THE EFFECT OF TASK BASED LANGUAGE TEACHING (TBLT) ON

STUDENTS’ READING COMPREHENSION OF ANALYTICAL

EXPOSITION TEXT

A Final Project

Submitted in partial fulfillment on the requirements for the degree of

Sarjana Pendidikan in English

by

Barokatun Nasikha

F2B015009

ENGLISH EDUCATION DEPARTMENT

FACULTY OF FOREIGN LANGUAGE AND CULTURE

UNIVERSITAS MUHAMMADIYAH SEMARANG

2019

i
 DECLARATION OF ORIGINALITY

I Barokatun Nasikha hereby declare that this final project entitled The Effect of
Task Based Language Teaching (TBLT) on Students’ Reading
Comprehension of Analytical Exposition Text is my own work and has not
been submitted in any form for another degree or Diploma at any University or
other Institutes of Academic Setting. Information derived from the published and
unpublished work of others has been acknowledged in the text and a list of
references is given in the bibliography.

Semarang, August 2019

Barokatun Nasikha

ii
 APPROVAL

This final project entitled The Effect of Task Based Language Teaching
(TBLT) on Students’ Reading Comprehension of Analytical Exposition Text has
been approved by a board of eximiners and officially verified by the Dean of
Faculty of Foreign Language and Culture on Agustus 2019.

Board of Examiners

Chairman First Examiner

Muhimmatul Ifadah, M.Pd Siti Aima, M.Pd

NIK.28.6.1026.182 NIK.28.6.1026.183
Second Examiner, Third Examiner,

Testiana Deni W, M.Pd Dr. Dodi Mulyadi, M. Pd

NIK. 28.6.1026. 16 NIK. 28.6.1026.203

Dean of the Faculty of Foreign Language and Culture

Yesika Maya Ocktarani, M.Hum

NIK. 28.6.10.26.218

DEDICATION

iii
This paper is dedicated to everyone who cares and love me, I would like to
dedicated this paper to :
1. My beloved father and mother
2. My beloved brothers and sister
3. My lectures of English Education Department, both of My first and second
advisor
4. My classmates & My roommate.

MOTTO

iv
“O you who have believed, seek help through patience and prayer. Indeed, Allah
is with the patient.” (Al-Baqarah, 2:152)

v
 ACKNOWLEDGEMENT

Firstly, I want to say thanks to ALLAH SWT who had blessed and given
me the health and knowledge for finishing this final project.

Secondly, I want to say thanks to many people who contributed and

supported me. I would like to deliver thanks to my first advisor Dr. Dodi
Mulyadi, M.Pd, my second advisor Testiana Deni. W, M.Pd. My thanks is also
goes to the chairman and English teachers of MA N 2 Semarang, Ali Said, S.Pd
who had permitted me for conducting the research. Furthermore, I would like to
thank to all English lectures who have taught me in English Education
Department.

The special thanking to my beloved father, mother, brother, sister, family,

roommate and classmates who always pray and support me.

vi
 ABSTRACT

Reading is one of the skills which students must master in English. In

reading the text students are not only for reading words, but also for
understanding the meaning of written texts. The students’ reading
comprehension of MAN 2 Semarang is still low especially in reading analytical
exposition text. It can be seen from the students’ score in preliminary research,
there were 6665% of the students who got the score under 6666 as the criteria of
minimum mastery. To solve the problem, I apllied Task Based Language
Teaching. Task Based Language Teaching is approach allows the student to have
the opportunity to actualize themselves through language utilization. The
objective of this research is to know wether there is a significant effect of using
Task Based Language Teaching toward reading comprehension on analytical
exposition text at first semester of the eleventh grade of MAN 2 Semarang in the
academic year of 2019/2020.
The research methodology was quasai experimental design. The
population on this research was the eleventh grade of MAN 2 Semarang. The
sample of this research was 2 classes consisting 36 both of experiment class and
control class. In the experiment class I use Task Based Language Teaching and
in control class I used lecturing strategy. The treatments were held in 4 meetings
in which 2x45 minutes for each meeting. In collecting the data, I used instrument
in the form multiple choice, essay questions, and questionaire which had been
tried out before the treatments. The instrument was given in pre-test and post-
test before giving the treatment for both classes. Then after conducting the
treatments I was given the instrument in post-test. After giving pre-test and post-
test, I analyzed the data using SPSS to compute independent sample t-test.
From the data analysis computed by using SPSS it was obtained that Sig.=
0,344 and α = 0,760 . it means that Ha is accepted because Sig.0,344 < α = 0,760.
therefore, there is a significant influence of using Task Based Language
Teaching toward students’ reading comprehension on analytical exposition text
at the first semester of eleventh grade of MAN 2 Semarang .
Keywords : Task Based Language Teaching, Reading Comprehension, Analytical
Exposition Text.

TABLE OF CONTENT

vii
 DECLARATION OF ORIGINALITY ...................................................................ii
APPROVAL ............................................................................................................. iii
DEDICATION ......................................................................................................... iv
MOTTO .....................................................................................................................v
ACKNOWLEDGEMENT........................................................................................vi
ABSTRACT .............................................................................................................vii
TABLE OF CONTENTS .......................................................................................viii
LIST OF TABLES ...................................................................................................xi
LIST OF FIGURES ..................................................................................................x
INTRODUCTION ....................................................................................................xi
1.1 Research of Background ..................................................................................1
1.2 Research Questions ..........................................................................................4
1.3 Research Objectives..........................................................................................4
1.4 Signifance of The Research..............................................................................4
1.5 Scope of The Study ..........................................................................................4
1.6 Definition of Term ...........................................................................................5
LITERATURE REVIEW ..........................................................................................7
2.1 Previous Study ................................................................................................7
2.2 Theoritical Review ...........................................................................................8
2.2.1 Task Based Language Teaching ............................................................8
2.2.2 Analytical Exposition Text ...................................................................10
2.2.3 Reading Comprehension .......................................................................11
METHODOLOGY ....................................................................................................12
3.1 Research Design .............................................................................................12
3.2 Research Subject .............................................................................................13
3.3 Research Setting .............................................................................................13
3.4 Data Collection Technique .............................................................................14
3.5 Data Analysis ..................................................................................................14

viii
 3.6 Research Procedure .........................................................................................18
RESEARCH FINDINGS AND DISCUSSION...........................................................
4.1 Research Findings .............................................................................................
4.2 The Final Result ................................................................................................
4.3 The Result of Pre-Test and Post-Test in the Both of Experiment and
Control Class............................................................................................................
4.5 Discussion .........................................................................................................
CONCLUSION AND SUGGESTIONS .....................................................................
5.1 Conclusion ........................................................................................................
5.2 Sugesstion .........................................................................................................
REFERENCES ...........................................................................................................20
APPENDICES ..............................................................................................................

List Of Table

ix
Table 2.2 Traditional classroom vs. TBLT classroom............................................8
Table 3.1 Randomized group, pre-test and post-test.............................................12
Table 3.4 Scoring Scales of Questionnaire............................................................17

List of Figure

x
Figure 1. Research Procedure.......................................................................................19

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 Appendices
Appendix I. Attendance List of Experimental Class ................................................... 22
Appendix II. Attendance List of Control Class............................................................ 28
Appendix III. Attendance List of Try Out Class.......................................................... 30
Appendix IV. The Analysis Validity of Instruments.................................................... 32
Appendix V. The Analysis Reliability of Instruments.................................................
Appendix VI. Rubric Score of Pre-Test of Experimental Class..................................
Appendix VII. Rubric Score of Pre-Test of Control Class ..........................................
Appendix VIII. Rubric Score Post-Test of Experimental Class.................................
Appendix IX. Rubric Score Post-Test of Control Class..............................................
Appendix X Questionnaire...........................................................................................
Appendix XI Test Item.................................................................................................
Appendix XII. Lesson Plan..........................................................................................
Appendix XIII. Syllabus...............................................................................................
Appendix XIV. Questionnaire Result...........................................................................
Appendix XV. T-Test Result and Diagram..................................................................
Appendix XVI. Surat Keterangan Penelitian...............................................................
Appendix XVII.Documents of The Study....................................................................
Appendix XVIII............................................................................................................

xii
 THE EFFECT OF TASK BASED LANGUAGE TEACHING (TBLT) ON
STUDENTS’ READING COMPREHENSION OF ANALYTICAL
EXPOSITION TEXT

INTRODUCTION

1.1 Research Background

Reading is one of the skills which students must master in English. The
purpose of the learning process is to develop effectiveness on teaching in
students’ reading comprehension. Therefore, reading is not only for reading
words, but also for understanding the meaning of written texts. Students are
also required to understand various types of texts both briefly and long term
such as: recount, narrative, procedural, descriptive, news, spoof, report,
analytical exposition, hortatory which of course related to the daily life of
students. Furthermore, the word “understanding” refers to the four aspects of
reading competence that students expect to learn : (1) the main ideas of
various simple texts, (2) details and explicit information from various simple
texts, (3) the meaning of new words based on contextual clues, and (4)
communicative objectives and rhetorical structures of the texts. Thus, it is
clearly stated that students are required to be able to understand and master
various types of texts (Grabe, 2002 cited in Irfan 2017:2).
Berardo (2017:3) has stated that there are many cases which show that
the proficiency of many students in English is still very low and their English
language skills are not significant after years of study from elementary school
to high school. This is because students do not apply what is learned in their
daily life, so their skills are only limited on the knowledge and soft skills are
less developed. To overcome this, the teacher needs to take a special approach
for teaching English English.
Based on pre the observation done at MAN 2 Semarang, students tended
to ignore when the teacher gave the task to read a text or subject matter,
because students considered this was not a task. So that, the quality of

1
students’ reading in MAN 2 Semarang were still low. So, learning English had
not yet fully achieved the learning outcome, even though various things had
been pursued. Various efforts had been defeated by the habits or lifestyles of
students in today's age that were increasingly distant from reading print media
such as books, newspapers, magazines, etc.
According to these reasons above, I will use Task Based Language
Teaching (TBLT) to overcome the problems above. TBLT is one of approach
that can be used in English Language Teaching (ELT). In simple terms, TBLT
is where students are required to understand the learning material that has
been delivered by the teacher first, then the role of the teacher as a supervisor
will be more optimized through the understanding of true or false concepts of
valuation. Amer (2017:2) stated the focus of activities in TBLT is beginning
with the provision of subject matter to students and continuing with the
provision of assignments related to the previous material. In doing their
assignments students can use their skills. Then, the teacher will assess the
student's work.
In this study, I will try to use TBLT to improve student understanding in
reading a text. TBLT focuses more on an approach based on the use of tasks
as the core of planning and instruction in teaching languages. Mulyadi
(2016:170) stated the purpose of using this method is to give the opportunity
for students to complete the task through exploring the language skills
students have, through a series of activities that have been prepared by the
teacher. Learning activities that teacher design involve languages that are
authentic, practical and functional. By using this approach the ongoing
learning process will be student-centered. Nunan (2004) cited in Hutagaluh
(2014) stated through this approach, the students are trained to concentrate
their minds not only to learn the structure of a language, but also to produce
the language. This is in line with the principles that task-based language
teaching is the stipulation of opportunities for students to focus not only on
language but also on the learning process itself. According to Prabhu, N. S
(1987) in Hutagaluh (2014), The task-based learning process itself teaches
several important skills. Students learn how to ask questions, how to negotiate

2
meaning and how to interact and work in groups, in this case I will focus on
the part of associating meaning that is closely related to students' reading
skills. Task-Based Language Teaching itself is an approach which emphasizes
on the process of learning to communicate through interaction in the target
language. So, I will use analytical exposition text with multiple choice and
essay as one of pre-test and post-test instruments for students.

In supporting the implementation of learning English through TBLT, I will

use analytical exposition text. Analytical exposition text is a type of spoken or
written text that is intended to persuade the listeners or readers that something
is the case Anderson, et al. (1997:2–3) cited in Rina (2016). From the
definition above, it said that analytical exposition text is a written or spoken
tells us about the phenomenon surrounding. Its social function is to persuade
the reader that the idea is important matter. It is one of powerful ways of
communicating with other, then the students with multilevel variations will
work together in small groups to achieve a common goal. In these groups,
students will help each other, so this is a social learning situation where
students are positively interdependent in achieving common goals.

Moreover, I want to create a learning atmosphere that involves more

students in the learning process. Through TBLT and analytical exposition text,
it is expected that students have more harmony with each other such as living
together with others, respecting each other's opinions, respecting,
responsibility, willing to sacrifice, be accommodating, and have a big spirit. It
will be modification of learning objectives from what is originally just the
delivery of information to the construction of knowledge by individuals
through group discussion. In this case, there are no different tasks for each
individual, but the task is shared and is done together without distinguishing
students' learning conversations. Based on the description above, I am
interested in conducting research under the title "The Effect of Task Based
Language Teaching on Students Reading Comprehension of Analytical
Exposition Text" in eleven grade of MAN 2 Semarang in academic year
2019/2020. The purpose of this study is to determine the effect of the Task

3
 Based Language Teaching (TBLT) learning model on student understanding
in reading analytical exposition text.

1.2 Research Questions

Based on the background of the study, the problems of this study are as
follows:
1. How significant does the Task Based Language Teaching(TBLT) on
students’ reading comprehension analytical exposition text?
2. How do students perceive about the implementation Task Based Language
Teaching(TBLT) on their reading comprehension analytical exposition
text?
1.3 Research Objectives

Based on the research statement, this particular study aimed at finding out :
1. To describe the effect of the Task-Based Language Teaching (TBLT) on
students’ reading comprehension analytical exposition text.
2. To describe the students’ perceive about the implementation Task Based
Language Teaching (TBLT).
1.4 Scope of the Study
This research focuses on describing the effect of Task-Based Language
Teaching (TBLT) on students’ reading comprehension of analytical exposition
text in MAN 2 Semarang in eleven grade the academic year 2019/2020. This
study will give an important contribution to a better quality of classroom
situation. In addition, the study is also expected to improve the teacher’s
performance during English Teaching-learning process.

1.5 Significances of The Research

Based on the background of the topic above, the significances of the study can
be useful for :
1. The researcher
Researcher can find out the effect of Task Based Language Teaching
(TBLT) on students’ reading comprehension of analytical exposition text.

4
 The results of this study can help researcher to learn more about
appropriate learning methods when teaching reading material. This can
give researchers an understanding of how to handle a class.
2. The Teacher
The results of this study will help English language teacher be more aware
in choosing the right teaching method for the students reading
comprehension, teaching method play an important role in language
learning and for students so that the needs of students in the classroom can
be met.
3. The Reader
The result of this research will help the reader to know about the
importance of choosly the right teaching approach for the students reading
comprehension.

