THE EFFECT OF USING COMMUNICATIVE APPROACH

ON STUDENTS’ READING COMPREHENSION OF

EXPOSITION TEXT
(A Quasi-Experimental Research at the Eleventh Grade of SMAN 8 Tangerang
Selatan in Academic Year 2019/2020)

A Skripsi Presented to the Faculty of Educational Sciences in Partial Fulfillment

of the Requirements for the Degree of S.Pd. (S-1) in English Education

Nadya Adella Nurmawati

11150140000024

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2019
 APPPROVAL SHEET
THE EFFECT OF USING COMMUNICATIVE APPROACH ON
STUDENTS’ READING COMPREHENSION OF EXPOSITION TEXT
(A Quasi-Experimental Research at the Eleventh Grade of SMAN 8 Tangerang
Selatan in Academic Year 2019/2020)

A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for Degree of S.Pd. (S-1) in English Education

By:
NADYA ADELLA NURMAWATI
11150140000024

Approved by:

Advisor I Advisor II

Dr. Nida Husna, M.Pd., M.A.TESOL Dadan Nugraha, M.Pd.

NIP: 19720705 200312 2 002 NIP:

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019

ii
iii
 KEMENTERIAN AGAMA No. Dokumen : FITK-FR-AKD-088
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FORM (FR) No. Revisi: : 01
FITK
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini,

Nama : NADYA ADELLA NURMAWATI
Tempat/Tgl. Lahir : Jakarta/4 Juli 1997
NIM : 11150140000024
Jurusan/Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effect of Using Communicative Approach on
Students’ Reading Comprehension of Exposition
Text (A Quasi-Experimental Research at the
Eleventh Grade of SMAN 8 Tangerang Selatan in
Academic Year 2019/2020)
Dosen Pembimbing : 1. Dr. Nida Husna, M.Pd., M.A.TESOL
2. Dadan Nugraha, M.Pd.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya
saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh ujian munaqasah.

Jakarta, November 13th 2019

Mahasiswa ybs

Nadya Adella Nurmawati

NIM. 11150140000024

iv
 ABSTRACT
Nadya Adella Nurmawati. NIM. 11150140000024. “The Effect of Using
Communicative Approach on Students’ Reading Comprehension of
Exposition Text” (A Quasi-Experimental Research at the Eleventh Grade of
SMAN 8 Tangerang Selatan in Academic Year 2019/2020). “Skripsi” of the
English Education Department, the Faculty of Educational Sciences, Syarif
Hidayatullah State Islamic University Jakarta, 2019.

Advisors : 1. Dr. Nida Husna, M.Pd., M.A. TESOL.

2. Dadan Nugraha, M.Pd.

Keywords: Reading Comprehension, Exposition Text, Communicative Approach

This study is intended to find the effect of using communicative approach on

students’ reading comprehension skill of exposition text at the eleventh grade of
SMAN 8 Tangerang Selatan in academic year 2019/2020. The subject of this study
was the eleventh grade students in XI Science 1 and 5, 72 students in total. The
researcher used Quasi-Experimental Research as the design of the study to conduct
this research. A quantitative method is used to measure the data of this research
from students’ score in pre-test and post-test. In the technique of data analysis, the
researcher used normality, homogeneity, T-Test, and effect size calculation. It
could be seen from the students’ pre-test and post-test score. The pre-test mean
score of student in experimental class was 64.22, and the post-test mean score of
student in experimental class was 80.22. Meanwhile, the pretest score in control
class was 53.44, and the post-test mean score in control class was 62.78. In addition,
the effect size formulation obtained in this research is 2.09 which is indicated as a
strong effect size. Based on the result above, it is concluded that there is a positive
effect of using Communicative Approach on students’ reading comprehension of
exposition text at strong level at the Eleventh Grade of SMAN 8 Tangerang Selatan
in Academic Year 2019/2020.

v
 ABSTRAK
Nadya Adella Nurmawati. NIM. 11150140000024. “Efek dari Penggunaan
Pendekatan Komunikatif pada Pemahaman Membaca Siswa terhadap Teks
Eksposisi” (Penelitian Kuasi-eksperimental di Kelas 11 SMAN 8 Tangerang
Selatan pada Tahun Ajaran 2019/2020). Skripsi, Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2019.

Dosen Pembimbing : 1. Dr. Nida Husna, M.Pd., M.A. TESOL.

2. Dadan Nugraha, M.Pd.

Kata Kunci: Pemahaman Membaca, Teks Eksposisi, Pendekatan Komunikatif

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan pendekatan

komunikatif terhadap keterampilan pemahaman membaca siswa pada teks
eksposisi di kelas sebelas SMAN 8 Tangerang Selatan pada tahun ajaran
2019/2020. Subjek penelitian ini adalah siswa kelas sebelas IPA 1 dan 5, dengan
total keseluruhan 72 siswa. Peneliti menggunakan penelitian kuasi eksperimen
sebagai desain penelitian untuk melakukan penelitian ini. Metode kuantitatif
digunakan untuk mengukur data penelitian ini yang diambil dari skor pre-test dan
post-test siswa. Untuk teknik dalam menganalisa data, peneliti menggunakan uji
normalitas, homogenitas, T-Test, dan perhitungan ukuran efek. Hal tersebut dapat
dilihat dari nilai pre-test dan post-test siswa. Skor rata-rata pre-test siswa di kelas
eksperimen adalah 64.22, dan skor rata-rata post-test siswa di kelas eksperimen
adalah 80.22. Sementara itu, skor pretest di kelas kontrol adalah 53.44, dan skor
rata-rata post-test di kelas kontrol adalah 62.78. Selain itu, penghitungan ukuran
efektifitas yang diperoleh dalam penelitian ini adalah 2.09 yang diindikasikan
sebagai ukuran efek yang kuat. Berdasarkan hasil di atas, disimpulkan bahwa
terdapat efek yang positif dalam penggunaan pendekatan komunikatif pada
pemahaman membaca murid terhadap teks eksposisi di kelas XI (sebelas) SMAN
8 Tangerang Selatan pada Tahun Ajaran 2019/2020.

vi
 ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful.

All praises be to Allah the Almighty, Lord of the world, who has blessed
and given the strength to the researcher in completing this skripsi. Sholawat and
Salam are given upon to the prophet Muhammad (peace be upon him), who has
guided human from the darkness to the brightness.

Through this occasion, the researcher would like to express her greatest
appreciation, honor and gratitude to her beloved parents Mrs. Hirosati and Mr.
Nurdin who always give prayer, support, motivation, and guidance during doing
this research, and also her brothers, Naufal, Naumi, Nabil, and Naymar who always
give support and motivation.

Secondly, the writer would like to address her thank and great gratitude to
the advisors, Dr. Nida Husna, M.Pd., M.A.TESOL and Dadan Nugraha, M.Pd., who
have spent their time for giving the valuable advice, suggestion, comment,
contribution, guidance, and patience to the researcher during writing this skripsi.

From the researcher’s deepest heart, the researcher was so thankful and she
would never finish this research paper without their supports and helps. Therefore,
she would like to express her gratitude and give her best appreciation to:

1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences

2. Didin Nuruddin Hidayat, MA., TESOL., Ph.D., as the chairman of the
Department of English Education.
3. Zaharil Anasy, M. Hum., as the secretary of Department of English
Education.
4. A very deep thank is presented to all of the lecturers and staffs of the
Department of English Education. They have given the researcher the
wonderful experiences in learning, and also precious knowledge.
5. Arief Rahman, S.Pd. as the English Teacher of SMAN 8 Tangerang Selatan,
for all sincere help, time, and guidance.

vii
 viii

6. The Eleventh Grade Students of Science 1 and 5 who are willing to

contribute their effort during this research.
7. Achmad Sobari and Neneng Khozanah, as the researcher’s uncle and aunt
or secondary parents who have been taking care of the researcher during her
study for four years in Syarif Hidayatullah State Islamic University Jakarta
and also a huge thanks to their big family.
8. The researcher’s abroad friend in Turkey, Şeyma Ekinci, who have
accompanied and supported the researcher during this research.
9. All beloved friends in the Department of English Education, especially for
A Class 2015 for their support and friendship. She also would like to thank
to the group member of skripsi advisory for their support, attention and
motivation during finishing this skripsi.
10. All of people, whose name cannot be mentioned for their contribution to the
researcher during finishing this research.

And may this skripsi can be useful to the reader, particularly to the
researcher. Also, the researcher realized that this skripsi is still far from being
perfect. It is a pleasure for her to receive constructive critique and suggestion from
anyone who read her skripsi.

Jakarta, October 26th 2019

The Researcher

Nadya Adella Nurmawati

 TABLE OF CONTENTS
COVER .................................................................................................. i
APPROVAL SHEET ............................................................................ ii
ENDORSEMENT SHEET ................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ......................................... iv
ABSTRACT ........................................................................................... v
ABSTRAK............................................................................................... vi
ACKNOWLEDGEMENT .................................................................... vii
TABLE OF CONTENTS ..................................................................... ix
LIST OF TABLES ................................................................................ xii
LIST OF DIAGRAM ............................................................................ xiii
LIST OF APPENDICES ...................................................................... xiv

CHAPTER I. INTRODUCTION .................................................... 1

A. Background of Study ............................................. 1
B. Identification of the Study ...................................... 5
C. The Limitation of Problem ..................................... 5
D. Formulation of the Problem ................................... 5
E. Objective of the Study ……………………… ....... 5
F. Significance of the Study…………………….. ...... 6

CHAPTER II. LITERATURE REVIEW .......................................... 7

A. Reading Comprehension ......................................... 7
1. Definition of Reading Comprehension ................ 7
2. The Comprehension Process in Reading ............. 9
B. Exposition Text ....................................................... 10
1. Definition of Exposition Text............................. 10
2. Generic Structure of Exposition Text ................. 12
3. Language Features of Exposition Text ............... 12
C. Communicative Approach ...................................... 16
1. Definition of Communicative Approach ............ 16

ix
 x

2. Advantages and Disadvantages of

Communicative Approach ................................. 19
D. Teaching Reading Comprehension of Exposition
Text Using Communicative Approach .................. 23
E. Previous Related Studies………………………. ... 25
F. Conceptual Thinking……………………………. . 26
G. Research Hypothesis .............................................. 27

CHAPTER III. RESEARCH METHODOLOGY ............................. 28

A. Place and Time ....................................................... 28
B. Research Method .................................................... 28
C. The Population and the Sample .............................. 29
D. Instrument of the Research .................................... 29
E. Data Collecting Technique ..................................... 30
F. Data Analyzing Technique ..................................... 31
1. Normality Test .................................................. 31
2. Homogeneity Test…………………………….. 31
3. Hypothesis Test………………………………. . 31
4. Effect Size Calculation....................................... 33
G. Statistical Hypothesis ............................................. 33

CHAPTER IV. RESEARCH FINDINGS AND

INTERPRETATIONS ............................................. 34
A. Research Findings .................................................. 34
1. Data Descriptions ............................................... 34
2. Data Analysis...................................................... 39
B. The Data Interpretation .......................................... 45

CHAPTER V. CONCLUSION AND SUGGESTION .................... 46

A. Conclusion ............................................................ 46
B. Suggestion ............................................................. 48
 xi

REFERENCES ...................................................................................... 49
APPENDICES ....................................................................................... 51
 LIST OF TABLES

Table 4.1 Students’ Scores of Pre-Test and Post-Test in

Experimental Class .............................................................. 34
Table 4.2 Students’ Scores of Pre-Test and Post-Test in
Controlled Class .................................................................. 37
Table 4.3 Normality Test Result of Pre-Test and Post-Test in
Experimental Class and Controlled Class ........................... 40
Table 4.4 Homogeneity Test of Pre-Test .............................................. 41
Table 4.5 Homogeneity Test of Post-Test ............................................ 41
Table 4.6 Group Statistics of Post-Test in Both Classes....................... 42
Table 4.7 Independent Sample Test ...................................................... 43

xii
 LIST OF FIGURE

Figure 4.1 The Diagram of Students’ Mean Scores in

Experimental Class .............................................................. 36
Figure 4. 2 The Diagram of Students’ Mean Scores in
Controlled Class………………………………………….. 38
Figure 4.3 The Diagram of Students’ Scores in Both Classes………. 39

xiii
 LIST OF APPENDICES

Appendix 1 Validity Test of Pre-Test and Post-Test .......................... 51

Appendix 2 Lesson Plan ..................................................................... 77

Appendix 3 Kisi-kisi Pre-Test ............................................................. 107

Appendix 4 Kisi-kisi Post-Test ........................................................... 108

Appendix 5 Blue Print of Pre-Test and Post-Test ............................... 109

Appendix 6 Answer Keys .................................................................... 125

Appendix 7 Transcript of Interview .................................................... 126

Appendix 8 Documentation ............................................................... 130

Appendix 9 Surat Pengesahan Proposal Skripsi ................................ 132

Appendix 10 Surat Bimbingan Skripsi ................................................. 133

Appendix 11 Surat Permohonan Izin Penelitian .................................. 134

Appendix 12 Surat Keterangan Penelitian........................................... 135

Appendix 13 Test of References........................................................... 136

xiv
 CHAPTER I
INTRODUCTION
A. Background of Study
In learning language, like English, there are several skills which should be
mastered by the learners. One of those skills is reading. Efendi et.al said that reading
is a complex cognitive process to construct meaning which involve complex
interaction between the text and the reader’s prior knowledge, experiences, attitude,
and language community.1 Furthermore, Zua stated that reading is a strongly
important activity in our life because by reading we can follow the development of
the surrounding events and ideas.2 Moreover, from reading we can obtain
information, acquire new ideas, knowledge, and skills, and also we become critical
of other people’s ideas, thoughts, and action. In other words, reading plays an
important role in getting information and knowledge. Therefore, developing
reading skills in learning English is strongly important.
However, to acquire new information and knowledge by reading, the readers
have to comprehend the text they read. Similarly like Grabe said that reading is also
a comprehending process.3 Moreover, he assumed that comprehension is a central
goal, because the readers rarely get a newspaper and expect not to understand it. In
other words, when the students need to learn reading, they also need to comprehend
the text they read. Due to the statements above, we can conclude that students need
to improve their reading skills, especially in comprehending a text. Considering the
importance of reading, Education Minister of Indonesia slotted genres as the
subjects in reading into the curriculum.
Based on Regulation of the Indonesia Ministry of Education and Culture
number 37 (Permendikbud No. 37), in reading skill, students are expected to read

1
Febrina Bilya Efendi, Lely Refnita, and Lailatul Husna, “An Analysis on the Second
Grade Students’ Problems in Comprehending an Analytical Exposition Text at Pembangunan Senior
High School Padang” 5, no. 2 (2016), p. 2.
2
Biale Zua, “Reading : When and Why ?,” Journal of Education and Social Policy 4, no.
2 (2017): 128–132, p. 128.
3
Ibid., p. 14.

1
 2

fluently and comprehend the text completely.4 In Senior High School level, to get
an optimum reading ability and achieve the target which is appointed in syllabus,
students need to be able to understand in reading different text types. For the
eleventh grade students, they need to be able to understand recount, descriptive,
explanation, and analytical exposition text.
Exposition text, unlike recount, descriptive, narrative, and explanation text, is
a kind of argumentative text. Among all of text types that need to be learned by the
students, exposition text presents one point of view of a factual issue used to
persuade or convince other people.5 Moreover, the content of exposition text is full
of arguments based on the author’s point of view, thus it makes the exposition text
differ from the other texts learned by the eleventh grade students. In addition,
exposition text is important to be learned because the text can be used to ask others
to do or not to do things politely and in a persuasive way. 6 Furthermore, learning
exposition text also helps the students to learn how to make good arguments as
persuasive statements.
However, learning exposition text is not easy for students because the students
feel hard to identify the generic structures of the exposition text, they are thesis,
arguments, and recomendation or reiteration as what I had experience during the
teaching practice. It is in line with a research conducted by Efendi, Refnita, and
Husna which indicated that the students were having problem in comprehending
the generic structures of analytical exposition text; in terms of thesis, arguments,
and reiteration. 7 In addition, another problem indicated in this research was the
majority of the students did not understand the content of the text.
Another research conducted by Silfia, Ansyar, and Zaim discovered several
problems faced by the eleventh grade students in comprehending the analytical

4
Kementrian Pendidikan dan Kebudayaan, Permendikbud No. 37 Tahun 2018 (Jakarta,
2018), pp. 382-384.
5
Mark Anderson and Kathy Anderson, Text Types in English, 3rd ed. (Melbourne:
MacMillan Education, 2003), pp. 22-23.
6
Joko Daryanto and Djoko Srijono, English in Use, ed. Uli Tri Utami and Muski B, 2nd
ed. (Solo: PT Tiga Serangkai Pustaka Mandiri, 2016), p. 235.
7
Febrina Bilya Efendi, Lely Refnita, and Lailatul Husna, op. cit., pp. 5-6.
 3

exposition text. One of the several problems is finding the meaning of vocabulary.8
The vocabulary used in exposition text quite different from the other texts that
should be mastered by the eleventh grade students; recount and descriptive text.
The vocabulary used in exposition text is kind of emotive words that express feeling
and cause effect words.9 Moreover, most of the students are also not using thier
prior knowledge and not involved when reading the text. As a result, they cannot
understand the topic that is being discussed in the text. The condition usually leads
them into a worse condition which make them cannot answer the question in a test
optimally because they are trying to read text twice or more to understand the text
which makes them running out of time.
Equally important, the approach used by the teacher in the learning process
seems need to add additional approach to make teaching reading comprehension
various. As stated by Anie Susany in his research paper that using self-directed
learning opportunities are needed for the students besides the traditional education
settings.10 As learning exposition text is a part of curriculum that should be
achieved, thus it will be a problem when the students cannot understand exposition
text and this problem need to be solved.
Considering the issues above, there are several ways that can be used to solve
the issues. One of the several ways that can be used is using various teaching
approaches. There are several approaches that can be used in teaching reading
comprehension of expsition text and one of them is communicative approach.
Several previous research have been conducted to find out the use of
communicative approach in teaching reading. One of the previous research
conducted by Irmawati showed that communicative approach improved the
students’ ability in academic reading effectively.11 As in line with the research

8
Efa Silfia, Mohd. Ansyar, and M. Zaim, “Students’ Difficulties in Comprehending the
Analytical Exposition Texts at Grade XI A of Science Program in SMAN 3 Sungai Penuh,” Journal
English Language Teaching (ELT) 1, no. 1 (2013), p. 107.
9
Daryanto and Srijono, loc. cit.
10
Anie Susany Soemantri, “Reading Comprehension Problems Encounted By the Students
of Higher Education,” Jurnal Computech & Bisnis 5, no. 2 (2011), p. 75.
11
Noer Doddy Irmawati, “Communicative Approach: An Alternative Method Used in
Improving Students’ Academic Reading Achievement,” English Language Teaching 5, no. 7
(2012), pp. 90–101.
 4

conducted by Irmawati, Maulizan also conducted a research which established the

success of using communicative approach in teaching reading.12
Developed in the 1980s as a reaction to grammar based approaches,
communicative approach is an approach that mostly focused on developing
communicative competence in teaching English as a second and foreign language.13
Furthermore, communicative approach provides certain activities; communicative
activities, questions, and evaluation14. Each activity has several ways that can be
used in classroom. In communicative activities, there are two ways; group work
and role play and drama techniques. In questions, there are simplifying, moderating,
asking thought-provoking questions, asking challenging questions, asking follow
up questions, and asking questions relevant to students. In evaluation, there are
praising, encouraging quoting, and gesturing. Group work method will be
implemented during the activities that consist of giving opinion, sharing ideas, and
discussing some aspects of reading for academic purposes. Moderating question
and encouraging evaluation will be implemented after the group work section.
Moreover, communicative approach also provides the learners for personal
relationship in developing activity among all parties in the classroom. This
relationship can make the classrooms more “alive” and create an atmosphere that
supports the students in their effort to learn. Students-centered class is the point of
implementing communicative approach and the teacher has a role as co-
communicator in order to reduce students’ pressure. In this approach the students
are given a chance to practice freely what he or she has.
According to the statements above, the reseracher would like to conduct a
research in order to know whether communicative approach can affect student’s
reading comprehension of exposition text or not. Specifically, group work as a part
of communicative approach will be implemented during the research. Furthermore,
the researcher take a quasi-experimental design to get the evidence about the effect

