribution.

2. The significant value of the pre-test of the control group is 0.518. It means that

it is also higher than the significance level of 0.05 (0.518 ˃ 0.05). So, the data

obtained for the pre-test of the control group had a normal distribution.

3. The significant value of the post-test for the experimental group is 0.402. It

means that the significant value for the post-test of the experimental group is

higher than the significance level of 0.05 (0.402 ˃ 0.05). Then, the data was

considered having a normal distribution.

4. The significant value obtained for the post-test of the control group is 0.647. In

other words, it can be said that the significant value of the post-test for the

control group is higher than the significance level of 0.05 (0.647 ˃ 0.05). The

result suggests that the data of the post-test of the control group had a normal

distribution.

In summary, the level of significant value for both the pre-test and posttest

of the experimental and control group are higher than the significance level of

0.05. So, it can be stated that the data distribution of the students’ reading

comprehension ability is normal.

b. Homogeneity Test

The homogeneity test is used to analyze whether the sample variance is

homogeneous or not. The Levene test is employed in this analysis. The

 52

relationship can be considered homogeneous if the significant value is higher

than the significance level of 0.05.

The hypothesis used in the homogeneity test of two cases (the

experimental and control group) are:

H0 = both classes come from the same population (homogeneous)

Ha = both classes come from the different population (heterogeneous)

This test is done to learn achievement before and after the research (pre-

test and post-test scores). By using SPSS 17.0 computer program, the result is

presented in the following table. The complete computation is enclosed in

Appendix D.

Table 21: The Result of the Homogeneity Test in the Pre-test

Levene
Group df1 Df2 P Sig. Level
Statistic
Experimental
1.615a 8 21 5% 0.180
Group
Control
0.525a 6 21 5% 0.783
Group

The result of the homogeneity test in the pre-test reveals that the value of p

(Sig.) of the pre-test is higher than 0.05. It is 0.180. Since the probability is

higher than 0.05 (0.180 ˃ 0.05), so Ho is accepted. It means that the sample of

variance was homogeneous.

Table 22: The Result of the Homogeneity Test in the Post-test

Levene
Group df1 Df2 P Sig. Level
Statistic
Experimental
2.142a 8 21 5% 0.775
Group
Control
0.506a 6 21 5% 0.797
Group
 53

The above table shows that the value of p (Sig.) of the post-test is also

higher than the significance level of 0.05 (0.775 ˃ 0.05), so Ho is accepted. As a

result, it can be stated that the sample of variance was also homogeneous.

2. Hypothesis Testing

After pre-testing analysis was done, then the researcher did the analysis of

hypothesis testing. This test is aimed to test the hypothesis of the study. The

SPSS 17.0 computer program was employed in this analysis.

The hypothesis states that there was a significant difference in the reading

comprehension ability between the students who were taught by using strategic

reading-SQ3Rand those who were taught by using non-strategic reading-SQ3R.

Table 23 : The Result of the Hypothesis Testing

Tests of Between-Subjects Effects

Dependent Variable:PostTest

Type III Sum Partial Eta

Source of Squares df Mean Square F Sig. Squared

Corrected Model 605.962a 2 302.981 341.400 .000 .917

Intercept 12.651 1 12.651 14.256 .000 .187

PreTest 416.416 1 416.416 469.219 .000 .883

Treatment 219.130 1 219.130 246.917 .000 .799

Error 55.023 62 .887

Total 51677.000 65

Corrected Total 660.985 64

a. R Squared = ,917 (Adjusted R Squared = ,914)

b. Computed using alpha = ,05

Creswell (2008: 198) states that “if the p value is less than alpha, you

reject the null hypothesis; if it is greater than alpha, you accept the hypothesis”.
 54

Based on the table above, the result reveals that the ANCOVA testing had a

significant value of 0.000. It means that there was a significant effect on the

reading comprehension ability of post-test after controlling for the effect of pre-

test, F= 246.917, p ˂ 0.05, then, Ha was accepted and Ho was rejected. In other

words, there was a significant difference in the reading comprehension ability

between the students who were taught by using strategic reading-SQ3Rand those

who were taught by using non-strategic reading-SQ3R. The print out of the

analysis is enclosed in appendix. The result can be presented in the following

table. It is based on the adjusted mean.

Table 24:The Summary of Mean

Variable N Post-test Adjusted Mean

Experimental 33 29.70 29.83
Control 32 26.28 26.15

Based on the table, the result shows that the mean score for the posttest of

the reading comprehension ability achieved by the experimental group which

was taught using strategic reading-SQ3R was higher than the mean score of the

control group which was taught using non- strategic reading-SQ3R. Since the

means of the covariate or pre-test were not exactly the same for the two groups,

so the means of the dependent variable or the post-test had to be adjusted. The

adjusted mean was higher for the experimental group (29.83) than the control

group (26.15). When the means were adjusted for differences in the covariate, the

posttest score of the control group (26.15) was slightly less than the experimental

group (29.83), while when the means were not adjusted; the control group

(26.28) was also less than the post-test score of the experimental group (29.70).
 55

In other words, the order of the size of the adjusted means differs from the

unadjusted means. The post-test score of the experimental group was classified in

the very good category (29.83) and the control group was classified in the good

category (26.15). The experimental group score was higher of 3.68. The ideal

mean was 20.00, it means that the obtained mean for the experimental group was

higher than the ideal mean score (29.83 ˃ 20.00). Similarly, the experimental

group had higher achievement than the control group (29.83˃ 26.15).

C. Discussion

Previous research done by Baier (2011) has reported that strategic reading-

SQ3R has better influence on students’ reading comprehension ability than non-

strategic reading-SQ3R. There was a significant difference in the reading

comprehension ability between the students who were taught using strategic

reading-SQ3R and those who were taught using non- strategic reading-SQ3R.

After conducting the research in SMP N 1 Kranggan, Temanggung, in class A

and class D, each of which consisted of 33 and 32 students, it was found that

there is a significant difference in the reading comprehension ability between the

students taught using strategic reading-SQ3R and those taught using non-

strategic reading-SQ3R. The finding of the research indicates that the students

taught using strategic reading-SQ3R had better achievement in their reading

comprehension ability than those taught using non- strategic reading-SQ3R.

It is in line with the explanation stated by Brown (2001) that SQ3R is one

effective series of procedures for approaching reading text. It helps enhance

 56

comprehension and retention of information. Through repeated exercises guided

by the teacher, the students applied the strategic reading-SQ3R during reading. It

is very useful as in that way they did five steps (Survey, Question, Read, Recite,

Review) which help them develop the effective reading habits. Each step had

been followed by the students that they could get the benefit of the strategy. As

Duffy (1993) in Richards and Renandya (2002) states that when reading strategy

is taught to students and then applied in reading, it helps improve the students’

performance on tests of comprehension and recall. This is proved by comparing

the students’ test score on reading comprehension after giving treatment. The

mean value in the post-test of the students who are taught by using strategic

reading-SQ3R is higher than those taught by non-strategic reading-SQ3R.

The better achievement of those students was gained through a learning

process that applied the suitable strategy in reading. This reading strategy was

very useful and important to help students improve their comprehension. By

having good reading comprehension, the students gained better achievement.

This is because comprehension is a very important component when readers are

reading. Mikulecky (2007) states that true comprehension means making sense

of what the readers read and connecting the ideas in the text to what the readers

already know. It also means remembering what the readers have read. In other

words, comprehending means thinking while the readers read.

In addition, the finding of this research also supports the finding of the

research conducted by Carlston (2008). The results support finding that students

who were given strategic reading-SQ3R had better comprehension which it

 57

serves as the goal of reading. The control group in this study was the group who

received no strategic reading-SQ3R at all. The results showed that the students

who received strategic reading-SQ3R had greater reading comprehension ability

than non-strategic reading-SQ3R for their reading achievement. Similarly, the

students who received strategic reading-SQ3R in this research had better

achievement in their reading comprehension ability than those received non-

strategic reading-SQ3R.

Finally, it can be concluded that strategic reading-SQ3R is appropriate as

a good reading strategy to be applied in teaching and learning process of reading.

It is effective for improving the students’ reading comprehension ability. It helps

students construct meaning and build comprehension on certain text easier. It can

also be concluded that using strategic reading-SQ3R had better effect in attaining

the students’ reading comprehension ability than using non- strategic reading-

SQ3R.

 
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

There are two major sections in this chapter. The first section presents

the conclusions of the research and the second presents suggestions from the

research findings. Each explanation of those sections is presented as follows.

A. Conclusions

The conclusions of this study are made based on the result of the data

analysis. Based on the research formulation of the problem in Chapter I and

discussion in Chapter IV, then general conclusions can be drawn as follows.

First, the pre-test mean score of the experimental group shows in the

good category. It is 24.76. The post-test mean score changes to very good

category. It is 29.70. As a result, the mean score improved from a mean score of

24.76 to 29.70 or increased 4.94point. Then, it can be drawn a conclusion that the

students’ reading comprehension ability of the experimental group after the

treatments improved.

Second, the pre-test mean score of the control group is in the good

category. It is 25.03. Also, the post-test mean score of the control group shows in

the same category. It is 26.28. It increases 1.25 point. As a result, it can be

concluded that the students’ reading comprehension ability of the control group in

which the treatments of non-strategic reading-SQ3R was applied as a control,

increased too.  

58 
 
 59

Third, the post-test mean score of the experimental group is higher than

the post-test score of the control group. The post-test mean score of the

experimental group is 29.70 and the post-test mean score of the control group is

26.28. The difference is 3.42 point. It can be drawn a conclusion that in the

teaching of reading, students who were taught by using strategic reading-SQ3R

had higher scores than those who were taught by using non-strategic reading-

SQ3R.