1.6 Definition of Term

1. Task Based Language Teaching (TBLT) is a language teaching system

focusing on the tasks given to students. Tasks (questions) are given to
students to be the center of language teaching activities. Empirically it can
be said that giving problems or problems to students will be a benchmark
for students' abilities and understanding of a material, Richards (2001)
cited in Wijayatiningsih (2018).
According to Freeman (2000) in Hutagaluh (2014), TBLT is an approach
which intends to provide students with natural situation for language
utilization. This approach allows the student to have the opportunity to
actualize themselves through conversational in English.
2. Analytical Exposition text is one of powerful ways of communicating with
others. A good writer lets the reader response to some event in your life as
if it were own. They not only understand the event, but also they can
almost feel it : the action, and details. An analytical exposition is a type of
spoken or written text that is intended to persuade the listeners or readers
that something is the case Anderson, et al. (1997:2–3) in Rina (2016).

5
3. Reading comprehension according Stoller (2002) in Niza (2017:1),
reading is a skill that must be mastered by students in learning English as a
foreign language. Reading does not only see or read what is written but
also understand the contents of the reading so that the reader gets the
knowledge and information from the reading, such as understanding the
main ideas, supporting ideas, vocabulary, and grammar.

6
LITERATURE REVIEW

2.1 Previous Studies

There are some researchs related to this study. One of them was explored the
significant improvement the students taught reading comprehension using Task
-Based Language Teaching (TBLT) and those taught using the Grammar
Translation Method (GTM), Irfan (2017) entitled “The Effect of Task-Based
Language Teaching on Students’ Reading Comprehension”. However in that
research the authors applied Task -Based Language Teaching (TBLT) integrated
with Grammar Translation Method, and it’s different from my research that was
applied Task -Based Language Teaching (TBLT) on students’ reading of
analytical exposition text.
The other previous research is the paper entitled “The Effects of Task-Based
Language Teaching (TBLT) on the Reading Comprehension in EFL Classes”
written by Amer, et al. (2017). The researcher said about the Task- Based
Language Teaching has any advantages or disadvantages in teaching reading
skills to EFL learners. This study attempted to determine the effects of the Task-
Based Language Teaching on the reading comprehension of foreign EFL learners.
Whereas in this paper focus on the effect from using Task Based Language
Teaching.
Damirel (2017) with the title “The Effects of Task-Based Language Teaching
(TBLT) on the Reading Comprehension in EFL Classes” also explore about Task-
Based Language Teaching has any advantages or disadvantages in teaching
reading skills to EFL learners. This study attempted to determine the effects of the
Task-Based Language Teaching on the reading comprehension of foreign EFL
learners. It was almost same with the previous study by Amer.
The next previous study for this research is the students who were treated by
TBLT achieved better reading comprehension than those who were treated by
conventional method. Secondly, there was an interactional effect between TBLT
and grammar mastery upon the students’ reading comprehension. Thirdly, the
students with high grammar mastery gained higher reading comprehension score
when they were treated by TBLT than by conventional method. Fourthly, there
was significant difference in reading comprehension between the students who

7
 had low grammar mastery taught by using TBLT and those who were taught by
conventional method. Whereas this research still focus on the effect of task based
language teaching and grammar mastery toward students’ reading comprehension.
2.2 Theoritical Review

This chapter presents about some related information topic of the recent study.
It is intended to provide some theoretical concepts which could support this
investigation. The discussion is presented under the following sub headings: 1)
Task Based Language Teaching, 2) Analytical Exposition Text, 3) Reading
Comprehension.
2.2.1 Task Based Language Teaching (TBLT)
In this research, it is decided to implement Task Based Language
Teaching (TBLT) because it used as an approach on English Language
Teaching (ELT), and also this approach help the students in improving the
task given by the teacher based on their own ability. TBLT is an approach
that uses tasks as the main component in the learning process in the classroom
through the assignment of these tasks so that the teacher can ensure the
participation and contribution of students in the class, (Mulyadi, 2016)
Nunan (2002) in Irfan (2017) stated the difference between the traditional
classroom and the TBLT classroom based on the TBLT theories. This
distinction between the traditional classroom and the TBLT classroom might
be that shown in Table 2.2 which should provide teachers with a better
understanding of how the use of TBLT is different from the activities in a
traditional classroom.
Table 2.2 Traditional classroom vs. TBLT classroom

Traditional form-focus of pedagogy TBLT clasroom

Rigid discourse structure
Teacher controls topic development
Students’ role is responding and performing
a limited range of language functions
Little negotiated meaning
Scaffolding for enabling students to prodece
correct sentences
Form-focused feedback
Echoing
Loose discourse structure
Students able to control topic development
Students’ initiating and responding roles and
performing wide range of language functions
More negotiated meaning
Scaffolding for enabling students to say what
they want to say
Content-focused feedback
Repetition

8
 The way in which a task was introduced quite essential in TBLT. According to
Gorp.et al. (2017), introduction to tasks usually integrates three functions, the first
one is motivating the leaners to perform the task. The second one is preparing the
learners to perform the task by discussing pre-supposed or useful knowledge of
the words. and the last one is organizing the performance phase by providing clear
instructions about the purpose of the task and how it should or can be performed.
1. Kind of task on Task Based Language Teaching (TBLT)
According Prabhu, N. S. (1987) three types of basic tasks: Information gaps,
gap reasoning and opinion gaps: Activities of information gaps are activities that
involve the transfer of information from one person to another. This type of
activity allows students to request information, request clarifying and negotiating
both meanings, especially when misunderstandings occur, and conclusions that
are appropriate for the task. Gap reasoning activity is an activity where you ask
your students to get some information from what you give them. They are
required to understand and convey information. Opinion gap activities are
activities that require students to express their own preferences, feelings, or
personal ideas about a particular situation.

2. The Task Based Language Teaching (TBLT) steps

a) Activities before the assignment

This stage begins with the instructor explaining to the students what was
expected in the task cycle and the stages of post-assignment review. A form of
introduction or review of key vocabulary words, and exchanging ideas about the
language and linguistic features they will need to successfully complete the task.

b) The actual duty cycle

At this stage, students complete the task in pairs or in small groups.
Instructors are generally reduced to the role of the observer, stepping only when
the student seems to be lost too far from the task at hand.

c) Post-assignment review
This is where students report their findings to the class as a whole. students
can also do several types of peer assessments.

9
2.2.2 Analytical Exposition Text
According to Anderson, et al. (1997) cited in Rina (2016) analytical
exposition text have three components. They are constructing an exposition,
language feature anexposition and generic structure which can be explained as
follow;
1. Constructing an analytical exposition

In constructing an analytical exposition text, there are three basic steps, the
first step is called as an introductory statement that gives the author’s point ofview
and previews the arguments that will follow-in some texts, the opening statements
may be attention grabbing. The second step is constructing a series of arguments
that aim to convince the audience, pictures might also be usedto help persuade the
audience. The last one is constructing a conclusion that sums up the arguments
and reinforces the author’s point of view.

2. Language features of an analytical exposition text

The language features of analytical exposition consist of three kinds. First, the
use of words that shows the author’s attitude, or we usually call it as modality.
The second one is the use of words to express felling or we usually call it as
emotive words. The last one is the use of words to link cause and effect.

3. Generic structure of analytical exposition

The generic structure of analytical exposition consists of three main

parts:thesis, arguments and reiteration.The first part is called as thesis. Thesis is
used for introducing topic and indicates the writer’s position. Besides, thesis is
also used as the outline of the main argument, tobe presented.The second part is
called as argument. The use of arguments is to restate main argument outlined in
preview. It consists of the elaboration, development, and support to each point of
argument. The last one is reiteration. It is usually used for restating the writer’s
position and to conclude the whole argument.

2.2.3 Reading Comprehension

10
 Drummond, et al. (2012) assert this is achieved by working in parallel with
three types of processes : 1. The reader creates a text base or 'micro structure' by
analyzing various propositions from the text. This process allows the reader to
define references and shared references and provide local coherence text. 2. In
addition, the reader must also build global coherence to reach the core or essence
of the text. 3. The reader arrives at essence or synthesis by applying three
complementary types (a) emphasis: where readers eliminate irrelevant or
excessive proposition; (b) generalization: where the reader replaces a series of
propositions for more general one or from a higher order; and (c) construction:
where the reader concludes new things propositions implied in the text, enrich the
text as a whole and integrate it content to achieve global coherence. Finally, to set
the 'model situation' the reader also utilizes his previous knowledge, including
knowledge of the world, about the type of discourse, its function, genre, rhetorical
sources used,communicative context or situation, purpose for reading, etc.
Amer (2017) assumes that reading comprehension is to process of negotiating
understanding between the reader and the writer. It is a more complex
psychological process and includes linguistic factors such as phonological,
morphological, semantic, and syntactic elements, in addition to cognitive factor.
The purpose of the reader is to receive information from the author via words,
sentences, paragraphs, and try to understand the inner emotional of writer. Second
language learners need to understand how to learn meaningful from texts by using
higher level skills; relating what they read, what they know, they are understand
the ideas, detailed information.
Kumara, et al. (2017) stated reading comprehension is defined as the level
of understanding of writing. A large number of reading test materials are still
limited to short reading extracts with general comprehension and reading
comprehension test materials are very closely related to the types of practical
materialsused by the teacher to develop reading skill.

METHODOLOGY

11
3.1 Research Design

The recent study was a quasi experimental research which was the design pre-
test, post-test control group design to find out the result of a certain technique. “An
additional quasi experimental design is applied behavioral analysis or single-
subject experiments in which an experimental treatment that is administered over
time to a single individual or a small number of individuals” Experimental
research seeks to determine if a specific treatment influences an outcome. I was
assess this by providing a specific treatment to one group and with holding it from
another and then determining how both groups scored on an outcome, with the
random assignment of subjects to treatment conditions, and quasi-experiments that
use non randomized assignments, Creswell (2014). The experimental design that I
had use in this study is where students' reading ability are assessed before and after
experimental treatment. Data were collected based on an instrument that had
measure students' reading comprehension.

The result of the test had been analyzed using statistical computation. This
study tried to describe the effect of treatment Task Based Language Teaching on
students’ reading analytical exposition text. The research instrument is pre-test and
post-test. Therefore, the pre-test and post-test control group design.

Table 3.1 Randomized group, pre-test and post-test

Gro Independe
Pre-test Post-test
up nt variable
E Y1 X Y2

C Y1 - Y2
Notes :
E = experimental group
C = control group
Y1 = pre-test
X = treatment on the experiment group
Y2 = post-test

12
 This research design was presented several characteristics; (1) it has two
groups of experimental subjects or treatment group and control group. On the
experiment class TBLT was conducted, while lecturing and discussing method
had been applied in the control class; (2) the two groups compared with respect
two measurements of observation on the dependent variable; (3) both groups has
been measured twice, the first measurement serve as the pre-test and the second as
the post-test; (4) measurement on the dependent variable for both groups has been
done at the same time with the same test; and (5) the experimental group
manipulated with particular treatment.

This research was conducted at MAN 2 Semarang. The data had obtained
through two classes XI classes randomly. The first class was as a control and the
second class as experimental. The instruments in this study were test and
questionnaire. The data analysis of this study was descriptive quantitative.

3.2 Research Subject

The research subject according to Arikunto (2016) gives a limitation to the

subject of research as an object, thing or person where the data for the research
variable was attached, and which was disputed. In this study, the research subject
had a very strategic role because in the research subject, that are the data about the
variables studied. In the quantitative research of respondents or research subjects
referred to as informants, namely people give information about the data desired
by researcher related to the research being carried out. The subjects in this study
has been in two classes XI from MAN 2 Semarang.
3.3 Research Setting

The research setting in XI grade MAN 2 Semarang, which has 36 students in

the class. The research was taken on 15 st until 30th July 2019. MAN 2 Semarang is
one of appropriate school for this research. So, the TBLT activities will consist :
1.) pre task: teacher introduces topic and task, 2.) task cycle: a.) task : students
carry out the task, b.) planning : students plan how to report on task outcomes, c.)
report : students report back to class, and the last is Language focus: a.) analysis,
b.) practice.

13
 However, I have some experiences in that school when I got internship for
second month. So, I know about the school condition and students’ characteristic.
Based on observations when I conducted internship at the school.

3.4 Data Collection Technique

The data collection technique was used through pre-test, post-test, and
questionaire. The pre-test was conducted during the first meeting in the class, a
pre-test was conducted to measure the extent of student understanding in reading a
text. Post-tests was conducted at the fourth meetings, a post-test conducted to
measure whether there was a development in the ability of students to understand
a text, after the treatment in that class. While the questionnaire was divided into
students to find out.
3.4.1 Test
The purpose of the pre-test was to find out the extent to which students
understand reading a text, both in the experimental class and in the control class.
In this study I used a type of multiple choice test, consisting of 20 questions
related to analytical exposition text. Students were required to address the main
topics and ideas of the text, find references, predict, and find explicit / implicit
information.
3.4.2 Questionaire
Sugiyono (2016) explain that questionnaire is a data collection technique
that is done by giving a set of questions or written statements to the respondent,
the answers provided adjusted to a likert scale.
3.5 Data Analysis

This research was use descriptive quantitative data that the data were get
through pre-test, post-test, questionaire from the subject of this research the
students XI grade MAN 2 Semarang.

3.5.1 Pre-test and Post-test Analysis

3.5.1.1 Validity

As revealed by Arikunto (2012: 80) "A test is valid if it measures what

it purpose to measure". Then it can be concluded that validity is a measure that

14
can indicate the level of validity of an instrument. An instrument can be said to
be valid if the instrument can be used to measure what it wants to measure.
Validity will show the extent of the instrument's relevance to what had
been measured in the study. To determine the validity of test items and
questionnaires, the product moment correlation method was used by correlating
the total score produced by each respondent with the score of each item with
the formula:

(Arikunto, 2016)

Information :
rxy = Correlation coefficient between variables X and variables Y, two
correlated variables
ΣX = Number of scores for each item
ΣY = Amount of total item score
ΣX2 = Number of X scores squared
ΣY2 = Number of Y scores squared
ΣXY = Number of multiplications of X and Y
N = Number of trial respondents
3.5.1.2 Realibility

Arikunto (2016:), reliability has a relationship with trust issues. A test is

said to be reliable, if the test gives a fixed result although given many times. In
other words the results show constancy or determination. Reliability test
currently uses SPSS Version 17 application with the Cronbach alpha test
technique. This technique can be used to determine whether research
instruments were reliable or not. Here is the reliability test formula.