12
Maulizan ZA, “The Implementation of Communicative Aapproach in Teaching Reading
Comprehension,” Getsempena English Education Journal 1, no. 1 (2014), pp. 1–12.
13
Irmawati, op. cit., p. 91.
14
Yonghong Gao, “Implementing Communicative Activities in English Reading Class,”
Canadian Center of Science and Education 1, no. 1 (2008), pp. 15-17.
 5

of communicative approach and entitles this study “The Effect of Using

Communicative Approach on Students’ Reading Comprehension of Exposition
Text (A Quasi-Experimental Study at the Eleventh Grade of SMAN 8 Tangerang
Selatan).”
B. Identification of the study
Based on the background above, there are some identified problems:
1. Students still have difficulties in finding the main elements of exposition
text.
2. Students have difficulties in finding the meaning of vocabulary.
3. Students are not using their prior knowledge and not involved in reading an
exposition text.
4. The teaching approach taken in the class seems need to add additional
approach to make teaching reading comprehension various.
C. The Limitation of Problem
The limitation of the study is focused on the effects of communicative approach
on teaching and learning of students’ reading comprehension in exposition text at
the eleventh grade students of SMAN 8 Tangerang Selatan in academic year
2019/2020.
D. Formulation of the Problem
To lead into a more operational statement, the researcher formulates the
statement of the problem as follows; “Is there any effect of using communicative
approach on students’ reading comprehension achievement of exposition text at the
eleventh grade students of SMAN 8 Tangerang Selatan in academic year
2019/2020?” and “To what extend Communicative Approach affect students’
reading comprehension of exposition text at the eleventh grade students of SMAN
8 Tangerang Selatan in academic year 2019/2020?”
E. Objective of the Study
The objective of this study is to find the effect of using communicative
approach on students’ reading comprehension of exposition text at the eleventh
grade of SMAN 8 Tangerang Selatan. The second is to know to what extend the
 6

effect of using communicative approach on students’ reading comprehension of

exposition text at the elventh grade of SMAN 8 Tangerang Selatan in academic year
2019/2020.
F. Significance of the Study
The significance of the study is divided into:
1. Theoretical Significance
The result of the study may give more information about the effect of
communicative approach in developing students’ reading comprehension
of exposition text.
2. Practical Significance
a. For the student, the eleventh grade students of SMAN 8 Tangerang
Selatan, it would be an effort for them to enhance their reading skill in
understanding exposition text using communicative approach and improve
their achievement in reading comprehension.
b. For the teacher, the result of this research can be used to enhance the
success of teaching and learning process in developing students’ reading
comprehension and motivate students to read more diligent.
c. For the readers, it was hopefully that this research can be a reference and
give more information about the effect of communicative approach in
developing students’ reading comprehension of exposition text.
 CHAPTER II
LITERATURE REVIEW
This chapter presents literature review that discusses some topics. The first
one is definition of reading comprehension and the comprehension levels in
reading. The chapter also discusses the definition of exposition text, generic
structure of exposition text, language features of exposition text, and an example of
exposition text. Furthermore, the chapter also discusses the definition of
communicative approach, advantages and the disadvantages of communicative
approach, teaching reading comprehension of exposition text using communicative
approach, previous studies, and conceptual thinking.
A. Reading Comprehension
1. Definition of Reading Comprehension
Grabe stated that in a simple term reading can be outlined as a complex
ability to extract, or construct meaning from a text.1 Moreover, he explained
that reading ability for academic purposes is generally distinguished in EFL or
ESL context as a critical skill in a wide range of any educational level students.
In addition, reading also can be defined as a number of interactive processes
between the reader and the text, in which readers build, create, and construct
meaning using their knowledge.2 As in line with Grabe’s statement that reading
is a strategic process which means that when the readers read a text, they need
a number of reading skills and process in reading to select key information,
organize, and mentally brief information and comprehend it.3 Furthermore,
Grabe assumed comprehension is a central goal of reading. Reading
comprehension is a two-way processs that combines information from the text
with information from prior knowledge.4 Grabe and Stoller stated that in a

1
William Grabe, “Key Issues in L2 Reading Development,” 4th CELC Symposium
Proceedings (2014), p. 8.
2
“What Is Reading?,” TESOL International Associations, accessed May 6, 2019,
https://www.tesol.org/docs/books/bk_ELTD_Reading_998, p. 1.
3
William Grabe, Reading in a Second Language (New York: Cambridge University Press,
2009), p. 15.
4
Gary Woolley, Reading Comprehension: Assisting Children with Learning
Difficulties (Queensland: Springer, 2011), pp. 33-34.

7
 8

simple term reading comprehension is an ability to derive information in a text

and interpret it appropriately, but actually comprehension abilities are much
more complex than the simple term.5 In comprehending a text, the readers need
at least two ways of interactive process.6 First, while the readers are reading a
text to comprehend it, the readers are recognising words very rapidly and
keeping them active in their working memories, analysing the structure of
sentences to find the most logical clause-level meanings, building a main-idea
model of text comprehension in their heads, monitoring comprehension, and so
on. Second, the readers are trying to get the interpretation of the text by
combining two knowledge sources; the linguistic information from the text and
the readers’ background knowledge. In short, the readers need to combine and
to balance those skills in order to comprehend the text very well. In addition,
there are ten processes involved in fluent reading comprehension. 7 Those
processes are:
1. a rapid process
2. an effective process
3. an interactive process
4. a strategic process
5. a flexible process
6. an evaluating process
7. a purposeful process
8. a comprehending process
9. a learning process
10. a linguistic process
Students are acknowledged to reach comprehending level when they have
reached standard competences set by Indonesia Ministry of Education and
Culture in 2013 curriculum. Several standard competences are8:

5
William Grabe and Fredericka L. Stoller, Teaching and Researching Reading, Second.
(Great Britain: Pearson Education Limited, 2011), p. 3.
6
Ibid., pp. 11-12.
7
Ibid., p. 11.
8
Kementrian Pendidikan dan Kebudayaan, Permendikbud No. 37 Tahun 2018 (Jakarta,
2018), p. 384.
 9

a. Students can differ the social function, the generic structures, and the
language features of several types of text.
b. Students comprehend the contextual meaning related to the social
function, the generic structure, and the language features of several
types of text.
c. Students can analyze the whole text they learn, both in structural and
contextual.
d. Students can do the tasks related to the materials they learn given by the
teacher.

Furthermore, there are several aspects questioned in reading comprehension

section9:
 The linguistic components including vocabulary, class of words, verb
tense, determiner, preposition, conjunction, degree of comparison in
adjective, and conditional sentence.
 The main idea and the possibility of proper title.
 The details information written in the text.
 Information between the lines.
 The purpose of writing.
2. The Comprehension Process in Reading
According to Scott and Steven in their book, there are three levels of
comprehension process in reading.10 They are decoding processes,
microstructure and macrostructure, and meaning construction result.
a. Decoding Processes
Decoding processes is the basic level where the readers getting
meanings from the text they read both in perceptual and conceptual
processes. In other word, the readers analyze information from the

9
Endang Fauziati, “Analisis Pertanyaan Pada Butir Soal Reading Comprehension Pada
Test TOEIC,” Jurnal Penelitian Humaniora 17, no. 1 (2016), pp. 9–10.
10
Scott G. Paris and Steven A. Stahl, eds., Children’s Reading Comprehension and
Assessment (New Jersey: Lawrence Erlbaum Associates, 2005), pp. 72-73.
 10

printed word on the text into word and sentence meanings in the readers’
mind.
b. Understanding the Microstructure and Macrostructure of the Text
Basically, a text consists of microstructure and macrostructure.
Microstructure is the components that make a text; words, sentences,
punctuations, cohesion markers, and so on. Macrostructure is the whole
text itself. In this level, the readers are expected to comprehend the text
both in microstructure and macrostructure. In short, the readers need to
comprehend the whole structure of a text itself and also the components
that build a text.
c. Meaning Construction Result
Meaning construction result is the process of comprehending a text
which are beyond the text. In this level, in order to understand the text,
the readers must construct a situation model – a mental model of the
situation described by the text. However, to construct a situation model,
the readers need to integrate the description of a situation in the text with
their relevant background knowledge, experiences, and the goals of the
readers. In addition, building a situation model may contain others
components, such as visual imagery, emotions, as well as personal
experiences.
B. Exposition Text
1. Definition of Exposition Text
Exposition text is a piece of text that presents one point of view of a
factual issue used to persuade or convince other people.11 Based on
teacher’s book, exposition text is a type of written text that is intended to
explain the readers that something should or should not happen or be done.12
If you have tried to persuade anyone on a certain issue or argued relentlessly
about something with someone, then you have used an exposition.

11
Mark Anderson and Kathy Anderson, Text Types in English, 3rd ed. (Melbourne:
MacMillan Education, 2003), pp. 22-23.
12
Joko Daryanto and Djoko Srijono, English in Use, ed. Uli Tri Utami and Muski B, 2nd
ed. (Solo: PT Tiga Serangkai Pustaka Mandiri, 2016), pp. 234-235.
 11

Exposition text divided into two types, hortatory exposition text and
analytical exposition text. Basically, those two types of exposition text are
similar, the only different is hortatory exposition text includes a
recommendation from author of what ought to or ought not to happen as a
part of its generic structure.13 Moreover, both hortatory and analytical
exposition text can be found in advertisements, spoken arguments,
editorials, legal defenses, magazines, newspaper articles, political leaflets,
and so on.14 Specifically, analytical exposition text as one of exposition text
will be the focus of this research. According to a teacher’s book written by
Mahrukh Bashir, an analytical exposition text is focuses only on one side of
an argument when evaluates a topic critically.15 In brief, anaytical
exposition text is a text consists of the author’s idea that provide a
comprehensive explanation of surrounding phenomenon.
The purpose of exposition text is to convince the reader or listener
to look at an issue with the author’s perspective. Exposition text can be used
when we ask others to do or not to do things politely and in a persuasive
way, generally in a formal written form. When you want to convince the
reader or listener, you have to make your argument and point of view
become stronger by slotted factual facts and relevant information in them.
In addition, an analytical exposition text needs to state the point of view
clearly, support the authors’ viewpoint by slotting valid research findings,
defend the authors’ viewpoint, and use factual data like graphs, pictures,
charts, and so on to support the viewpoint.

13
Ibid, p. 235.
14
Mahrukh Bashir, Bahasa Inggris, Second. (Jakarta: Ministry of Education and Culture,
2017), p. 47.
15
Ibid., p. 47.
 12

2. Generic Structure of Exposition Text

There are three common parts as generic structure of analytical exposition
text16:
 Introduction: this is the starting point of an exposition text. In
introduction, the author state the topic and establish the point of view
(thesis statement). Introductory statement should be interesting by using
an emotional statement or a question. The last, an introduction should
give a preview of the points you want to make to support the thesis.
 Body: reasons for concern that will lead to recommendation supported
by factual data like graphs, pictures, charts, and so on. Body consists of
a series of arguments to convince the audience. When you want to make
a new paragraph, you should start it with a new argument. Each
paragraph has a main point, reason for the main point and evidence to
support the main point.
 Conclusion: restating the writer’s point of view or a part to strengthen
the thesis statement. Conclusion can be a summary of what has been
stated.
3. Language Features of Exposition Text
The language features usually found in an exposition text are17:
 Use simple present tense.
 Use descriptive persuasive words with emotive connotations to
emphasize the author’s viewpoint. These words can either be positive or
negative. Use thesaurus to find an appropriate word. For example:
Instead of using “bad”, use appalling, unfavorable, terrible, and
ghastly;
Instead of using “persuasive”, use credible, realistic, rational, coherent.
 Use of connecting words to link the arguments, so that the flow of the
arguments is logical and fluent. For example: additionally, furthermore,
in addition, moreover, and many more.

16
Ibid., p. 48.
17
Ibid., p. 49.
 13

 Use mental verbs, a verb with a meaning related to understanding,

discovering, planning, or deciding, such as I believe; I prefer; I doubt; I
agree, I disagree.
 Use saying verbs to support the argument, such as people say; research
indicates.
 Use causal conjunctions to indicate a cause or reason of what being
stated. For example: because, consequently, despite, due to, in that case,
otherwise, and so on.
 The use of words to show the author’s attitude in order to qualify or
confirm. For example: frequently, usually, must, typically, doubtless,
commonly, and many more.
 14

Example of an exposition text18:

Banning of Motorbikes is Necessary in Housing Areas

Motorbikes are a nuisance and a cause for great
distress. Even though motorbikes or considered as the most
convenient from of transportation, I think they are a hazard
Introduction
to humans, animals, as well as the environment. I believe
(Thesis Statement)
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 major constributor to the pollution in the wolrld.
Argument 1
Research has shown that motorbikes emit a deadly gas that
+
is dangerous for environment. Consequently, long-therm
Elaboration
emission of gas from motorbikes is a major constributor of
global warming (science daily).
Secondly, according to report from BBC News
Argument 2
Channel, motorbikes are also responsible for causing
+
diseases such as bronchitis, cancer, and are a major trigger
Elaboration
of asthma and high blood pressure. Some of the diseases are
so gastly that they can kill people (BBC News, 2009).

18
Ibid., pp. 50-51.
 15

Furthermore, motorbikes create so much noise.

There is “Vroom Vroom” noise every where. It is extremely
difficult to sleep parents with infants find it extremely
Argument 3 challenging. The moment their babies fall a sleep, one or
+ other motorbike passes by and the baby wakes up. It is also
Elaboration arduous for children to cocentrate on their homework.
Expert are of opinion that if there is extreme noise, It can
lead to deafness and lack of cocentration in children and
adults (field,1993).
Finally, motorbikes are responsible for horrible
accidents. In some cases there are deaths. Motorbikes riders
Argument 4
go so fast that they are enable to stop on time thus they and
+
up hitting other people or animals. Many a time lot of
Elaboration
animals are trampled and found death and road. Motorbikes
are known to be the biggest killers on road (field,1993).
In conclusion, from the argumants above, I strongly
Conclusion believe that motorbikes should be banned from housing
areas.

(Taken from English Book for Senior High School 2017)

Notes:
Red : Conjunctive relations Bold : Mental verbs
Grey : Causal conjunctions Purple : Generic reference
Green : Adjective
Blue : Expert opinion
Navy : Present tense
 16

C. Communicative Approach
1. Definition of Communicative Approach
In the 1970s, a reaction to traditional language teaching approach,
which is grammar based approach, began and soon spread around the world
that it fell out of fashion. Some people argued that language ability involved
much more than grammatical competence, which it is the centrality of
grammar based approach. What was needed in order to use language
communicatively was communicative competence. When some experts
argued that communicative competence should be the goal of language
teaching, and not simply grammatical competence, the notion of
communicative competence was developed within the discipline of
linguistics. When the next question appeared to be solved about the
appropriate syllabus that will reflected the notion of communicative
competence with the implications for language teaching methodology, then
the Communicative Language Teaching appeared as a new approach to
language teaching in 1970s and 1980s and created a great deal of enthusiasm
and excitement. What happened next was the language teachers and
teaching institutions all around the world soon began to rethink their
teaching, syllabus, and classroom materials. In short, grammar based
approach was exchanged with the communicative approach (the original
name) or more popular known as CLT time by time.19
Developed in the 1980s as a reaction to grammar based approaches,
communicative approach is an approach that mostly focused on developing
communicative competence in teaching English as a second and foreign
language.20 According to Jack Richards on his book, Communicative
Approach or more popular known as Communicative Language Teaching is
“a set of principles about the goals of language teaching, how learners learn

19
Jack C Richards, Communicative Language Teaching Today (New York: Cambridge
University Press, 2006), p. 9.
20
Noer Doddy Irmawati, “Communicative Approach: An Alternative Method Used in
Improving Students’ Academic Reading Achievement,” English Language Teaching 5, no. 7
(2012), p. 91.
 17

a language, the kinds of classroom activities that best facilitate learning,

and the roles of teachers and learners in the classroom”.21 In addition,
Kristine et.al said that using communicative approach means changing the
focus of ESL instruction by slotting communicative competence at central
stage. The communicative approach is learner centred and consistent with
education concept.22 Furthermore, communicative approach provides
certain activities; communicative activities, questions, and evaluation23.
Each activity has several ways that can be used in classroom.
Communicative activities, as the main part of communicative approach,
generally use group work or role-play in the teaching and learning process.
a. Communicative Activities
 Group Work24
Students need to discuss and exchange their understanding about
the text they have read while working in a group in order to get
the best interpretation of the text. Group work makes the
students more active because it is less threatening and possible
for students to help each other. Furthermore, working as a team
can be very motivating and helping one another creates the right
conditions for learning, not only emotionally satisfying. The
students can learn the process of critical thinking through group
discussion.
 Role-play and Drama Techniques25
Role-play, scenarios, and other drama techniques lead the
students to use the language in real-life situation and the deep
understanding of the reading materials. The use of language is
the main focus that the students need to achieve. Emotional

21
Richards, op.cit., p. 3.
22
Kristine Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English
Language Learners, First. (The Guildford Press, 2009), pp. 11-12.
23
Yonghong Gao, “Implementing Communicative Activities in English Reading Class,”
Canadian Center of Science and Education 1, no. 1 (2008), pp. 16–17.
24
Ibid., pp. 15-16.
25
Ibid.
 18

overtones, posture, gesture, and appropriate actions are needed

to get a better understanding of the reading material.
b. Questions26
The next stage after communicative activities is called as
“Questions”, a whole class discussion to achieve a comprehensive
understanding. There are six choices to be implemented at this stage:
 Simplifying: give simple, clear, easy to understand, and familiar
questions asked to the students, including vocabulary questions.
 Moderating: ask suitable questions with students’ knowledge
level and capability of thinking that lead the students to express
their opinions and to exchange their understanding or ideas.
 Asking thought-provoking questions: give questions that
should be answered through analyzing and synthesizing the
information to increase students’ cognitive skills training,
thinking, and problem-solving abilities.
 Asking challenging questions: the questions given by the
teacher should have a certain level of difficulty where students’
language skills, thinking skills, and knowledge level are
concerned, thus they will be of greater challenge.
 Asking follow-up questions: the teacher should give hints or
suggestions to help students give the right answer when they
give inadequate or incomplete answers. Moreover, the teacher
should give further questions based on their answers, thus such
way can inspire students to discuss.
 Asking questions relevant to students: give questions which
are related to the experience of the students, so that they will be
more interesting and have more ideas.

26
Ibid, pp. 16-17.
 19

c. Evaluation27
Evaluation becomes the last step of Communicative Approach.
There are four choices of evaluation which can be applied in class:
 Praising: give a praise and a progress feedback for all the
students in class in order to enhance students’ achievement.
 Encouraging: teacher should give proper incentives and
constructive comments when the students make a mistake during
the learning process.
 Quoting: teacher present the answer or make a conclusion by
quoting the word used by the students.
 Gesturing: teacher gestures, like hand gestures, facial
expression, body movements, and so on, are the non-verbal
message that can help to interact with the students easier.

2. Advantages and Disadvantages of Communicative Approach

Communicative approach as one of teaching learning approach that
can be used to help students in learning reading comprehension is
inseparable with the advantages and disadvantage in its use. To get a clear
understanding, the researcher states several views below for these terms.
Here are some advantages as a general consideration of using
Communicative Approach in teaching and learning language28:
a. Communicative approach provide “whole-task practice”.
“Whole-task practice” means practice in the total skill. The goals
in foreign language learning is to provide the learners with
whole-task practice in the classroom through various kinds of
communicative activity, structured in order to suit the learners’
level of ability.

27
Ibid, p. 17.
28
William Littlewood, Communicative Language Teaching (Melbourne: Cambridge
University Press, 1981), p. 18.
 20

b. Communicative approach increase students’ motivation.

Students’ motivation to learn is more likely to be sustained if
they can see how their classroom learning is related to the
objective and helps them to achieve it with increasing success.
c. Communicative approach allow natural learning.
Communicative approach allow the students to use the language
for communication as the natural process in language learning.
d. Communicative approach can create a context which supports
learning.
Communicative approach provides the learners for positive
personal relationships in developing activity among all parties in
the classroom. This relationship can make the classrooms more
“alive” and create an atmosphere that supports the students in
their effort to learn.
e. Students less threatening and feel enjoy. 29
When the students work in a group, they will feel enjoy and less
pressure to communicate with their own friends.
f. The activities provide students to be more active.
While working as a group, the students need to discuss and
exchange their understanding about the text they have read
freely with their group.