Fourth, in group, the students’ reading comprehension ability, both of

the experimental group and the control group, increases. However, individually,

the students’ reading comprehension skill in the experimental group improves

higher than those of the control group.

Fifth, there is a significant difference in the reading comprehension

ability between the students who are taught by using strategic reading-SQ3R and

those who are taught by using non-strategic reading – SQ3R. Based on the

statistics calculation using SPSS 17.0 for computer program, the ANCOVA test

has a significant value of 0.000. The significant value of ANCOVA test was less

than the significance level of 0.05 (F= 246.917, p ˂ 0.05). . In other words, there

was a significant effect of reading comprehension ability of post-test after

controlling for the effect of pre-test. Therefore, it proves that the hypothesis

“There is a significant difference in the reading comprehension ability between

the eighth grade students of SMP N 1 Kranggan, Temanggung in the academic

year of 2012/2013 taught using strategic reading-SQ3R and those taught using

non-strategic reading-SQ3R” is accepted.

 60

B. Suggestions

Related to the results of the study and the conclusions, some suggestions

are proposed to increase the students’ reading comprehension ability presented as

follows:

1. To English Teachers

To have a successful learning in the teaching reading, the English

teacher should be creative in selecting and applying appropriate reading strategy

for students in the class. It can encourage the students and help them gain a better

understanding in reading. Dealing with the significances of this research, the use

of strategic reading-SQ3R in the teaching and learning process of reading can help

students practice and improve their reading comprehension ability. The teacher

may then apply strategic reading-SQ3R in teaching reading.

2. To Students

Learning a language is not an instant process. To be strategic readers, the

students need to practice continually. By doing so, it enables them to get broader

knowledge and better understanding in reading, and succeeds in their English

learning.

3. To Other Researchers

The researcher expects that this study may give contribution to other

researchers who are interested in conducting and developing the related research.
 61

Realizing that this research is so far from being perfect that other researchers may

add other related theories in the English teaching and learning process. Besides,

future studies can be held in which the population is greater and done in other

districts. Also, it takes into consideration some other factors that influence

students’ reading skill.

 
 62 
 

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Nunan, David. 1989. Designing Tasks for the Communicative Classroom. New
York: . Cambridge University Press.
Nunan, David. 2004. Task Based Language Teaching. Cambridge: Cambridge
University Press.
Richard, Jack C. 2001. Curriculum Development in Language Teaching, United
Kingdom: Cambridge University Press.
Richards, Jack C and Renandya, Willy A. 2002. Methodology in Language
Teaching. UK: Cambridge University Press.
Richards, Jack C and Rodgers, Theodore. 2006. Approaches and Methods in
Language Teaching. 11th .ed.UK; Cambridge University Press.
Robinson, F. 1961. Effective Study. New York: Harper & Row
Rose, Mary. 2004. Week-by-week Homework for Building Reading
Comprehension and Fluency. USA: Scholastic Inc.
http://www.edu.gov.on.ca/eng/document/reports/reading, retrieved on
February 15th, 2013
Tomlinson, Brian. 1998. Materials Development in Language Teaching.
Cambridge : Cambridge University Press.
Weigle, Sara Cushing. 2002. Assessing Writing. Cambridge: Cambridge
University Press.
 
APPENDICES
 APPENDIX A:
TEACHING
MATERIALS
 
 64 
 

TEST INSTRUMENT
Draw a circle around the best answer for each question based on the text on the
answer sheet.

Getting Sick

One day Sandra Dewi fell sick in the middle of the English lesson. All the students did
reading tasks. Suddenly Sandra Dewi vomited. All other students stopped writing. Mrs. Lidia helped
her immediately. The chairman of the class sent for the school’s doctor.
In five minutes the doctor came. He examined her carefully. He examined her eyes. He
felt her stomach. He listened to her heart beat. He measured her blood pressure. Then he took her
temperature. “I’m afraid she suffers from malaria. Her temperature is very high. That is why she
vomited. She has a very bad cough, too. I’ll give her some pills for her malaria, some tablets for her
fever, and syrup for her cough. She needs a week’s rest”, said the doctor.
(Adapted from: English in Focus)
1. What is the text about?
a. A student did reading task
b. A student fell sick in English class
c. A doctor examined a patient
d. A doctor came to a class
2. Who is Mrs. Lidia?
a. She is the school principal
b. She is the doctor’s assistant
c. She is the school librarian
d. She is the school teacher
3. What were the students doing in the class?
a. They are doing math reading
b. They were talking each other
c. They were learning English
d. They are not discussing any lesson
 65 
 

4. “I’m afraid she suffers from malaria.” The bold word refers to ….
a. The doctor
b. The chairman
c. Sandra
d. Mrs.Lidia
5. How long did Sandra need a rest?
a. Two weeks
b. A month
c. Seven days
d. A day
6. He measured her blood pressure. The bold word refers to …
a. The doctor
b. The headmaster
c. The teacher
d. Mrs. Lidia
7. What did the doctor do before measuring the blood pressure?
a. He examined her eyes
b. He examined her carefully
c. He took her temperature
d. He listened to her heart beat
8. What did the doctor suggest after examining Sandra?
a. Sandra needed to go to rest room
b. Sandra was getting malaria and cough
c. Sandra should take a rest for some days
d. Sandra didn’t study English anymore
9. Which statement is true based on the text?
a. Sandra Dewi’s temperature was very low
b. The students were learning math
c. The doctor did not examine her stomach
d. Sandra Dewi vomited in the class
10. Which statement is false based on the text?
a. They were in the middle of English class
 66 
 

b. The doctor came immediately to class

c. The doctor examined her carelessly
d. Sandra got some pills for her malaria

Bandung, May 3, 2008

Dear Diary,
I had a bad experience this morning. I had just celebrated my 15th birthday yesterday. The party
was very good. When I woke up this morning, I felt very happy about the party.
I got on with my usual morning activities and went to school. When I arrived at school and entered
my classroom, everybody was looking at me. I wondered, “Why are they looking at me?”I didn’t
think about it much, so I sat in my usual chair. Suddenly, all of my friends were laughing. They were
pointing at my face. I felt very embarrassed so I ran to the rest room. There was a mirror there. I
looked to the mirror to find out why. I was surprised to see a big red pimple on my forehead. My
classmates were laughing at me because I looked like an Indian actress. I had never had pimple
before, so the whole day I had to cover my forehead with a head band.
(Adapted from: English in Focus)
11. When was the writer born?
a. May 3rd 1993
b. May 2nd 1993
c. May 3rd 2008
d. May 2nd 2008
12. There was a mirror there. The bold underlined word refers to …
a. The rest room
b. The class room
c. The classroom mirror
d. The rest room mirror
13. How was the writer’s birthday party?
a. It was quite awful
b. It was very boring
c. It was embarrassing
d. It was wonderful
14. What is the writer’s purpose to write the text?
a. To amuse the readers
b. To write a story at school
 67 
 

c. To retell her bad experience

d. To entertain her friends at school
e. May 3rd 2008
15. What does the text tell you about?
a. The usual chair in the classroom
b. A big red pimple of the writer
c. An embarrassing experience at school
d. The Indian actress at school
16. Was the writer keen on writing her experience?
a. Yes, she was
b. No, she was
c. Yes, she wasn’t
d. No, she wasn’t
17. What did the writer feel seeing the red pimple?
a. She was bored
b. She was interesting
c. She was embarrassed
d. She was good
18. What is the writer purpose to write such kind of text?
a. To give amusement to the reader
b. To describe what the writer likes
c. To retell the writer’s experience
d. To entertain everyone who reads
19. Which statement is correct based on the text?
a. The writer’s party was bad
b. The writer’s was happy to have red pimple
c. She covered the pimple with head band
d. She had a wonderful day at school
20. Which statement is incorrect based on the text?
a. The writer’s party was good
b. She had a bad day at school
c. She felt happy to have red pimple
d. She went to school’s rest room
 68 
 

A HAWK, A HEN, AND A ROOSTER

Once upon a time a hawk fell in love with a hen. The hawk flew down from the sky and asked
the hen, “won’t you marry me?” The hen loved the brave, strong hawk and wishes to marry him,
but she said, “I cannot fly as high as you can. If you give me time, I will learn first to fly as high as
you. Then we can fly together.” The hawk agreed. Before he went away, he gave the hen a ring. “
this is to show that you have promised to marry me, “ said the hawk.

So, it happened that the hen had already promised to marry a rooster. So, when the rooster saw
the ring, he became very angry. “throw that ring away at once! Didn’t you tell the hawk that you
had already promised to marry me?”, shouted the rooster. The hen was so frightened at the
rooster’s anger that she threw away the ring immediately.

When the hawk came the next day, the hen told him the truth. The hawk was so furious that he
cursed the hen. “why didn’t you tell me earlier? Now you’ll always be scratching the earth, and I’ll
always be flying above you to catch your children,” said the hawk. The curse seems to have come
true.