Source : Arikunto (2013:239)

15
 Where :

= Instrument reliability
= Number of questions
= Number of item variants
= Total variant
3.5.1.3 T-test

In this study, I used the T-test formula for analyzing the data from the
pre-test and post-test according to Arikunto (2013).

Where :

T = T-test

Mx = Mean score of experimental group

My = Mean score of control group

∑X2 = Total standard deviation of the experimental group

∑Y2 = Total standard deviation of the control group

nx = The number of students of the experimental group

ny = The number of students of the control group

3.5.2 Questionaire

Sugiyono (2016) argue that Likert scale is used for measuring the attitudes,
opinions, and perceptions of someone or a group of people about social
phenomenon. Alternative answers on the Likert scale used are given a score as
follows, Sugiyono (2016)

16
 Table 3.5 Likert scale
Type Score
Strongly Agree 5
Agree 4
Doubt 3
Disagree 2
Strongly Disagree 1

If the data are collected, then data management was carried out, presented and
analyzed. In this study I used statistical test. To assess variables X and Y
variables, the analysis were used the mean (mean) of each variable. The mean is
obtained by summing the overall data in each variable, then divided by the
number of respondents.

Average formula (Mean) as follows

For variable X For Variable Y

Sugiyono (2016)
Information:
X = Average X
Y = Average Y
Σ = Sigma (Amount)
Xi = The value of X from i to n
Yi = The Value of Y from i to n
N = Number of respondents
After obtaining the average of each variable then compared with the criterion
that was determined based on the lowest value and the highest value from the
results of the questionnaire. The lowest value and the highest value each result
took from the many questions in the questionnaire multiplied by the lowest value
(1) and the highest value (5) that has been set.
Based on these explanations, the data to be obtained through questionnaires
come from the control class and experiment class. And then the data had been
processed to see the results of the implementation of the Task Based Language

17
Teaching (TBLT) strategy integrated with Collaborative Learning on Students'
Reading Comprehension.
3.6 Research Procedures

The procedure of this research was:

1. The pre-test conducted at the first meeting in the class, the pre-test was a
multiple choice question that used to measure the extent to which students
understand reading a text. This will be done in both the experimental class and
the control class.
2. I did the learning process in the experimental and control classes, each of
which has four meetings. In the experiment class I did the process of learning
English with Task Based language Teaching (TBLT). The TBLT activities has
type : 1.) Pre task: teacher introduces topic and task, 2.) Task cycle: a.) Task :
students carry out the task, b.) Planning : students plan how to report on task
outcomes, c.) Report : students report back to class, and the last is Language
focus: a.) Analysis, b.) practice.
3. Whereas in the control class I did an usual English learning process. The
conventional learning activities: giving and explaining the topic, giving the
task and students discussed the task, the last srudents report the task result.
4. Next was the post-test that conducted at the fourth meeting, the post-test
conducted in both the experimental class and the control class. Post-tests used
multiple choice and essay questions.
5. The last one was analyzed and interpretation the result, and conclusion.

The research procedure is clearly elucidated in Figure 1.

18
RESEARCH
TBLTFINDINGS
Integrated with Collaborative Learning on Students’ Reading Comprehension
AND DISCUSSION
This chapter presents the
research findings the effect of
Validity Try Out Instruments
Reliability
implementation task based
Reading Test
language teaching on students’ Questionaire

reading comprehension
analytical exposition textGiving
at pre test (Reading Comprehention)
eleventh grade at MAN 2 Multiple Choise
Semarang. The implementation
was divided into four meetings
in experiment and control class.
Experiment Control
This chapter also presents the
quantitative data in the form of
mean the students’score during
TBLT 4 meetings Conventional Learning 4 meetings (Lecturing and disscusio
the research1.)process
Pre task,
2.) Task cycle,
3.) Language
4.1 Research Findingsfocus:

I made the research which

had been held at eleventh
grades of MAN 2 Semarang,
namely the experiment and
control class. Experiment class Post-test Questionaire
was a class that used guided the
task based language teaching on
Analysis
students’ reading
comprehension analytical
Discussion and Intepretation
exposition text, while in the
control class using lecturing on The Result

method. Conclusion

Figure 1. Research Procedures

19
 The first I held a pre-test toward students in the experiment and control class, to
know their ability in reading comprehension before giving a treatment. Then I also
gave a questionaire toward students to know their perception about task based
language teaching approach. Meanwhile, post-test was conducted to know the
students’ achievment in reading comprehension analytical exposition text after getting
treatment.

I determined the experiment class and control class using random sampling, I
chose XI IPA 2 d as experiment class and XI IPS 2 as a control class, and I determined
XI IPS 1 as a try out class before pre-test and post-test was gave in experiment and
control class. The question were tested to know the validity, realiability, and the level
of difficulty . the result of data analysis were presented as follow.

4.1.1 The Result Data Analysis of Test Try Out

Try out was done at class XI IPS 1 before doing pre-test and post-test in
experiment and control class. The test conducted on 17th July 2019, the result analysis
as follows:

4.1.1.1 The Analysis of Validity

I used formula SPSS and microsoft excel to analyse the data, and I use formula
of product moment correlation to calculate the resilt validity of question. The criteria
of a question was valid when r arithmetic > rtable at level of significance was α = 5 %. Here
was the result:

Table 4.1

The Result Data Analysis of Try out Test

No. Correlation/rarithmatic Sig. rtable Criteria

1 0,939 0,001 0,344 Valid
2 0,542 0,001 0,344 Valid

20
Based on the table above, it was found that r table = 0,344. The rarithmatic = 0,939 > rtable =
0,344 and rarithmatic = 0,542 > rtable = 0,344. It means that the test instrument was valid
because rarithmatic was higher than rtable. So, the instrument test both multiple choice and
essay could be used in this research.

4.1.1.2 The Analysis of Reliability

The analysis of reliability test instrument both multiple choice and essa, I used
SPSS program with formula alpha cronbach. The result of the reliability test
instrument as follow :

Table 4.2

The Result of Reliability Test

No. Variable ralpha rtable Criteria

1 Multiple choice 0,760 0,3916 reliability
2 Essay 0,760 0,4093 reliability

Based on the analysis reliability of variable multiple choice above, acquired r alpha
= 0,760. Then this number was compared with r table with N = 33 in standard significant
α = 0,1 got rtable = 0,3916, so ralpha > rtable. Then the analysis reliability of variable essay
acquired ralpha = 0,760 > rtable = 0,4093. So. It meant that the test instrument multiple
choice and essay was reliable and it could be used in the research.

4.1.1.3 The analysis of difficulty level

I determined the criteria of difficulty level used scale adopted from (Sundaya :
2016) as follow :

Table 4.3

Level of difficulty index

Level Criteria
0,00 < P ≤ 0,30 Difficult question
0,31 < P ≤ 0,70 Medium question

21
 0,71 < P ≤ 1,00 Easy question
Here was the scale result difficulty level of question.

B
P=
JS

21,489
=
35

= 0,613

Based on the result above, the result could be seen from distribution between the
number of students who answered the question correctly and total of students. The
result has counted through microsoft excel and it was 0,613. So. The level of difficulty
was in the interval 0,31< P ≤ 0,70. Then the criteria difficulty level of question
included medium level.

4.1.1.4 The Analysis of Distinguishing Capacity

Each question of instrument test had distinguishing capacity, that it was needed
criteria as a measurement distinguishing capacity. There were the necessary criteria as
a measurement the distinguishing capacity from question.

Tabel 4.4

Criteria of Distinguishing Capacity

Scale Criteria
0,00 - 2,9 Bad
3,00 - 5,9 Enough
6,0 - 7,9 Good
8,00 – 10,00 Very Good
Here were the result of distinguishing capacity:

PA−PB
DC =
Max Score

22
 113,89−30,04
=
27

= 3,10

Based on the result above, the calculation of average upper group try out class and
average of lower group try out class. Then the result of them distributed with maximal
score. It meant the average of upper group try out class has 113,89 and average of
lower group try out class has 30,04, then distributed 27 as maximal score. So the DC
(distinguishing capacity) was 3,10, because DC was in the interval 3,00 – 5,9 then
distinguishing capacity of question which tested included in the category was called as
enough.

4.1.1.5 The Final Result

The question which tested had been conducted was analyzed, based on the result
of validity, difficulty level, and standard devisiation. So, the result obtained were
shown that the question could be use in this research.

4.1.2 The Analysis of Try Out Questionnaire

4.1.2.1 The Analysis Validity of The Questionnaire

I used the criteria of the questionnaire were if rarithmatic > rtable in the significant
standard α = 0,1 based on the formula of correlation product moment. There were the
result as follow.

Table 4.2

Result of Try Out Validity Questionnaire

Criteria of Validity Questionnaire Number

Valid 1,2,3,4,5,6,7.8.9.10,11,

23
 Invalid -

4.1.2.2 The Analysis of Reliability Questionnaire

The alpha formula was using for analysis reliability the questionnaire. The
criteria of reliability questionnaire if rarithmatic > rtable. based on the result calculation
reliability, it was obtained rarithmatic = 0,898. The result shown rtable, and N = 15 in the
significant standard α = 0.1 were obtained rtable = 0,344. So the result was 0,898 >
0,344, and the questionnaire instrument was included in reliable category. Because the
result questionnaire had the higher score than the result calculation the alpha. In
conclution the questionnaire instrument was reliable and could use fir this research.

4.1.2.3 The Final Result

The analysis questionnaire instrument of validity and reliability was done, and
the result shown that I could use the questionnaire instrument.

4.1.3 The Result of Effect Task Based Language Teaching on Students’ Reading
Comprehension analytical Text
4.1.3.1 The Pre-test of the Students’s Reading Comprehension Analytical Text

The task based language teaching was applied in experiment class, and the pre-
test was giving before treatment in the experiment class. The research was conducted
on 17 July 2019. There were 36 students in the experiment class.

The result of the average value of the pre-test at the experiment class was
calculated used SPSS program, the result shown 53. The result of the pre-test average
value at experiment class, and control class, as follow.

Tabel 4.3 The Average of Pre-test in the Experiment and Control Class

Group Statistics

24
 Class N Mean Std.Deviation Std. Error Mean
Pretest
Experiment 36 53,33 8,604 1.221
Control 36 51,55 6,661 1.507

Based on the tabel result of pre-test average value above. It was required mean
the experiment class was 53,33. Then, the control class was 51,55. The average of
experimental class was higher than the control class. However, the use of Task Based
Language Teaching on students’s reading comprehension analytical exposition text
gave influence toward students.

4.1.3.2 The Treatment of Task Based Language Teaching on Students’ Reading

Comprehensiom Analytical Exposition Text
The treatment was giving on 17 July 2019 until 31 July 2019. The treatment
was conducted in the experiment class. I use task based language teaching in teaching
reading comprehension analytical exposition text at eleventh grade IPA 2. Saya
memberikan materi bacaan tentang analytical exposition kepada masing-masing
siswa, siswa diharuskan membaca dan memahami materi tersebut. Kemudian siswa
diharuskan menyelesaikan tugas berupa membuat mind mapping tentang analytical
exposition text, sebelumnya siswa telah dibagi dalam kelompok kecil yang masing-
masing terdiri dari 2 siswa. Kemudian siswa akan dipilih secara acak untuk
mempresentasikan hasil diskusi kelompok nya, dan yang terakhir siswa yang lain
haruskan memberikan feedback terhadap teman yang telah mempresentasikan hasil.
Dalam memberikan treatment ini saya berusaha selalu mengajak siswa agar
membiasakan diri menggunakan bahasa inggris dalam proses pembelajarn tersebut.
4.1.3.3 The post-test Task Based Language Teaching on Students’ Reading
Comprehension Analytical Text
I was conducted the post-test to measure the students’ achievementon in
reading comprehension analytical exposition text using task based language teaching,
in the experiment class. I was gave the same test on post-test as the pre-test. The

25
calculation of average result of post-test’s value at the experiment class using SPSS
program was 71,94.
Table 4.4 The Average of Post-test in the Experiment Class
Group Statistics

Class N Mean Std.Deviation Std. Error Mean

Postest
Experiment 36 71,94 7,404 1.721
Control 36 71,63 9,001 1.771

Based on the tabel result of post-test average value above. It was required mean
the experiment class was 71,94. Then, the control class was 71,63. The average of
experimental class was higher than the control class. However, the use of Task Based
Language Teaching on students’s reading comprehension analytical exposition text
gave significant influence toward students. Because of in the learning process using
task based language teaching provide students with natural situation for language
utilization, and this approach allows the student to have the opportunity to actualize
themselves.
4.1.3.4 The conclution

Based on the table result above, the average of pre-test in experiment class
53,33, and average value of the post-test at experiment class was 71,94. It meant that
the use of task based language teaching on students’ reading comprehension analytical
exposition text, in the experiment class gave good influence on students reading
analytical exposition text. On task based language language teaching allows the
student to have the opportunity to actualize themselves. I described the comparison
average pre-test and post-test in that chart as follow.

Figure 4.5 The Result from the Comparison Average of Pre-test and Post-test in
Experiment Class

26
 Column1

post test

pre test

0 10 20 30 40 50 60 70 80

The figure shown there were an increasing the average from pre-test 53,33 and
post-test 71,94 in the experiment class.

4.1.4 The Result of Students’ Reading Comprehension Analytical Exposition text

4.1.4.1 The Pre-test of Students’ Reading Comprehension in Control Class

In the control class was giving lecturing and discussion methode. There were
36 students in the control class. The pre-test was use to know the students reading
comprehension ability an analytical exposition text.

I get the result of average of pre-test value at control class from calculated the
data on program SPSS. The result was 51,55, and could be seen on table as follow.

Table 4.6 The Average of Pre-test in the Control Class

Group Statistics

Class N Mean Std.Deviation Std. Error Mean

Postest
Experiment 36 53,33 7,404 1.721

27
 Control 36 51,55 9,001 1.771

Based on the tabel result above, it was required mean of pre-test average value
in the control class before given the treatment. The result of control class was 51,55
and 55,33 on the experiment text.

4.1.4.2 The Research Treatment in The Control Class

The research was conducted on 17 July 2019 until 31 July 2019. I was
conducted the lecturing and discussion in the control class. I explained the topic
toward the students, then I require students to respond and answer questions raised
related to the material. Then students do the exercises independently.

4.1.4.3 The Post-test of the Control Class

The post-test was conducted to know the increasing of students’ reading

comprehension influence in analytical exposition text, based on conventional methode
was use in control class. Here was the result was calculated using SPSS program, the
average post-test value at the control class was 71,63.