Here are some disadvantages of using Communicative Approach30:

a. Less of class control.
Students divided into several groups and discuss about the topic
they learned with their own group, the teacher probably cannot
control each group while they are discussing in the same time.

29
Jeremy Harmer, The Practice of English Language Teaching, Fourth. (Pearson
Education Limited, n.d., 2007), pp. 69-71.
30
Ibid.
 21

b. Different output for different people.

Each student has different experiences, background knowledge,
and ability. When they are learning using CLT, the output they
will get is likely different one from another.
c. Indirect correction when students got wrong.
While discussing and exchanging their understanding with the
group, students probably make a mistake in their group and the
teacher cannot correct the mistake simultaneously.
d. Much effort for the teacher to control the class.
Because the students divided into several groups, then the
teacher need to control the group one by one alternately.
e. Less concern and accuracy of grammar used among students.
Communicative approach concern in the language use among
students, not the structure of the language.

Group Work as a part of Communicative Approach also has some

advantages31:
a. Students will have the chance to develop fluency.
Students have a chance to communicate fluently with their
friends during the group work.
b. Students will produce a greater amount of language rather than
using teacher-fronted activities.
Working in a group with their friends, the students will enjoy
while discussing the text and the condition is less pressure for
them that makes the students will use the language freely.
c. Increasing students’ motivational level.
The students are likely to be motivated in learning language
when they can work and learn together with their friends as a
group.

31
Richards, op. cit., 18.
 22

d. Learning from hearing the language used by other members of

the group.
Students will exchange their understanding about the text using
their own word to communicate clearly, thus the other students
will hear various language styles from different students.
e. The individual students’ number of talking opportunities will
increase. 32
Students will have a chance to speak up about their
understanding one by one in their group.
f. It provides a greater chance of different opinions and varied
contributions than pair work.
More students in a group means the percentage of different
opinions will increase.
g. It encourages wider skills of collaboration and negotiation than
pairwork, and more private than work in front of the whole class.
Group work provides the students to cooperate as a whole team
and help each other.

Here are some disadvantages of Group Work33:

a. It is likely to be noisy.
If there is no leading question for students given by the teacher,
the students can discuss anything out of the topic and the class
probably get crowded.
b. Groups can take longer to organize than pairs.
Groups mean more ideas, opinions, and arguments will appear
from each member in a group, so they need more time to discuss
which one is the best idea, opinion, and argument to appear as a
result of their discussion.

32
Harmer, loc. cit.
33
Ibid.
 23

c. Some students will not enjoy working in a group.

Several students prefer to work as an individual rather than take
a part work in a team, just like the introvert students.
D. Teaching Reading Comprehension of Exposition Text Using
Communicative Approach
The explanation below is the procedures of teaching exposition text through
communicative approach, specifically group work:
a. Introduce the procedure of communicative approach and review about
exposition text. Later, tells the students about the advantages of using
communicative approach in learning text, especially exposition text.
b. Divide students into several small groups and give them an exposition
text that they should be read and understood individually, so each
student has an exposition text to read and understand. In the other side
of the text, there are several questions (leading questions) given by the
teacher that should be answered by the students individually depends
on their comprehending after they read the text. The leading questions
is give in order to control the class.
c. Give students instruction to read and comprehend the text first. When
the reading has been completed, students need to answer the questions
given by the teacher in the paper based on their understanding about the
text individually.
d. After the students answer the questions, they have to discuss and
exchange their understanding about the text with each member of the
group in order to get general understanding of the text. In this section,
communicative approach provides a whole-task practice where the
students can practice their speaking skills, listening skills, critical
thinking skills, and other skills, and also provides the learners for
positive personal relationships where they can help each other to
achieve the goals of learning together. Students’ motivation to learn is
more likely to increase if the classroom’s condition help them to
achieve the goals of learning by working as a group. When students
 24

work in a group, they will feel enjoy and less pressure to communicate
with their own friends in order to get more information of the text.
e. The teacher has a role as a facilitator and monitor. In details, the teacher
needs to control the groups by asking about the progress of each group
one by one and giving correction if there is any mistake.
f. Each group will write down a general understanding about the text they
read after discuss it with each member of the group and then read it
aloud to the other groups in order to exchange their understanding about
the text with the other groups.
g. The students have to answer some questions related to the text in order
to make sure whether their reading comprehension are helped by group
work as a part of communicative approach. The questions are given
after all groups read aloud their general understanding about the text.
h. The teacher leads the students to have a comprehensive understanding
by giving moderating questions in order to tempt the students to express
opinions and exchange different understanding or ideas.
i. Lastly, the teacher uses encouraging evaluation to close the meeting and
give positive feedback to the students of today’s meeting in order to
motivate students to be better in the next learning process.

In short, students are explained about the concept of communicative

approach specifically group work and advantages of using it in the beginning. Then,
they will cooperate with their group and get some ideas from text and compile it
into a general understanding. After that, they are asked to present their general
understanding about the text while the other listen and add some missed points if
any. Next, the students have to answer questions about the text. Then, implementing
the moderating questions to convince that the students have a comprehensive
understanding. Lastly, applying encouraging evaluation for a better learning
process in the next meeting. In this approach, the teacher has a role as a facilitator
and monitor.
 25

E. Previous Related Studies

Several research have been conducted to find out wether the communicative
approach can help the students to develop their reading comprehension or not.
There three previous related studies that will be described.
The first previous related study is a research conducted by Irmawati entitled
Communicative Approach: An Alternative Method Used in Improving Students’
Academic Reading Achievement. The objectives of this study are to find out the
implmentation of communicative approach in tecaching academic reading and how
far the influence of using communicative approach in teaching academic reading.
This research used classroom action research (CAR) and cyclic collaboration that
consists of planning, acting, observing, and reflecting. Three main characteristics
of CAR used in this research are reflective inquiry, collaborative, adn reflective.
The writer conducted the observation, deep interview, and test to gather the data.
Furthermore, descriptve statistic technique and critical analysis are used in this
research to analyze the data. The result shows the communicative approach is
effective in teaching academic reading due to the result of the test: in cycle 1, the
minimum score of classroom action was 43, improved to 56 in cycle 2, and in the
last cycle improved to 58.34
The second previous related study conducted by Maulizan which title is The
Implementation of Communicative Approach in Teaching Reading Comprehension.
The objective of this study is to know the improvement of students’ achievement in
reading comprehension by applying communicative approach. This study is an
experimental study that used T-test as the statistical procedure to analyze the data.
For experimental class got mean score 62,64 and standard deviation 13,50, while
the control class got mean 60,96 and standard devation 13,23. The result shows that
the application of communicative approach is effective in teaching reading
comprehension.35

34
Irmawati, op. cit., pp. 90-101.
35
Maulizan ZA, “The Implementation of Communicative Aapproach in Teaching Reading
Comprehension,” Getsempena English Education Journal 1, no. 1 (2014), pp. 1–12.
 26

The third previous related study is a research conducted by Jamaliah et.al

entitle The Implementation of Communicative Approach in Teaching English at
Junior High School. This research is a qualitative study which tried to describe the
implementation of communicative approach principles. Observation,
questionnaires, and documents were used as the instruments to find out whether the
communicative approach is still suitable to apply in teaching English in the
classroom or not. The participants of this study are eighteen English teachers at four
Junior High Schools in Sigli, Aceh. The result shows that 77,7% of the participants
agree that communicative approach is still suitable to use in teaching English
however the curriculum is changed.36
This research, unlike the three previous related studies above, will be
conducted to find out the effect of using communicative approach on students’
reading comprehension of exposition text. Furthermore, another objective of this
study is to know to what extend the effect of using communicative approach on
students’ reading comprehension of exposition text. In addition, this research will
use a secondary data which is an interview to know how is the impression of the
experimental class about the use of communicative approach during the research.
F. Conceptual Thinking
Reading comprehension is a two-way process that combines information
from the text with information from prior knowledge. Since reading is a strongly
important activity which has a lot of advantages according to some experts,
developing reading skills in learning English is strongly important. Due to Grabe’s
statement that said comprehension is a central goal of reading, so the students need
to improve their reading skills, especially in comprehending a text. Students are
acknowledged to reach comprehending level when they have reached standard
competences set by Indonesia Ministry of Education and Culture in 2013
curriculum; students comprehend the contextual meaning of several types of text,
students can analyze the whole text both in structural and contextual, and students

36
Jamaliah, Fauziah, and Farizawati, “The Implementation of Communicative Approach
in Teaching English at Junior High School,” in Challenges and Opportunities in Multi-Dimensional
English Language Teaching in Changing EFL Contexts (Aceh: ISELT, 2017), pp. 217–228.
 27

can do the tasks related to the materials. Moreover, students at the eleventh grade
need to be able to understand in reading different text types, and one of the texts is
analytical exposition text.
Anaytical exposition text is a text consists of the author’s idea that provide
a comprehensive explanation of surrounding phenomenon. In fact, some students
are still getting difficult to comprehend a text, so do in SMAN 8 Tangerang Selatan.
They have low scores in answering text questions, like getting the main topic,
supporting details, analyzing the language features, and even deciding the generic
structure of the text. Undeniable, there are many aspects engage in this problem.
Mostly found, getting the main idea and the information stated are the most
common problem faced by the students. This situation is likely to be affected by
students’ lowness of reading habit; they think that reading is bored activity to do.
Using communicative approach as an approach will help students
comprehend what they read joyfully. Furthermore, group work is choosen to be
implemented as the communicative activities because the students can exchange
their general understanding of the text and they can cooperate, negotiate, and help
each other in teaching and learning process of reading comprehension; they are free
to discuss what they comprehend about the materials. Moderating question is
chosen to make sure that the students already have a comprehensive understanding
of the text by expressing students’ opinions and exchanging different
understanding. Lastly, encouraging evaluation is chosen to motivate the students to
achieve a better learning in the next meeting. By doing the three steps of
communicative approach, students’ interest in comprehending the text is likely to
be increase, and also students can wider their knowledge and vocabulary in the
target language materials.
G. Research Hypothesis
Based on some theories and the previous related studies, the hypothesis
could be assumed as follows: Communicative Approach has an effect on students’
reading comprehension of exposition text.
 CHAPTER III
METHODOLOGY OF RESEARCH
This chapter talks about the research methodology used in this study. It
presents place and time of the research, research method, population and samples
of the research, the instrument of the research, data collecting technique, data
analyzing technique, and statistical hypothesis.
A. Place and Time
This research was conducted on the first semester in the academic year of
2019/2020 for about 1 month began from September 12th up to October 11th 2019.
It was conducted in SMAN 8 Tangerang Selatan, which was located on Jalan Raya
Pondok Cabe-Cirendeu, South Tangerang.
B. Research Method
A quantitative method used in this research with a quasi-experimental
would be taken as the design of the study. The researcher used quasi-experimental
design because a quasi-experimental design allowed the experimental research to
be conducted without creating any new group.1 This is suitable with the condition
met by researcher in the school that prohibits her to create any new class for her
research. In short, the participants that the writer took in this study to establish the
effect of communicative approach on students’ reading comprehension of
exposition text cannot be a random sampling. In other word, the participants in a
quasi-experimental design should be nonrandom participants. Furthermore, for this
study, the writer took the eleventh grade students at SMAN 8 Tangerang Selatan as
the participants of this study
Meanwhile, the quantitative research is chosen because in order to establish
possible cause and effect between the independent and dependent variables, this
research data analyzed statistically and collected in a numerical form from the
participants using instruments with preset questions and responses.2 In short, the

1
Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Research, Fourth. (Boston: Pearson Education, 2012), p. 309.
2
Ibid., p.13.

28
 29

result data should be countable and measurable to establish the effect of using
communicative approach on students’ reading comprehension of exposition text.
In this study, there are two variables, communicative approach as
independent variable and students’ reading comprehension of exposition text as
dependent variable. Independent variable is the variable or factors that influence
the outcomes of the study, meanwhile dependent variable is the outcomes in the
study that is trying to be explain in the research.3 Moreover, the researcher needs
two classes in conducting this research; one as experimental group and one as
controlled group. In order to choose the experimental group and controlled group,
the writer conducted an observation before the study is begin and before the
teaching and learning process is begin.
C. The Population and the Sample
The population of the study was all students at the eleventh grade of SMAN
8 Tangerang Selatan in academic year 2019/2020. The total number of the students
is 180 students which divided into science classes and social classes. Each class
consists of 36 students.

Because the population of the study is big enough, so the researcher took a
sample using purposive sampling because there are several consideration in
determining the sampling with specific characteristics. Purposive sampling is a
nonrandom sampling technique where the researcher determines the sampling in
specific characteristics that are suitable with the objective of the study. In order to
take a sample, the researcher discuss it with the English teacher at the school. As a
result, class XI Science 4 took as a controlled class and XI Science 5 took as an
experimental class.
D. Instrument of the Research
In this study, in order to collect the data the researcher used two instruments.
The instruments that the researcher used in collecting the data were a reading
comprehension test and an interview. For the reading comprehension test consists
of 25 multiple choice questions about exposition texts which is given in the pre-test

3
Ibid, pp. 115-116.
 30

and post-test for both experimental class and controlled class. The test used in this
research is taken from several English books for the eleventh grade student and
other sources consist of exposition text materials. All the questions in both pre-test
and post-test have been tested before administrating the tests in order to check the
quality of the instrument.
The 60 items of the test in total is tested to the other eleventh grade students
in different class. The 60 items of the test was given to different eleventh grade
students of non-sample in the same school who are at the same education level and
apply the same educational curriculum. After the test is already applied, the
researcher measures the validity and reliability of the instruments using ANATES.
E. Data Collecting Technique
Before conducting a research, the researcher did an observation to know the
teaching and learning situation in the class. The observation is also aimed to find
out several aspects in the teaching and learning process, such as the way that the
teacher used to teach reading comprehension to the students, the media used in the
class, and also the responses given by the students in teaching and learning process.
In this research, there are two data; primary data and secondary data. The
primary data are the tests which is divided into pre-test and post-test. Both pre-test
and post-test are given to both experimental and control group. The pre-test is given
to the students in order to measure the students’ reading comprehension of
exposition text before the writer implementing the communicative approach in
teaching reading comprehension. Furthermore, the writer will apply the
communicative approach to students and give them post-test in order to examine
the effect of using communicative approach in teaching reading comprehension of
exposition text. For the secondary data, the writer will do an interview at the end of
the learning process with ten students coming from the experimental class only in
order to find out their responses and feedback about using communicative approach
in learning exposition text.
 31

F. Data Analyzing Technique

The collected data from students’ score in experimental and controlled class
analyzed by using statistical calculating of t-test. For instances, t-test was used to
find significance of pre-test and post-test results and also to test the significance of
the mean gained score of the experiment and controlled class. Moreover, the test is
used to prove whether communicative approach is effective to improve students
reading comprehension of exposition text. Before calculate the hypothesis testing,
the researcher first measure normality and homogeneity test.
1. Normality Test
Normality test is done towards two classes; those are experimental class and
control class. Normality test is used to know whether the data from both sample
groups which is examined comes from the population of normally distributed or
not.
2. Homogeneity Test
After normality test gives indication that data is distributed normally, so it
needs to do homogeneity test. Homogeneity Test is used to know the similarity of
the two conditions or population.
3. Hypothesis Test
For The Hypothesis Test, the researcher used T-Test to find out whether
there is the differences between two variables in this study. After gaining the t-
value, the researcher compares T-value and T-table. The formulation which used to
analyze the data will be given as follows:4
Mₓ−𝑀y
t˳ = 𝑆𝐷ₓ 𝑆𝐷y
√( )²( )²
√𝑁−1 √𝑁−1

1. Determining mean of gained score of experimental class

𝑋
Mx =𝑁

4
Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, 7th ed. (Jakarta:
Rineka Cipta, 2014), p.349.
 32

2. Determining mean of gained score of controlled class

𝑌
My =𝑁
3. Determining of deviation of experimental class
ΣX
(ΣX)2
X= 2
N

4. Determining of deviation of controlled class

Y= ΣY 2 (ΣY)2
N

After all of the data has been calculated, the final procedure is to
determining the df (degree of freedom), below is the formula to determine the df
df = N1 + N2 – 2
Explanation5:
ʈ˳ = Table Observation
Mx = Mean of the gained score of experimental class
My = Mean of the gained score of controlled class
SDₓ = Standard Deviation of Experiment class
SDy = Standard Deviation of Control class
X = Deviation of X1 and X2 (from experimental class)
Y = Deviation of Y1 and Y2 (from controlled class)
N = total of the students
df = Degree of freedom
The value of the significant is 5%
- If ʈ˳ ≤ t – table Ηo is accepted. It can be said that there is no significant effect of
using communicative approach toward reading comprehension ability of exposition
text.
- If ʈ˳ ≥ t – table Ηo is rejected. It can be said that there is significant effect of using
communicative approach toward reading comprehension ability of exposition text.

5
Ibid., p. 350.
 33

4. Effect Size Calculation

The writer will analyze the level significance of the study and find out how
big the effects of the data using Cohen’s d. The formula is as follows6:
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 1+𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 2
σ pooled = 2

𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐴+𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐵

d= 𝜎 𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

Meanwhile, the criteria of the effect size level suggested by Cohen are
interpreted as follows:
0 – 0.20 = weak effect
0.21 – 0.50 = modest effect
0.51 – 1.00 = moderate effect
> 1.00 = strong effect
G. Statistical Hypothesis
Researcher would form zero hypotheses and an alternative hypothesis:
Ha: There is significant effect of using communicative approach on students’
reading comprehension of exposition text if ρ-value < sig α= 0.05 (5%). It means
that Ha is accepted and Ho is rejected.
Ho: There is no significant effect of using communicative approach on students’
reading comprehension of exposition text if ρ-value > sig α= 0.05 (5%). It means
that Ha is rejected and Ho is accepted.

6
Jacob Cohen, Statistical Power Analysis for the Behavioral Sciences, Second. (New York:
Lawrence Erlbaum Associates, 2013), p. 20.
 CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATIONS
This chapter presents the findings and the interpretations of the research.
This chapter also includes data descriptions, data analysis, and data interpretation.
Besides, the result of the study can also be known through this chapter.