(Adapted from: narrativestory.wordpress)

21. Why did the hen love the hawk?

a. Because he was very brave and weak
b. Because he was very gentle and calm
c. Because he was brave
d. Because he fell in love with the hen
22. I cannot fly as high as you can. The word “I” refers to …
a. The rooster
b. The hen
c. The hawk
d. The hen’s child
23. What did hen promise to the hawk?
a. She would learn
b. She would fly together
c. She would tell the truth
d. She would learn to fly and marry him
24. Why did the rooster get anger?
 69 
 

a. Because he knew the hawk

b. Because the hen said she wanted to be with him
c. Because the hen promised to marry the hawk
d. Because the hawk fell in love with the hen
25. The hawk was so furious that he cursed the hen. The bold word is similar to the word …
a. Angry
b. threw
c. immediately
d. quick
26. What moral value can you take from the story?
a. If we have a promise, we should not break it
b. If we have a promise, we must leave it
c. If we are good, nobody will be angry to us
d. If we are kind, everyone will be good too
27. What did the hawk swear to hen?
a. She would take care of the children
b. She would marry the rooster
c. She would take the children anywhere she went
d. She would scratch the earth and he would take the children
28. What is the purpose of the text?
a. To retell the hen promise
b. To describe the animal’s life
c. To entertain and educate the readers
d. To give a funny story
29. Which statement is true based on the text?
a. The hen had promise to marry rooster
b. The hawk was not a strong animal
c. Rooster was happy to hear the news
d. The hawk gave a ring to rooster
30. Which statement is false based on the text?
a. The hawk could fly high
b. The hen loved the brave hawk
c. The hen finally did not tell the truth to hawk
d. The hawk was angry
 70 
 

The Legend of Banyuwangi

Once upon a time, there was a king named Sulahkromo. The king had a prime minister
named Raden Sidopekso. The prime minister had a wife named Sri Tanjung. She was so beautiful
that the king wanted her to be his wife.
One day, the king sent the prime minister for a long mission. While the prime minister was
away, the king tried to get Sri Tanjung. However, he failed. He was very angry. Thus, when
Sidopekso went back, the king told him that she was unfaithful. Sidoapekso was very angry with his
wife. Sri Tanjung said that it was not true. However, Sidopekso said that he would kill her. He
brought her to the river. Before he threw her, Sri Tanjung said that her innocence would be proven.
After Sidopekso killed her, he threw her dead body into the dirty river. The river soon
became clean and began to spread a wonderful fragrance. Sidopekso said, “Banyu … Banyu …
Banyuwangi.” This means “fragrant water. Banyuwangi was born from the proof of noble and
sacred love.

(Adapted from: Scaffolding)

31. What was the character of the king?

a. Great
b. Kind
c. Bad
d. Noble
32. What is the writer’s aim to write the text?
a. To tell about the king
b. To retell the king and prime minister
c. To describe the kingdom and the king
d. To entertain and educate the readers
33. … the king told him that she was unfaithful. The bold word is opposite meaning 
with the word …
a. wonderful
b. Loyal
c. told
d. goodness
34. What did Sidopekso do the dead body of his wife?
 71 
 

a. He killed her
b. He buried it
c. He threw it to the river
d. He kept it
35. Did the king succeed to approach Sri Tanjung?
a. Yes, he did
b. Yes, he didn’t
c. No, he did
d. No, he didn’t
36. What happened after the prime minister threw the dead body?
a. The river becomes dirty
b. The river smells bad
c. The river spread fragrance
d. The river was not clean
37. What is the text about?
a. The great king and the kingdom
b. The prime minister and his beautiful wife
c. The proof of a woman’s faith
d. The prime minister’s long mission
38. Which statement is incorrect based on the text?
a. The king was the great king
b. The prime minister had a very faithful wife
c. The king tried to approach the prime minister’s wife
d. The prime minister did not believe his wife
39. Which statement is correct based on the text?
a. The prime minister did not throw the dead body
b. The king went for a mission
c. The prime minister did not kill his wife
d. The king fell in love with Sri Tanjung
40. What can you learn from the story?
a. We should not kill a person
b. We should be a king
c. Think what we will do carefully
d. Do not believe the king
 72 
 

ANSWER SHEET

Name :
Class :
No :

NO.  ANSWER  NO.  ANSWER 

1    21   
2    22   
3    23   
4    24   
5    25   
6    26   
7    27   
8    28   
9    29   
10    30   
11    31   
12    32   
13    33   
14    34   
15    35   
16    36   
17    37   
18    38   
19    39   
20    40   
 73

TEACHING MATERIAL I

TASK 1 Answer the following questions orally.

1. What is a legend?
2. Mention some legends you know.
3. What is your favourite legend? What is it about?
4. Do you know the legend of Rawa Pening? What is it about?

TASK 2 Read the following text, and then guess the meaning of the words
based on the context. You may use your dictionary and discuss
with your teacher. Look at the example.

The Legend of Rawa Pening

Long time ago, there was a village between Mount Merbabu and Telomoyo.
There lived a couple named Ki Hajar and Nyai Selakanta. They were kind but
unfortunately they had not had any child.

Nyai Selakanta was losing in thought when her husband came by. He was so
sad that he decided to meditate in the slope of Mount Telomoyo. Many months had
 74

passed but Ki hajar had not come. Nyai Selakanta was worried about her husband.
One day, Nyai Selakanta bore a dragon that could speak. She named it Baru
Klinthing taken from her husband’s lance. When he grew being a teenager, he asked
his mother,” Do I have a father, Mom?” She was surprised but then answered, “Yes,
you do. His name is Ki Hajar. He is meditating in the slope of Mount Telomoyo.
Maybe, it is the time for you to meet him. Bring this lance with you to convince him
that you are his son.” Then, he headed to the mount. He came to a cave and found a
man. The ascetic asked, “Who are you?” He answered, “Pardon me, Sir. I am Baru
Klinthing coming here to look for my father, Ki Hajar.” Ki Hajar said, “I am Ki
Hajar.” He explained to him who he was. Ki Hajar had not believed fully. He asked
him to surround the mount. He did it. Then, he asked him to meditate in Hill Tugur
in that way he could be a man someday.

One day, a nearby village wanted to hold merti desa. The people were
arrogant. Baru klinthing had transformed to a man. He asked food to them but they
didn’t give as he smelled putrid. Being annoying, he challenged them to pull out a
piece of broom. Everyone tried but failed. He pulled it out but then water squirted
over and over to be flood. The people drowned and soon the village became a lake or
swamp called Rawa Pening.

(Adapted from: ceritarakyatnusantara.com)

No. Word Meaning

1. Kind (adjective) Baik
2. Decided (verb)
3. Slope(noun)
4. Lance (noun)
5. Headed (verb)
6. Ascetic (noun)
7. Explained (verb)
8. Putrid (adjective)
9. Arrogant (adjective)
10. Fortunate (adjective)
11. Drowned (verb)
 75

Notes:

The text in Task 2 is a narrative text. It focuses on a pattern of events with a problematic
and/or unexpected outcome. The types are legend, fable, folklore, fairy tale. The purpose is
to entertain and educate the reader. A narrative text has a generic structure:
9 Orientation: It sets the scene and introduces the participant and the character.
9 Complication: It is a series of crisis points in the story
9 Resolution: The crisis is resolved, for better or for worse
The language features are the use of adverb of time (once upon a time, long time ago), the
use of simple past tense, the use of action verb (walked, swept).

TASK 3 Read the text in Task 2 once again and answer the following
questions. Discuss the answers with your teacher.

1. Who are the characters in the story?

2. What is the text about?
3. What did Ki Hajar do in the slope of Mount Telomoyo?
4. He asked him to surround the mount. What does the bold word refer to?
5. What was the weapon of Ki Hajar? What was the name?
6. What did the dragon do to prove that he was Ki Hajar’s son?
7. Why did Baru Klinthing challenge the people holding merti desa?
8. Maybe, it is the time for you to meet him. The bold word refers to …
9. What happened to the village?
10. What moral value can you learn from the story?

TASK 4 Study the rule below with your teacher.

In the text “The Legend of Rawa Pening”, you find the following sentences

™ She bore a dragon that could speak. 
™ Everyone tried but failed. 
™ There lived a couple named Ki Hajar and Nyai Selakanta. 

Those sentences are in the form of simple past tense. It uses the Verb II. You can 
use the verb to tell an event begins and ends in the past. 
 76

TASK 5 Work in pairs to match the Verb I on the left column to the Verb
II on the right column.

Verb I Verb II
1. have a. became
2. pass b. did
3. want c. had
4. hold d. pulled
5.become e. passed
6. pull f. wanted
7.do g. held

TASK 6 Find the Verb II of the following words with your friend.

Verb I Verb II
Is
Regret
Lay
Find
Will
Loose
Become
Give
 77

TASK 7 In pairs, complete the text below using the Verb II in Task 6.
Then, rearrange the jumbled paragraphs below to be a good
narrative story.

“Golden Eggs”

A week later to almost surprise the farmer …….. and egg in his
  yard. This was not ordinary egg. It ………. a golden egg. He was
suddenly overcome with joy. Thereafter, his livelihood had rapidly
improved but the farmer had forgotten his earlier hardship. He
……...... lazy, arrogant and spendthrift.

Strangely, the goose only ………… one golden egg every six
  months. The greedy farmer lost his patient and slaughtered his
goose thinking there were plenty of golden eggs inside its stomach.
Though he very much ………….. for his foolishness, it’s already too
late.

One day, a poor farmer ………… his entire livestock to flood. He

  prayed hard to God for help or his family ………….. die of
starvation. Few days later, an old man with long grey beard,
passed by his house took pity on him. He ………… him a goose
and said “ I don’t have any expensive thing to give you and hope
this goose will help you to ease your hardship.”
 
Long time ago a remote village, in central China was inhabited
mainly with farmers and hunters.

TASK 8  In  pairs,  rearrange  the  jumbled  words  below  to  be  a  meaningful 
sentence. 