Table 4.7 The Average of Post-test in the Control Class

Group Statistics

Class N Mean Std.Deviation Std. Error Mean

Postest
Experiment 36 71,94 7,404 1.721
Control 36 71,63 9,001 1.771
4.1.4.4 The Conclution

From the table above, it could be concluded that the average of pretest in
control class was 51,55. Then the average of the post-test in control class was 71,63.
So, could be concluded that the learning process using lecturing and discussion in that
class, could also increase the influence on students’ reading comprehension in
analytical exposition text.

28
 Here I describe the comparison average of pre-test and post-test in control class
as follow:

Figure 4.8 The Result from the Comparison Average of Pre-test and Post-test in
Control Class

Column1
post test

pre test

0 10 20 30 40 50 60 70 80

The figure above shown there were an increasing the average result from pre-
test 51,55 and post-test 71,64 in the control class.

4.1.5 The Difference Result Between Experimental Class and Control Class

It was calculated the data to obtaining the result of differences average of the
students’ reading comprehension ability, between the experimental class and control
class. Here shown the difference test result of average the students’ reading
comprehension analytical exposition text.

4.1.5.1 The Difference Average of Ability Comprehension of Concept in the

Experimental Class and Control Class
In determine differences the ability comprehension of concept between the
experimental class and control, nedeed the test differences.
The test of analysis used Independent – Sample T test. The following of
hypotheses that used :
H0 : µ1 = µ2 (There was no difference between experimental class and control
class)

29
 H1 : µ1 ≠ µ2 (There was difference between experimental class and control
class)
The significance level that used 5%. It shown on the colum Sig. (2-tailed) at
the line Equal Variances Assumed with criteria of significant value was α < 0,05, then
it was received by H1. The significant was 0,00>0,05 based on the result above. The
meant of result was unacceptable H1.
Based on the result above the significantwas 0,00>0,05. So, it could be
conclude the result was unacceptable H1, and there was a differences however it was
not significance between the experiment class and control.
The calculation was 5% then H1 was unaccepted, because the criteria if taritmatich
> ttable. In determining the result of difference average of students’ comprehension of
concept in the control and experiment class, at the statistics group on the table.
Independent Sample T-Test was used, then H1 was received because the value was µ1>
µ2.
Then, the conclution was the average test different from comprehension ability
of concept between the control and experiment class. The differences, however not
significant as follow.

Table 4.9 The Result Difference Average of Ability Comprehension of

Concept

Sum of Squares df Mean Square F Sig.

CONTROL Between Groups 7260.125 1 7260.125 106.605 .000

Within Groups 4767.194 70 68.103
Total 12027.319 71

1 6517.014
EXPERIMENT Between Groups 6517.014 18.171 .000
70 358.642
Within Groups 25104.972
31621.986 71
Total

4.1.6 The Result of Questionnaire in the Experiment Class

30
4.1.6.1 The Students’ Perceive Result Using Task Based Language teaching on
students’ Reading Comprehension

The questionnaire consist of 20 questions, after analysis of validity and

reliability 9 question was unvalid. So, I used 11 questions in this research. Each
question had five answer. There were totally agree, agree, netral, disagree, and totally
disagree. The calculation result of students’ perceive of task based language teaching
on strudents’ reading comprehension analytical exposition text as follow:

Figure 4.10 The Result of Questionnaire

5
4.5
4
3.5
3
2.5
2
Series 3
1.5
1
0.5
0
Q1 Q2
Q3 Q4 Series 3
Q5 Q6
Q7 Q8
Q9 Q10
Q11

31
 The result of figure above showed that 11 questions about students’ perceive in
learning process. Students were totally agree if learning analytical text used task
based language teaching could help their reading comprehension.

I made the result of learning process using task based language teaching on students’
reading comprehension analitycal text into a table :

Table 4.11The Result of Questionnaire in the Experiment Class

No Questions Total

1 I enjoyed the task-based language teaching methods .

4.33
2 I like the practice of reading Analitycal Exposition texts during lessons.
3.36

3 I can focus on understanding Analitycal Exposition texts easily.

3.17

4 Completing tasks is easier when there is a connection with daily life.

4.72

5 I have my own strategy in completing the assignment that the teacher

gives. 3.67

6 I needs strategy assistance from the teacher in completing assignments

4.78

7 The introduction of vocabulary at the beginning of the lesson will

4.03
facilitate me in understanding the reading Analitycal Exposition text.
8 The use of English during the learning process needs the right time and
place. 3.36

9 Mutual transfer of information is needed by group members in

understanding reading texts. 4.42

10 The language used by the teacher will greatly affect the acquisition of my
information in understanding the Analitycal Exposition text. 3.69

11 I always capture the information that the teacher conveys.

2.17

Total
41,07

Average 3,790909

The questionnaire consist of 11 indicators. The result showed from first

indicator, the students were enjoyed the learning process using task based language

32
 teaching got 4,33. The second indicator asked the students’ perception of practice
reading analytical text durring the learning process got 3,36 which students got
enjoyed the practice. Third indicator about the students focus on understanding
Analitycal Exposition texts easily got 3,14. The fourth indicator got 4,72, it mean
students agree with completing tasks is easier when there is a connection with daily
life.
The fifth indicator about the students strategy on finishing duty got 3,67, it
mean the students still needed help strategy from the teacher in finishing the duty.
The sixth indicator asked the needs strategy assistance from the teacher in
completing assignments got 4,78, it mean the students agree with the statment. The
seventh indicator got 4,03, so, the introduction of vocabulary at the beginning of the
lesson will help students in understanding the reading Analitycal Exposition text.
The eight indicator explained the use of English during the learning process needs
the right time and place got 3,36. The indicator ninth got 4,42, it mean the students
needed mutual transfer of information each members group in understanding reading
texts. From the tent indicator got 3,69, so could be conclude that the language used
by the teacher will greatly affect the acquisition of students information. The last
indicator got 2,17 shown that students not really get understanding concept from the
teacher explaination durring lesson.
4.1.6.2 The Result of the Questionnaire in the Experimental Class

The questionnaire was distributed on 31 August 2019. The questionnaire aim

was to know the students’ perception about task based language teaching effect on the
students’ reading comprehension analytical exposition text. The questionnaire was
applied at experimental class on eleventh grade of MAN 2 Semarang.

The scale of percentage result qualification on scoring questionnaire as follow

4,00 – 5,00 was very good, 3,25 – 4,00 was good, 2,50 – 3,25 was netral, 1,75 – 2,50
was poor, and 1,00 – 1,75 was very poor.

Here the result calculation of questionnaire scores percentage in the

experimental class.

33
 the total score
Percentage = x 100
the amounthof maximum score

1000000
= x 100 = 1000 %
100000

4.2 Discussion

The discusson will explain the difference average between the experimental class
and control class. The experimental class was got 71,94 in the post-test, meanwhile the
control class was got 71,63. From the result above between experimntal and control
class got effect of methode was applied each other, because in the pre-test of
experimantal class got 53,33 and control class got 51,55. So, the experimental class
got higher score than comtrol class.

The experimental and control class masing- masing mendapatkan peningkatan

hasil skore after each treatment was giving in the both of class. However the
experimental class got higher peningkatan, then could be conclude that the using of
task based language teaching was giving good effect durring learning process,
especially in teaching the students’ reading comprehension analytical text.

I also distributed the questionnaire to know the students’ perception of using task
based language teaching. The questionnaire consist of 11 statments. The first
statment got 4,33 and the categori was very good. The students enjoyed using task
based language teaching on learning process of analytical exposition text. The second
statement got 3,36, it mean the students the students’ perception of practice reading
analytical text durring the learning process was categori good. The third statement got
good category 3,14, on the students focus on understanding Analitycal Exposition
texts easily. The fouth statment explained the students’ perception on completing tasks
will easier when there is a connection with their daily life, and got 4,72 with categori
veri good.

The fifth statement was good categori 3,67, it mean the students have own
strategy on finishing assignment. However in the sixth statment was good categori
also eventhough the students need guiden strategy on finishing their assignment. The

34
sixth statement the score was 4,78, based on the seventh statment result score was 4,03
in very good, it mean the students need introduction of vocabulary at the beginning of
the lesson. The students agree with the eighth statement got 3,36 was good categori,
which the teacher right timing in using english durring lesson. The nineth statment was
very good categori with score 4,42, it mean the students need mutual information in
understanding text. The tenth statment was good categori got 3,69, it explained the
information was giving by the teacher will give effect on students acquisation. The last
statment got 2,17 was on poor condition, it because the students not really get
understanding concept from the teacher explaination durring lesson.

Based on the explaination result above could be conclude that the students was
enjoying the learning process by using task based language teacing, in help students’
reading comprehension analytical text.

CONCLUTION AND SUGEGESTION

This chapter present the conclution and suggesyion of the research . the conclution
is based on the presentation and descriptionof findings and discussion from the data
analysis.

5.1 Conclution
Based on the result and discussion of data analysis above, I takes conclution as
follows.
1. The students reading comprehension ability at eleventh grade of MAN 2
Semarang in academic year 2019/2020 is still low,before using task based
language teaching on students’reading comprehension analytical exposition text. It
is proven by the mean score of the pre-test at experiment class (53,33). Than,
improved after by using the task based language teaching. Mean score of post-test
at experiment class (71,94) was adequately proved this statment. It means that the

35
 students’ reading comprehension ability at MAN 2 Semarang increase after
applying the task based language teacging.
2. The task based language teaching has significant role to improve students’ reading
comprehension analytical exposition text, at eleventh grade MAN 2 Semarang.
The decision criteria if the significant (2.tailed) < 0,05, then there is a significant
difference between the learning outcomes of the experimental class and the control
class. It is proved by the t-Test significant value 0,000 which is lower than 0,05.
So, it could be conclude there were a signifcant difference.

5.2 Suggestion
Based on the conclution, I gives some suggestion as follow :
1. The Task Based Language Teaching is one of methods that can be considered in
teaching in order to help the students’ reading comprehension in the classroom.
2. The teacher should be more highly motivated to practice the task based language
teaching in teaching reading comprehension.
3. To other researcher can conduct the research about the implementation task based
language teaching for other language skill such as writing, speaking, listening.

ReferencesXAmer, N. Ben. (2017). The Effects of Task-Based Language

Teaching ( TBLT ) on the Reading Comprehension in EFL Classes, 3(2),
123–130. https://doi.org/10.5296/elr.v3i2.11976
Anderson, M. and Anderson, K. 1997. Text Types in English. South Yarra:
Macmillan Education Australia PTY Ltd.
Apriono, Djoko. 2013. Pembelajaran Kolaboratif: Suatu Landasan Untuk
Membangun Kebersamaan Dan Keterampilan Kerjasama. Jurnal Pendidikan
Ilmiah. Tuban: Universitas PGRI.
Arikunto, Suharsimi. (2012). Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta: Rineka Cipta.

Arikunto, Suharsimi. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik.

Jakarta: Rineka Cipata

Arikunto, Suharsimi.(2016). Prosedur Penelitian Suatu Pendekatan Praktik.

Jakarta:Rineka Cipta.

36
Berardo. (2017). The Effects of Task-Based Language Teaching ( TBLT ) on the
Reading Comprehension in EFL Classes, 4531, 172–179.

Ben, N., & Ozcan, P. (2017). The Effects of Task-Based Language Teaching
( TBLT ) on the Reading Comprehension in EFL Classes, 4531, 172–179.
Creswell, John.W. (2014). Research Design.pdf. United States of America:
SAGE.
Drummond, S., Mazón, N., & Littleton, K. (2012). Developing reading
comprehension through collaborative learning, 0(0), 1–21.
https://doi.org/10.1111/j.1467-9817.2011.01526.x
Damirel. (2017). The Effects of Task-Based Language Teaching (TBLT) on the
Reading Comprehension in EFL Classes, 0(0), 1–21.
Freeman, D. L. (2000). Techniques and Principles in Language Teaching. Oxford:
Oxford University Press.
Gorp. (2017). Task-Based Language Teaching. Cambridge: Cambridge
University.
Kementerian Pendidikan dan Kebudayaan (2017). Bahasa Inggris Kementerian
Pendidikan dan Kebudayaan.Jakarta : Kementerian Pendidikan dan
Kebudayaan.

Kumara. (2017), The Effect Of Task-Based Language Teaching On Students’

Reading Comprehension, 112–124.
Hutagaluh. (2017). The Effects of Task-Based Language Teaching ( TBLT ) on
the Reading Comprehension in EFL Classes, 3(2), 123–130.
Irfan. (2017), The Effect Of Task-Based Language Teaching On Students’
Reading Comprehension, 112–124.
Mulyadi, Dodi. (2016). Pengaruh Task-Based Language Teaching (Tblt)
Terhadap Kemampuan Bahasa Inggris Dan Soft-Skills Mahasiswa S1
Keperawatan Unimus, 166–184.
Niza. (2017). Reading Comprehension in EFL Classes, 3(2), 23–50.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge
University Press.
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University
Press.
Rina, septiana. (2016). Teks Ekposisi Bahasa Inggris untuk SMA kelas 11, 170–
199.

37
Stoller. (2002). Reading Comprehension in EFL Classes, 3(2), 123–130.
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung:
PT Alfabet.

Ting, jiang. International Journal of Secondary Education Volume 4, Issue 3, June

2016, Pages: 32-38

Wijayatiningsih, T. D. (2018). Designing Scientific Writing Materials Using Task

Based Language Teaching, 8 (2), 219–233.