A. Research Findings
1. Data Descriptions
In this part, the writer describes the results of the study which implementing
communicative approach specifically group work as an approach to teach reading
comprehension. The researcher got data from students’ score in pre-test and post-
test after conducting the research. The data will be described into two points,
namely the data of experimental class and the data of controlled class as this study
involved two classes, they are experimental class and controlled class. Both classes
were treated with different approach. In experimental class, communicative
approach specifically group work was applied as a treatment. On the other hand,
controlled class was taught by using scientific approach. The data presented here
are the results of students’ reading comprehension test. The data were collected
from pre-test and post-test which given in both classes before and after the
treatment done. These are following data of students’ pre-test and post test in
experimental class and controlled class:
a. The Data of Experimental Class
Table 4. 1
Students’ Scores of Pre-Test and Post-Test in Experimental Class
No. Students’ Code Pre-Test Post-Test Gained Score

1 S1 60 72 12

2 S2 56 64 8

3 S3 60 68 8

4 S4 64 76 12

34
 35

5 S5 60 72 12

6 S6 76 92 16

7 S7 80 96 16

8 S8 68 80 12

9 S9 84 96 12

10 S10 64 88 24

11 S11 68 84 16

12 S12 64 88 24

13 S13 68 84 16

14 S14 72 80 8

15 S15 52 80 28

16 S16 76 84 8

17 S17 72 84 12

18 S18 72 84 12

19 S19 68 92 24

20 S20 60 76 16

21 S21 52 72 20

22 S22 44 80 36

23 S23 44 68 24

24 S24 64 76 12

25 S25 76 84 8

26 S26 72 80 8
 36

27 S27 60 72 12

28 S28 72 80 8

29 S29 60 76 16

30 S30 48 68 20

31 S31 72 92 20

32 S32 68 84 16

33 S33 48 64 16

34 S34 68 80 12

35 S35 56 84 28

36 S36 64 88 24

Ʃ 2312 2888 576

Mean 64,22 80,22 16

Experimental Class
90 80,22
80
70 64,22
60
50
40
30
20 16
10
0
Mean Scores
Pre-Test Post-Test Gained Score

Figure 4. 1 The Diagram of Students’ Mean Scores in Experimental Class

 37

Based on the table above, it shows that students in experimental class which
consist of 36 students obtained 64,22 as the mean score in pre-test. The lowest score
in pretest is 44, the highest score is 84, and the total score is 2312. Meanwhile, the
mean score of students in post-test is 80,22. The lowest score in post-test is 64, the
highest score is 96, and the total score is 2888. For the mean of gained score is 16,
the lowest gained score of experimental class is 8, the highest gained score is 36,
and the total gained score achieved by students is 576.
As what had been mentioned above, it can be concluded that students’ score
in post-test increased by 16 from pre-test. As a result, it indicates that
communicative approach specifically group work affects students’ reading
comprehension.
 38

b. The Data of Controlled Class

Table 4. 2
Students’ Scores of Pre-Test and Post-Test in Controlled Class
No. Students’ Code Pre-Test Post-Test Gained Score
1 S1 44 52 8
2 S2 60 68 8
3 S3 56 68 12
4 S4 68 76 8
5 S5 40 48 8
6 S6 52 60 8
7 S7 40 48 8
8 S8 52 76 24
9 S9 60 68 8
10 S10 52 60 8
11 S11 48 52 4
12 S12 56 56 0
13 S13 48 64 16
14 S14 48 56 8
15 S15 56 72 16
16 S16 48 68 20
17 S17 64 72 8
18 S18 52 72 20
19 S19 64 64 0
20 S20 52 56 4
21 S21 48 64 16
22 S22 52 56 4
23 S23 52 64 12
 39

24 S24 56 56 0
25 S25 40 60 20
26 S26 56 60 4
27 S27 60 68 8
28 S28 52 60 8
29 S29 44 56 12
30 S30 48 52 4
31 S31 56 72 16
32 S32 56 60 4
33 S33 68 72 4
34 S34 64 72 8
35 S35 44 56 12
36 S36 68 76 8
Ʃ 1924 2260 336
Mean 53,44 62,78 9,33

Controlled Class
70 62,78
60 53,44
50
40
30
20
9,33
10
0
Mean Scores
Pre-Test Post-Test Gained Score

Figure 4. 2 The Diagram of Students’ Mean Scores in Controlled Class

 40

From the table above, it can be known that the students in control class
obtained 53,44 as the mean score in pre-test. The lowest score in pre-test is 40, the
highest score is 68, and the total score is 1924. In the other hand, the mean score of
students in post-test is 62,87. The lowest score in post-test is 48, the highest score
is 76, and the total score is 2260. For the mean of gained score is 9,33, the lowest
gained score of experimental class is 0, the highest gained score is 24, and the total
gained score achieved by students is 336. Hence, the data shows that students’ score
in post-test increased by only 9,33 from pre-test, which means that the mean of
gained score in control class is fewer compared to the mean of gained score in
experimental class. In short, the data above indicates that there is a little
improvement on students’ reading comprehension in control class.
In conclusion, from the table 4.1 and 4.2, it can be seen that students in
experimental class obtained higher mean score of post-test than the students in
controlled class with the mean score in post test 80,22, while controlled class is
62,78 (80,22 > 62,78). Results revealed that there were concrete differences in
students’ post-test performance between experimental class and controlled class.
Furthermore, the experimental class was taught by using Communicative Approach
specifically group work while the controlled class was taught by using Scientific
Approach. In short, it can be said that the experimental class gets the effect of using
Communicative Approach specifically group work on students’ reading
comprehension. The writer provides the data results in the diagram below in order
to see the differences clearly.
 41

Mean Scores
90 80,22
80
70 64,22 62,87
60 53,44
50
40
30
20 16
9,33
10
0
Experimental Class Controlled Class
Pre-Test Post-Test Gained Score

Figure 4. 3 The Diagram of Students’ Scores in Both Classes

2. Data Analysis
Data analysis is the most vital part of study. It is intended to conlcude the
result of the study. After collecting and describing data, the researcher analyzed the
data collected from pre-test and post-test in both classes and presents the result in
three points; normality test, homogeneity test, and hypothesis test. The normality
test was carried out in order to know whether the data from both classes have been
normally distributed or not, while the homogeneity test was conducted in order to
know whether the data from both classes were homogeneous or not. Furthermore,
in analyzing the data, t-test was used and all the data were performed in statistical
form. Additionally, the data were analyzed and calculated by using IBM SPSS 26
version, except the effect size data which calculated manually.
a. Normality Test
The normality test is aimed to know whether the data from both classes is
normally distributed or not. It is a kind of statistical process. In this study, the
researcher calculated the normality test by using Kolmogorov-Smirnov in IBM
SPSS 26 version. The results of normality test are presented as below:
 42

Table 4. 3 Normality Test Result of Pre-Test and Post-Test in Experimental

Class and Controlled Class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk
Class Statisti Statisti
df Sig. df Sig.
c c

Pre-Test
.122 36 .198 .967 36 .351
Experimental

Post-Test
.128 36 .141 .965 36 .308
Experimental

Pre-Test Control .129 36 .139 .954 36 .141

Post-Test
.133 36 .106 .944 36 .070
Control

a. Lilliefors Significance Correction

Based on the table 4.3, It is known that the normality significance of pre-
test in experimental class is 0.198. Meanwhile, control class obtained 0.139
significance in pre-test. It means that the data in both classes are normally
distributed because the significance showed is higher than ɑ = 0.05 (0.198 > 0.05;
0.139 > 0.05)
Moreover, the result of post test reveals that the normality significance for
experimental class is 0.141 while the normality significance for controlled class is
.106. The results indicate that the data are also normally distributed because both
classes have significance more than ɑ = 0.05 (0.141 > 0.05; 0.106 > 0.05).
 43

b. Homogeneity test
After conducting normality test, the next step that was taken by the writer
is conducting homogeneity test in order to determine whether the data of both
classes have same variant or not (homogeneous or not). The data could be
homogeneous if the significance score is higher than 0.05. To conduct this test, the
writer refers to Levene statistic in IBM SPSS 26. Below are the descriptions of
homogenity test:

Table 4. 4 Homogeneity Test of Pre-Test

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
Pre-Test Based on Mean 1.499 1 70 .225
Based on Median 1.672 1 70 .200
Based on Median 1.672 1 68.256 .200
and with adjusted df
Based on trimmed 1.526 1 70 .221
mean

Based on the table 4.4 above, it shows that the significance of pre-test score
in both classes, experimental and controlled class, is 0.225. It means that the data
in both classes are homogeneous because the significant value is higher than ɑ =
0.05 (0.225 > 0.05).
Table 4. 5 Homogeneity Test of Post-Test

Test of Homogeneity of Variances

Levene Statistic df1 df2 Sig.
Post-Test Based on Mean .081 1 70 .777
Based on Median .092 1 70 .762
Based on Median .092 1 66.648 .762
and with adjusted
df
Based on trimmed .080 1 70 .779
mean
 44

According to the table 4.5 above, the post-test score in both classes also
shows greater than ɑ = 0.05 with the significant value 0.777 (0.777 > 0.05). As a
result, it can be concluded that the post test results are also homogeneous.
c. Hypothesis Test
After knowing that the data is normally distributed and homogeneous, then
the researcher is allowed to calculate t-test. T-test is used to determine if there is
significant difference between experimental and control group. It is in line with the
objective of the study that has been stated. Moreover, all data obtained in this test
was calculated by using IBM SPSS version 26. The data needed to be compared are
the means score of students’ post test in both classes. In addition, the significant
value or alpha was determined from formula is 0.05 or 5%. The result of the
calculation can be seen in the table below:
Table 4. 6 Group Statistics of Post-Test in Both Classes

Group Statistics

Class N Mean Std. Deviation Std. Error Mean

Post- Experimental 36 80.22 8.496 1.416
Test Control 36 62.78 8.160 1.360

Table 4.6 reveals statistical result of post-test in both classes, experimental

and controlled class. N means the total samples from each class. Both classes
consist of 36 students who involved in this study. According to the table above, it
is showed that 80.22 is the students’ mean score of post-test in experimental class,
while the students’ mean score of post-test in controlled class is 62.78. In addition,
both classes have a difference mean score of post-test, that is 17.44 score after
getting the treatment, and the experimental class has higher mean score of post-test
compared to controlled class.
 45

Table 4. 7 Independent Sample Test

Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
Post- Equal variances .081 .777 8.886 70 .000 17.444 1.963 13.529 21.360
Test assumed
Equal variances 8.886 69.886 .000 17.444 1.963 13.529 21.360
not assumed

Table 4.6 presents that from the independent sample test of post-test gained
p-value or sig. (2-tailed) = 0.000 it means that the score is lower than the determined
significant value 0.05. From the result presented in the table above, it proved that
the null hypothesis is rejected and the alternative hypothesis is accepted because
the p-value (0.000) is lower than sig α = 0.05 (5 %). The statistical hypothesis of
the research is:
Ho: Using communicative approach is not effective in teaching reading
comprehension of exposition text than without using it.
Ha: Using communicative approach is effective in teaching reading comprehension
of exposition text than without using it.
The criterion used to analyze the hypothesis test is, such as:
1. If the t-test (to) > t-table (tt) in the significance degree of 0.05, Ho (null
hypothesis) is rejected.
2. If the t-test (to) < t-table (tt) in the significance degree of 0.05, Ho (null
hypothesis) is accepted.
In short, it proved that there is an effect of applying communicative approach
specifically group work on students’ reading comprehension of exposition text.
 46

d. Effect size formulation

After getting the statistical data, the last step that the writer did is analyzing
the effect size of the study. It is conducted in order to know the level significance
of the study and to find out how strong the effects of the data are. Moreover,
Cohen’s d is used to describe the standardized mean difference of an effect. The
formula is as follows:

𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 1+𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝐷𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 2

σ pooled = 2

𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐴+𝑀𝑒𝑎𝑛 𝑆𝑐𝑜𝑟𝑒 𝑜𝑓 𝐺𝑟𝑜𝑢𝑝 𝐵

d= 𝜎 𝑝𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛

Mean score of group A (Experimental) = 80.22

Mean score of group B (Control) = 62.78

Standard Deviation of group A = 8.496

Standard Deviation of group B = 8.160

8.496+8.160 16.656
(1) σ pooled = 2
= 2
= 8.328

80.22−62.78 17.44
(2) d = 8.328
= 8.328
= 2.09

Meanwhile, the criteria of the effect size level suggested by Cohen are
interpreted as follows:

0 – 0.20 = weak effect

0.21 – 0.50 = modest effect

0.51 – 1.00 = moderate effect

> 1.00 = strong effect

From the calculation above, it is known that the result of effect size
formulation in this research is 2.09. As the criteria that have been presented by
Cohen above, 2.09 represents a strong effect size. In conclusion, it proves that there
 47

is a strong effect of using communicative approach specifically group work on

students’ reading comprehension.

B. The Data Interpretation

According to the calculation above, the researcher concludes that the data
is normally distributed and homogenous. The normality of the data can be seen at
the table 4.3 that the pre-test data in both classes are normally distributed because
the significance showed is higher than ɑ = 0.05 (0.198 > 0.05; 0.139 > 0.05) and
the post- test data are also normally distributed because both classes have
significance more than ɑ = 0.05 (0.141 > 0.05; 0.106 > 0.05). In addition, the
homogeneity test of post-test score in both classes also shows greater value than ɑ
= 0.05 with the significant value 0.777 (0.777 > 0.05). As a result, it can be
concluded that the post test results are also homogeneous.
According to the data description above, it proved that Communicative
Approach has a positive effect toward students’ reading comprehension of
exposition text at the eleventh grade of SMAN 8 Tangerang Selatan in academic
year 2019/2020. Moreover, the result of the study had positively answered the
formulation of the problem or research question stated at the background of the
study. The research findings found that students’ in experimental class had better
performance than controlled class. Furthermore, students in experimental class
were treated by Communicative Approach specifically group work in four times.
On the other hand, students in controlled class also had four times in treatment, but
they were implemented scientific approach as the treatment.
Further, post-test was conducted by the researcher after giving the treatment
in order to obtain students’ reading comprehension score in each class. From the
statistical result, it is known that experimental and contol class, possed significant
differences at the mean score. The calculation showed the average score of post test
obtained in experimental class is 80.22, while control class gained 62.78 for average
score in post test. In other words, the experimental class acquired the higher score
than the control class (80.22 > 62.78) which means that the Communicative
 48

Approach specifically Group Work had affected students’ reading comprehension

of exposition text in experimental class during the treatment.
Afterwards, the researcher calculated t-test to know the exsistence of the
effectiveness of the study by using IBM SPSS 26. The statistical calculation
resulted that the ρ-value or sig (2-tailed) = 0.000 which is lower than sig α 0.5
(0.000 < 0.05). In calculating t-test, if ρ < α, it means that Ho (null hyphothesis) is
rejected and Ha (alternative hyphothesis) is accepted. Meanwhile, if ρ > α, it means
that Ho is accepted and Ha is rejected. The result showed that p is 0.000 and α is
0.05 (ρ < α). Therefore, it indicates that Ho is rejected and Ha is accepted. It means
that there is an effect of using Communicative Approach specifically group work
on students’ reading comprehension of exposition text.
Then, the researcher aslo analyzed the effect size of implementing
Communicative Approach specifically group work on students’ reading
comprehension which refers to Cohen’s d formula. It is intended to know the level
significance of the study and to show precisely how strong the effects of the data
are. The effect size formulation obtained in this research is 2.09. As the criteria
arranged by Cohen, 2.09 indicated as a strong effect size since the value was >1.00.
Further, it can be said that the use of Communicative Approach specifically group
work is strongly affected on students’ reading comprehension.
Additionally, an interview with several students is also did to support the
statistical data. On the whole, the students find that Communicative Approach
specifically group work was interesting for them to develop their reading
comprehension. They also stated that through the activity in communicative
approach, they can understand the text they read easier in a fun way. However,
Communicative Approach made the students become active learners during
learning and teaching process.
Finally, to conclude, based on the findings, Communicative Approach
specifically group work is strongly affected the students’ reading comprehension of
exposition text at the eleventh grade of SMAN 8 Tangerang Selatan in academic
year 2019/2020.
 CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents the conclusion of the research which applying

Communicative Approach on students’ reading comprehension of exposition text.
The chapter also identifies some suggestions gotten from the research result for
English teachers, students, and other researchers.

A. Conclusion
This research was held by using quasi-experimental design which is aimed
to find out whether Communicative Approach is effective to improve student’s
reading comprehension achievement. Based on the statistical calculation at the
previous chapter, there is a positive effect of using Communicative Approach
specifically group work on students’ reading comprehension of exposition text. It
is supported by the students’ gained score of experimental and controlled class. The
students’ mean score of post-test in experimental class is (80.22) which is higher
than the students’ mean score of post-test in controlled class (62.78). Then, the
calculation result from independent sample t-test reveals that Sig. (2-tailed) (p) is
0.000 while alpha (ɑ) is 0.05 (5%). In short, p < ɑ, it means that the Null Hypothesis
(H0) is rejected and the Alternative Hypothesis (Ha) is accepted. In addition, to
know the extent of the Communicative Approach’s effectiveness, the writer
calculated the effect size which refers to Cohen’s d formula. Based on the
calculation, it is known that the effect size of the study was 2.09 which means the
level effect ranged is at a strong level. In other word, the relationship between two
variables, communicative approach as an independent variable and students’
reading comprehension of exposition text as a dependent variable, is strong enough.
As a result, the researcher had proved that Communicative Approach
specifically group work has an effect at a strong level to student’s achievement in
reading comprehension of exposition text at the eleventh grade of SMAN 8
Tangerang Selatan in academic year 2019/2020.

47
 48

B. Suggestion
Based on the findings and discussion of the research, the researcher would
like to give suggestions to the participants who are closely related to this research.
The suggestion are directed toward the teacher, students, and other researchers who
conducted the same research:
1. For English Teachers
The teaching and learning process of reading comprehension will be better
to be hold if the teacher know the students’ need first. Furthermore, an
interactive and fun learning approach should be used to develop students’
reading comprehension and to anticipate students’ pressure and boring class.
One of the approaches that can be used is communicative approach. The
approach does not only make the students more active in teaching and learning
process, but also help them to work as a team which they can help each other,
improve their critical thinking, and their ability to discuss in a group.
2. For Students
Students can apply communicative approach specifically group work as a
chance to be active in learning process and improve their reading
comprehension, critical thinking, speaking ability in a group, and teamwork.
Moreover, students will gain more knowledge in discussion section by sharing
their understanding and feel enjoy while comprehending a text, because they
learn together with their friends as a team.
3. For Further Researchers
The researcher hopes that this research can be a reference and give more
information about the effect of communicative approach in developing
students’ reading comprehension of exposition text. Although this research
needs to be completed, the researcher hopes that it can be covered through the
innovation of the implementation in another skill or subject, and another
different level of participant.
The researcher hopes the suggestion can give positive contribution for
improving the teaching and learning process in SMAN 8 Tangerang Selatan.
 REFERENCES

Anderson, Mark, and Kathy Anderson. Text Types in English. 3rd ed. Melbourne:
MacMillan Education, 2003.

Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT.

Rineka Cipta. 2014.

Bashir, Mahrukh. Bahasa Inggris. Second. Jakarta: Ministry of Education and

Culture, 2017.

Cohen, Jacob. Statistical Power Analysis for the Behavioral Sciences. Second. New
York: Lawrence Erlbaum Associates, 2013.

Creswell, John. Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research. Fourth. Boston: Pearson Education,
2012.

Daryanto, Joko, and Djoko Srijono. English in Use. Edited by Uli Tri Utami and
Muski B. 2nd ed. Solo: PT Tiga Serangkai Pustaka Mandiri, 2016.

Efendi, Febrina Bilya, Lely Refnita, and Lailatul Husna. “An Analysis on the
Second Grade Students’ Problems in Comprehending an Analytical
Exposition Text at Pembangunan Senior High School Padang” 5, no. 2 (2016).

Fauziati, Endang. “Analisis Pertanyaan Pada Butir Soal Reading Comprehension

Pada Test TOEIC.” Jurnal Penelitian Humaniora 17, no. 1 (2016): 9–22.

Gao, Yonghong. “Implementing Communicative Activities in English Reading

Class.” Canadian Center of Science and Education 1, no. 1 (2008): 14–18.

Grabe, William. “Key Issues in L2 Reading Development.” 4th CELC Symposium

Proceedings (2014): 8–18.

———. Reading in a Second Language. New York: Cambridge University Press,

2009.

Grabe, William, and Fredericka L. Stoller. Teaching and Researching Reading.

Second. Great Britain: Pearson Education Limited, 2011.

Harmer, Jeremy. The Practice of English Language Teaching. Fourth. Pearson

Education Limited, n.d, 2007.

Irmawati, Noer Doddy. “Communicative Approach: An Alternative Method Used

in Improving Students’ Academic Reading Achievement.” English Language
Teaching 5, no. 7 (2012): 90–101.

49
 50

Jamaliah, Fauziah, and Farizawati. “The Implementation of Communicative

Approach in Teaching English at Junior High School.” In Challenges and
Opportunities in Multi-Dimensional English Language Teaching in Changing
EFL Contexts, 217–228. Aceh: ISELT, 2017.

Kebudayaan, Kementrian Pendidikan dan. Permendikbud No. 37 Tahun 2018.

Jakarta, 2018.

Lems, Kristine, Leah D. Miller, and Tenena M. Soro. Teaching Reading to English
Language Learners. First. The Guildford Press, 2009.

Littlewood, William. Communicative Language Teaching. Melbourne: Cambridge

University Press, 1981.

Paris, Scott G., and Steven A. Stahl, eds. Children’s Reading Comprehension and
Assessment. New Jersey: Lawrence Erlbaum Associates, 2005.

Richards, Jack C. Communicative Language Teaching Today. New York:

Cambridge University Press, 2006.

Silfia, Efa, Mohd. Ansyar, and M. Zaim. “Students’ Difficulties in Comprehending

the Analytical Exposition Texts at Grade XI A of Science Program in SMAN
3 Sungai Penuh.” Journal English Language Teaching (ELT) 1, no. 1 (2013):
102–110.

Soemantri, Anie Susany. “Reading Comprehension Problems Encounted By the

Students of Higher Education.” Jurnal Computech & Bisnis 5, no. 2 (2011):
74–80. http://jurnal.stmik-mi.ac.id/index.php/jcb/article/view/69.