1. day – was – bright – it ‐ a 
2. A – girl ‐  her ‐  necklace – beautiful ‐  lost 
3. Saw ‐  the ‐  rainbow  ‐ I  ‐  near ‐  a  ‐  river. 
4. The  ‐ his ‐  farmer ‐  time ‐ said  ‐ wife  ‐ about ‐  to ‐  harvest. 
5. Went ‐ He ‐ home  ‐ rained  ‐ because ‐  it ‐ hard – late 

 
 78

TASK 9  Work independently and change the verb in the bracket into verb II 
and then answer the following questions.  

THE WIND AND THE SUN 

One day the wind and the sun   (are)  disputing which was the stronger. Suddenly 
they   (see  ) a traveler coming down the road. 

The sun  : I see a way to decide our dispute. Whichever of us can cause that 
traveler to take off his cloak shall be regarded as the stronger. 

The wind  : would you mind not talking so loudly? 

The sun  : sorry. Okay, you begin. I will retire behind a cloud.  

The wind  : I will blow as hard as I could… I’ll be the winner 

The sun  : okay, good luck. 

The wind  : zzzzzzzzzz. I’m so tired. What happens with me? I shouldn’t give up. 
I have to blow harder…….zzzzzzzzzzzzzzzzz 

But the harder he    (blow)   the more closely did the traveler wrap his cloak round 
him, till at last the wind had to give up in despair. Then the sun   (come)   out and 
shone in all his glory upon the traveler, who soon   (find)   it too hot to walk with his 
cloak on. That’s the end of the story.  

Questions.
1. Who are the characters in the story?
2. Is there any problem between them? Mention.
3. What is the text about?
4. Which one is stronger, the wind or the sun?
5. Why were they disputing?
6. What did they do when they saw a traveler coming down the road?
7. Why did the wind give up in despair?
8. “I” in line 3 refers to ……….
9. The lesson you can learn from the story is ………….
10. What do you feel after reading the story?
 79 
 

TEACHING MATERIAL II

TASK 1 Answer the following questions orally.

1. What is fable?
2. Mention some fables you know.
3. What is your favorite fable? What is it about?
4. Do you know the story “The Ant & the Grasshopper”? What is it about?

TASK 2 Read the following text, and then guess the meaning of the
words based on the context. You may use your dictionary and
discuss with your teacher. Look at the example.

The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about, chirping and
singing to its heart's content. An Ant passed by, bearing along with great toil an
ear of corn he was taking to the nest.

"Why not come and chat with me," said the Grasshopper, "instead of toiling
and moiling in that way?"
 80 
 

"I am helping to lay up food for the winter," said the Ant, "and recommend you
to do the same."

"Why bother about winter?" said the Grasshopper; "We have got plenty of food
at present." But the Ant went on its way and continued its toil.

When the winter came the Grasshopper had no food and found itself dying of
hunger - while it saw the ants distributing every day corn and grain from the stores
they had collected in the summer. Then the Grasshopper knew: It is best to
prepare for days of need.

(Adapted from: longlongtimeago.com)

No. Word Meaning

1. hopped (verb) melompat
2. great (adjective)
3. grain(noun)
4. nest (noun)
5. found (verb)
6. toil (noun)
7. knew (verb)
8. same (adjective)
9. passed (verb)

Notes:

The text in Task 2 is a narrative text. It focuses on a pattern of events with a

problematic and/or unexpected outcome. The type is fable.
Check the previous notes in the first material to review the purpose, generic
structure, and language features of a narrative text.
 81 
 

TASK 3 Read the text in Task 2 once again and answer the following
questions. Discuss the answers with your teacher.

1. Who are the characters in the story?

2. What is the text about?
3. What was the grasshopper doing when the ant walked by?
4. I am helping to lay up food for the winter. What does the bold word refer to?
5. What did the ant suggest to the grasshopper?
6. Where did the ant keep the corn?
7. What was undergone by the grasshopper in the winter? Why could it
happen?
8. Why not come and chat with me. The bold word refers to …
9. What happened in the winter?
10. What moral value can you learn from the story?

TASK 4 State the following statements whether it is true (T) or false (F)
and give explanation if it is false.

No. Statement T/F Explanation

1. The ant was very lazy in the
summer.
2. In the summer, the grasshopper
loved to chat and sing.
3. The grasshopper was hesitant to
collect food for winter stores.
4. The ant was bringing the corn to
nest.
5. The grasshopper had plenty of
food in the winter.
 82 
 

TASK 5 Review the rule in Task 4 in the previous material. In pairs,

complete the blank spaces with the correct verbs provided.

Surprised  ploughed asked hit 

tree    strong    field    intelligent 

intelligence 
 

The Smartest Animal 

Once there was a farmer from Laos. Every morning and every evening, he 
…………………  his field with his buffalo. 

One  day,  a  tiger  saw  the  farmer  and  his  buffalo  working  in  the  ………….. 
The tiger was very ……………. to see a big animal listening to a small animal. The 
tiger  wanted  to  know  more  about  the  big  animal  and  the  small  animal. 
After  the  man  went  home,  the  tiger  spoke  to  the  buffalo;  “you  are  so  big  and 
………………….  Why  do  you  do  everything  the  man  tells  you?”  The  buffalo 
answered; “oh, the man is very intelligent”. 

The tiger asked; “can you tell me how ……………….. he is?” “No, I can’t tell 
you”, said the buffalo; “but you can ask him”  

So  the  next  day  the  tiger  ………………  to  the  man;  “Can  I  see  your 
…………………?” But the man answered; “it is at home”. “Can you go and get it?” 
asked the tiger. “Yes” said the man; “but I am afraid you will kill my buffalo when 
I am gone. Can I tie you to a tree?” 

After  the  man  tied  the  tiger  to  the  ……………,  he  didn’t  go  home  to  get  his 
intelligence. He took his plough and …………………. the tiger. Then he said; “Now 
you know about my intelligence even you haven’t seen it. 
 83 
 

TASK 6   Discuss with your friends what the following bold words refer to, 
then write in which sentences you find. 

Words  What it refers to  Supporting sentences 

his buffalo     
 
can you tell me     
 
you can ask him     
 
it is at home     
 
Can I tie you     
 
 

TASK 7   State the following statements whether it is true (T) or false (F) 
and give explanation if it is false. 

No. Statement T/F Explanation

1. The tiger was curious about the
intelligent man.
2. The buffalo did not tell anything
about the farmer to tiger.
3. The farmer took his intelligence
at home.
4. The tiger was back to his place
safely.
5. The man was listening to the big
animal.
 

TASK 8  Answer the following questions carefully. You may discuss with 
your friends.  

1. What is the above text about? 
2. Can you tell the orientation part of the text? 
3. What did the man do every morning and evening? 
4. Who saw the farmer worked with the buffalo? 
 84 
 

5. Why was the tiger so surprised? 
6. Did the buffalo answer the tiger’s questions?  
7. Why did the buffalo do everything the farmer told? 
8. Did the buffalo tell the tiger about the farmer’s intelligence? 
9. What did the tiger ask to the farmer? 
10. Did the farmer tell about his intelligence to tiger? How did he do it? 
11. What did the farmer do finally? 
 

TASK 9 Work independently to find a narrative text. Then complete

the following tables based on your own narrative text.

Words  What it refers to  Supporting sentences 

     
     
     
     
     

No. Word Meaning

1. …………….. (verb)
2. ………………. (adjective)
3. …………………(noun)
4. ……………….. (noun)
5. ………………….. (verb)
6. ………………… (noun)
7. ………………… (verb)
8. ………………… (adjective)
9. ……………….. (verb)
 85 
 

TEACHING MATERIAL III

TASK 1 Answer the following questions orally.

1. Where did you spend your last holiday?

2. How was it?
3. What did you do there?
4. Have you ever spent your holiday by visiting a beach?

TASK 2 Read the following text, and then guess the meaning of the
words based on the context. You may use your dictionary and
discuss with your teacher. Look at the example.

My Day at the Beach

Last week my friend and I were bored after three weeks of holidays, so
we rode our bikes to Smith Beach, which is only five kilometers from where I  
 86 
 

live. When we arrived at the beach, we were surprised to see there was hardly
anyone there.

After having a quick dip in the ocean, which was really cold, we realized
one reason there were not many people there. It was also quite windy. After we
bought some hot chips at the takeaway store nearby, we rode our bikes down
the beach for a while, on the hard, damp part of the sand. We had the wind
behind us and, before we knew it, we were many miles down the beach.

Before we made the long trip back, we decided to paddle our feet in the
water for a while, and then sit down for a rest. While we were sitting on the
beach, just chatting, it suddenly dawned on us that all the way back, we would
be riding into the strong wind. When we finally made it back home, we were
both totally exhausted! But we learned some good lessons that day.

No. Word Meaning

1. exhausted (adjective)
2. Decided (verb)
3. dip(noun)
4. chips (noun)
5. dawned (verb)
6. wind (noun)
7. realized (verb)
8. damp (adjective)
9. quick (adjective)
10. windy (adjective)
11. Learned (verb)

 
 87 
 

Notes:

The text in Task 2 is a recount text. It is a text which tells “what happened”. It focuses on
sequence of events. The purpose is to document a series of events and evaluate their
significance in some way. A recount text has a generic structure:
9 Orientation: It provides background information needed to understand the text
9 Event: a record of events usually recounted in a chronologically order
9 Reorientation: personal comments or evaluative remarks on the incident
The language features are the use of adverb of time (last year, last holiday, yesterday), the
use of simple past tense, the use of action verb (walked, swept).

TASK 3 Read the text in Task 2 once again and answer the following
questions. Discuss the answers with your teacher.