APPENDIX I

Attendance List of Experimental Class (XI IPA 2)

38
39
APPENDIX II

Attendance List of Control Class (XI IPS 2)

40
41
42
APPENDIX III

Attendance List of Try Out Class (XI IPS 1)

43
44
APPENDIX IV.
The Analysis Validity of Instruments
Test Instrument

Correlations

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14

Pearson Correlation .
** ** **
Q1 1 .100 -.116 .213 .450 .458 .145 .063 .204 .072 .520 .019 452* .117
*

Sig. (2-tailed) .568 .505 .219 .007 .006 .407 .724 .240 .681 .001 .912 .006 .504

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation -.14

.100 1 -.057 -.017 .220 .030 .151 .123 .100 -.030 .317 -.057 .126
Q2 7

Sig. (2-tailed) .568 .745 .921 .204 .866 .388 .488 .568 .866 .064 .745 .398 .471

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation -.24 -.09

-.116 -.057 1 .529** -.081 -.138 -.036 .155 -.116 -.224 .168 .359*
Q3 6 7

Sig. (2-tailed) .505 .745 .001 .643 .428 .838 .160 .372 .505 .196 .334 .581 .034

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

45
 Pearson Correlation -.41
.213 -.017 .529** 1 -.083 .284 .219 -.198 .089 -.068 -.164 .000 .019
Q4 5*

Sig. (2-tailed) 1.00

.219 .921 .001 .637 .098 .207 .015 .254 .612 .697 .346 .914
0

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation .
.450** .220 -.081 -.083 1 .042 .139 .294 .428* .081 .510** -.145 .179
Q5 373*

Sig. (2-tailed) .007 .204 .643 .637 .810 .427 .091 .010 .644 .002 .407 .027 .303

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation -.12

.458** .030 -.138 .284 .042 1 .345* .042 .326 .116 -.019 .176 .165
Q6 9

Sig. (2-tailed) .006 .866 .428 .098 .810 .042 .467 .810 .056 .505 .912 .312 .344

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation -.09

.145 .151 -.036 .219 .139 .345* 1 .000 .139 -.019 .278 .048 .079
Q7 3

Sig. (2-tailed) 1.00

.407 .388 .838 .207 .427 .042 .427 .915 .106 .784 .596 .651
0

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation -.415

.063 .123 -.246 *
.294 -.129 .000 1 .294 -.189 .303 -.067 .120 .139
Q8

Sig. (2-tailed) .724 .488 .160 .015 .091 .467 1.000 .091 .285 .082 .708 .501 .434

46
 N 34 34 34 34 34 34 34 34 34 34 34 34 34 34

Pearson Correlation .204 .100 .155 -.198 .428* .042 .139 .294 1 .081 .274 .108 .257 .441**
Q9 Sig. (2-tailed) .240 .568 .372 .254 .010 .810 .427 .091 .644 .111 .535 .137 .008

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation -.18

.072 -.030 -.116 .089 .081 .326 -.019 .081 1 .138 -.117 .201 .117
Q10 9

Sig. (2-tailed) .681 .866 .505 .612 .644 .056 .915 .285 .644 .428 .504 .247 .504

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation .
.520** .317 -.224 -.068 .510** .116 .278 .303 .274 .138 1 -.093 .224
Q11 386*

Sig. (2-tailed) .001 .064 .196 .697 .002 .505 .106 .082 .111 .428 .593 .022 .195

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation -.06 -.25

.019 -.057 .168 -.164 -.145 -.019 .048 .108 -.117 -.093 1 .062
Q12 7 8

Sig. (2-tailed) .912 .745 .334 .346 .407 .912 .784 .708 .535 .504 .593 .134 .723

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Pearson Correlation .452** -.147 -.097 .000 .373* .176 -.093 .120 .257 .201 .386* -.258 1 .347*
Q13 Sig. (2-tailed) 1.00
.006 .398 .581 .027 .312 .596 .501 .137 .247 .022 .134 .041
0

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

47
 Pearson Correlation .
.117 .126 .359* .019 .179 .165 .079 .139 .441** .117 .224 .062 1
Q14 347*

Sig. (2-tailed) .504 .471 .034 .914 .303 .344 .651 .434 .008 .504 .195 .723 .041

N 35 35 35 35 35 35 35 34 35 35 35 35 35 35

Valid
**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

Questionnaire

48
 Correlations

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 total

Q1 Pearson Correlation 1 .386* .368* .297 .349* .321 .266 .203 .223 .562** .322 .625**

Sig. (2-tailed) .024 .032 .088 .043 .064 .128 .249 .205 .001 .063 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q2 Pearson Correlation .386* 1 .448** .575** .297 .517** .241 .331 .283 .272 .527** .602**

Sig. (2-tailed) .024 .008 .000 .088 .002 .169 .056 .104 .120 .001 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q3 Pearson Correlation .368* .448** 1 .094 .183 .124 .214 .030 .116 .136 .116 .309

Sig. (2-tailed) .032 .008 .598 .301 .486 .224 .866 .515 .442 .515 .075

N 34 34 34 34 34 34 34 34 34 34 34 34

Q4 Pearson Correlation .297 .575** .094 1 .472** .510** .191 .396* .311 .320 .657** .720**

Sig. (2-tailed) .088 .000 .598 .005 .002 .279 .020 .073 .065 .000 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

49
Q5 Pearson Correlation .349* .297 .183 .472** 1 .223 -.002 .225 .418* .331 .470** .615**

Sig. (2-tailed) .043 .088 .301 .005 .206 .989 .201 .014 .056 .005 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q6 Pearson Correlation .321 .517** .124 .510** .223 1 .381* .149 .246 .548** .350* .683**

Sig. (2-tailed) .064 .002 .486 .002 .206 .026 .400 .160 .001 .042 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q7 Pearson Correlation .266 .241 .214 .191 -.002 .381* 1 .072 -.044 .297 .025 .331

Sig. (2-tailed) .128 .169 .224 .279 .989 .026 .685 .806 .089 .889 .056

N 34 34 34 34 34 34 34 34 34 34 34 34

Q8 Pearson Correlation .483** .319 .432* .450** .471** .418* .428* .385* .120 .458** .384* .705**

Sig. (2-tailed) .004 .066 .011 .008 .005 .014 .012 .025 .498 .006 .025 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q9 Pearson Correlation .155 .289 -.178 .574** .267 .539** -.093 .230 .269 .381* .408* .543**

Sig. (2-tailed) .382 .098 .315 .000 .127 .001 .599 .190 .124 .026 .016 .001

50
 N 34 34 34 34 34 34 34 34 34 34 34 34

Q10 Pearson Correlation .203 .331 .030 .396* .225 .149 .072 1 .226 .270 .465** .485**

Sig. (2-tailed) .249 .056 .866 .020 .201 .400 .685 .199 .122 .006 .004

N 34 34 34 34 34 34 34 34 34 34 34 34

Q11 Pearson Correlation .206 .450** .446** .293 .408* .188 .128 .558** .269 .210 .367* .472**

Sig. (2-tailed) .243 .008 .008 .093 .017 .288 .472 .001 .124 .234 .033 .005

N 34 34 34 34 34 34 34 34 34 34 34 34

Q12 Pearson Correlation .223 .283 .116 .311 .418* .246 -.044 .226 1 .430* .421* .534**

Sig. (2-tailed) .205 .104 .515 .073 .014 .160 .806 .199 .011 .013 .001

N 34 34 34 34 34 34 34 34 34 34 34 34

Q13 Pearson Correlation .562** .272 .136 .320 .331 .548** .297 .270 .430* 1 .045 .742**

Sig. (2-tailed) .001 .120 .442 .065 .056 .001 .089 .122 .011 .802 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q14 Pearson Correlation .447** .217 -.005 .560** .407* .495** .016 .280 .369* .660** .375* .760**

51
 Sig. (2-tailed) .008 .218 .979 .001 .017 .003 .929 .109 .032 .000 .029 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q15 Pearson Correlation .200 .160 .056 .403* .394* .529** .184 .180 .459** .741** .066 .667**

Sig. (2-tailed) .257 .366 .754 .018 .021 .001 .297 .307 .006 .000 .712 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q16 Pearson Correlation .285 .168 .003 .348* .302 .316 -.141 .325 .451** .618** .229 .560**

Sig. (2-tailed) .103 .342 .987 .044 .083 .068 .427 .060 .007 .000 .192 .001

N 34 34 34 34 34 34 34 34 34 34 34 34

Q17 Pearson Correlation .322 .527** .116 .657** .470** .350* .025 .465** .421* .045 1 .616**

Sig. (2-tailed) .063 .001 .515 .000 .005 .042 .889 .006 .013 .802 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

Q18 Pearson Correlation .269 .115 .033 .278 .387* .499** .305 .201 .322 .605** .287 .663**

Sig. (2-tailed) .124 .517 .852 .111 .024 .003 .079 .254 .063 .000 .100 .000

N 34 34 34 34 34 34 34 34 34 34 34 34

52
Q19 Pearson Correlation .328 .192 .116 .275 .227 .156 .206 .236 .137 .295 .394* .471**

Sig. (2-tailed) .059 .276 .513 .115 .196 .379 .242 .180 .440 .090 .021 .005

N 34 34 34 34 34 34 34 34 34 34 34 34

Q20 Pearson Correlation .458** .299 .013 .492** .409* .250 .146 .031 .167 .024 .594** .442**

Sig. (2-tailed) .006 .086 .941 .003 .016 .153 .410 .861 .344 .894 .000 .009

N 34 34 34 34 34 34 34 34 34 34 34 34

total Pearson Correlation .625** .602** .309 .720** .615** .683** .331 .485** .534** .742** .616** 1

Sig. (2-tailed) .000 .000 .075 .000 .000 .000 .056 .004 .001 .000 .000

N 34 34 34 34 34 34 34 34 34 34 34 35

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

53
APPENDIX V.
The Analysis Reliability of Instruments
Test Instrument

54
 Case Processing Summary

N %

Cases Valid 34 97.1

Excludeda 1 2.9

Total 35 100.0

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

.898 .895 20

Questionnaire

55
 Case Processing Summary

N %

Cases Valid 34 97.1

Excludeda 1 2.9

Total 35 100.0

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

.612 .612 14

56
NO NAMA SISWA NILAI PRE-TEST
.
1 ADIRA DARMATATYA 55

2 AIZ SABIL MAHDA 52

3 ALFIN MIFTAHUL IHSAN 36

4 CERIA SEKAR AYU B 58

APPENDIX
5 DEBI RIYANTI 50 VI.
6 DIDA ANGGA RISTA A 55 Rubric Score
of Pre-Test
7 DINA NAFISSATUL ULYA 40
of Control
8 FAHMI HAIKAL WAVI 44 Class