Woolley, Gary. Reading Comprehension: Assisting Children with Learning

Difficulties. Queensland: Springer, 2011.

ZA, Maulizan. “The Implementation of Communicative Aapproach in Teaching

Reading Comprehension.” Getsempena English Education Journal 1, no. 1
(2014): 1–12. http://geej.stkipgetsempena.ac.id/home/article/view/1/1.

Zua, Biale. “Reading : When and Why ?” Journal of Education and Social Policy
4, no. 2 (2017): 128–132.

“What Is Reading?” TESOL International Associations. Accessed May 6, 2019.

https://www.tesol.org/docs/books/bk_ELTD_Reading_998.
 51

APPENDIX 1

PRE-TEST
RELIABILITAS TES
================

Rata2= 17.26
Simpang Baku= 2.25
KorelasiXY= 0.35
Reliabilitas Tes= 0.52
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor

Genap Skor Total
1 1 Ibnu Fajar A 7
10 17
2 2 Zacky Z. A 7
7 14
3 3 Mahatmadi Ariq M 10
6 16
4 4 Dhimas Rahmad B 9
8 17
5 5 M. Huzan D. F 8
9 17
6 6 Rahmat Maliku... 12
9 21
7 7 M. Rizky 11
9 20
8 8 Rifaldi Gilan... 9
9 18
9 9 Ahmad Luthfi 11
10 21
10 10 Rizkia Putri 9
9 18
11 11 Cahya Mutiarani 8
9 17
12 12 Marsela Khoir... 8
9 17
13 13 M. Rizky Rama... 9
9 18
14 14 M. Izlammakky... 10
9 19
15 15 Vially Putra P 10
9 19
16 16 Difa Khoirul ... 9
9 18
17 17 Fajar Nurdianzah 10
8 18
18 18 M. Saddam R 9
9 18
 52

19 19 Ivan Maulana B 9
8 17
20 20 Nur Nara Dani... 9
6 15
21 21 Ghina A S 8
5 13
22 22 Anggita Nur H... 6
5 11
23 23 Dyah Ayu Deli... 6
5 11
24 24 Rifka Imelda ... 7
9 16
25 25 Putri Handayani 8
11 19
26 26 Nadya Fadhila... 10
9 19
27 27 Vinca Anidya 9
8 17
28 28 Tegar Fathony 9
9 18
29 29 Azkalisha Ven... 9
9 18
30 30 Belda Samie A... 9
9 18
31 31 Ali Budianto 9
9 18
32 32 M. Firdaus. A 8
9 17
33 33 Siti Maryam 10
8 18
34 34 Dimas Fadhal. M 9
8 17
35 35 Krisna Rizki ... 10
9 19

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA

1 2 3
4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3
4 5 6 7
1 6 Rahmat Maliku... 21 1 1 1
1 1 1 1
2 9 Ahmad Luthfi 21 1 1 1
1 1 1 1
3 7 M. Rizky 20 1 1 1
1 1 1 1
 53

4 14 M. Izlammakky... 19 1 1 1
1 - 1 1
5 15 Vially Putra P 19 1 1 1
1 - 1 1
6 25 Putri Handayani 19 1 1 1
1 - 1 1
7 26 Nadya Fadhila... 19 1 1 1
1 - 1 1
8 35 Krisna Rizki ... 19 1 1 1
1 - 1 1
9 8 Rifaldi Gilan... 18 1 1 1
1 - 1
1
Jml Jwb Benar Zacky Z. A 20 9 9 9
9 3 9 9

8 9 10
11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10
11 12 13 14
1 6 Rahmat Maliku... 21 1 1 1
1 - - 1
2 9 Ahmad Luthfi 21 1 1 1
* - 1 1
3 7 M. Rizky 20 1 1 1
1 - - 1
4 14 M. Izlammakky... 19 1 1 1
1 - - 1
5 15 Vially Putra P 19 1 1 1
1 - - 1
6 25 Putri Handayani 19 1 1 1
1 - - 1
7 26 Nadya Fadhila... 19 1 1 1
1 - - -
8 35 Krisna Rizki ... 19 1 1 1
1 - - 1
9 8 Rifaldi Gilan... 18 1 1 1
- - - 1
Jml Jwb Benar Zacky Z. A 20 9 9 9
7 0 1 8

15 16 17
18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17
18 19 20 21
1 6 Rahmat Maliku... 21 1 1 1
1 1 - 1
2 9 Ahmad Luthfi 21 1 1 1
1 - - 1
3 7 M. Rizky 20 1 1 1
1 - - 1
4 14 M. Izlammakky... 19 1 1 1
1 - - 1
 54

5 15 Vially Putra P 19 1 1 1
1 - - 1
6 25 Putri Handayani 19 - 1 1
1 - 1 1
7 26 Nadya Fadhila... 19 1 1 1
1 - - 1
8 35 Krisna Rizki ... 19 1 1 1
1 - - 1
9 8 Rifaldi Gilan... 18 1 1 1
1 - -1
Jml Jwb Benar Zacky Z. A 20 8 9 9
9 1 1 9

22 23 24
25
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24
25
1 6 Rahmat Maliku... 21 1 1 -
1
2 9 Ahmad Luthfi 21 1 1 1
1
3 7 M. Rizky 20 1 1 -
1
4 14 M. Izlammakky... 19 1 1 -
1
5 15 Vially Putra P 19 1 1 -
1
6 25 Putri Handayani 19 1 - 1
1
7 26 Nadya Fadhila... 19 1 1 1
1
8 35 Krisna Rizki ... 19 1 1 -
1
9 8 Rifaldi Gilan... 18 1 1 -
1
Jml Jwb Benar Zacky Z. A 20 9 8 3
9

Kelompok Asor
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA

1 2 3
4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3
4 5 6 7
1 32 M. Firdaus. A 17 1 1 1
1 - 1 1
2 34 Dimas Fadhal. M 17 - - 1
1 - 1 1
 55

3 3 Mahatmadi Ariq M 16 - - 1
1 1 1 1
4 24 Rifka Imelda ... 16 - - 1
1 - 1 1
5 20 Nur Nara Dani... 15 - - 1
1 - 1 1
6 2 Zacky Z. A 14 - - -
1 - - 1
7 21 Ghina A S 13 - - 1
1 - 1 *
8 22 Anggita Nur H... 11 - - 1
1 - 1 1
9 23 Dyah Ayu Deli... 11 - - 1
1 - 1
1
Jml Jwb Benar Difa Khoirul ... 0 1 1 8
9 1 8 8

8 9 10
11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10
11 12 13 14
1 32 M. Firdaus. A 17 1 1 1
- - - 1
2 34 Dimas Fadhal. M 17 1 1 1
1 - - 1
3 3 Mahatmadi Ariq M 16 1 1 1
1 - - -
4 24 Rifka Imelda ... 16 1 1 1
1 - - 1
5 20 Nur Nara Dani... 15 1 1 -
1 - - -
6 2 Zacky Z. A 14 1 1 1
1 - - 1
7 21 Ghina A S 13 * 1 -
1 - - -
8 22 Anggita Nur H... 11 1 1 -
1 - - -
9 23 Dyah Ayu Deli... 11 1 1 -
1 - - -
Jml Jwb Benar Difa Khoirul ... 0 8 9 5
8 0 0 4

15 16 17
18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17
18 19 20 21
1 32 M. Firdaus. A 17 1 1 -
1 - - 1
2 34 Dimas Fadhal. M 17 1 1 1
1 - - 1
3 3 Mahatmadi Ariq M 16 1 - 1
1 - - 1
 56

4 24 Rifka Imelda ... 16 - 1 1

1 - 1 1
5 20 Nur Nara Dani... 15 1 1 1
- * - 1
6 2 Zacky Z. A 14 1 1 1
1 - - 1
7 21 Ghina A S 13 1 1 1
1 - - 1
8 22 Anggita Nur H... 11 - - -
- - 1 -
9 23 Dyah Ayu Deli... 11 - - -
- - 1
-
Jml Jwb Benar Difa Khoirul ... 0 6 6 6
6 0 3 7

22 23 24
25
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24
25
1 32 M. Firdaus. A 17 1 1 -
1
2 34 Dimas Fadhal. M 17 1 1 -
1
3 3 Mahatmadi Ariq M 16 1 1 -
1
4 24 Rifka Imelda ... 16 - - 1
1
5 20 Nur Nara Dani... 15 1 1 1
1
6 2 Zacky Z. A 14 1 1 -
-
7 21 Ghina A S 13 1 1 -
1
8 22 Anggita Nur H... 11 - 1 1
1
9 23 Dyah Ayu Deli... 11 - 1 1
1
Jml Jwb Benar Difa Khoirul ... 0 6 8 4
8
 57

DAYA PEMBEDA
============

Jumlah Subyek= 35
Klp atas/bawah(n)= 9
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda

Indeks DP (%)
1 1 9 1 8
88.89
2 2 9 1 8
88.89
3 3 9 8 1
11.11
4 4 9 9 0
0.00
5 5 3 1 2
22.22
6 6 9 8 1
11.11
7 7 9 8 1
11.11
8 8 9 8 1
11.11
9 9 9 9 0
0.00
10 10 9 5 4
44.44
11 11 7 8 -1
-11.11
12 12 0 0 0
0.00
13 13 1 0 1
11.11
14 14 8 4 4
44.44
15 15 8 6 2
22.22
16 16 9 6 3
33.33
17 17 9 6 3
33.33
18 18 9 6 3
33.33
19 19 1 0 1
11.11
20 20 1 3 -2
-22.22
21 21 9 7 2
22.22
 58

22 22 9 6 3
33.33
23 23 8 8 0
0.00
24 24 3 4 -1
-11.11
25 25 9 8 1
11.11

TINGKAT KESUKARAN
=================

Jumlah Subyek= 35
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%)

Tafsiran
1 1 18 51.43
Sedang
2 2 24 68.57
Sedang
3 3 33 94.29
Sangat Mudah
4 4 33 94.29
Sangat Mudah
5 5 4 11.43
Sangat Sukar
6 6 34 97.14
Sangat Mudah
7 7 32 91.43
Sangat Mudah
8 8 34 97.14
Sangat Mudah
9 9 34 97.14
Sangat Mudah
10 10 31 88.57
Sangat Mudah
11 11 27 77.14
Mudah
12 12 1 2.86
Sangat Sukar
13 13 1 2.86
Sangat Sukar
14 14 27 77.14
Mudah
15 15 31 88.57
Sangat Mudah
16 16 32 91.43
Sangat Mudah
 59

17 17 32 91.43
Sangat Mudah
18 18 32 91.43
Sangat Mudah
19 19 1 2.86
Sangat Sukar
20 20 5 14.29
Sangat Sukar
21 21 32 91.43
Sangat Mudah
22 22 32 91.43
Sangat Mudah
23 23 32 91.43
Sangat Mudah
24 24 8 22.86
Sukar
25 25 34 97.14
Sangat Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 36
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 -0.014 -
2 2 0.854 Sangat
Signifikan
3 3 0.530 Sangat
Signifikan
4 4 0.582 Sangat
Signifikan
5 5 0.559 Sangat
Signifikan
6 6 0.854 Sangat
Signifikan
7 7 0.854 Sangat
Signifikan
8 8 0.289 -
9 9 0.854 Sangat
Signifikan
10 10 0.655 Sangat
Signifikan
11 11 0.398 Signifikan
12 12 0.541 Sangat
Signifikan
13 13 0.214 -
14 14 0.240 -
 60

15 15 0.511 Sangat
Signifikan
16 16 0.079 -
17 17 0.854 Sangat
Signifikan
18 18 0.570 Sangat
Signifikan
19 19 0.488 Signifikan
20 20 0.677 Sangat
Signifikan
21 21 0.675 Sangat
Signifikan
22 22 NAN NAN
23 23 0.707 Sangat
Signifikan
24 24 0.707 Sangat
Signifikan
25 25 0.587 Sangat
Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai

berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05

P=0,01
10 0,576 0,708 60 0,250
0,325
15 0,482 0,606 70 0,233
0,302
20 0,423 0,549 80 0,217
0,283
25 0,381 0,496 90 0,205
0,267
30 0,349 0,449 100 0,195
0,254
40 0,304 0,393 125 0,174
0,228
50 0,273 0,354 >150 0,159
0,208

Bila koefisien = 0,000 berarti tidak dapat

dihitung.

KUALITAS PENGECOH
=================

Jumlah Subyek= 35
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA
 61

No Butir Baru No Butir Asli a b c d

e *
1 1 17--- 0-- 0-- 0--
18** 0
2 2 2+ 3++ 2+ 4+
24** 0
3 3 0-- 1-- 33** 1--
0-- 0
4 4 0-- 1-- 1-- 0--
33** 0
5 5 4** 0-- 13- 0-- 18-
-- 0
6 6 0-- 0-- 34** 1---
0-- 0
7 7 0-- 0-- 0-- 0--
32** 0
8 8 34** 0-- 0-- 0--
0-- 0
9 9 0-- 0-- 0-- 34** 1-
-- 0
10 10 31** 0-- 4--- 0--
0-- 0
11 11 0-- 1- 0-- 6---
27** 0
12 12 0-- 0-- 34--- 1**
0-- 0
13 13 1** 6+ 5+ 23---
0-- 0
14 14 0-- 27** 1- 1- 6-
-- 0
15 15 2-- 0-- 31** 2--
0-- 0
16 16 3--- 0-- 0-- 32**
0-- 0
17 17 1+ 32** 0-- 2---
0-- 0
18 18 32** 0-- 1+ 2---
0-- 0
19 19 0-- 2-- 31--- 0--
1** 0
20 20 30--- 0-- 0-- 0--
5** 0
21 21 1+ 0-- 32** 0-- 2-
-- 0
22 22 0-- 0-- 0-- 32** 3-
-- 0
23 23 0-- 32** 3--- 0--
0-- 0
24 24 8** 27--- 0-- 0--
0-- 0
25 25 0-- 0-- 0-- 34** 1-
-- 0
 62

Keterangan:
** : Kunci Jawaban
++ : Sangat Baik
+ : Baik
- : Kurang Baik
-- : Buruk
---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 17.26
Simpang Baku= 2.25
KorelasiXY= 0.35
Reliabilitas Tes= 0.52
Butir Soal= 25
Jumlah Subyek= 35
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\PRE-TEST
IPA 5.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi

Sign. Korelasi
1 1 88.89 Sedang 0.601
Sangat Signifikan
2 2 88.89 Sedang 0.688
Sangat Signifikan
3 3 11.11 Sangat Mudah 0.195 -
4 4 0.00 Sangat Mudah 0.028 -
5 5 22.22 Sangat Sukar 0.363 -
6 6 11.11 Sangat Mudah 0.251 -
7 7 11.11 Sangat Mudah 0.173 -
8 8 11.11 Sangat Mudah 0.329 -
9 9 0.00 Sangat Mudah -0.057 -
10 10 44.44 Sangat Mudah 0.769
Sangat Signifikan
11 11 -11.11 Mudah -0.151 -
12 12 0.00 Sangat Sukar -0.020 -
13 13 11.11 Sangat Sukar 0.289 -
14 14 44.44 Mudah 0.553
Sangat Signifikan
15 15 22.22 Sangat Mudah 0.486
Signifikan
16 16 33.33 Sangat Mudah 0.633
Sangat Signifikan
17 17 33.33 Sangat Mudah 0.587
Sangat Signifikan
18 18 33.33 Sangat Mudah 0.679
Sangat Signifikan
19 19 11.11 Sangat Sukar 0.289 -
20 20 -22.22 Sangat Sukar -0.452 -
21 21 22.22 Sangat Mudah 0.587
Sangat Signifikan
 63

22 22 33.33 Sangat Mudah 0.633

Sangat Signifikan
23 23 0.00 Sangat Mudah -0.011 -
24 24 -11.11 Sukar -0.277 -
25 25 11.11 Sangat Mudah 0.251 -
 64

POST-TEST
RELIABILITAS TES
================

Rata2= 19.34
Simpang Baku= 2.03
KorelasiXY= 0.27
Reliabilitas Tes= 0.43
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor

Genap Skor Total
1 1 Ibnu Fajar A 9
9 18
2 2 Zacky Z. A 10
8 18
3 3 Mahatmadi Ariq M 12
8 20
4 4 Dhimas Rahmad B 11
9 20
5 5 M. Hauzan D. F 9
8 17
6 6 Rahmat Maliku... 11
9 20
7 7 M. Rizky 13
9 22
8 8 Rifaldi Gilan... 11
9 20
9 9 Ahmad Luthfi 13
11 24
10 10 Rizkia Putri 12
10 22
11 11 Cahya Mutiarani 12
9 21
12 12 Marsela Khoir... 12
10 22
13 13 M. Rizky Rach... 12
9 21
14 14 M. Izlammakky... 11
9 20
15 15 Vially Putra P 9
7 16
16 16 Difa Khoirul ... 10
8 18
17 17 Fajar Nurdianzah 12
9 21
18 18 M. Saddam Riyadi 12
9 21
19 19 Ivan Maulana B 11
9 20
20 20 Nur Nara Dani... 10
5 15
 65

21 21 Ghina A S 11
7 18
22 22 Anggita Nur H... 10
10 20
23 23 Dyah Ayu Deli... 10
7 17
24 24 Rifka Imelda ... 9
10 19
25 25 Putri Handayani 9
9 18
26 26 Nadya Fadhila... 9
8 17
27 27 Vinca Anidya 11
5 16
28 28 Tegar Fathony 11
9 20
29 29 Azkalisha Ven... 10
9 19
30 30 Belda Samie A... 11
9 20
31 31 Ali Budianto 11
9 20
32 32 M. Firdaus. A 11
10 21
33 33 Siti Maryam 11
5 16
34 34 Dimas Fadhal. M 11
9 20
35 35 Krisna Rizki ... 11
9 20

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA

1 2 3
4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3
4 5 6 7
1 9 Ahmad Luthfi 24 1 1 1
1 1 1 1
2 7 M. Rizky 22 1 1 1
1 1 1 1
3 10 Rizkia Putri 22 - 1 1
1 1 1 1
4 12 Marsela Khoir... 22 - 1 1
1 1 1 1
5 11 Cahya Mutiarani 21 - 1 1
1 1 1 1
 66

6 13 M. Rizky Rach... 21 - 1 1
1 1 1 1
7 17 Fajar Nurdianzah 21 - 1 1
1 1 1 1
8 18 M. Saddam Riyadi 21 - 1 1
1 1 1 1
9 32 M. Firdaus. A 21 - 1 1
1 1 1 1
Jml Jwb Benar Zacky Z. A 20 2 9 9
9 9 9 9

8 9 10
11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10
11 12 13 14
1 9 Ahmad Luthfi 24 1 1 1
1 1 1 1
2 7 M. Rizky 22 1 1 1
1 1 1 -
3 10 Rizkia Putri 22 1 1 1
1 1 1 1
4 12 Marsela Khoir... 22 1 1 1
1 1 1 1
5 11 Cahya Mutiarani 21 1 1 1
1 1 1 1
6 13 M. Rizky Rach... 21 1 1 1
1 1 1 -
7 17 Fajar Nurdianzah 21 - 1 1
1 1 1 1
8 18 M. Saddam Riyadi 21 1 1 1
1 1 1 -
9 32 M. Firdaus. A 21 1 1 1
1 1 - 1
Jml Jwb Benar Zacky Z. A 20 8 9 9
9 9 8 6

15 16 17
18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17
18 19 20 21
1 9 Ahmad Luthfi 24 1 1 1
1 1 1 1
2 7 M. Rizky 22 1 - 1
1 1 1 1
3 10 Rizkia Putri 22 1 - 1
1 1 1 1
4 12 Marsela Khoir... 22 1 - 1
1 1 1 1
5 11 Cahya Mutiarani 21 1 - 1
* 1 1 1
6 13 M. Rizky Rach... 21 1 - 1
1 1 1 1
 67

7 17 Fajar Nurdianzah 21 1 - 1
1 1 1 1
8 18 M. Saddam Riyadi 21 1 - 1
1 1 1 1
9 32 M. Firdaus. A 21 1 - 1
1 1 1 1
Jml Jwb Benar Zacky Z. A 20 9 1 9
8 9 9 9