1. Who are the characters?

2. What did they do after holidays?
3. Did they meet a lot of people at the beach?
4. How was the ocean?
5. Why were there not many people there?
6. What did they buy there?
7. What is the synonym of “dip”?
8. What did they feel finally?
9. What is the text about?
10. What is the generic structure of the text?
11. What is the communicative purpose of the text?

TASK 4 Study the rule below with your teacher.

In the text “My Day at the Beach”, you find the following sentences 

™ Last week my friend and I were bored.

™ It was quite windy.
™ There were not many people there.

Those sentences are in the form of simple past tense. It uses the verb II of “be” 
followed by adjective or noun.  
 88 
 

TASK 5 Work in pairs to change the Verb I on the left column to the
Verb II on the right column.

Verb I Verb II
1. I am tired.
2. She is very happy.
3. We are in the classroom.
4. They are quite exciting
5. He is totally exhausted
6. There is no one there.
7.There are many students

TASK 6 Complete the Verb I and II of the following sentences with

your friend.

Verb I Verb II
The student …. sick.
Lina … very
disappointed.
We … in the school hall.
I …. very proud of you.
The weather … sunny.
It …. cloudy.
My friends and I …
scared in the place.
The film … scaring.

 
 89 
 

TASK 7 In pairs, change the verbs to verb II and complete the text
below using the Verb II. Then, rearrange the jumbled
paragraphs below to be a good recount story.

Is ask is realize

Ground lead is prove

My Personal Experience 
Log On 
Once,  my  teacher  ……………..  me  in  the  library  because  I  did  not  do  my 
Biology homework. The teacher ……………. me to read several books and make a 
summary about them. 
 When I was browsing the shelves, I found a book entitled “The inventors 
of Medicine”. I thought “OK, this is a start”. I took it out then began reading it. 
When I was in junior high school, I was not a very diligent student. In fact, 
I  ……..  quite  lazy.  I  hated  all  the  subjects  that  I  took  during  school,  especially 
science.  For  me  science  …………  very  difficult.  It  was  hard  for  me  to  remember 
the chemical processes, physics calculations, and biological processes. 
After I read the book, I …………….. that science is useful for human kind. By 
studying, we can discover things that can help human kind. Therefore, since that 
moment, I managed to change my behavior and became a doctor. 
 I  learned  from  the  book  about  Edward  Jenner.  He  …………  an  English 
doctor  who  found  the  cure  for  smallpox.  The  next  one  was  Louis  Pasteur.  His 
interest  in  bacteria  …………..  him  to  discover  the  treatments  for  rabies  and 
anthrax. Just like Pasteur, Robert Koch’s experiments on bacteria also …………….. 
that  tuberculosis  can  be  spread  to  others  by  contact.  Finally,  there  was 
Alexander Flemming, a British bacteriologist who found the first antibiotic and 
penicillin. 
 90 
 

TASK 8 Work independently and change the verb in the bracket

into verb II and then answer the following questions

Our Trip to the Blue Mountain

On Friday, we (go) to the Blue Mountain. We stayed at David and Della’s

house. It has a big garden with lots of colorful flowers and tennis court. On
Saturday, we (see) the Three Sisters and we went on the scenic railway. It (is)
scary. Then, mom and I went shopping with Della. We went to some antique
shops and I (try) on some old hats.

On Sunday, we went on the scenic skyway and it rocked. We saw

cockatoos having shower. In the afternoon, we went home.

Questions!

1. Where did they go?

2. How is Della’s house?
3. It has a big garden. The word “it” refers to …
4. When did they go to scenic railway?
5. What made the writer scared?
6. Did they buy some old hats??
7. Where did they try old hats?
8. What is the synonym of “scary”?
9. When did they leave Della’s house?
10. When did they arrive in Della’s house?

 
 91 
 

TEACHING MATERIAL IV

TASK 1 Answer the following questions orally.

1. Have you ever got stomachache?

2. What was the cause?
3. How did you feel?
4. What did you do then?

TASK 2 Read the following text, and then guess the meaning of the
words based on the context. You may use your dictionary and
discuss with your teacher.

Getting Stomachache

I went to Rahman’s house yesterday to do homework. I

went there with Dodi. After finishing the homework,
Rahman made rujak. Rahman likes spicy food, so he made
it very spicy. Actually, I am not used to eating spicy
food, but yesterday I could not restrain myself from
eating it. The rujak was very tasty, although it was
spicy. I ate it too much. The next morning I got
stomachache and I could not go to school.
(Adapted from: English in Focus)
 92 
 

No. Word Meaning

1. went (verb)
2. tasty (adjective)
3. stomachache(noun)
4. Ache (noun)
5. restrain (verb)
6. spice (noun)
7. made (verb)
8. spicy (adjective)
9. ate (verb)

Notes:

The text in Task 2 is a recount text. It focuses on sequence of events.

Check the previous notes in the third material to review the purpose, generic
structure, and language features of a recount text.

TASK 3 Read the text in Task 2 once again and answer the following
questions. Discuss the answers with your teacher.

1. When did the writer go to Rahman’s house?

2. Why did the writer go to there?
3. … he made it very spicy. The bold refers to …
4. Whom did the writer go with?
5. Who made rujak?
6. I could not restrain myself from eating it. The
bold word refers to …
7. Is the writer used to eating spicy food?
 93 
 

8. How was the rujak?

9. What can you take from the story?
10. Why did the writer not go to school the next
morning?

TASK 4 State the following statements whether it is true (T) or false (F)
and give explanation if it is false.

No. Statement T/F Explanation

1. The writer went to his friend’s
house alone.
2. The writer is used to eating spicy
food.
3. They were going to the writer’s
house to do homework.
4. They made rujak after learning.
5. The writer did not go to school
the next day.

TASK 5 Review the rule in Task 4 in the previous material. In pairs,

complete the blank spaces with the correct verbs provided.

Was  team rules   

      Practiced    coach     

won    was      warned   

 
 94 
 

My Football Experience

When I was in junior high school, I really loved

football. Every Saturday afternoon I ……… in school field
with my team and my ………. They were strong and smart
players. My coach, Mr Sentana ……… a kind person. But,
while he was coaching us, he ……. very discipline. He
would ground anyone who came late and did not obey the
team’s ………….
With Mr Sentana, our team …… many tournaments in
many big cities. Our ….. named after our school, 67
Team (from SMP 67) and we had many fans too, you know.
Ohh, that was so cool. Now, I still love football and
have a team too. But, my parents ……… me to pay
attention more to my study, football is just for
hobby.

TASK 6   Discuss with your friends what the following bold words refer to, 
then write in which sentences you find. 

Words  What it refers to  Supporting sentences 

my team      
our team      
he was    
coaching  
They were    
strong  
we had many    
fans  
 95 
 

TASK 7   State the following statements whether it is true (T) or false (F) 
and give explanation if it is false. 

No. Statement T/F Explanation

1. There was no coach in the
school.
2. They practiced twice a week.
3. The school team won many
tournaments.
4. The coach was good person.
5. Mr.Sentana was not a diligent to
coach.
 

TASK 8  Answer the following questions carefully. You may discuss with 
your friends.  

1. What is the above text about? 
2. Can you tell the orientation part of the text? 
3. What did they do every Saturday afternoon? 
4. Who was the team’s coach? 
5. Why could they win many tournaments? 
6. Did they practice three times a week? 
7. How was the coach? 
8. What is the main duty of the writer as the parents said? 
9. What would the coach do to the team’s member who came late? 
10. What can you take from the story ? 
 

 
 96 
 

TASK 9 Work independently to find a recount text. Then complete the

following tables based on your own recount text.

Words  What it refers to  Supporting sentences 

     
     
     
     
     

No. Word Meaning

1. …………….. (verb)
2. ………………. (adjective)
3. …………………(noun)
4. ……………….. (noun)
5. ………………….. (verb)
6. ………………… (noun)
7. ………………… (verb)
8. ………………… (adjective)
9. ……………….. (verb)

 
 APPENDIX B:
LESSON PLANS
 
 97

LESSON PLAN I

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII A (Experimental Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Narrative Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend narrative texts
accurately and appropriately using simple past tense.

II. Achievement Indicators

- The students know the use and the pattern of the simple past tense.
- The students can differentiate the use of regular and irregular verbs in the
simple past tense.
- The students know the term reading strategy – SQ3R and can apply it.
- The students know the type of narrative text, the social function, and the
generic structure.

III. Instructional Material

- Narrative Text
- List of irregular verbs
 98

- SQ3R worksheet

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The teacher explains the term reading strategy – SQ3R, model it to students.
- The students read a narrative text (Task 2) while practising the strategic
reading – SQ3R and the teacher guides them. The students do survey
towards the text, generate questions based on text, read the text while
looking for the formulated questions, recite it through summarizing, and the
last review. The students and teacher discuss what they have read and the
strategy used. Teacher gives feedback about the strategic reading.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher shows and introduces the purpose, the organization of the
narrative text and also the model of verbal sentences used to express the
activities done in the past using simple past tense. The students give brief
explanation about the text type and sentence constructions used in simple
past tense. The students differentiate the use of regular and irregular verbs in
simple past tense (Task 4).
- The students listen and pay attention to the whole teacher’s explanations
about the narrative text and simple past tense.
 99

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of the
Simple Past Tense and the teacher guides them. The students and the teacher
discuss the exercises (Task 5 & 6).
- The students in pairs fill the incomplete paragraphs, arrange the jumbled
paragraphs into a text in the correct order. The students and the teacher
discuss the paragraph in the correct order. The students practice strategic
reading-SQ3R based on the text (Task 7).
- The students do exercises on jumbled words (Task 8).

d. ICOT (Independent Construction of Text)

- Each student has to work independently reading text in Task 9 by using
SQ3R and answer the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to the strategic reading-SQ3R and pattern of sentence construction
in the narrative text. Then, they have opportunity to ask any questions related to the
topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
 100

- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
- www.ceritarakyatnusantara.com

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

Sudarmi, S.Pd. Yuliana

NIP. 196601281994122002 NIM. 05202241060

 
 101

LESSON PLAN I

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII D (Control Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Narrative Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend narrative texts
accurately and appropriately using Simple Past Tense.