9 FRANSISKA PUTRI W 55

11 HANIFA SATRIYANI 64

10 IFNA SHOFWATIN NISWAH 54

12 IKA SARI AYUNINGTYAS 65

13 ILHAM BAGUS FIKRI Y 50

14 JANU DINISANING TYAS 40

15 KHUSNI ABDILLAH 42

16 LATIFATUL JANNAH 58

17 LUQMAN HISYAM M 46

18 MAULIDA RENI PUSPITA S 65

19 MUHAMAD QODRI 46

20 MUHAMMAD FAHMI M 46

21 MUHAMMAD NANANG K W 45

22 MAHAMMAD ZULFIKRI 50

23 MUJIBUN DA’WAH 76

24 NAILI FATIMATUR R 66

25 NANDA NOVA A 50

26 NURUL ISTIATI 42

27 OCTAVIA MUTIARA M 46

28 PUTRI NUR AINI 46

29 RAFLI ARDIANSYAH 52

30 RAMBU RAYA RABANI T 40

31 SIMA SYAKILLA PUTRI T 56

32 SITI FATMAWATI 62
57
33 SYAVILA NUR AINI 44

34 UMI NAELA NIHAYAH 50

APPENDIX VII.
Rubric Score of Pre-Test of Experiment Class

NO NAMA SISWA NILAI PRE-TEST

.
1 ADINDA MINARSI N 72

2 AHMAD FARHANI
ALBARR 18

3 ALIFFIA SALSABILA 64

4 AMALIA
MUSTAFIDATUL M 54

5 ANDRE SETIAWAN 42

6 ANIF RAFIDHON 76

7 ARHAL IBAD 30

8 ASRUL DYANI
SETYATI 76

9 BINTANG FAJAR
ADI P 78

11 CATUR FITRI AYU

NINGSIH 44

10 DINA LUSYANA 78

12 FERY
46
FEBRIYANSYAH
13 GRIBASOR
NUROCHIM 38

14 HALIZA FITRIA
SYABAN 46

58
15 HELGA NUR
50
PRIDYAWATI
16 HENNY WIDYA
ASTUTI 78

17 IBNU SIENA 76

18 INNATA TARFIATI 36

19 KEVIN
PRAMUDHIKA K 30

20 KUSNAH 78

21 LUTFI IMAM
40
TAUCHID F A
22 MAELA RIZQINA
AULIA 40

23 MARIYATUL
QIBTIZAH 54

24 MUCHAMMAD
48
SHOBAKHUL
25 MUHAMMAD IRFAN
HAMID 74

26 MUNAWAROH
AINUN S 58

27 NURUL FITRIAL 74

28 PUTRI SALSABILA 80

29 RAUF ADHA MUTHI 16

30 RISKA FATMA 48
PUTRI
31 SENO NUR FAHREZI 32

32 SHOFIA RIMA
30
NABRLLA
33 SYAIFUL PUTRA R 36

34 TRI LAILI 74
ERNAWATI
35 WILDA ARIFIA
NURAENI 56

59
 36 ZIDAN KAMAL
ARROZAK 38

RATA-RATA
53

APPENDIX VIII.
Rubric Score Post-Test of Experimental Class

NO NAMA SISWA NILAI POST-TEST

.
1 ADINDA MINARSI N 88

2 AHMAD FARHANI
ALBARR 64

3 ALIFFIA SALSABILA 86

4 AMALIA
MUSTAFIDATUL M 86

5 ANDRE SETIAWAN 72

6 ANIF RAFIDHON 40

7 ARHAL IBAD 48

8 ASRUL DYANI
SETYATI 78

9 BINTANG FAJAR
ADI P 90

11 CATUR FITRI AYU

NINGSIH 76

10 DINA LUSYANA 86

12 FERY
30
FEBRIYANSYAH
13 GRIBASOR
NUROCHIM 70

14 HALIZA FITRIA
SYABAN 66

15 HELGA NUR
82
PRIDYAWATI

60
16 HENNY WIDYA
ASTUTI 94

17 IBNU SIENA 80

18 INNATA TARFIATI 72

19 KEVIN
PRAMUDHIKA K 54

20 KUSNAH 80

21 LUTFI IMAM
75
TAUCHID F A
22 MAELA RIZQINA
AULIA 72

23 MARIYATUL
QIBTIZAH 30

24 MUCHAMMAD
84
SHOBAKHUL
25 MUHAMMAD IRFAN
HAMID 80

26 MUNAWAROH
AINUN S 40

27 NURUL FITRIAL 88

28 PUTRI SALSABILA 90

29 RAUF ADHA MUTHI 26

30 RISKA FATMA 86
PUTRI
31 SENO NUR FAHREZI 76

32 SHOFIA RIMA
76
NABRLLA
33 SYAIFUL PUTRA R 80

34 TRI LAILI 88
ERNAWATI
35 WILDA ARIFIA
NURAENI 80

36 ZIDAN KAMAL
ARROZAK 80

61
NO NAMA SISWA (CONTROL) NILAI POST-TEST
.
1 ADIRA DARMATATYA 64

2 AIZ SABIL MAHDA 60

3 ALFIN MIFTAHUL IHSAN 60

4 CERIA SEKAR AYU B 70

RATA-RATA
5 DEBI RIYANTI 71,94286 84

6 DIDA ANGGA RISTA A 72

7 DINA NAFISSATUL ULYA 70

8 FAHMI HAIKAL WAVI 72 APPENDIX

IX.
9 FRANSISKA PUTRI W 78
Rubric Score
11 HANIFA SATRIYANI 68 Post-Test of
Control Class
10 IFNA SHOFWATIN NISWAH 76

12 IKA SARI AYUNINGTYAS 70

13 ILHAM BAGUS FIKRI Y 72

14 JANU DINISANING TYAS 76

15 KHUSNI ABDILLAH 68

16 LATIFATUL JANNAH 72

17 LUQMAN HISYAM M 65

18 MAULIDA RENI PUSPITA S 80

19 MUHAMAD QODRI 76

20 MUHAMMAD FAHMI M 78

21 MUHAMMAD NANANG K W 68

22 MAHAMMAD ZULFIKRI 78

23 MUJIBUN DA’WAH 78

24 NAILI FATIMATUR R 70

25 NANDA NOVA A 70

26 NURUL ISTIATI 64

27 OCTAVIA MUTIARA M 78

28 PUTRI NUR AINI 58

29 RAFLI ARDIANSYAH 78

30 RAMBU RAYA RABANI T 60

31 SIMA SYAKILLA PUTRI T 80

32 SITI FATMAWATI 84
62
33 SYAVILA NUR AINI 78

34 UMI NAELA NIHAYAH 56

 APPENDIX X
Questionnaire
Angket ini bertujuan untuk mengetahui pendapat siswa tentang pendekatan yang
digunakan guru pada saat proses belajar mengajar di kelas Bahasa Inggris.
Berikut keterangan pilihan jawaban yang harus diberi tanda checklist sebagai
pendapat siswa;
Keterangan :
1. TS berarti Tidak Setuju 3. Netral
2. KS berarti Kurang Setuju 4. S berarti Setuju 5. SS berarti
Sangat Setuju
Berilah tanda √ pada kolom jawaban yang sesuai dengan pengalaman anda saat
mengikuti pembelajaran Bahasa Inggris.

Nama :
Kelas :

No Pertanyaan TS KS N S SS

1 Saya pernah menemui metode pembelajaran berbasis

tugas sebelumnya .

2 Saya senang praktek membaca teks Bahasa Inggris saat

pelajaran berlangsung .

3 Saya bisa focus memahami teks bacaan Bahasa Inggris

dengan mudah.
4 Menyelesaikan tugas lebih mudah saat ada keterkaitan
dengan kehidupan sehari-hari.

63
5 Saya mempunyai strategi sendiri dalam menyelesaikan
tugas yang guru berikan.
6 Sata butuh bantuan strategi dari guru dalam
menyelsaikan tugas.
7 Pengenalan kosakata di awal pembelajaran akan
mempermudah saya dalam memahami teks bacaan.
8 Saya dapat mengamati strategi yang teman kelompok
lakukan dalam mamahami teks bacaan.
9 Penggunaan Bahasa Inggris saat proses pembelajaran
perlu waktu dan tempat yang tepat.
10 Saling trasfer informasi dibutuhkan anggota kelompok
dalam memahami teks bacaan.
11 Saya selalu menangkap informasi yang guru sampaikan.

Yang mengisi angket,

Semarang,

_____________________

64
APPENDIX XI

Test Item

A. Choose the right answer based on the text giving !

Text 1

Global Warming

Is it an end to our world ?

Global warming is a phenomenon used to describe the gradual increase in the

temperature of Eart’s atmosphere and oceans. Global warming is not a new
problem but lately people are acknowledging that we are facing a serious problem.
Climate change is apparent everywhere. Failed crops, economic slowdown, and
deforestation are among the several impacts of global warming.

First of all, there is irrefutable evidence that human activities have changed the
atmosphere of our earth. Since the time we have been industrializing, we started
polluting our waters and air, and have been releasing greenhouse gases that
contribute to global warming.

Secondly, according to research by the Greenpeace organization, there is evidence

of extensive deforestation being carried out in Indonesia and other tropical
countries around the world. These forests are used to grow crops like palm sugar,
palm oil and coffee-the life line of Western society (Green-peace report, 2007).

65
The impact of climate change is noticeable throughabout Asia-Pacific, either
during hot days or too much rain accompanied by wind and thunderstrom. This
has started to affect the economy as well.

Furthermore, the shifting weather patterns have made it difficult for farmers to
grow crops. A recent a study has shown that due to unpredictable weather
patterns, there have been lot of failed crops (Reuters, 2007).

In conclution, global warming is not a new problem nor are we solely responsible
for it. But as the citizens of the world, we have to take every possible action to
help overcome this issue. It is not only for us but for all the future generations to
follow.

1. The text gives us information about …

a. The ways to maximize global warning

b. The ways to increase global warning
c. The importance of consuming Asia-pasific water
d. The importance of consuming Asia-pasific groceries
e. The importance of knowing global warning

2. To reduce the global warming we should …

a. building factories at Asia-pasific

b. building factories at forest
c. keeping our water existantion
d. keeping our forest existantion
e. keeping our air existantion

3. help overcome this issue” Last paragraph

The underlined word can be replaced by …

a. increase
b. handle
c. improve
d. add
e. maximize

4. What one of caused the water and air polluted?

a. re-grow crops

66
 b. building the road
c. grow crops
d. reforestation
e. industrializing

5. What tense is mostly used in the text?

a. Past tense
b. Simple present tense
c. Simple perfect tense
d. Present continuous tense
e. Past continuous tense

6. We usually call the last paragraph as………

a. Resolution
b. Reiteration
c. Conclusion
d. Recommendation
e. Twist

7. The following sentences are true,…

a. The industrializing contribute of pollution in the world.

b. The industrializing are very noisy.
c. The industrializing can also cause many deaths and accidents.
d. The industrializing cans accelerate the econimic.
e. The industrializing today are our biggest pollution,

B. Essay
1. What is global warming?
2. Is it a severe problem? Why?
3. What kind of text is given above above?

A. Choose the right answer based on the text giving !

Text 2

Banning of Motorbikes is Necessary in Housing Area

Motorbikes are a nuisance and a cause for great distress. Even though
motorbikes are considered as the most convenient form of tranportation, I

67
think they are a hazard to humans, animals as well as the environment, I think
motorbikes should be banned in housing areas due to the following reasons.
Cause of unreasonable amount of noise, air pollution , diseases, and accidents.

First of all, I would like to point out that motorbikes are a major contributor.
Research has shown that motorbikes emit a deadly gas that is dangerous for
the environment. Consequently, long-term emission of gas from motorbikes is
a major contributor of global warming (Science Daily).

Secondly, according to a report from BBC News Channel, motorbikes are also
responsible for causing diseases such as bronchitis, cancer and are a major
trigger as asthma and high blood pressure. Some of the diseases are also
ghastly that they can kill people (BBC News, 2009).

Furthemore, motorbikes create so much noise. There is “vroom vroom” noise

everywhere. It is extremely difficult to sleep. Parents with infants find it
extremely challenging. The moment their babies fall sleep, one or another
motorbike passes by and the baby wakes up. It is also arduous for children to
concentrate on their homework. Experts are of the opinion that if there is
extreme noise, it can lead to deafness and lack of concentration in children and
adults (Fields,1993).

Finaly, motorbikes are responsible for gorrible accidents. In some cases, there
are deaths. Motorbikes riders go to fast that they are unable to stop on time
thus they end up hitting other people or animals. Many times a lot of animals
are trampled and found dead on the road. Motorbikes are know to be the
biggest killers on the road (Field, 1993).

In conclusion, from the arguments above, I strongly believe that motorbikes

should be banned from housing areas.

1. How many reasons are used to support the writer’s opinion?

a. one reason
b. two reasons

68
 c. three reasons
d. four reasons
e. five reasons
2. What is the main idea of the second paragraph?
a. Motorbikes are a major contributor of deadly gas
b. Motorbikes are a major solution of global warming
c. The danger to use mobile phone on the motorbikes
d. The differences of a deadly gas and pollution
e. The necessary equipments among pedestrian
3. Why motobikes are a major contributor of global warming ?
a. Because motorbikes is not food preservatives
b. Because motorbikes is a disinfectant for human beings
c. Because motorbikes emit a deadly gas is dangerous for the environment
d. Because motorbikes is 10% solution of formaldehyde in water
e. Because motorbikes is controlled flighty from the government

4. The main idea of last paragraph is ….

a. The writer believe that motorbikes should be banned from the areas
b. The writer believe that motorbikes should be banned from the
environment
c. The writer believe that motorbikes should be banned from housing areas
and the road
d. The writer believe that motorbikes should be banned from the road
e. The writer believe that motorbikes should be banned from housing areas

5. Based on the facts above, the writer suggest that … .

a. motorbikes should create so much noise at housing areas
b. motorbikes should create so much noise
c. motorbikes should be banned from housing areas
d. motorbikes riders should go to slow
e. motorbikes riders should go to fast

69
 6. In the last paragraph the world “banned” it reffer to. . . .
a. probable
b. probability
c. proactive
d. prohibition
e. prohibitive

7. What is the social function of the text?

a. to tell a story
b. to describe the reader
c. to entertain the reader
d. to give information
e. to persuade the reader

B. Essay
1. What is the generic structure of the text?
2. What is motorbikes?
3. Is it a severe problem? Why?

Source text I-II : Kementerian Pendidikan dan Kebudayaan (2017). Bahasa

Inggris Kementerian Pendidikan dan Kebudayaan.Jakarta : Kementerian
Pendidikan dan Kebudayaan.

70
APPENDIX XII
Lesson Plan for Control Class
School : MAN 2 Semarang

Subject : English

Grade/semester : XI / 1

Material : Analytical exposition text

Time alocation : 2 x 2 JP (180 minutes)

A. Main Competence
KI 1 :Living and practicing the teachings of his religion
KI 2 :Living and practicing honest behavior, discipline, responsibility,
caring (mutual cooperation, cooperation, tolerance, peace),
courtesy, responsiveness and pro-active and showing attitude as
part of the solution to various problems in interacting effectively
with the social and natural environment and in positioning
ourselves as a reflection of the nation in world relations.
KI 3 :Understanding, applying, analyzing factual, conceptual,
procedural knowledge based on his curiosity about science,
technology, art, culture, and humanities with humanity, nationality,
state and civilization insights related to the causes of phenomena
and events, and applying procedural knowledge to the field of
study specific ones according to their talents and interests to solve
problems.

71
 KI 4 :Processing, reasoning, and presenting in the concrete and abstract
realms related to the development of what he learned in school
independently, and being able to use methods according to
scientific rules.
B. Basic Competence
KD 3.10 Analyzing social functions, text structures, and linguistic elements
from analytical exposition texts on topics that are generally
discussed, in accordance with the context of their use.

KD 4.14 Capturing meanings in analytical exposition texts on topics that are

commonly discussed.
C. Indicator
3.10.1 Identify the structure of the text, and the linguistic elements of the
analytical exposition text.
3.10.2 Explain social functions in analytical exposition text.
4.14.1 Make a report on the results of reading analytical exposition text.
4.14.2 Presenting report results reading analytical exposition text.

D. Learning Objectives
At the end of learning, students can:
1. Identify the text structure and linguistic elements of analytical exposition
text
2. Explain social functions in analytical exposition texts.
3. Make a report on the results of reading analytical exposition text .
4. Present the results of the report reading analytical exposition texts.
E. Learning Materials
1. Text Structure:
a. Main focus (Introduction)
The author introduces the main topic or idea to be discussed. Usually
located in the first paragraph. What is the statement of the importance
of something.
b. Views / Opinions (Contents)

72
 The author presents arguments or opinions that support the main idea
of the text writer. A set of reasons that support the thesis are usually
located in the second paragraph and so on. This phase contains very
important reviews, must be able to convince the reader why the thesis
needs to be stated by the author.
c. Conclusion
Although it is optional, the conclusions from the above discussion need
to be given and conveyed to the reader. This is to emphasize again how
important the thesis has been presented above.
2. Language elements:
a. Use related vocabulary
b. Using internal conjunction, such as firstly, secondly, next and finally.
c. Using external conjunction, such as while, after, before, meanwhile,
until, because, and.
d. Using causal conjunction, such as in case, consequently, because,
because of, due to, that reason, so, otherwise, since.
e. Using contrastive conjunction, such as although, even though, whereas,
nevertheless, however, despite / in spite of, but, yet.
f. Using Simple Present Tense.
g. Using words that express the behavior of writers, such as will,
frequently, may, must, usually, typically, habitually, commonly.
h. Using solicitation techniques:
1) Use facts to support authors' arguments, such as research, expert
opinions, testimonies or quotes
3. Soisal function:
Convincing readers that the topic presented is something important.
F. Approaches, Models and Methods
1. Approach: Scientific (Scientific)
Application of scientific methods:
a. Observe
b. Questioning

73
 c. Explore
d. Associate
e. Communicate
2. Model: Cooperative
3. Methods: group discussions, group assignments,
G. Learning Steps
1) Preliminary Activities 1st and 2nd Meeting
Teacher
Greeting the students
invite students to pray
checking student attendance
ask the topic of previous
learning material
give brainstorming
ask students to express their
opinions individually about
the brainstorming provided
by the teacher
ask students to discuss their
opinions with other students
in pairs
ask some students (in pairs)
as volunteers to express
opinions that have been
discussed with other students
ask students who are not
advanced to give feedback to
students who have explained
their opinions in front of the
class
ask students to guess the guess the material to be
material to be taught in taught
accordance with
brainstorming
Student Time
reply to the teacher's
greetings
pray together with the
teacher
expressed his presence by
saying, "I am here."
answer the topic of
previous learning material
respond to brainstorming
express their opinions after
getting brainstormed by
storing their own opinions
without telling other
students
discuss to exchange
thoughts about the contents
of the brainstorm given by 20’
the teacher
explain opinions that have
been discussed in front of
the class while other
students pay attention
give feedback to students
who are in front of the
class
74
2) Main Activities
Teacher Students Time

a. Observing

make groups consist of 2 asked to position according

students to each group determined
by the teacher
ask students to observe texts observe the text that is still 20’
that are still related to the related to the previous
previous examples given by example given by the
the teacher about analytical teacher about analytical
exposition texts exposition text