22 23 24
25
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24
25
1 9 Ahmad Luthfi 24 - 1 1
1
2 7 M. Rizky 22 - 1 1
1
3 10 Rizkia Putri 22 - 1 1
1
4 12 Marsela Khoir... 22 - 1 1
1
5 11 Cahya Mutiarani 21 - 1 1
1
6 13 M. Rizky Rach... 21 - 1 1
1
7 17 Fajar Nurdianzah 21 - 1 1
1
8 18 M. Saddam Riyadi 21 - 1 1
1
9 32 M. Firdaus. A 21 - 1 1
1
Jml Jwb Benar Zacky Z. A 20 0 9 9
9

Kelompok Asor
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA

1 2 3
4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3
4 5 6 7
1 21 Ghina A S 18 1 1 1
1 - 1 1
2 25 Putri Handayani 18 1 1 -
1 - 1 1
3 5 M. Hauzan D. F 17 - 1 1
1 1 1 1
4 23 Dyah Ayu Deli... 17 1 1 1
- 1 1 1
 68

5 26 Nadya Fadhila... 17 - 1 1
1 1 1 1
6 15 Vially Putra P 16 - 1 1
1 1 1 1
7 27 Vinca Anidya 16 1 1 1
1 - 1 1
8 33 Siti Maryam 16 1 1 1
- - 1 1
9 20 Nur Nara Dani... 15 1 1 1
1 - 1 1
Jml Jwb Benar Difa Khoirul ... 0 6 9 8
7 4 9 9

8 9 10
11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10
11 12 13 14
1 21 Ghina A S 18 - 1 *
- 1 1 -
2 25 Putri Handayani 18 1 1 1
- - - 1
3 5 M. Hauzan D. F 17 1 1 -
- 1 - -
4 23 Dyah Ayu Deli... 17 1 1 -
1 - 1 1
5 26 Nadya Fadhila... 17 1 1 -
1 1 - -
6 15 Vially Putra P 16 1 1 *
1 1 - -
7 27 Vinca Anidya 16 1 1 -
1 - 1 -
8 33 Siti Maryam 16 1 1 -
1 - 1 -
9 20 Nur Nara Dani... 15 1 1 -
- - 1 -
Jml Jwb Benar Difa Khoirul ... 0 8 9 1
5 4 5 2

15 16 17
18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17
18 19 20 21
1 21 Ghina A S 18 1 - 1
1 1 1 1
2 25 Putri Handayani 18 1 - 1
1 1 1 1
3 5 M. Hauzan D. F 17 1 - 1
1 1 1 -
4 23 Dyah Ayu Deli... 17 - - 1
1 - 1 1
5 26 Nadya Fadhila... 17 - - 1
1 1 1 1
 69

6 15 Vially Putra P 16 1 - 1
1 1 1 1
7 27 Vinca Anidya 16 1 - 1
- 1 - 1
8 33 Siti Maryam 16 1 1 1
- 1 - 1
9 20 Nur Nara Dani... 15 1 - 1
- 1 - 1
Jml Jwb Benar Difa Khoirul ... 0 7 1 9
6 8 6 8

22 23 24
25
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24
25
1 21 Ghina A S 18 - 1 1
1
2 25 Putri Handayani 18 - 1 1
1
3 5 M. Hauzan D. F 17 - 1 1
1
4 23 Dyah Ayu Deli... 17 - 1 1
-
5 26 Nadya Fadhila... 17 - 1 1
-
6 15 Vially Putra P 16 - * *
*
7 27 Vinca Anidya 16 - 1 1
-
8 33 Siti Maryam 16 - 1 1
-
9 20 Nur Nara Dani... 15 - 1 1
-
Jml Jwb Benar Difa Khoirul ... 0 0 8 8
3
 70

DAYA PEMBEDA
============

Jumlah Subyek= 35
Klp atas/bawah(n)= 9
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda

Indeks DP (%)
1 1 2 6 -4
-44.44
2 2 9 9 0
0.00
3 3 9 8 1
11.11
4 4 9 7 2
22.22
5 5 9 4 5
55.56
6 6 9 9 0
0.00
7 7 9 9 0
0.00
8 8 8 8 0
0.00
9 9 9 9 0
0.00
10 10 9 1 8
88.89
11 11 9 5 4
44.44
12 12 9 4 5
55.56
13 13 8 5 3
33.33
14 14 6 2 4
44.44
15 15 9 7 2
22.22
16 16 1 1 0
0.00
17 17 9 9 0
0.00
18 18 8 6 2
22.22
19 19 9 8 1
11.11
20 20 9 6 3
33.33
21 21 9 8 1
11.11
 71

22 22 0 0 0
0.00
23 23 9 8 1
11.11
24 24 9 8 1
11.11
25 25 9 3 6
66.67

TINGKAT KESUKARAN
=================

Jumlah Subyek= 35
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%)

Tafsiran
1 1 13 37.14
Sedang
2 2 34 97.14
Sangat Mudah
3 3 33 94.29
Sangat Mudah
4 4 32 91.43
Sangat Mudah
5 5 28 80.00
Mudah
6 6 34 97.14
Sangat Mudah
7 7 34 97.14
Sangat Mudah
8 8 30 85.71
Sangat Mudah
9 9 34 97.14
Sangat Mudah
10 10 27 77.14
Mudah
11 11 27 77.14
Mudah
12 12 28 80.00
Mudah
13 13 17 48.57
Sedang
14 14 11 31.43
Sedang
15 15 31 88.57
Sangat Mudah
16 16 4 11.43
Sangat Sukar
 72

17 17 34 97.14
Sangat Mudah
18 18 31 88.57
Sangat Mudah
19 19 32 91.43
Sangat Mudah
20 20 32 91.43
Sangat Mudah
21 21 34 97.14
Sangat Mudah
22 22 2 5.71
Sangat Sukar
23 23 34 97.14
Sangat Mudah
24 24 34 97.14
Sangat Mudah
25 25 27 77.14
Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 36
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 -0.014 -
2 2 0.854 Sangat
Signifikan
3 3 0.530 Sangat
Signifikan
4 4 0.582 Sangat
Signifikan
5 5 0.559 Sangat
Signifikan
6 6 0.854 Sangat
Signifikan
7 7 0.854 Sangat
Signifikan
8 8 0.289 -
9 9 0.854 Sangat
Signifikan
10 10 0.655 Sangat
Signifikan
11 11 0.398 Signifikan
12 12 0.541 Sangat
Signifikan
13 13 0.214 -
14 14 0.240 -
 73

15 15 0.511 Sangat
Signifikan
16 16 0.079 -
17 17 0.854 Sangat
Signifikan
18 18 0.570 Sangat
Signifikan
19 19 0.488 Signifikan
20 20 0.677 Sangat
Signifikan
21 21 0.675 Sangat
Signifikan
22 22 NAN NAN
23 23 0.707 Sangat
Signifikan
24 24 0.707 Sangat
Signifikan
25 25 0.587 Sangat
Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai

berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05

P=0,01
10 0,576 0,708 60 0,250
0,325
15 0,482 0,606 70 0,233
0,302
20 0,423 0,549 80 0,217
0,283
25 0,381 0,496 90 0,205
0,267
30 0,349 0,449 100 0,195
0,254
40 0,304 0,393 125 0,174
0,228
50 0,273 0,354 >150 0,159
0,208

Bila koefisien = 0,000 berarti tidak dapat

dihitung.

KUALITAS PENGECOH
=================

Jumlah Subyek= 35
Butir Soal= 25
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA
 74

No Butir Baru No Butir Asli a b c d

e *
1 1 1-- 21--- 13** 0--
0-- 0
2 2 34** 1--- 0-- 0--
0-- 0
3 3 2--- 0-- 0-- 0--
33** 0
4 4 1+ 0-- 2--- 32**
0-- 0
5 5 28** 3- 4--- 0--
0-- 0
6 6 34** 1--- 0-- 0--
0-- 0
7 7 0-- 0-- 0-- 1---
34** 0
8 8 0-- 3--- 30** 0--
2- 0
9 9 0-- 0-- 0-- 1---
34** 0
10 10 3+ 27** 3+ 0--
0-- 0
11 11 27** 6--- 2++ 0--
0-- 0
12 12 2++ 5--- 28** 0--
0-- 0
13 13 5++ 0-- 17** 0-- 13-
-- 0
14 14 11** 0-- 23--- 0--
1-- 0
15 15 0-- 0-- 4--- 31**
0-- 0
16 16 30--- 1-- 0-- 4**
0-- 0
17 17 1--- 34** 0-- 0--
0-- 0
18 18 0-- 0-- 3--- 0--
31** 0
19 19 32** 0-- 1+ 2---
0-- 0
20 20 0-- 3--- 0-- 0--
32** 0
21 21 1--- 0-- 34** 0--
0-- 0
22 22 33--- 0-- 2** 0--
0-- 0
23 23 34** 0-- 0-- 0--
0-- 0
24 24 0-- 0-- 34** 0--
0-- 0
25 25 0-- 7--- 27** 0--
0-- 0
 75

Keterangan:
** : Kunci Jawaban
++ : Sangat Baik
+ : Baik
- : Kurang Baik
-- : Buruk
---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 19.34
Simpang Baku= 2.03
KorelasiXY= 0.27
Reliabilitas Tes= 0.43
Butir Soal= 25
Jumlah Subyek= 35
Nama berkas: C:\USERS\LENOVO\DOCUMENTS\SKRIPSI NANAD\POST-TEST
IPA 51.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi

Sign. Korelasi
1 1 -44.44 Sedang -0.309 -
2 2 0.00 Sangat Mudah 0.115 -
3 3 11.11 Sangat Mudah 0.104 -
4 4 22.22 Sangat Mudah 0.359 -
5 5 55.56 Mudah 0.550
Sangat Signifikan
6 6 0.00 Sangat Mudah 0.115 -
7 7 0.00 Sangat Mudah 0.115 -
8 8 0.00 Sangat Mudah 0.070 -
9 9 0.00 Sangat Mudah 0.115 -
10 10 88.89 Mudah 0.774
Sangat Signifikan
11 11 44.44 Mudah 0.400
Signifikan
12 12 55.56 Mudah 0.514
Sangat Signifikan
13 13 33.33 Sedang 0.091 -
14 14 44.44 Sedang 0.315 -
15 15 22.22 Sangat Mudah 0.241 -
16 16 0.00 Sangat Sukar 0.073 -
17 17 0.00 Sangat Mudah 0.115 -
18 18 22.22 Sangat Mudah 0.421
Signifikan
19 19 11.11 Sangat Mudah 0.155 -
20 20 33.33 Sangat Mudah 0.563
Sangat Signifikan
21 21 11.11 Sangat Mudah 0.201 -
22 22 0.00 Sangat Sukar -0.165 -
23 23 11.11 Sangat Mudah 0.287 -
24 24 11.11 Sangat Mudah 0.287 -
 76

25 25 66.67 Mudah 0.638

Sangat Signifikan
 77

APPENDIX 2

RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)
(Experimental Class)

MATA PELAJARAN : BAHASA INGGRIS WAJIB

KELAS /SEMESTER : XI/GENAP
MATERI POKOK : Analytical Exposition Text
 78

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Satuan Pendidikan : SMAN 8 Kota Tangerang Selatan

Mata Pelajaran : Bahasa Inggris/Wajib
Kelas/Semester : XI/2
Materi Pokok : Analytical Exposition Text
Alokasi Waktu : 4x Pertemuan (@2JP/90 menit)

A. KOMPETENSI INTI
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian yang tampak
mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi dan membuat), dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR
Kompetensi Dasar Indikator Pencapaian Kompetensi
1.1. Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat
belajar.
2.2 Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
 79

3. 1 Analytical Exposition Text 3.1.1. Menjabarkan definisi dan fungsi

3. 1. 1. Menelaah definisi, fungsi sosial, sosial dari teks analytical
struktur teks, dan unsur exposition.
kebahasaan teks fungsional 3.1.2. Menjelaskan struktur teks
pendek dan monolog yang analytical exposition. (Thesis,
berbentuk analytical exposition Arguments, dan
dalam konteks kehidupan Reiteration/Conclusion)
sehari-hari. 3.1.3. Menguraikan unsur kebahasaan
analytical exposition. (Simple
present tense, Expression
Words, Internal Conjunction,
dan Causal Conjunction)
3.1.4. Menganalisis struktur teks
analytical exposition. (Thesis,
Arguments, dan
Reiteration/Conclusion)
4.3 Menganalisis definisi, fungsi sosial, 4.3.1. Mengidentifikasi fungsi sosial,
struktur teks, dan unsur struktur teks dan unsur
kebahasaan teks fungsional pendek kebahasaan beberapa teks
dan monolog yang berbentuk khusus dalam bentuk teks
analytical exposition dalam konteks analytical exposition
kehidupan sehari-hari. 4.3.2. Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks eksposisi
analitis lisan dan tulis, terkait isu
aktual
4.3.3. Menjabarkan informasi terkait
isi teks analytical exposition
dengan cara menjawab sejumlah
pertanyaan yang tersedia.
(What, Where, When, Who, Why,
How)
4.3.4. Membandingkan perbedaan
yang terdapat pada teks
analytical exposition dengan
teks-teks lainnya (narrative,
descriptive, recount) yang
ditampilkan oleh guru.
(Definition, Topic, Generic
Structure, Language Features)
4.3.5. Menganalisis fungsi sosial,
struktur teks, dan unsur
 80

kebahasaan sebuah teks

analytical exposition.

C. TUJUAN PEMBELAJARAN
Dengan metode pendekatan Communicative Approach (Group Work) peserta
didik dapat menjabarkan, membandingkan, dan menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan teks fungsional pendek dan monolog yang
berbentuk analytical exposition dalam konteks kehidupan sehari-hari dan
memiliki perilaku religius, nasionalis, mandiri, gotong–royong, dan integritas.
D. MATERI PEMBELAJARAN
Teks Analytical Exposition
Definisi
Analytical Exposition Text is a piece of text that presents one point of view of a
factual issue used to persuade or convince other people.
Fungsi Sosial
The purpose of exposition text is to convince the reader or listener to look at an
issue with the author’s perspective. Exposition text can be used when we ask
others to do or not to do things politely and in a persuasive way, generally in a
formal written form.
Struktur Teks
Dapat mencakup:
 Thesis (gagasan utama)
 Arguments (pendapat)
 Reiteration/Conclusion (Simpulan)
Unsur Kebahasaan
 Use simple present tense.
 Use descriptive persuasive words with emotive connotations to emphasize
the author’s viewpoint.
 Use of connecting words to link the arguments.
 Use mental verbs.
 Use saying verbs to support the argument.
 Use causal conjunctions to indicate a cause or reason of what being stated.
 The use of words to show the author’s attitude in order to qualify or confirm.
Topik
Pentingnya menjaga lingkungan alam, fenomena alam, pengunaan teknologi,
dsb.
 81

Multimedia
Layout atau design yang membuat tampilan teks lebih menarik.
E. METODE, MEDIA, ALAT, BAHAN, DAN SUMBER PEMBELAJAR
 Metode Pembelajaran
 Pendekatan : Communicative Approach
 Model Pembelajaran : Group Work
 Media Pembelajaran
 Papan tulis,
 Proyektor,
 Laptop
 Sumber Belajar
 Buku Siswa Bahasa Inggris Kelas XI SMA/MA/SMK/MAK edisi revisi
2017, Kementerian Pendidikan dan Kebudayaan, Jakarta.
 https://freeenglishcourse.info/12-contoh-analytical-exposition-
terbaik-bahasa-inggris/
 https://blog.ruangguru.com/mengenal-analytical-exposition-text
 http://britishcourse.com/analytical-exposition-text-definition-
purposes-generic-structures-language-features.php
 Sumber lain yang relevan
F. KEGIATAN PEMBELAJARAN

Pertemuan Pertama (2 JP)

Indikator:
3.3.1. Menjabarkan definisi dan fungsi sosial teks analytical exposition.
4.3.2. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi analitis lisan dan tulis, terkait isu aktual
4.3.3. Menjabarkan informasi terkait isi teks analytical exposition dengan cara
menjawab sejumlah pertanyaan yang tersedia. (What, Where, When, Who,
Why, How)
Langkah Deskripsi Alokasi
Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 10’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
 Menjelaskan tujuan pembelajaran,
kompetensi, literasi, dan karakater yang
harus dicapai; dan menyampaikan
 82

cakupan materi dan penjelasan uraian

kegiatan tentang fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
analytical exposition.
Kegiatan Inti  Guru membagi murid-murid menjadi 70’
beberapa kelompok yang terdiri dari 5-6
orang dan menentukan pemimpin
masing-masing kelompok. Masing-
masing pemimpin kelompok ditugaskan
untuk melaporkan keaktifan masing-
masing anggota dan hasil kerja sama
kelompok mereka di setiap akhir
pertemuan. (Communicative Activities:
Group Work)
 Guru memberikan sebuah teks Analytical
Exposition yang sama kepada seluruh
murid dan beberapa leading questions
yang tertera dibalik teks tersebut.
 Guru memberikan instruksi kepada
seluruh murid untuk membaca teks
tersebut dan menjawab leading questions
sesuai dengan pemahaman mereka
masing-masing terhadap teks yang sudah
mereka baca. Seluruh murid harus
membaca teks dan menjawab leading
questions secara individual.
 Setelah seluruh murid selesai membaca
dan menjawab leading questions, guru
memerintahkan masing-masing
kelompok untuk saling bertukar
pemahaman umum tentang teks yang
sudah mereka baca dengan masing-
masing anggota kelompok dan juga
mendiskusikan hasil jawaban mereka
pada leading questions yang diberikan.
Masing-masing kelompok akan
menuliskan pemahaman umum mereka
tentang teks yang sudah dibaca sesuai
hasil diskusi masing-masing kelompok.
Pada sesi ini, masing-masing kelompok
akan bekerja sama untuk mencapai
pemahaman umum terkait teks yang
 83

dibaca dengan saling bertukar

pemahaman dan pengetahuan, serta
membantu menjelaskan ketika ada
anggota yang sulit memahami teks.
 Ketika murid-murid menganalisa teks
dan berdiskusi dengan masing-masing
kelompok, peran guru di sini adalah
mengawasi setiap kelompok secara
bergilir untuk memastikan setiap
kelompok melakukan apa yang
diperintahkan oleh guru dan membantu
jika ada kelompok yang mengalami
kesulitan.
 Ketika diskusi sudah selesai dan semua
kelompok sudah mendapatkan
pemahaman umum terkait teks yang
dibaca, masing-masing kelompok akan
mempresentasikan hasil diskusi mereka
di hadapan kelompok yang lain. Ketika
satu kelompok mempresentasikan hasil
diskusi mereka, kelompok yang lain
menyimak dan memberikan catatan
tambahan atau koreksian jika ada
kesalahan.
 Setelah seluruh kelompok
mempresentasikan hasil diskusi mereka,
guru merangkum hasil presentasi dari
seluruh kelompok dan menjelaskannya
di depan kelas.
 Guru memberikan beberapa soal pilihan
ganda terkait teks yang sudah dibaca dan
didiskusikan sebelumnya untuk
memastikan bahwa murid-murid sudah
memahami isi teks tersebut.
Kegiatan  Memberikan umpan balik terhadap 10’
Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 84

 Menyimpulkan apa yang dipelajari hari

ini.
 Pemberian tugas kelompok untuk
mencari tahu definisi, struktur teks, dan
unsur-unsur kebahasaan teks Analytical
Exposition.
 Menyampaikan rencana kegiatan
pembelajaran untuk pertemuan
berikutnya.