II. Achievement Indicators

- The students know the use and the pattern of the simple past tense.
- The students can differentiate the use of regular and irregular verbs in the
simple past tense.
- The students know the type of narrative text, the social function, and the
generic structure.

III. Instructional Material

- Narrative Text
 102

- List of irregular verbs

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The students read a narrative text (Task 2) and the teacher guides them.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher shows and introduces the purpose, the organization of the
narrative text and also the model of verbal sentences used to express the
activities done in the past using simple past tense. The students give brief
explanation about the text type and sentence constructions used in simple
past tense. The students differentiate the use of regular and irregular verbs in
simple past tense (Task 4).
- The students listen and pay attention to the whole teacher’s explanations
about the narrative text and simple past tense.

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of the
Simple Past Tense and the teacher guides them. The students and the teacher
discuss the exercises (Task 5 & 6).
 103

- The students in pairs fill the incomplete paragraphs, arrange the jumbled
paragraphs into a text in the correct order. The students and the teacher
discuss the paragraph in the correct order. (Task 7).
- The students do exercises on jumbled words (Task 8).

d. ICOT (Independent Construction of Text)

- Each student has to work independently reading text in Task 9 and answer
the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to the pattern of sentence construction in the narrative text. Then,
they have opportunity to ask any questions related to the topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
- www.ceritarakyatnusantara.com
 104

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

Sudarmi, S.Pd. Yuliana

NIP. 196601281994122002 NIM. 05202241060

 
 105

LESSON PLAN II

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII A (Experimental Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Narrative Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend narrative texts
accurately and appropriately.

II. Achievement Indicators

- The students know the word classes.
- The students can detect references based on context.
- The students can apply reading strategy – SQ3R.

III. Instructional Material

- Narrative Text
- SQ3R worksheet

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

 106

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The teacher review the term reading strategy – SQ3R, remodel it to students.
- The students read a narrative text (Task 2) while practising the strategic
reading – SQ3R and the teacher guides them. The students do survey
towards the text, generate questions based on text, read the text while
looking for the formulated questions, recite it through summarizing, and the
last review. The students and teacher discuss what they have read and the
strategy used. Teacher gives feedback about the strategic reading.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher review the purpose, the organization of the narrative text and
also the model of verbal sentences used to express the activities done in the
past using simple past tense. The students give brief explanation about the
text type and sentence constructions used in simple past tense.
- The students do the next exercise and discuss the answer with the teacher
(Task 4).

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of the
Simple Past Tense and references. The students practice strategic reading-
 107

SQ3R based on the text. The teacher guides them. The students and the
teacher discuss the exercises (Task 5 & 6).
- The students in pairs state whether it is true or false based on the text and
give the reasons. The students and the teacher discuss the statements and the
supporting sentences. (Task 7).
- The students answer questions based on the text. (Task 8).

d. ICOT (Independent Construction of Text)

- Each student has to work independently to find a narrative text in Task 9 and
read it by using SQ3R and answer the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to the strategic reading-SQ3R, word classes and references. Then,
they have opportunity to ask any questions related to the topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
- www.longlongtimeago.com
 108

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

Sudarmi, S.Pd. Yuliana

NIP. 196601281994122002 NIM. 05202241060

 
 109

LESSON PLAN II

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII D (Control Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Narrative Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend narrative texts
accurately and appropriately.

II. Achievement Indicators

- The students know the word classes.
- The students can detect references based on context.

III. Instructional Material

- Narrative Text
- SQ3R worksheet
 110

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The students read a narrative text (Task 2) and the teacher guides them.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher review the purpose, the organization of the narrative text and
also the model of verbal sentences used to express the activities done in the
past using simple past tense. The students give brief explanation about the
text type and sentence constructions used in simple past tense.
- The students do the next exercise and discuss the answer with the teacher
(Task 4).

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of the
Simple Past Tense and references. The teacher guides them. The students
and the teacher discuss the exercises (Task 5 & 6).
- The students in pairs state whether it is true or false based on the text and
give the reasons. The students and the teacher discuss the statements and the
supporting sentences. (Task 7).
- The students answer questions based on the text. (Task 8).
 111

d. ICOT (Independent Construction of Text)

- Each student has to work independently to find a narrative text in Task 9,
read it and answer the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to the strategic reading-SQ3R, word classes and references. Then,
they have opportunity to ask any questions related to the topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
- www.longlongtimeago.com
 112

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

Sudarmi, S.Pd. Yuliana

NIP. 196601281994122002 NIM. 05202241060

 
 113

LESSON PLAN III

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII A (Experimental Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Recount Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend recount texts
accurately and appropriately.

II. Achievement Indicators

- The students know the use and the pattern of nominal sentences in the simple
past tense.
- The students can apply reading strategy – SQ3R.
- The students know recount text, the social function, and the generic structure.

III. Instructional Material

- Recount Text
- SQ3R worksheet

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

 114

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The teacher review the term reading strategy – SQ3R, remodel it to students.
- The students read a recount text (Task 2) while practising the strategic
reading – SQ3R and the teacher guides them. The students do survey
towards the text, generate questions based on text, read the text while
looking for the formulated questions, recite it through summarizing, and the
last review. The students and teacher discuss what they have read and the
strategy used. Teacher gives feedback about the strategic reading.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher shows and introduces the purpose, the organization of the
recount text and also the model of verbal sentences used to express the
activities done in the past using nominal sentences in simple past tense. The
students give brief explanation about the text type and sentence constructions
used in simple past tense. (Task 4).
- The students listen and pay attention to the whole teacher’s explanations
about the recount text and nominal sentences.
 115

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of nominal
sentences in Simple Past Tense and the teacher guides them. The students
and the teacher discuss the exercises (Task 5 & 6).
- The students in pairs fill the incomplete paragraphs, arrange the jumbled
paragraphs into a text in the correct order. The students and the teacher
discuss the paragraph in the correct order. The students practice strategic
reading-SQ3R based on the text (Task 7).

d. ICOT (Independent Construction of Text)

- Each student has to work independently reading text in Task 8 by using
SQ3R and answer the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to the strategic reading-SQ3R and pattern of nominal sentence
construction in the recount text. Then, they have opportunity to ask any questions
related to the topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
 116

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

Sudarmi, S.Pd. Yuliana

NIP. 196601281994122002 NIM. 05202241060

 
 117

LESSON PLAN I

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII D (Control Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Recount Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend recount texts
accurately and appropriately.

II. Achievement Indicators

- The students know the use and the pattern of nominal sentences in the simple
past tense.
- The students know recount text, the social function, and the generic structure.

III. Instructional Material

- Recount Text
- Worksheet

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

 118

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The students read a recount text (Task 2) and the teacher guides them.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher shows and introduces the purpose, the organization of the
recount text and also the model of verbal sentences used to express the
activities done in the past using nominal sentences in simple past tense. The
students give brief explanation about the text type and sentence constructions
used in simple past tense. (Task 4).
- The students listen and pay attention to the whole teacher’s explanations
about the recount text and nominal sentences.

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of nominal
sentences in Simple Past Tense and the teacher guides them. The students
and the teacher discuss the exercises (Task 5 & 6).
- The students in pairs fill the incomplete paragraphs, arrange the jumbled
paragraphs into a text in the correct order. The students and the teacher
discuss the paragraph in the correct order. (Task 7).
 119

d. ICOT (Independent Construction of Text)

- Each student has to work independently reading text in Task 8 and answer
the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to the pattern of nominal sentence construction in the recount text.
Then, they have opportunity to ask any questions related to the topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
 120

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

Sudarmi, S.Pd. Yuliana

NIP. 196601281994122002 NIM. 05202241060

 
 121

LESSON PLAN IV

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII A (Experimental Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Recount Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend recount texts
accurately and appropriately.

II. Achievement Indicators

- The students know a particular meaning expressed in different grammatical
forms
- The students can inferring context that is not explicit
- The students can apply reading strategy – SQ3R.

III. Instructional Material

- Recount Text
- SQ3R worksheet

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

 122

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The teacher review the term reading strategy – SQ3R, remodel it to students.
- The students read a recount text (Task 2) while practising the strategic
reading – SQ3R and the teacher guides them. The students do survey
towards the text, generate questions based on text, read the text while
looking for the formulated questions, recite it through summarizing, and the
last review. The students and teacher discuss what they have read and the
strategy used. Teacher gives feedback about the strategic reading.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher review the purpose, the organization of the recount text and also
the model of verbal sentences used to express the activities done in the past
using simple past tense. The students give brief explanation about the text
type and sentence constructions used in simple past tense.
- The students do the next exercise and discuss the answer with the teacher
(Task 4).