Teacher Students Time

b. Questioning

ask students to make two make two questions (the

questions (the first question first question written in the
written in the text, while the text, while the second 30’
second question is implied) question is implied)
according to one pair of according to the text they
groups discussing making 2 get in groups
questions according to the
teacher's command
ask students to give questions give questions that have
that have been made to the been made to the teacher
teacher
display all questions that record the questions
have been made by students displayed by the teacher
according to the number of
questions asked in each
group

Teacher Students Time

c. Exploring

assign students to find assign students to find

questions from other groups questions from other
40’
to find questions from other groups to find questions
groups from other groups

75
 Teacher Students Time

d. Associating

provide opportunities for re-check the questions that

students to check the
questions that have been
obtained from other groups
again
ask students to prepare
material for presentation (the
material presented is 2
questions according to their
group paragraph)
have been obtained from
other groups
preparing material for
presentation (the material
presented is 2 questions
according to the paragraph
of their group) 10’

Teacher Students Time

e. Communicating

ask each group to present present their assignments

their assignments
ask students who are the who becomes the audience
audience to give feedback to to give feedback to students 50’

students who are presenting who are presenting

give feedback to all the listen and record feedback
students who have presented from the teacher

3) Closing Activities
Teacher Students Time

asking students to express express opinions or 10’

their opinions or feelings feelings for the learning
about the learning done done
provide individual structured read the next lesson
assignments by reading the
next lesson
submit plans for the next listen to the teacher's
meeting activity explanation of the next

76
 planned meeting activities

H. Media / Tools and Learning Sources

1. Media / Tools
a. Whiteboard
b. Marker Boardmarker
2. Learning Resources
a. English Language Books Kemendikbud Class XI
b. Mandiri English on Target Erlangga Book Class XI
I. Evaluation
1. Knowledge assessment is carried out by: Written Tests
Material

A. Dari Pengertian di atas, kita bisa tahu kalau analytical exposition text berisi
pemikiran penulis tentang hal-hal yang terjadi di sekitarnya, baik benda,
kejadian, ataupun tempat. Teks ini termasuk dalam argumentative text karena
menunjukkan suatu pendapat (argumen) terhadap sesuatu. Fungsi sosialnya adalah
untuk meyakinkan pembaca bahwa topik yang dihadirkan adalah topik yang
penting untuk dibahas. Kamu perlu ingat, kalau analytical exposition text tidak
“berusaha” untuk mengubah sudut pandang pembacanya, ya, Squad. Teks ini
murni hanya berisi pendapat penulis.

B. Struktur analytical exposition text “Terus, kalau aku mau buat analytical
exposition text, gimana caranya?”

Tenang, Squad. Sekarang kita akan membahas bagian apa saja yang
membentuk analytical exposition text. Analytical exposition text terdiri dari:

1. Thesis

Pada bagian thesis ini, penulis harus memberitahu pembaca tentang topik utama
yang akan ditulisnya. Thesis selalu bisa kamu temukan di paragraf pertama teks.
Di bagian ini, pembaca juga bisa melihat mengapa penulis memberikan pendapat
terhadap hal yang menjadi topiknya.

2. Arguments

77
 Di paragraf selanjutnya, kamu bisa menemukan bagian arguments. Penulis akan
menuliskan pendapat untuk mendukung topik utama yang telah disampaikan
sebelumnya. Biasanya dalam analytical exposition terdapat lebih dari dua
argumen. Semakin banyak argumen yang ditampilkan, pembaca akan semakin
percaya bahwa topik yang dibahas adalah topik yang penting atau membutuhkan
perhatian.

3. Reiteration/Conclusion

Bagian ini selalu terletak di akhir teks dan menjadi paragraf penutup tulisan.
Reiteration berisi penegasan kembali posisi dan pendapat penulis terhadap
topik utama.

C. Kaidah Kebahasaan

Selain struktur, kamu juga harus tahu tentang language features dalam penulisan
analytical exposition text, Squad. Kaidah kebahasaannya adalah berikut ini:

1. Penulisan analytical exposition text menggunakan simple present tense. 

2. Menggunakan kata-kata yang mengekspresikan pikiran atau perasaan

penulis, contohnya: experience, feel, know, realize, sense, think, dll.

3. Menggunakan internal conjunction yaitu kata penghubung yang

menghubungkan argumen di antara dua klausula. Internal conjunctions
dapat dibagi menjadi empat kategori, yaitu (1) addition (penambahan)
Contohnya besides, in addition, further. (2) Comparisons (perbandingan),
seperti but, vice versa, meanwhile, on the other hand. (3) Time (waktu),
misalnya kata second, then, then, next. (4) Cause-effect (akibat). Contoh
katanya antara lain consequence, as a result, so, the result.

4. Menggunakan causal conjunctions (reason–why) atau sebab-akibat.

Misalnya kata as a result, because, by, consequently, despite, due to, for
that reason, dll.

78
 Lesson Plan for Control Class

School : MAN 2 Semarang

Subject : English

Grade/semester : XI / 1

Material : Analytical exposition text

Time alocation : 2 x 2 JP (180 minutes)

A. Main Competence
KI 1 :Living and practicing the teachings of his religion
KI 2 :Living and practicing honest behavior, discipline, responsibility,
caring (mutual cooperation, cooperation, tolerance, peace),
courtesy, responsiveness and pro-active and showing attitude as
part of the solution to various problems in interacting effectively
with the social and natural environment and in positioning
ourselves as a reflection of the nation in world relations.
KI 3 :Understanding, applying, analyzing factual, conceptual,
procedural knowledge based on his curiosity about science,
technology, art, culture, and humanities with humanity, nationality,
state and civilization insights related to the causes of phenomena
and events, and applying procedural knowledge to the field of
study specific ones according to their talents and interests to solve
problems.
KI 4 :Processing, reasoning, and presenting in the concrete and abstract
realms related to the development of what he learned in school

79
 independently, and being able to use methods according to
scientific rules.
B. Basic Competence
KD 3.10 Analyzing social functions, text structures, and linguistic elements
from analytical exposition texts on topics that are generally
discussed, in accordance with the context of their use.

KD 4.14 Capturing meanings in analytical exposition texts on topics that are

commonly discussed.
C. Indicator
3.10.1 Identify the structure of the text, and the linguistic elements of the
analytical exposition text.
3.10.2 Explain social functions in analytical exposition text.
4.14.1 Make a report on the results of reading analytical exposition text.
4.14.2 Presenting report results reading analytical exposition text.

D. Learning Objectives
At the end of learning, students can:
1. Identify the text structure and linguistic elements of analytical exposition
text
2. Explain social functions in analytical exposition texts.
3. Make a report on the results of reading analytical exposition text .
4. Present the results of the report reading analytical exposition texts.
F. Learning Materials
1. Text Structure:
a. Main focus (Introduction)
The author introduces the main topic or idea to be discussed. Usually
located in the first paragraph. What is the statement of the importance
of something.
b. Views / Opinions (Contents)
The author presents arguments or opinions that support the main idea
of the text writer. A set of reasons that support the thesis are usually

80
 located in the second paragraph and so on. This phase contains very
important reviews, must be able to convince the reader why the thesis
needs to be stated by the author.

c. Conclusion
Although it is optional, the conclusions from the above discussion need
to be given and conveyed to the reader. This is to emphasize again how
important the thesis has been presented above.
2. Language Elements:
a. Use related vocabulary
b. Using internal conjunction, such as firstly, secondly, next and finally.
c. Using external conjunction, such as while, after, before, meanwhile,
until, because, and.
d. Using causal conjunction, such as in case, consequently, because,
because of, due to, that reason, so, otherwise, since.
e. Using contrastive conjunction, such as although, even though, whereas,
nevertheless, however, despite / in spite of, but, yet.
f. Using Simple Present Tense.
g. Using words that express the behavior of writers, such as will,
frequently, may, must, usually, typically, habitually, commonly.
h. Using solicitation techniques:
1) Use facts to support authors' arguments, such as research, expert
opinions, testimonies or quotes
3. Soisal function:
Convincing readers that the topic presented is something important.
F. Approaches, Models and Methods
1. Approach: Scientific (Scientific)
Application of scientific methods:
a. Observe

81
 b. Questioning
c. Explore
d. Associate
e. Communicate
2. Model: Cooperative
3. Methods: group discussions, group assignments,

G. Langkah-langkah Pembelajaran
1) Preliminary Activities 3th and 4th Meeting
Teacher Student Time

Greeting the students reply to the teacher's

greetings
invite students to pray pray together with the
teacher
checking student attendance expressed his presence by
saying, "I am here."
ask the topic of previous answer the topic of
learning material previous learning material
give brainstorming respond to brainstorming

20’

ask students to express their express their opinions after

opinions individually about getting brainstormed by
the brainstorming provided storing their own opinions
by the teacher without telling other
students

2) Main Activities
Teacher Students Time

82
a. Observing

The teacher explains the Listen carefully to the

material to be taught in the
form of (exposition text)
Ask students to observe the
text given by the teacher's
analytical exposition text
material presented by the
teacher 20’
Observe the text given by
the teacher about analytical
exposition text

Teacher Students Time

b. Questioning

Ask students about record vocabulary that will

vocabulary that will often be
used in exposition analytical
texts based on the previous
text
ask students what topics are
generally used in analytical
exposition texts
often be used in analytical 30’
exposition text based on the
previous text
answer the questions the
teacher has made

Teacher Students Time

c. Mengeksplorasi (Exploring)

assign students to discuss assign students to discuss

texts with their respective texts with their respective
groups discussing text with groups discussing text with 40’
members of their respective members of their respective
groups groups

Teacher Students Time

d. Mengasosiasi (Associating)

provide opportunities for recheck the group

83
 students to check the results
of group discussions again
ask students to prepare
material for presentation
(based on the results of
group discussions)
Teacher
e. Communicating
ask each group to present
their assignments
ask students who are the
audience to give feedback to
students who are presenting
give feedback to all the
students who have presented
3) Closing Activities
Teacher
asking students to express
their opinions or feelings
about the learning done
provide individual structured
assignments by reading the
next lesson
submit plans for the next
meeting activity
H. Media / Tools and Learning Sources
discussion theme
material to be presented
(based on the results of
group discussions)
10’
Students Time
present their assignments
who becomes the audience
to give feedback to students 50’
who are presenting
listen and record feedback
from the teacher
Students Time
express opinions or
feelings for the learning
done
read the next lesson
10’
listen to the teacher's
explanation of the next
planned meeting activities
84
 1. Media / Tools
a. Whiteboard
b. Marker Boardmarker
2. Learning Resources
a. English Language Books Kemendikbud Class XI
b. Mandiri English on Target Erlangga Book Class XI
I. Evaluation
1. Knowledge assessment is carried out by: Written Tests

Leson Plan for Experiment Class

School : MAN 2 Semarang

Subject : English

Grade/semester : XI / 1

85
Material : Analytical exposition text
Time alocation : 2 x 2 JP (180 minutes)

A. Main Competence
KI 1 :Living and practicing the teachings of his religion
KI 2 :Living and practicing honest behavior, discipline, responsibility,
caring (mutual cooperation, cooperation, tolerance, peace),
courtesy, responsiveness and pro-active and showing attitude as
part of the solution to various problems in interacting effectively
with the social and natural environment and in positioning
ourselves as a reflection of the nation in world relations.
KI 3 :Understanding, applying, analyzing factual, conceptual,
procedural knowledge based on his curiosity about science,
technology, art, culture, and humanities with humanity, nationality,
state and civilization insights related to the causes of phenomena
and events, and applying procedural knowledge to the field of
study specific ones according to their talents and interests to solve
problems.
KI 4 :Processing, reasoning, and presenting in the concrete and abstract
realms related to the development of what he learned in school
independently, and being able to use methods according to
scientific rules.
B. Basic Competence
KD 3.10 Analyzing social functions, text structures, and linguistic elements
from analytical exposition texts on topics that are generally
discussed, in accordance with the context of their use.

KD 4.14 Capturing meanings in analytical exposition texts on topics that are

commonly discussed.
C. Indicator
3.10.1 Identify the structure of the text, and the linguistic elements of the
analytical exposition text.

86
 3.10.2 Explain social functions in analytical exposition text.
4.14.1 Make a report on the results of reading analytical exposition text.
4.14.2 Presenting report results reading analytical exposition text.

D. Learning Objectives
At the end of learning, students can:
1. Identify the text structure and linguistic elements of analytical exposition
text
2. Explain social functions in analytical exposition texts.
3. Make a report on the results of reading analytical exposition text .
4. Present the results of the report reading analytical exposition texts.
E. Learning Materials
1. Text Structure:
d. Main focus (Introduction)
The author introduces the main topic or idea to be discussed. Usually
located in the first paragraph. What is the statement of the importance
of something.
e. Views / Opinions (Contents)
The author presents arguments or opinions that support the main idea
of the text writer. A set of reasons that support the thesis are usually
located in the second paragraph and so on. This phase contains very
important reviews, must be able to convince the reader why the thesis
needs to be stated by the author.

f. Conclusion
Although it is optional, the conclusions from the above discussion need
to be given and conveyed to the reader. This is to emphasize again how
important the thesis has been presented above.
2. Language elements:

87
 a. Use related vocabulary
b. Using internal conjunction, such as firstly, secondly, next and finally.
c. Using external conjunction, such as while, after, before, meanwhile,
until, because, and.
d. Using causal conjunction, such as in case, consequently, because,
because of, due to, that reason, so, otherwise, since.
e. Using contrastive conjunction, such as although, even though, whereas,
nevertheless, however, despite / in spite of, but, yet.
f. Using Simple Present Tense.
g. Using words that express the behavior of writers, such as will,
frequently, may, must, usually, typically, habitually, commonly.
h. Using solicitation techniques:
1) Use facts to support authors' arguments, such as research, expert
opinions, testimonies or quotes
3. Soisal function:
Convincing readers that the topic presented is something important.
F. Approaches, Models and Methods
1. Approach: Scientific (Scientific)
Application of scientific methods:
a. Observe
b. Questioning
c. Explore
d. Associate
e. Communicate
2. Model: Cooperative
3. Methods: group discussions, group assignments,
G. Learning Steps
1) Preliminary Activities 1st and 2nd Meeting
Teacher Students Time

greet students reply to the teacher's 20’

greetings

88
 invite students to pray
checking student attendance
ask the topic of previous
learning material
give brainstorming
ask students to express their
opinions individually about
the brainstorming provided
by the teacher
ask students to discuss their
opinions with other students
in pairs
ask some students (in pairs)
as volunteers to express
opinions that have been
discussed with other students
ask students who are not
advanced to give feedback to
students who have explained
their opinions in front of the
class
2) Main Activities
Teacher
a. Observing
Provide instructors who
explain to students what to
pray together with the
teacher
expressed his presence by
saying, "I am here."
answer the topic of
previous learning material
respond to brainstorming
 
express their opinions after
getting brainstormed by
storing their own opinions
without telling other
students
discuss to exchange
thoughts about the contents
of the brainstorm given by
the teacher
explain opinions that have
been discussed in front of
the class while other
students pay attention
give feedback to students
who are in front of the
class
Students Time
Observe and examine what 30’
is conveyed by the teacher
89
expect in the task cycle and
the stages of post-assignment
review. A form of
introduction or review of
keyword vocabulary words,
and exchanging ideas about
the language and linguistic
features they need to
successfully complete the
task.
ask students to observe texts observe the text that is still
that are still related to the related to the previous
previous examples given by example given by the
the teacher about analytical teacher about analytical
exposition texts exposition text

Teacher Students Time

b. Questioning

ask students to make two make two questions (the

questions (the first question
written in the text, while the
second question is implied)
according to one pair of
groups discussing making 2
questions according to the
teacher's command
ask students to give questions
that have been made to the
teacher
first question written in the
text, while the second
20’
question is implied)
according to the text they
get in groups
give questions that have
been made to the teacher

90
display all questions that record the questions
have been made by students displayed by the teacher
according to the number of
questions asked in each group
Teacher Students Time

c. Exploring

instruct students to complete students complete

paired assignments or in assignments in pairs or in
small groups. Instructors are small groups.
generally reduced to the role
of the observer, only stepping 40’

when the student seems to be

missing too far from the task
at hand.