Pertemuan Kedua (2 JP)

Indikator:
3.3.1. Menjabarkan definisi dan fungsi sosial teks analytical exposition.
3.3.2. Menjelaskan struktur teks analytical exposition. (Thesis, Arguments, and
Reiteration/Conclusion)
3.3.3. Menguraikan unsur kebahasaan teks analytical exposition. (Simple present
tense, expression word, internal conjunction, and causal conjunction)
3.3.4. Menganalisis struktur teks analytical exposition. (Thesis, Arguments, and
Reiteration/Conclusion)
Langkah Deskripsi Alokasi
Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 10’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
 Menjelaskan tujuan pembelajaran,
kompetensi, literasi, dan karakater yang
harus dicapai; dan menyampaikan
cakupan materi dan penjelasan uraian
kegiatan tentang fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
analytical exposition.
Kegiatan Inti  Guru memeriksa hasil tugas kelompok 70’
dari seluruh kelompok di kelas untuk
memastikan seluruh kelompok
mengerjakan tugasnya.
 Guru memerintahkan seluruh kelompok
untuk mendiskusikan hasil tugas
kelompok tersebut dengan kelompoknya
masing-masing dengan tujuan agar
 85

seluruh anggota masing-masing

kelompok dapat mengerti definisi, fungsi
sosial, struktur teks, dan unsur-unsur
kebahasaan teks analytical exposition
sesuai dengan pemahaman mereka.
 Guru meminta masing-masing kelompok
menyebutkan definisi, fungsi sosial,
struktur teks, dan unsur-unsur
kebahasaan teks analytical exposition
sesuai dengan hasil diskusi tugas
kelompok masing-masing. Jawaban dari
seluruh kelompok akan dicatat oleh guru
di papan tulis dengan singkat.
 Setelah seluruh kelompok memberikan
jawabannya, guru menjelaskan secara
detail tentang definisi, fungsi sosial,
struktur teks, dan unsur-unsur
kebahasaan teks analytical exposition.
 Setelah guru menjelaskan tentang teks
analytical exposition secara detail, guru
memerintahkan seluruh murid untuk
membuat catatan tentang penjelasan teks
analytical exposition yang sudah
dijelaskan oleh guru. Guru juga memberi
kesempatan kepada murid untuk
bertanya jika ada hal yang belum
dimengerti atau ingin ditanyakan terkait
teks tersebut.
 Guru memberikan beberapa pertanyaan
terkait definisi, fungsi sosial, struktur
teks, dan unsur-unsur kebahasaan teks
analytical exposition untuk memastikan
bahwa murid-murid sudah mengerti
tentang materi tersebut. (Moderating
Question)
Kegiatan  Memberikan umpan balik terhadap 10’
Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 Menyimpulkan apa yang dipelajari hari ini
 86

 Pemberian tugas mandiri yaitu

mengidentifikasi definisi, fungsi sosial,
struktur teks, dan unsur-unsur
kebahasaan teks analytical exposition
yang diberikan oleh guru di akhir
pertemuan.
 Menyampaikan rencana kegiatan
pembelajaran untuk pertemuan
berikutnya.

Pertemuan Ketiga (2 JP)

Indikator:
4.3.1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan beberapa
teks khusus dalam bentuk teks analytical exposition
4.3.2. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi analitis lisan dan tulis, terkait isu aktual
4.3.3. Menjabarkan informasi terkait isi teks analytical exposition dengan cara
menjawab sejumlah pertanyaan yang tersedia. (What, Where, When, Who,
Why, How)
4.3.4. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan sebuah teks
analytical exposition.
Langkah Deskripsi Alokasi
Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 15’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
 Melakukan permainan edukasi
berkelompok dengan memperagakan
aktivitas yang dilarang di saat tertentu.
Kegiatan Inti  Guru mengumpulkan hasil tugas mandiri 65’
dari seluruh murid.
 Guru dan murid-murid membahas
tentang tugas mandiri tersebut.
 Guru memberikan sebuah teks Analytical
Exposition yang sama kepada seluruh
murid dan beberapa leading questions
yang tertera dibalik teks tersebut.
 Guru memberikan instruksi kepada
seluruh murid untuk membaca dan
 87

memahami isi teks tersebut secara

individual.
 Setelah seluruh murid selesai membaca,
guru memberikan beberapa pertanyaan
terkait isi teks (definisi, fungsi sosial,
struktur kebahasaan, unsur-unsur
kebahasaan, dan isi teks) yang menguji
pemahaman murid-murid untuk dijawab
secara berkelompok.
 Guru memerintahkan masing-masing
kelompok untuk menjawab pertanyaan
tersebut dengan saling bertukar
pemahaman dan diskusi tentang isi teks
yang sudah mereka baca dengan
masing-masing anggota kelompok.
Masing-masing kelompok harus
menjawab seluruh pertanyaan yang
diberikan oleh guru dengan benar sesuai
isi teks. Masing-masing anggota
kelompok juga harus memahami isi teks
dan jawaban pada pertanyaan yang
diberikan, karena pada sesi presentasi
jawaban, guru akan memilih murid
secara acak dari masing-masing
kelompok untuk mempresentasikan hasil
jawaban dan pemahamannya tentang isi
teks tersebut. Pada sesi ini, masing-
masing kelompok akan bekerja sama
untuk mencapai pemahaman umum
terkait teks yang dibaca dengan saling
bertukar pemahaman dan pengetahuan,
serta membantu menjelaskan ketika ada
anggota yang sulit memahami teks.
 Ketika murid-murid menganalisa teks
dan berdiskusi dengan masing-masing
kelompok, peran guru di sini adalah
mengawasi setiap kelompok secara
bergilir untuk memastikan setiap
kelompok melakukan apa yang
diperintahkan oleh guru dan membantu
 88

jika ada kelompok yang mengalami

kesulitan.
 Ketika diskusi sudah selesai dan semua
kelompok sudah memahami isi teks
yang dibaca, masing-masing kelompok
akan mempresentasikan hasil diskusi
dan jawaban mereka di hadapan
kelompok yang lain. Ketika satu
kelompok mempresentasikan hasil
diskusi mereka, kelompok yang lain
menyimak dan memberikan catatan
tambahan atau koreksian jika ada
kesalahan.
 Setelah seluruh kelompok
mempresentasikan hasil diskusi mereka,
guru merangkum hasil presentasi dari
seluruh kelompok dan menjelaskannya
di depan kelas. (Encouraging
Evaluation)
Kegiatan  Memberikan umpan balik terhadap 10’
Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 Menyimpulkan apa yang dipelajari hari ini
 Menyampaikan rencana kegiatan
pembelajaran untuk pertemuan
berikutnya.

Pertemuan Keempat (2 JP)

Indikator:
4.3.1. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan beberapa
teks khusus dalam bentuk teks analytical exposition
4.3.2. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi analitis lisan dan tulis, terkait isu aktual
4.3.3. Menjabarkan informasi terkait isi teks analytical exposition dengan cara
menjawab sejumlah pertanyaan yang tersedia. (What, Where, When, Who,
Why, How)
 89

4.3.4. Membandingkan perbedaan yang terdapat pada teks analytical exposition

dengan teks-teks lainnya (narrative, descriptive, recount) yang ditampilkan
oleh guru. (Definition, Topic, Generic Structure, Language Features)
4.3.5. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan sebuah teks
analytical exposition.

Langkah Deskripsi Alokasi

Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 10’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
Kegiatan Inti  Guru memberikan dua teks analytical 70’
exposition yang sama kepada masing-
masing kelompok untuk mereka baca dan
pahami secara berkelompok.
 Guru memberikan instruksi kepada
murid-murid untuk membaca,
memahami, dan mendiskusikan isi teks
secara berkelompok karena guru akan
memberikan beberapa pertanyaan terkait
isi teks yang harus dijawab secara
berebut oleh masing-masing kelompok
dan masing-masing pertanyaan harus
dijawab oleh anggota yang berbeda, jadi
seluruh anggota kelompok harus
memahami dan menguasai isi teks
tersebut. Setiap anggota kelompok yang
menjawab dengan benar akan
mendapatkan satu poin untuk
kelompoknya. Kelompok yang berhasil
mendapatkan poin terbanyak akan
mendapatkan hadiah sebagai bentuk
apresiasi atas usaha yang sudah
dilakukan oleh kelompok tersebut.
Dengan begitu, masing-masing kelompok
akan bekerja sama untuk bersaing
mendapatkan poin sebanyak-banyaknya.
 Setelah salah satu kelompok berhasil
mendapatkan poin terbanyak dan
pertanyaan yang diberikan oleh guru
sudah habis, maka guru memberikan
 90

hadiah untuk kelompok tersebut dan

menyatakan bahwa kegiatan diskusi
sudah berakhir.
 Guru memberikan pertanyaan kepada
murid-murid terkait perbedaan definisi
dan fungsi sosial teks analytical
exposition dengan teks yang lainnya,
seperti narrative, report, descriptive, dan
lain sebagainya.
Kegiatan  Memberikan umpan balik terhadap 10’
Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 Menyimpulkan apa yang dipelajari hari
ini

G. PENILAIAN

Aspek Penilaian
 Fungsi sosial
 Struktur teks
 Unsur kebahasaan
 Sikap

Cara menilai
Penilaian dilakukan pada tiga unsur kompetensi, yaitu sikap, pengetahuan,
dan keterampilan.

SIKAP
Observasi terhadap kesungguhan, tanggung jawab, dan disiplin dalam belajar
menganalisis teks analytical exposition.
 91

PENGETAHUAN
Observasi guru dan penilaian lisan/tertulis untuk menilai: ketercapaian fungsi
sosial, kelengkapan dan keruntutan struktur teks, dan ketepatan unsur
kebahasaan yang tampak pada teks analytical exposition.

KETERAMPILAN
Penilaian tertulis untuk menilai kemampuan mengidentifikasi isi/pesan,
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan
dari beberapa teks fungsional.

Mengetahui, Tangerang Selatan,

September 2019
Kepala SMA Negeri 8 Tangsel Guru Bahasa Inggris

IMAM SUPINGI, S.Pd, M.M. Arief Rahman, S.Pd

------------------------------------- -----------------------------
----------
NIP. 196508111992011001 NIP. –

Peneliti

Nadya Adella Nurmawati

---------------------------------
NIM. 11150140000024
 92

LAMPIRAN PENILAIAN

Penilaian Kompetensi Sikap

Indikator: Peserta didik menunjukkan perilaku kerja sama, santun, toleran, responsif
dan proaktif serta bijaksana sebagai wujud kemampuan memecahkan
masalah dan membuat keputusan.

No Nama Kerja Rasa Santun Percaya Komunikatif Keterangan

Siswa sama Ingin Diri
Tahu
1
2
3

Kolom Aspek perilaku diisi dengan angka yang sesuai dengan kriteria berikut.
4 = sangat baik
3 = baik
2 = cukup
1 = kurang
Penilaian Kompetensi Pengetahuan dan Keterampilan

Indikator Pencapaian Teknik Bentuk

Instrumen/Soal
Kompetensi Penilaian Instrumen
 Mampu menjawab soal Objective Lembar soal Pertanyaan-pertanyaan terkait
tertulis dari teks test tertulis definisi, fungsi sosial, struktur
analytical exposition. teks, unsur-unsur kebahasaan
teks, da nisi informasi di dalam
teks analytical exposition

Cara penilaian:
Ada 25 soal, setiap 1 soal yang betul nilainya 1. Jumlah jawaban betul akan dikalikan
4.
Jadi bila betul semua jawabannya, nilainya 100.
 93

RENCANA PELAKSANAAN
PEMBELAJARAN
(RPP)
(Controlled Class)

MATA PELAJARAN : BAHASA INGGRIS WAJIB

KELAS /SEMESTER : XI/GENAP
MATERI POKOK : Analytical Exposition Text
 94

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Satuan Pendidikan : SMAN 8 Kota Tangerang Selatan

Mata Pelajaran : Bahasa Inggris/Wajib
Kelas/Semester : XI/2
Materi Pokok : Analytical Exposition Text
Alokasi Waktu : 4x Pertemuan (@2JP/90 menit)

H. KOMPETENSI INTI
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI 3: Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian yang tampak
mata.
KI 4: Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi dan membuat), dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
I. KOMPETENSI DASAR DAN INDIKATOR
Kompetensi Dasar Indikator Pencapaian Kompetensi
1.2. Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat
belajar.
2.3 Menunjukkan perilaku jujur,
disiplin, percaya diri, dan
bertanggung jawab dalam
melaksanakan komunikasi
transaksional dengan guru dan
teman.
 95

3. 2 Analytical Exposition Text 3.1.5. Menjabarkan definisi dan fungsi

3. 1. 2. Menelaah definisi, fungsi sosial, sosial dari teks analytical
struktur teks, dan unsur exposition.
kebahasaan teks fungsional 3.1.6. Menjelaskan struktur teks
pendek dan monolog yang analytical exposition. (Thesis,
berbentuk analytical exposition Arguments, dan
dalam konteks kehidupan Reiteration/Conclusion)
sehari-hari. 3.1.7. Menguraikan unsur kebahasaan
analytical exposition. (Simple
present tense, Expression
Words, Internal Conjunction,
dan Causal Conjunction)
3.1.8. Menganalisis struktur teks
analytical exposition. (Thesis,
Arguments, dan
Reiteration/Conclusion)
4.4 Menganalisis definisi, fungsi sosial, 4.3.6. Mengidentifikasi fungsi sosial,
struktur teks, dan unsur struktur teks dan unsur
kebahasaan teks fungsional pendek kebahasaan beberapa teks
dan monolog yang berbentuk khusus dalam bentuk teks
analytical exposition dalam konteks analytical exposition
kehidupan sehari-hari. 4.3.7. Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks eksposisi
analitis lisan dan tulis, terkait isu
aktual
4.3.8. Menjabarkan informasi terkait
isi teks analytical exposition
dengan cara menjawab sejumlah
pertanyaan yang tersedia.
(What, Where, When, Who, Why,
How)
4.3.9. Membandingkan perbedaan
yang terdapat pada teks
analytical exposition dengan
teks-teks lainnya (narrative,
descriptive, recount) yang
ditampilkan oleh guru.
(Definition, Topic, Generic
Structure, Language Features)
4.3.10. Menganalisis fungsi sosial,
struktur teks, dan unsur
 96

kebahasaan sebuah teks

analytical exposition.

J. TUJUAN PEMBELAJARAN
Dengan metode pendekatan Scientific Approach dan model pembelajaran Text
Based Learning peserta didik dapat menjabarkan, membandingkan, dan
menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan teks
fungsional pendek dan monolog yang berbentuk analytical exposition dalam
konteks kehidupan sehari-hari dan memiliki perilaku religius, nasionalis,
mandiri, gotong–royong, dan integritas.
K. MATERI PEMBELAJARAN
Teks Analytical Exposition
Definisi
Analytical Exposition Text is a piece of text that presents one point of view of a
factual issue used to persuade or convince other people.
Fungsi Sosial
The purpose of exposition text is to convince the reader or listener to look at an
issue with the author’s perspective. Exposition text can be used when we ask
others to do or not to do things politely and in a persuasive way, generally in a
formal written form.
Struktur Teks
Dapat mencakup:
 Thesis (gagasan utama)
 Arguments (pendapat)
 Reiteration/Conclusion (Simpulan)
Unsur Kebahasaan
 Use simple present tense.
 Use descriptive persuasive words with emotive connotations to emphasize
the author’s viewpoint.
 Use of connecting words to link the arguments.
 Use mental verbs.
 Use saying verbs to support the argument.
 Use causal conjunctions to indicate a cause or reason of what being stated.
 The use of words to show the author’s attitude in order to qualify or confirm.
Topik
Pentingnya menjaga lingkungan alam, fenomena alam, pengunaan teknologi,
dsb.
 97

Multimedia
Layout atau design yang membuat tampilan teks lebih menarik.
L. METODE, MEDIA, ALAT, BAHAN, DAN SUMBER PEMBELAJAR
 Metode Pembelajaran
 Pendekatan : Scientific Approach
 Model Pembelajaran : Text Based Learning
 Media Pembelajaran
 Papan tulis,
 Proyektor,
 Laptop
 Sumber Belajar
 Buku Siswa Bahasa Inggris Kelas XI SMA/MA/SMK/MAK edisi revisi
2017, Kementerian Pendidikan dan Kebudayaan, Jakarta.
 https://freeenglishcourse.info/12-contoh-analytical-exposition-
terbaik-bahasa-inggris/
 https://blog.ruangguru.com/mengenal-analytical-exposition-text
 http://britishcourse.com/analytical-exposition-text-definition-
purposes-generic-structures-language-features.php
 Sumber lain yang relevan
M. KEGIATAN PEMBELAJARAN

Pertemuan Pertama (2 JP)

Indikator:
3.3.2. Menjabarkan definisi dan fungsi sosial teks analytical exposition.
4.3.4. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi analitis lisan dan tulis, terkait isu aktual
4.3.5. Menjabarkan informasi terkait isi teks analytical exposition dengan cara
menjawab sejumlah pertanyaan yang tersedia. (What, Where, When, Who,
Why, How)
Langkah Deskripsi Alokasi
Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 10’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
 Menjelaskan tujuan pembelajaran,
kompetensi, literasi, dan karakater yang
harus dicapai; dan menyampaikan
 98

cakupan materi dan penjelasan uraian

kegiatan tentang fungsi sosial, struktur
teks, dan unsur kebahasaan dari teks
analytical exposition.
Kegiatan Inti Observing 70’
 Guru memberikan beberapa jenis teks ke
setiap satu pasang murid yang duduk
bersama untuk mereka baca dan
diskusikan dengan teman sebangkunya.
 Guru memberikan instruksi kepada
seluruh murid untuk mengidentifikasi
jenis teks yang diberikan sebelumnya
secara berpasangan. Mendiskusikan teks
mana yang berbentuk naratif, deskriptif,
explanation, dan analytical exposition.
 Setelah seluruh pasangan sebangku
berhasil membedakan jenis beberapa
teks tersebut, guru akan meminta
beberapa pasangan untuk
memberitahukan masing-masing jenis
teks; naratif, explanation, analytical
exposition, deskriptif, dan akan
menanyakan apakah ada pasangan yang
berbeda jawabannya. Guru
memberitahukan jawaban yang tepat
kepada seluruh murid.

Questionning
 Guru akan memberikan beberapa
pertanyaan kepada seluruh kelompok
terkait definisi, fungsi sosial, struktur
masing-masing teks, dan juga unsur-
unsur kebahasaan masing-masing teks
yang harus dijawab secara berebut.
Setiap kelompok yang menjawab
pertanyaan dengan benar akan diberikan
1 poin dan kelompok yang berhasil
mendapatkan poin terbanyak akan
mendapatkan hadiah dari guru.
 99

Communicating
 Guru akan menjelaskan tentang definisi,
fungsi sosial, struktur teks, dan unsur-
unsur kebahasaan teks analytical
exposition kepada murid-murid secara
singkat.
Kegiatan  Memberikan umpan balik terhadap 10’
Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 Menyimpulkan apa yang dipelajari hari
ini.
 Pemberian tugas berpasangan untuk
mencari satu teks analytical exposition.
 Menyampaikan rencana kegiatan
pembelajaran untuk pertemuan
berikutnya.

Pertemuan Kedua (2 JP)

Indikator:
3.3.5. Menjabarkan definisi dan fungsi sosial teks analytical exposition.
3.3.6. Menjelaskan struktur teks analytical exposition. (Thesis, Arguments, and
Reiteration/Conclusion)
3.3.7. Menguraikan unsur kebahasaan teks analytical exposition. (Simple present
tense, expression word, internal conjunction, and causal conjunction)
3.3.8. Menganalisis struktur teks analytical exposition. (Thesis, Arguments, and
Reiteration/Conclusion)
Langkah Deskripsi Alokasi
Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 10’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
 Menjelaskan tujuan pembelajaran,
kompetensi, literasi, dan karakater yang
harus dicapai; dan menyampaikan
cakupan materi dan penjelasan uraian
kegiatan tentang fungsi sosial, struktur
 100

teks, dan unsur kebahasaan dari teks

analytical exposition.
Kegiatan Inti  Guru memeriksa hasil tugas berpasangan 70’
dari seluruh pasangan di kelas untuk
memastikan seluruh pasangan
mengerjakan tugasnya.

Observing and Questionning

 Guru memerintahkan seluruh pasangan
untuk mendiskusikan dan
mengidentifikasi fungsi sosial, struktur
teks, dan unsur-unsur kebahasaan
masing-masing teks analytical exposition
yang sudah mereka cari.
 Guru meminta beberapa pasangan untuk
menyebutkan definisi, fungsi sosial,
struktur teks, dan unsur-unsur
kebahasaan teks analytical exposition
sesuai dengan hasil diskusi tugas
berpasangan masing-masing.

Communicating
 Guru menjelaskan secara detail tentang
definisi, fungsi sosial, struktur teks, dan
unsur-unsur kebahasaan teks analytical
exposition.
 Setelah guru menjelaskan tentang teks
analytical exposition secara detail, guru
memerintahkan seluruh murid untuk
membuat catatan tentang penjelasan teks
analytical exposition yang sudah
dijelaskan oleh guru. Guru juga memberi
kesempatan kepada murid untuk
bertanya jika ada hal yang belum
dimengerti atau ingin ditanyakan terkait
teks tersebut.
 Guru memberikan beberapa pertanyaan
terkait definisi, fungsi sosial, struktur
teks, dan unsur-unsur kebahasaan teks
analytical exposition untuk memastikan
bahwa murid-murid sudah mengerti
tentang materi tersebut.
 101

Kegiatan  Memberikan umpan balik terhadap 10’

Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 Menyimpulkan apa yang dipelajari hari ini
 Menyampaikan rencana kegiatan
pembelajaran untuk pertemuan
berikutnya.