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of the
Simple Past Tense and references. The students practice strategic reading-
 123

SQ3R based on the text. The teacher guides them. The students and the
teacher discuss the exercises (Task 5 & 6).
- The students in pairs state whether it is true or false based on the text and
give the reasons. The students and the teacher discuss the statements and the
supporting sentences. (Task 7).
- The students answer questions based on the text. (Task 8).

d. ICOT (Independent Construction of Text)

- Each student has to work independently to find a recount text in Task 9 and
read it by using SQ3R and answer the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to the strategic reading-SQ3R, inference. Then, they have
opportunity to ask any questions related to the topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
 124

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

Sudarmi, S.Pd. Yuliana

NIP. 196601281994122002 NIM. 05202241060

 
 125

LESSON PLAN IV

Name of the school : SMP N 1 KRANGGAN, TEMANGGUNG

Subject : English
Class : VIII D (Control Group)
Standard of Competence :
11. Comprehending the meaning of short functional
texts and short essays in the form of recount and
narrative in the daily life context.
Basic Competence :

11.3 Responding the meaning and the rhetorical steps

of the short essays in the form of recount and narrative
accurately, fluently and appropriately in the daily life
context.

Kind of Text : Recount Text

Time Allocation : 4 X 40 minutes (2 meetings)

I. Learning Objective
At the end of the session the students are able to comprehend recount texts
accurately and appropriately.

II. Achievement Indicators

- The students know a particular meaning expressed in different grammatical
forms
- The students can inferring context that is not explicit

III. Instructional Material

- Recount Text
- worksheet
 126

IV. Teaching method: Genre-Based Approach (BKOF- MOT- JCOT- ICOT)

V. Teaching activities
Pre-Activity
Opening
- greeting
- praying
- checking the attendance list

Main activity
a. BKOF (Building Knowledge of the Field)
The teacher asks some questions to stimulate the students’ motivation
(Task 1)

b. MOT (Modelling of Text)

- The students read a recount text (Task 2) and discussed with the teacher.
- The students try to answer some questions based on the text. The students
and the teacher discuss the answer of the questions (Task 3).
- The teacher review the purpose, the organization of the recount text and also
the model of verbal sentences used to express the activities done in the past
using simple past tense. The students give brief explanation about the text
type and sentence constructions used in simple past tense.
- The students do the next exercise and discuss the answer with the teacher
(Task 4).

c. JCOT (Joint Construction of Text)

- The students do some exercises related to sentence constructions of the
Simple Past Tense and references. The teacher guides them. The students
and the teacher discuss the exercises (Task 5 & 6).
- The students in pairs state whether it is true or false based on the text and
give the reasons. The students and the teacher discuss the statements and the
supporting sentences. (Task 7).
- The students answer questions based on the text. (Task 8).
 127

d. ICOT (Independent Construction of Text)

- Each student has to work independently to find a recount text in Task 9 and
read it and answer the questions.
- The students work individually on vocabulary and comprehension.
- The students submit their work to the teacher.

Post-Activity
A. Conclusion
The students have oral review for the lesson given. They answer the teacher’s
questions related to inference. Then, they have opportunity to ask any questions
related to the topic.
B. Closing
The teacher ends the class by leading a prayer and saying good bye to the students.

VI. Learning Resources

- Murphy, Raymond. 1994. English Grammar in Use. New York: Cambridge
University Press.
- Priyana, Joko dkk. 2008. Scaffolding: English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Sadily, Hasan and Echols, John M. 2005. An English-Indonesian Dictionary.
Jakarta: PT. Gramedia Pustaka Utama.
- Wardiman, Artono dkk. 2008. English in Focus 2: for Grade VIII Junior High
School. Jakarta: Pusat Perbukuan Departemen Pendidikan nasional.
- Students’ handout
 128

VII. Evaluation:
For each correct answer with correct spelling is scored 2, correct answer with
incorrect spelling is scored 1, no answer is scored 0.

Temanggung, April 2013

English Teacher, Researcher,

 
 APPENDIX C:
COURSE GRID
 
 COURSE GRID OF CONTROL CLASS

Standard of Basic Competence • Indicator Teaching Material Teaching Activities Time Media /
Competence Teaching
Sources
11. Comprehending 11.3 Responding the meaning • The students know the use and the Narrative Text • Pre-activity 4x40 • Worksheet
the meaning of short and the rhetorical steps of the pattern of the simple past tense. • Main activity: students Minutes • BSE, for
functional texts and short essays in the form of • The students can differentiate the use read narrative text, Junior High
short simple texts in recount and narrative of regular and irregular verbs in the students work on School
the form of narrative accurately, fluently and simple past tense. sequenced tasks Students
and recount in the appropriately in the daily life • The students know the type of • Post activity Year VIII
daily life context. context. narrative text, the social function,
and the generic structure.

• The students know the word classes. Narrative Text • Pre-activity 4x40 • Worksheet
• The students can detect references • Main activity: students Minutes • BSE, for
based on context. read narrative text, Junior High
students work on School
sequenced tasks Students
• Post activity Year VIII
• The students know the use and the Recount Text • Pre-activity 4x40 • Worksheet
pattern of nominal sentences in the • Main activity: students Minutes • BSE, for
simple past tense. read recount text, students Junior High
• The students know recount text, the work on sequenced tasks School
social function, and the generic • Post activity Students
structure. Year VIII

• The students know a particular Recount Text • Pre-activity 4x40 • Worksheet

meaning expressed in different • Main activity: students Minutes • BSE, for
grammatical forms read recount text, students Junior High
• The students can inferring context work on sequenced tasks School
that is not explicit • Post activity Students
Year VIII

129
 COURSE GRID OF EXPERIMENTAL CLASS

Standard of Basic Competence • Indicator Teaching Teaching Activities Time Media /

Competence Material Teaching
Sources
11. 11.3 Responding the • The students know the use and the pattern of Narrative Text • Pre-activity 4x40 • SQ3R
Comprehending meaning and the rhetorical the simple past tense. • Main activity: students Minutes Worksheet
the meaning of steps of the short essays in • The students can differentiate the use of learn SQ3R reading • BSE, for
short functional the form of recount and regular and irregular verbs in the simple past strategy and apply it during Junior High
texts and short narrative accurately, tense. reading narrative text, School
simple texts in the fluently and appropriately • The students know the term reading strategy students work on Students
form of narrative in the daily life context. – SQ3R and can apply it. sequenced tasks Year VIII
and recount in the • The students know the type of narrative text, • Post activity
daily life context. the social function, and the generic structure.

• The students know the word classes. Narrative Text • Pre-activity 4x40 • SQ3R
• The students can detect references based on • Main activity: students Minutes Worksheet
context. review SQ3R reading • BSE, for
• The students can apply reading strategy – strategy and apply it during Junior High
SQ3R. reading narrative text, School
students work on Students
sequenced tasks Year VIII
• Post activity
• The students know the use and the pattern of Recount Text • Pre-activity 4x40 • SQ3R
nominal sentences in the simple past tense. • Main activity: students Minutes Worksheet
• The students can apply reading strategy – review SQ3R reading • BSE, for
SQ3R. strategy and apply it during Junior High
• The students know recount text, the social reading recount text, School
function, and the generic structure. students work on Students
sequenced tasks Year VIII
• Post activity
• The students know a particular meaning Recount Text • Pre-activity 4x40 • SQ3R
expressed in different grammatical forms • Main activity: students Minutes Worksheet
• The students can inferring context that is not review SQ3R reading • BSE, for
explicit strategy and apply it during Junior High
• The students can apply reading strategy – reading recount text, School
SQ3R. students work on Students
sequenced tasks Year VIII
• Post activity

130
 APPENDIX D:
STATISTICAL
COMPUTATION
 
 131

Validity & Reliability

Case Processing Summary

N %

Cases Valid 32 100

Excludeda 0 .0

Total 32 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items

.447 .450 45
 132

Scale Scale
Mean if Variance if Corrected Cronbach's
Item Item Item-Total Alpha if Item
Deleted Deleted Correlation Deleted
B1 27.16 15.140 .120 .437
B2 27.23 15.781 .061 .463
B3 27.10 14.890 .217 .425
B4 27.16 15.673 .028 .457
B5 27.26 15.265 .071 .444
B6 27.32 15.814 .068 .437
B7 27.16 14.406 .332 .407
B8 27.16 14.673 .254 .419
B9 27.06 15.329 .093 .441
B10 27.03 15.699 -.019 .453
B11 27.23 15.247 .079 .443
B12 27.03 15.166 .164 .433
B13 27.06 15.596 .008 .451
B14 27.32 15.426 .025 .451
B15 27.74 15.398 .101 .441
B16 27.23 15.781 .061 .463
B17 27.23 15.781 -.061 .463
B18 27.74 15.398 .101 .441
B19 27.26 14.931 .158 .431
B20 27.19 15.295 .071 .444
B21 27.26 14.931 .158 .431
B22 27.19 15.628 .019 .456
B23 27.19 14.028 .430 .392
B24 27.23 15.181 .096 .440
B25 27.16 14.873 .196 .427
B26 27.13 15.183 .116 .438
B27 27.26 14.598 .248 .418
B28 27.00 15.333 .125 .438
B29 27.29 15.146 .099 .440
B30 27.32 15.826 .074 .465
B31 27.23 15.647 .026 .458
B32 27.10 15.157 .135 .436
B33 27.10 15.357 .074 .443
B34 27.29 16.613 .265 .492
B35 27.74 16.265 .218 .472
B36 27.00 15.133 .201 .430
B37 26.94 15.729 -.004 .449
B38 27.19 14.095 .410 .395
B39 27.10 14.957 .196 .428
B40 27.58 14.652 .260 .418
B41 27.10 14.957 .196 .428
B42 27.55 15.723 -.044 .460
B43 27.16 15.740 -.046 .460
B44 27.55 14.723 .229 .421
aB45 27.48 15.391 .038 .449
 133