Teacher Students Time

d. Associating

provide opportunities for re-check the questions that

students to check the
questions that have been
obtained from other groups
again
ask students to prepare
material for presentation (the
material presented is 2
questions according to their
group paragraph)
have been obtained from
other groups
preparing material for
presentation (the material
presented is 2 questions
according to the paragraph 10’
of their group)

Teacher Students Time

e. Communicating

91
 he teacher reviews the post
assignments that students
have completed.
ask students who are the
audience to give feedback to
students who are presenting
give feedback to all the
students who have presented
3) Closing Activities
Teacher
asking students to express
their opinions or feelings
about the learning done
provide individual structured
assignments by reading the
next lesson
submit plans for the next
meeting activity
H. Media / Tools and Learning Sources
1. Media / Tools
a. Whiteboard
b. Marker Boardmarker
2. Learning Resources
a. English Language Books Kemendikbud Class XI
b. Mandiri English on Target Erlangga Book Class XI
Students report their
findings to the class as a
whole.
who becomes the audience
to give feedback to 50’
students who are
presenting
listen and record feedback
from the teacher
Students Time
express opinions or
feelings for the learning
done
read the next lesson
10’
listen to the teacher's
explanation of the next
planned meeting activities
92
I. Evaluation
1. Knowledge assessment is carried out by: Written Tests

Leson Plan for Experiment Class

School : MAN 2 Semarang

Subject : English

Grade/semester : XI / 1

Material : Analytical exposition text

Time alocation : 2 x 2 JP (180 minutes)

A. Main Competence
KI 1 :Living and practicing the teachings of his religion
KI 2 :Living and practicing honest behavior, discipline, responsibility,
caring (mutual cooperation, cooperation, tolerance, peace),
courtesy, responsiveness and pro-active and showing attitude as
part of the solution to various problems in interacting effectively
with the social and natural environment and in positioning
ourselves as a reflection of the nation in world relations.
KI 3 :Understanding, applying, analyzing factual, conceptual,
procedural knowledge based on his curiosity about science,
technology, art, culture, and humanities with humanity, nationality,

93
 state and civilization insights related to the causes of phenomena
and events, and applying procedural knowledge to the field of
study specific ones according to their talents and interests to solve
problems.
KI 4 :Processing, reasoning, and presenting in the concrete and abstract
realms related to the development of what he learned in school
independently, and being able to use methods according to
scientific rules.
B. Basic Competence
KD 3.10 Analyzing social functions, text structures, and linguistic elements
from analytical exposition texts on topics that are generally
discussed, in accordance with the context of their use.

KD 4.14 Capturing meanings in analytical exposition texts on topics that are

commonly discussed.
C. Indicator
3.10.1 Identify the structure of the text, and the linguistic elements of the
analytical exposition text.
3.10.2 Explain social functions in analytical exposition text.
4.14.1 Make a report on the results of reading analytical exposition text.
4.14.2 Presenting report results reading analytical exposition text.

D. Learning Objectives
At the end of learning, students can:
1. Identify the text structure and linguistic elements of analytical exposition
text
2. Explain social functions in analytical exposition texts.
3. Make a report on the results of reading analytical exposition text .
4. Present the results of the report reading analytical exposition texts.
E. Learning Materials
1. Text Structure:
g. Main focus (Introduction)

94
 The author introduces the main topic or idea to be discussed. Usually
located in the first paragraph. What is the statement of the importance
of something.
h. Views / Opinions (Contents)
The author presents arguments or opinions that support the main idea
of the text writer. A set of reasons that support the thesis are usually
located in the second paragraph and so on. This phase contains very
important reviews, must be able to convince the reader why the thesis
needs to be stated by the author.
i. Conclusion
Although it is optional, the conclusions from the above discussion need
to be given and conveyed to the reader. This is to emphasize again how
important the thesis has been presented above.
2. Language elements:
a. Use related vocabulary
b. Using internal conjunction, such as firstly, secondly, next and finally.
c. Using external conjunction, such as while, after, before, meanwhile,
until, because, and.
d. Using causal conjunction, such as in case, consequently, because,
because of, due to, that reason, so, otherwise, since.
e. Using contrastive conjunction, such as although, even though, whereas,
nevertheless, however, despite / in spite of, but, yet.
f. Using Simple Present Tense.
g. Using words that express the behavior of writers, such as will,
frequently, may, must, usually, typically, habitually, commonly.
h. Using solicitation techniques:
1) Use facts to support authors' arguments, such as research, expert
opinions, testimonies or quotes
3. Soisal function:
Convincing readers that the topic presented is something important.
F. Approaches, Models and Methods

95
 1. Approach: Scientific (Scientific)
Application of scientific methods:
a. Observe
b. Questioning
c. Explore
d. Associate
e. Communicate
2. Model: Cooperative
3. Methods: group discussions, group assignments,
G. Learning Steps
f. Preliminary Activities 1st and 2nd Meeting
Teacher
greet students
invite students to pray
checking student attendance
ask the topic of previous
learning material
give brainstorming
ask students to express their
opinions individually about
the brainstorming provided
by the teacher
ask students to discuss their
opinions with other students
in pairs
Students Time
reply to the teacher's 20’
greetings
pray together with the
teacher
expressed his presence by
saying, "I am here."
answer the topic of
previous learning material
respond to brainstorming
 
express their opinions after
getting brainstormed by
storing their own opinions
without telling other
students
discuss to exchange
thoughts about the contents
of the brainstorm given by
the teacher
96
 ask some students (in pairs)
as volunteers to express
opinions that have been
discussed with other students
ask students who are not
advanced to give feedback to
students who have explained
their opinions in front of the
class
explain opinions that have
been discussed in front of
the class while other
students pay attention
give feedback to students
who are in front of the
class

1) Main Activities
Teacher Students Time

a. Observing

Provide instructors who Observe and examine what

explain to students what to is conveyed by the teacher
expect in the task cycle and
the stages of post-assignment
review. A form of
introduction or review of
keyword vocabulary words,
and exchanging ideas about
the language and linguistic
30’
features they need to
successfully complete the
task.
ask students to observe texts observe the text that is still
that are still related to the related to the previous
previous examples given by example given by the
the teacher about analytical teacher about analytical
exposition texts exposition text

97
Teacher
b. Questioning
ask students to make two
questions (the first question
written in the text, while the
second question is implied)
according to one pair of
groups discussing making 2
questions according to the
teacher's command
ask students to give questions
that have been made to the
teacher
display all questions that
have been made by students
according to the number of
questions asked in each group
Teacher Students
c. Exploring
instruct students to complete
paired assignments or in
small groups. Instructors are
generally reduced to the role
of the observer, only stepping
when the student seems to be
missing too far from the task
at hand.
Teacher
Students Time
make two questions (the
first question written in the
text, while the second
20’
question is implied)
according to the text they
get in groups
give questions that have
been made to the teacher
record the questions
displayed by the teacher
Time
students complete
assignments in pairs or in
small groups.
40’
Students Time
98
 d. Associating

provide opportunities for re-check the questions that

students to check the
questions that have been
obtained from other groups
again
ask students to prepare
material for presentation (the
material presented is 2
questions according to their
group paragraph)
have been obtained from
other groups
preparing material for
presentation (the material
presented is 2 questions
according to the paragraph 10’
of their group)

Teacher Students Time

e. Communicating

he teacher reviews the post Students report their

assignments that students findings to the class as a
have completed. whole.
ask students who are the who becomes the audience
audience to give feedback to to give feedback to 50’

students who are presenting students who are

presenting
give feedback to all the listen and record feedback
students who have presented from the teacher

1) Closing Activities
Teacher Students Time

asking students to express express opinions or 10’

their opinions or feelings feelings for the learning

99
 about the learning done
provide individual structured
assignments by reading the
next lesson
submit plans for the next
meeting activity
done
read the next lesson
listen to the teacher's
explanation of the next
planned meeting activities

H. Media / Tools and Learning Sources

1. Media / Tools
a. Whiteboard
b. Marker Boardmarker
2. Learning Resources
a. English Language Books Kemendikbud Class XI
b. Mandiri English on Target Erlangga Book Class XI
I. Evaluation
1. Knowledge assessment is carried out by: Written Tests

APPENDIX XIII
Syllabus

Analytical Observe Assessment

1.1 Being
grateful for exposition a) Students listen to various criteria
text examples of analysis a) Achieving
the
1. Social exposition texts given / social functions

100
 function : played by the teacher
opportunit
Expressin b)
y to learn
g opinions b) Students observe social Completeness
English as
on hot functions, structures and and complexity
the
topics is linguistic elements of the structure
language
discussed of analytical
of
responsibl c) Students learn to find exposition text
instruction
y main ideas, detailed
for
2.Text information and certain c) Accuracy of
Internation
structure information from analytical linguistic
al
a. exposition texts elements:
communic
Mention grammar,
ation is
the Questioning vocabulary,
manifested
subject a) With the guidance and speech, word
in the spirit
matter of direction of the teacher, stress,
of learning
something students question, among intonation,
2.3Demonstrat warmly other things, the differences spelling, and
e discussed between various exposition handwriting
responsibil texts in English, Students
ity, caring, b. question the main ideas, d) Conformity
Mention detailed information and of writing /
cooperatio
the certain information delivery format
n and views /
peace- opinions Explore Observations
loving regarding a) Students search for Not formal
behavior in this matter several analytical judgments such
carrying along with exposition texts from as tests, but for
out illustratio various sources. the purpose of
ns as giving
functional
supporters b) Students practice finding feedback. The
communic the main ideas, detailed objectives of the
ation c. Ends information and certain assessment are:
3.10Analyze with a information
social conclusio a) Be
functions, n that c) Students in groups write / responsible,
text restates copy analytical exposition caring,
the texts by paying attention to collaborating,
structure,
opinion of social functions, structures, and loving
and it and linguistic elements in a peace, in
linguistic coherent manner carrying out
elements 3.Language communication
from Element d) Students read exposition
analytical a)Simple text to friends using the b) Accuracy and
Present right linguistic elements suitability in
exposition
sentence Associate delivering and
texts on a) In pairs students analyze writing

101
 b)Conditi several exposition texts analytical
topics that
onal with a focus on social exposition texts
are Clauses functions, structures, and
commonly linguistic elements c) The sincerity
discussed, c) Modals of students in
in b) Students get feedback the learning
accordance from teachers and friends process at each
with the about the results of the stage
analysis presented in group
context of
work. d) The accuracy
their use. and suitability
Communicate of using
4.14 Capturing a) Students make a report in strategies in
meanings the form of notes on the reading
in results of reading and
analytical listening Portfolio
a) Collection of
exposition
b) Group, students records of
texts on exchange stories about learning
topics that exposition text by paying progress
are attention to social functions,
commonly structures and linguistic b) Collection of
discussed elements. test and practice
results.
c) Students present it in
class c) Records or
1.) Make a written self- records of self-
evaluation report about assessment and
each person's experience peer
in searching for assessment, in
exposition texts during the form of
the learning process comments or
inside and outside the other evaluation
classroom, including the methods
obstacles experienced.
Self-
2.) Students make a Assessment
'learning journal' and Peer
Assessment
Forms: diaries,
journals, special
formats,
comments, or
other forms of
assessment

102
 APPENDIX XIV.
Questionnaire Result

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation Kurtosis

Statistic Statistic Statistic Statistic Statistic Statistic Std. Error

x1 4.33
36 2 5 .676 .620 .768

x2 3.36
36 2 5 .990 -.961 .768

x3 3.17
36 1 5 1.000 .453 .768

x4 4.72
36 2 5 .741 -.378 .768

x5 3.67
36 1 5 .793 2.391 .768

x6 4.78
36 2 6 .959 -.313 .768

x7 4.03
36 3 5 .654 -.503 .768

x8 3.36
36 1 5 .833 .833 .768

x9 4.42
36 1 5 1.079 .320 .768

x10 3.69
36 1 5 .822 1.960 .768

x11 2.17
36 2 5 .793 -.357 .768

total 41,07
36 33 51 4.308 .261 .768

Valid N (listwise) 36

103
 APPENDIX XV.
T-Test Result and Diagram

Group Statistics

kelas N Mean Std. Deviation Std. Error Mean

hasil 1 36 71.64 7.407 1.235

2 36 72.03 18.594 3.099

Independent Samples Test

Levene's Test for

Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the
Mean Std. Error
Difference
Sig. (2- Differenc Differenc
F Sig. t df tailed) e e Lower Upper

hasi Equal variances

14.228 .000 -.117 70 .908 -.389 3.336 -7.042 6.264
l assumed

Equal variances 45.83

-.117 .908 -.389 3.336 -7.104 6.327
not assumed 5

104
APPENDIX XVI.
Surat Keterangan Penelitian

105
Appendix XVII.
Documents of The Study

106
Experiment Class

107
Control Class

Try Out Class

108
109