Descriptive Statistics

1. Control Group

Case Processing Summary

Cases
Valid Missing Total
N Percent N Percent N Percent
PreTest 32 100.0% 0 .0% 32 100.0%
PostTest 32 100.0% 0 .0% 32 100.0%

Descriptives

Statistic Std. Error

PreTest Mean 25.03 .545
95% Confidence Lower Bound 23.92
Interval for Mean
Upper Bound 26.14

5% Trimmed Mean 24.92

Median 24.00

Variance 9.515

Std. Deviation 3.085

Minimum 20

Maximum 32

Range 12

Interquartile Range 4

Skewness .503 .414

Kurtosis -.543 .809
PostTest Mean 26.28 .524
95% Confidence Lower Bound 25.21
Interval for Mean
Upper Bound 27.35
5% Trimmed Mean 26.17
Median 26.00
Variance 8.789
Std. Deviation 2.965
Minimum 22
Maximum 33
Range 11
Interquartile Range 4
Skewness .508 .414
Kurtosis -.534 .809
 134

2. Experimental Group

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

PreTest 33 100.0% 0 .0% 33 100.0%

PostTest 33 100.0% 0 .0% 33 100.0%

Descriptives

Statistic Std. Error

PreTest Mean 24.76 .389
95% Confidence Interval Lower Bound 23.96
for Mean
Upper Bound 25.55

5% Trimmed Mean 24.73

Median 25.00

Variance 5.002

Std. Deviation 2.236

Minimum 21

Maximum 29

Range 8

Interquartile Range 4

Skewness .270 .409

Kurtosis -.751 .798
PostTest Mean 29.70 .434
95% Confidence Interval Lower Bound 28.81
for Mean
Upper Bound 30.58
5% Trimmed Mean 29.73
Median 29.00
Variance 6.218
Std. Deviation 2.494
Minimum 24
Maximum 34
Range 10
Interquartile Range 4
Skewness -.095 .409
Kurtosis -.504 .798
 135

Inferential Statistics

1. Normality Test

Control Group

One-Sample Kolmogorov-Smirnov Test

PreTest PostTest

N 32 32

Normal Parametersa,,b Mean 25.22 26.72

Std. Deviation 3.013 3.072

Most Extreme Absolute .144 .130

Differences Positive .144 .106

Negative -.098 -.130

Kolmogorov-Smirnov Z .816 .738

Asymp. Sig. (2-tailed) .518 .647

a. Test distribution is Normal.

b. Calculated from data.

Experimental Group

One-Sample Kolmogorov-Smirnov Test

PreTest PostTest

N 33 33

Normal Parametersa,,b Mean 27.70 30.94

Std. Deviation 2.616 2.164

Most Extreme Absolute .122 .155

Differences Positive .097 .155

Negative -.122 -.117

Kolmogorov-Smirnov Z .700 .893

Asymp. Sig. (2-tailed) .711 .402

a. Test distribution is Normal.

b. Calculated from data.

 136

2. Homogeneity Test

Control Group

Test of Homogeneity of Variances

Pre test

Levene Statistic df1 df2 Sig.

.525a 6 21 .783

a. Groups with only one case are ignored in computing

the test of homogeneity of variance for control group.

Test of Homogeneity of Variances

Post test

Levene Statistic df1 df2 Sig.

.506a 6 21 .797

a. Groups with only one case are ignored in computing

the test of homogeneity of variance for control group.

Experimental Group

Test of Homogeneity of Variances

Pre Test

Levene Statistic df1 df2 Sig.

1.615a 8 21 .180

a. Groups with only one case are ignored in computing

the test of homogeneity of variance for experimental
group.

Test of Homogeneity of Variances

Post Test

Levene Statistic df1 df2 Sig.

2.142a 8 21 .775

a. Groups with only one case are ignored in computing

the test of homogeneity of variance for experimental
group
 137

Hypothesis Testing (ANCOVA)

Between-Subjects Factors

Value Label N

Treatment 1 pre-test 33

2 post-test 32

Between-Subjects Factors

Value Label N

Treatment 1 pre-test 33

2 post-test 32

Tests of Between-Subjects Effects

Dependent Variable:PostTest

Type III Sum of

Squar Partial Eta
Source es df Mean Square F Sig. Squared

Corrected
605.962a 2 302.981 341.400 .000 .917
Model

Intercept 12.651 1 12.651 14.256 .000 .187

PreTest 416.416 1 416.416 469.219 .000 .883

Treatment 219.130 1 219.130 246.917 .000 .799

Error 55.023 62 .887

Total 51677.000 65

Corrected
660.985 64
Total

a. R Squared = ,917 (Adjusted R Squared = ,914)

b. Computed using alpha = ,05

 138

Parameter Estimates

Dependent Variable:PostTest

95% Confidence Interval

Partial Eta
Parameter B Std. Error t Sig. Lower Bound Upper Bound Squared

Intercept 2.336 1.118 2.089 .041 .101 4.570 .066

PreTest .957 .044 21.661 .000 .868 1.045 .883

[Treatment=1] 3.678 .234 15.714 .000 3.210 4.145 .799

[Treatment=2] 0a . . . . . .

a. This parameter is set to zero because it is redundant.

1. Grand Mean

Dependent Variable:PostTest

95% Confidence Interval

Mean Std. Error Lower Bound Upper Bound

27.987a .117 27.753 28.221

a. Covariates appearing in the model are evaluated

at the following values: PreTest = 24,8923.

2. Treatment

Dependent Variable:PostTest

95% Confidence Interval

Treatment Mean Std. Error Lower Bound Upper Bound

pre-test 29.826a .164 29.498 30.154

post-test 26.148a .167 25.815 26.481

a. Covariates appearing in the model are evaluated at the

following values: PreTest = 24,8923.
 APPENDIX E:
THE READING
TEST SCORES
 
 139 
 

The Score of the Control Group

NO. NAME PRE-TEST POST-TEST

1 ADKHONI MARTIANTO 27 28
2 AGAM YULFIAN 24 25
3 AJI RAHMAN SAEFUDIN 22 23
4 ANA PUJI ASTUTI 22 23
5 ANGGIK SARWANTO 27 28
6 AULINDRA RAJAHAQ MUJONO 27 28
7 AYU ANDIRA APRILIA 23 25
8 BRIAN WIJAYA 30 31
9 DIAZ ANOM PRASETIA 22 23
10 DIFA SEPTI PUTRI 28 29
11 DINA SAFITRI 27 28
12 DITA DWI KARLINA 20 22
13 DWI MAHELLA SOLEKHA 28 30
14 DWITA OKTAVIANI 28 29
15 EKA DIAH LESTANTI 29 30
16 EKA PUJI YULIANI 27 28
17 EKO HERMANTO 21 23
18 ERI FANDIKA 26 27
19 FADHILATUL CHOIR 25 26
20 HENDRIYANSAH 31 32
21 JEQI NUR LATIFAH 23 25
22 KHOFIFAH 24 25
23 MUH.GALANG PRADANA 24 26
24 MIFTAHUDIN ANWAR 21 22
25 PINANTU RESTU WICAKSONO 23 24
26 RADITYA DWI P. 23 24
27 RINDANG DWI ARYANTO 23 24
28 RISKI PANGESTU 32 33
29 SEPTI MILLATUN NIKMAH 22 23
30 SISKA RISKI HANIFAH 23 25
31 WAHYU CAHYO IMAM 24 26
32 WISNU WIDYANTARA 25 26
 140 
 

The Score of the Experimental Group

NO. NAME PRE-TEST POST-TEST

1 ABIDIN 22 28
2 ADY SUSANTO 28 33
3 AJENG OKTARANI 26 30
4 ANI MUJIYANTI 23 29
5 ARI SURYANI 29 34
6 ARIF NUR ROHMAN 25 30
7 DANDI KARUNIA P. 24 31
8 DESTA ALMAYIDA W.S. 25 28
9 DIAS RATNANINGSIH 29 33
10 DIKA FURYANI 26 33
11 DWI AGUNG PRASTIO 27 30
12 DWI RATNA LUSIA 23 29
13 EMI LESTARI NURYANAH 25 29
14 FAKHRI AFIF 21 26
15 FARDANI AHMAD M. 27 32
16 GANGGA ALAMSYAH 25 28
17 GUNTUR FEBRIYANTO 23 28
18 IMAM DANU WILOPO 24 29
19 ISNAINI NUR KHALIFAH 23 28
20 JIHAN YOSELGA B. 25 32
21 KHOFIFAH WIDYA P. 21 24
22 KRISNA NURAFISA 24 30
23 LEANTI NURFRANDENI S. 24 28
24 MEYLIA DAMAYANTI 28 34
25 NINGSIH WIGATI 23 26
26 REZKY CAHYA P.R. 28 32
27 RISKIKA AYU F. 26 32
28 SAIFUL ARIFIN 24 29
29 SITI MUNADATIN 27 31
30 SOLECHAH DEWI RAHMAWATI 23 28
31 TYAS PUJI LESTARI 22 28
32 WIDYA YULIASARI 25 32
33 YUDA FAHRUROZI 22 26
 APPENDIX F:
DOCUMENTATION
 
 141 
 

The Experimental Group (Class A)

The students were doing the pre-test. The students were learning the
SQ3R strategy

The students were doing exercises The students were having the post-
test.
 142 
 

The Control Group (Class D)

The students were doing the pre-test. The students were learning in the
class

The students were doing exercises The students were having the post-
test.
 APPENDIX G:
PERMISSION
LETTERS
 
 143 
 

 
 144 
 

 
 145 
 

 
 146 
 

 
 147 
 

 
 148