Pertemuan Ketiga (2 JP)

Indikator:
4.3.5. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan beberapa
teks khusus dalam bentuk teks analytical exposition
4.3.6. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi analitis lisan dan tulis, terkait isu aktual
4.3.7. Menjabarkan informasi terkait isi teks analytical exposition dengan cara
menjawab sejumlah pertanyaan yang tersedia. (What, Where, When, Who,
Why, How)
4.3.8. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan sebuah teks
analytical exposition.
Langkah Deskripsi Alokasi
Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 15’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
 Melakukan permainan edukasi
berkelompok dengan memperagakan
judul beberapa jenis teks
Kegiatan Inti Observing 65’
 Guru memberikan sebuah teks Analytical
Exposition yang sama kepada seluruh
murid dan beberapa leading questions
yang tertera dibalik teks tersebut.
 Guru memberikan instruksi kepada
seluruh murid untuk membaca dan
memahami isi teks tersebut secara
individual.
 102

 Guru menjelaskan bahwa akan ada sesi

tanya jawab dan setiap murid yang
berhasil menjawab pertanyaan tersebut
akan mendapatkan hadiah sebagai
bentuk apresiasi. Dengan begitu, murid-
murid akan termotivasi untuk
memahami isi teks.
 Setelah seluruh murid selesai membaca,
guru memberikan beberapa pertanyaan
terkait isi teks (definisi, fungsi sosial,
struktur kebahasaan, unsur-unsur
kebahasaan, dan isi teks) yang menguji
pemahaman murid-murid untuk dijawab
secara individual dan dijawab dengan
orang yang berbeda.

Communicating
 Guru dan murid-murid membahas teks
tersebut secara detail dan membuat
kesimpulan dari teks analytical
exposition.
 Guru memberikan kesempatan untuk
murid-murid bertanya jika masih ada
yang belum dipahami.
Kegiatan  Memberikan umpan balik terhadap 10’
Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 Menyimpulkan apa yang dipelajari hari ini
 Menyampaikan rencana kegiatan
pembelajaran untuk pertemuan
berikutnya.

Pertemuan Keempat (2 JP)

Indikator:
4.3.6. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan beberapa
teks khusus dalam bentuk teks analytical exposition
 103

4.3.7. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks eksposisi analitis lisan dan tulis, terkait isu aktual
4.3.8. Menjabarkan informasi terkait isi teks analytical exposition dengan cara
menjawab sejumlah pertanyaan yang tersedia. (What, Where, When, Who,
Why, How)
4.3.9. Membandingkan perbedaan yang terdapat pada teks analytical exposition
dengan teks-teks lainnya (narrative, descriptive, recount) yang ditampilkan
oleh guru. (Definition, Topic, Generic Structure, Language Features)
4.3.10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan sebuah teks
analytical exposition.

Langkah Deskripsi Alokasi

Pembelajaran Waktu
Kegiatan  Menyiapkan peserta didik untuk 10’
Pendahuluan mengikuti proses pembelajaran seperti
berdoa, absensi, menyiapkan buku
pelajaran.
Kegiatan Inti Observing and Experimenting 70’
 Guru memberikan beberapa judul dengan
jenis teks yang berbeda, naratif,
deskriptif, explanation, dan analytical
exposition ke setiap pasangan sebangku.
 Guru akan menyebutkan jenis teks satu
persatu dan masing-masing pasangan
akan mengangkat judul yang sesuai
dengan jenis teks yang disebutkan oleh
guru. Pasangan tercepat dan tepat akan
mendapatkan 1 poin.
 Guru akan menyebutkan definisi, fungsi
sosial, atau struktur kebahasaan
beberapa jenis teks satu persatu, dan
seluruh pasangan harus menyebutkan
jenis teks apa yang dimaksud oleh guru
secara berebut. Pasangan tercepat dan
tepat akan mendapatkan 1 poin dan
pasangan dengan hasil poin terbanyak
akan mendapatkan hadiah dari guru
sebagai bentuk apresiasi kerja sama yang
bagus.
 Setelah salah satu pasangan berhasil
mendapatkan poin terbanyak dan
pertanyaan yang diberikan oleh guru
 104

sudah habis, maka guru memberikan

hadiah untuk pasangan tersebut dan
menyatakan bahwa kegiatan diskusi
sudah berakhir
 Guru memberikan pertanyaan kepada
murid-murid terkait perbedaan definisi
dan fungsi sosial teks analytical
exposition dengan teks yang lainnya,
seperti narrative, report, descriptive, dan
lain sebagainya untuk memastikan bahwa
murid-murid sudah mengerti.
Kegiatan  Memberikan umpan balik terhadap 10’
Penutup proses pembelajaran: Well, class, you
have done a very good job today. Most of
you are active. I hope next time, all of you
involve in the interaction. How do you feel
during the lesson? Is there anyone want to
say something?
 Menyimpulkan apa yang dipelajari hari
ini

N. PENILAIAN

Aspek Penilaian
 Fungsi sosial
 Struktur teks
 Unsur kebahasaan
 Sikap

Cara menilai
Penilaian dilakukan pada tiga unsur kompetensi, yaitu sikap, pengetahuan,
dan keterampilan.

SIKAP
Observasi terhadap kesungguhan, tanggung jawab, dan disiplin dalam belajar
menganalisis teks analytical exposition.
 105

PENGETAHUAN
Observasi guru dan penilaian lisan/tertulis untuk menilai: ketercapaian fungsi
sosial, kelengkapan dan keruntutan struktur teks, dan ketepatan unsur
kebahasaan yang tampak pada teks analytical exposition.

KETERAMPILAN
Penilaian tertulis untuk menilai kemampuan mengidentifikasi isi/pesan,
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan
dari beberapa teks fungsional.

Mengetahui, Tangerang Selatan,

September 2019
Kepala SMA Negeri 8 Tangsel Guru Bahasa Inggris

IMAM SUPINGI, S.Pd, M.M. Arief Rahman, S.Pd

------------------------------------- -----------------------------
----------
NIP. 196508111992011001 NIP. –

Peneliti

Nadya Adella Nurmawati

---------------------------------
NIM. 11150140000024
 106

LAMPIRAN PENILAIAN

Penilaian Kompetensi Sikap

Indikator: Peserta didik menunjukkan perilaku kerja sama, santun, toleran, responsif
dan proaktif serta bijaksana sebagai wujud kemampuan memecahkan
masalah dan membuat keputusan.

No Nama Kerja Rasa Santun Percaya Komunikatif Keterangan

Siswa sama Ingin Diri
Tahu
1
2
3

Kolom Aspek perilaku diisi dengan angka yang sesuai dengan kriteria berikut.
4 = sangat baik
3 = baik
2 = cukup
1 = kurang
Penilaian Kompetensi Pengetahuan dan Keterampilan

Indikator Pencapaian Teknik Bentuk

Instrumen/ Soal
Kompetensi Penilaian Instrumen
 Mampu menjawab soal Objective Lembar soal Pertanyaan-pertanyaan terkait
tertulis dari teks test tertulis definisi, fungsi sosial, struktur
analytical exposition. teks, unsur-unsur kebahasaan
teks, da nisi informasi di dalam
teks analytical exposition

Cara penilaian:
Ada 25 soal, setiap 1 soal yang betul nilainya 1. Jumlah jawaban betul akan dikalikan
4.
Jadi bila betul semua jawabannya, nilainya 100.
 107

APPENDIX 3

Kisi-Kisi Penulisan Soal Pre-Test

Nama Sekolah : SMAN 8 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris
Kelas : XI
Alokasi Waktu : 1x45 Menit
Semester : I (Ganjil)
Kurikulum Acuan : Kurikulum 2013

BASIC TEST TYPE OF NUMBER

INDICATORS TOTAL REFERENCES
COMPETENCIES MATERIAL TEST OF ITEMS
READING Identifying the a. Student’s Book
main idea of the MC 5, 9 2 b. National Exam
5.2 Respond the text. c. Student’s Worksheet
meaning and the Understanding Book
rhetorical steps in the purpose of
essays accurately, Expository text MC 1, 13 2
fluently and accept in type analytical
in the context of exposition text
daily life and to 2, 6, 7, 11,
Identifying the
access knowledge 12, 14, 16,
stated detail of MC 13
in the form of 17, 18, 19,
the text
narrative, spoof, 21, 22, 24
Analytical
Exposition Understanding
and hortatory
Text type and the
exposition.
generic structure MC 3, 20, 23 3
of analytical
exposition text
Identifying the MC 25 1
word meaning
Identifying the
inference of the MC 10, 15 2
text
Identifying
reference word in MC 4, 8 2
a sentence
Total 25
 108

APPENDIX 4

Kisi-Kisi Penulisan Soal Post-Test

Nama Sekolah : SMAN 8 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris
Kelas : XI
Alokasi Waktu : 1x45 Menit
Semester : I (Ganjil)
Kurikulum Acuan : Kurikulum 2013

BASIC TEST TYPE OF NUMBER

INDICATORS TOTAL REFERENCES
COMPETENCIES MATERIAL TEST OF ITEMS
READING Identifying the d. Student’s Book
1, 4, 12, 16,
main idea of the MC 5 e. National Exam
23
5.2 Respond the text. f. Student’s Worksheet
meaning and the Understanding Book
rhetorical steps in the purpose of
essays accurately, Expository text MC 10 1
fluently and accept in type analytical
in the context of exposition text
daily life and to Identifying the 2, 7, 13, 14,
access knowledge stated detail of MC 15, 17, 18, 10
in the form of the text 20, 21, 24
narrative, spoof, Analytical Understanding
and hortatory Exposition type and the
exposition. Text generic structure MC 5, 9, 11 3
of analytical
exposition text
Identifying the MC 8 1
word meaning
Identifying the
inference of the MC 3, 22, 25 3
text
Identifying
reference word in MC 6, 19 2
a sentence
Total 25
 109

APPENDIX 5
This text is for questions 1 to 4.
Land Reclamation
Land reclamation will definitely increase land area for a certain country.
More land has been made available for development. More buildings and
infrastructure can be built. However, much greenery has been removed in order for
the land needed. Land reclamation can be damaging to corals and marine life.
Corals are usually moved to another place when land is to be reclaimed.
The corals might not be able to survive in that certain habitat, and thus die out. In
some countries, where the project is large-scale, they do not even bother to re-plant
the corals elsewhere, instead just reclaim the land on their habitat, causing them to
die out immediately.
Marine life, such as fish, might not have enough food after the underwater
plantations are destroyed due to reclamation of land. This applies to the food chain.
The water might also be polluted from the soil used to reclaim land, causing the fish
to die and blocking out sunlight, depriving the underwater plants of growth. Marine
habitat arc also destroyed; therefore, the marine creatures would be forced to move
to another new habitat. Some might not be able to adapt, and thus die out. Some
would just die without even finding a new habitat, as they cannot move long
distances in water.
Finally, the reasons and examples look tempting to humans, but marine
life is life too! We should try to protect it as much as possible, instead of just
focusing on the advantages.

1. The purpose of the text is to...

A. explain the negative impact of land reclamation to corals and marine life.
B. tell the readers that land reclamation can damage corals and marine life.
C. describe about land reclamation planning to the readers.
D. analyze the effect of land reclamation.
E. criticize about land reclamation.

2. The reader learn from the text that the coral should be replanted because...
A. they can survive elsewhere easily.
B. they make fish have their hiding place.
C. they could block out sunlight for the fish.
D. their habitat can be used to reclaim again.
E. they could survive as the source of food for fish.

3. What do paragraphs 2 and 3 tell about?

A. Both paragraphs tell the opinion that support and reject the idea of land
reclamation.
B. Paragraph 2 tells about the opinion that support land reclamation while
paragraph 3 tells about its detail.
 110

C. Both paragraphs are the detail arguments that land reclamation can be
damaging to corals and marine life.
D. Paragraph 2 tells about the opinion that is against land reclamation while
paragraph 3 presents the opinion that support it. .
E. Paragraph 2 tells about the opinion that is against land reclamation while
paragraph 3 presents the conclusion.

4. “..., causing them to die out immediately.” (paragraph 2)

The underlined word refer to…....
A. underwater plantations
B. fish
C. marine creatures
D. greenery
E. corals

The following text is for number 5 to 8.

House Husband’s Heart Risk
Most people assume that life in the rat race is bad for your health. But
reversing the traditional gender roles, being a house husband is a stressful business,
according to the latest research by American scientists.
By giving up their jobs in order to become house husbands, men increase
their risk of heart attack or coronary disease by as much as 82% according
to research based on 10 year study of 2.500 people in Boston, USA.
According to Dr. Elaine Eaker, the key to the problem is that some men
became stressed about performing a role not traditionally assign to them by society.
Men who stay at home tend not to have the same levels of support from friends and
family women do the same.
Jack O'Sullivan, of the Father's Direct group, was quoted as saying: "Society
expects the main career should be a woman and society is structured around that.
Day care is called mother and toddler groups and some men feel awkward about
belonging to those groups.
Professor Gary Cooper, a psychologist at the University of Manchester, said
many men tend to underestimate the task of caring for a family. He said 'Most men
think being a house husband involves putting on a bit of washing, taking the kids
to school and then putting their feet up with a cup of coffee.
They are crazy. Most men are not used to performing a variety of activities
simultaneously - the kind of multi-tasking which is second nature to most women.'
It is estimated that men have taken over the main homemaker's role in one
in seven homes, as increasing numbers of women become the main breadwinner.
The study also found that women in high-powered jobs were more likely to develop
heart disease than those in more junior positions.

5. The main idea of the first paragraph is ….

A. People living in the rat-race tend to have heart attacks.
 111

B. The research on house-husband health involved 2500 people.

C. Scientists did some research on the people's health living in Boston.
D. House husbands have understandable reasons why they gave up their jobs.
E. The result of the research showed that house husbands tend to have heart
attacks.

6. "Some men became stressed about performing a role not traditionally assign to
them by society." (Paragraph 2).
The statement above is the result of research done by ….
a. A psychologist.
b. Jack O'Sullivan.
c. Dr Ellaine Eaker.
d. An American scientist.
e. Professor Gary Cooper.

7. Some house husbands become stressed because ….

A. they are jobless.
B. they earn less than their wives.
C. most people do not respect them.
D. they do not join the daycare groups.
E. they are performing an uncommon role.

8. “They are crazy.”

The underlined word above refers to ….
A. men
B. women
C. doctors
D. old women
E. married women

The following text is for questions number 9 to 11.

The Dangers of Typing SMS while Driving
The popularity of mobile devices has had some dangerous consequences.
We know that mobile communications are linked to a significant increase in
distracted driving which results in injury and loss of life.
The National Highway Traffic Safety Administration reported that in 2010
driver distraction was the cause of 18 percent of all fatal crashes with 3,092 people
killed and crashes resulting in an injury 416,000 people wounded.
The Virginia Tech Transportation Institute found that text messaging
creates a crash risk 23 times worse than driving while not distracted.
Eleven percent of drivers aged 18 to 20 who were involved in an automobile
accident and survived admitted they were sending or receiving texts when they
crashed. Distracted driving endangers life and property and the current levels of
injury and loss are unacceptable.
 112

9. What is the main idea of the passage?

A. The warning of texting and driving.
B. The debatable issue of texting and driving.
C. The involvement of mobile devices while driving.
D. The risk of texting while driving.
E. The consequences of not paying attention traffic.

10. What does the passage tell us about the writer's opinion on the issue at hand?
A. Text messaging creates more risk than undistracted driving.
B. Mobile communication doesn’t have relation with accident.
C. Many people lost their live because of injury.
D. Distracted driving is still safe for the drivers.
E. Only adult drivers involved in the accident.
11. From the text, we know that ….
A. The mobile phone should be banned in the street.
B. Distracted driving make accidents more rarely to happen.
C. Most of the accident caused by the condition of the road.
D. 18% of fatal crashes were caused by unnoticed street signs.
E. Drivers involved in car accidents admitted they were texting when they
crashed.

Read the following text and then answer the question number 12 to 15.
Opportunity in the Global Financial Crisis!
US. financial crisis and its contagion to Europe and the rest of the world
could also create new opportunity for Indonesia in term of foreign direct investment
and the development of basic infrastructure.
As the US. financial crisis has now spread to Europe, the oil-rich countries
such as Saudi Arabia, Kuwait and Arab Emirate which have accumulated hundreds
of billion of Dollars in their foreign reserve, are now reviewing their holding or
investment vehicle. They are looking for more diversified investment outside the
US and Europe.
Because of unfavorable political developments in Thailand and Malaysia
over the past few months, Indonesia which has largely Muslim population could
become one of these oil-rich countries’ favorite place for foreign direct investment.
That will be true if the conditions, legal and market infrastructure are conducive for
Islamic financial instruments.
The government had improved the legal framework with the recent
enactment of laws on sharia banking and bonds. The long term nature of Islamic
bonds could make them the most suitable investment instrument for Indonesia, as
these bonds grant an investor a share in an asset along with the cash flows and risks
commensurate with such ownership.
The financial crisis that has gripped the globe and weakening economic
growth in the rest of the world will serve to the government to accelerate the
 113

investment reform measures in order to grab the hidden opportunity in the global
crisis.

12. Where is the location of global financial crisis mentioned in the text above?
A. Thailand
B. Malaysia
C. US
D. Europe
E. Kuwait

13. What is the purpose of the text?

A. To persuade the readers that sharia banking and Islamic bonds in Indonesia
is an opportunity in the global crisis.
B. To tell the author’s arguments about global financial crisis that spread to
Europe so quickly.
C. To report the financial crisis happened in Europe and other countries in
Asia.
D. To explain how financial crisis spread all over the world so quickly.
E. To inform the readers how to handle financial crisis.

14. What is the effect of Sharia bank in Indonesia?

A. It is weakening economic growth of Indonesia’s investment.
B. It provides a suitable investment instrument for Indonesia.
C. It is improving the legal framework of investment in Indonesia.
D. It makes a long term nature of Islamic bonds in Indonesia.
E. It provides an asset for the investors in Indonesia.

15. What is the conclusion of the text above?

A. Financial crisis has now spread to Europe and the oil-rich countries so
quickly.
B. The government had improved the legal framework with the recent
enactment of laws on sharia banking and bonds.
C. Indonesia has a hidden opportunity that should be used to face the financial
crisis.
D. Sharia banking and bonds is the most suitable investment instrument for
Indonesia.
E. Indonesia, the largest Muslim population, becomes favorite place for
foreign direct investment.

This text is for questions 16 to 19.

Help Clean Our Road
Every day, more and more rubbish is thrown from cars. It is time to do
something about it and you can help.
 114

Drivers need to set a good example to children. This can be done by having
a rubbish bag in the car. Any rubbish would be placed in the bag then put into a bin
at the end of the journey. Make sure you have a garbage in your car.
Cans and bottles should be recycled. These should not be thrown from cars
or even put in rubbish bins. Glass and aluminum can be recycled and should be
taken to recycling stations. This not only prevents pollution but saves our natural
resources.
Dob in a dumper. If you see someone throwing rubbish from a car, take the
registration number and report it to the police.
We need to show how pretty the roadside can be without rubbish. If you
would like to volunteer some time next weekend to help clean up the Gosford Road,
then ring me on (043) 001999.

16. What is the suggestion that the author mentioned in paragraph 2?

A. Any rubbish should be placed in a bin at the end of the journey.
B. Drivers need to put any rubbish into a bin at the end of the journey.
C. Children should imitate the drivers to take a rubbish in a rubbish bag.
D. Drivers need to give a good example to children and make sure there is
rubbish bag in the car.
E. Bottles and cans should be recycled and taken to recycling stations.

17. What is the effect of recycling based on the third paragraph of the text above?
A. It decreases the number of rubbish.
B. It keeps the natural resources safe and also prevents pollution.
C. It makes the roadside prettier without rubbish.
D. It produces new product and increases people’s creativity by doing recycle.
E. It saves the earth from trash accumulation.

18. What is the purpose of leaving a phone number at the end of the text?
A. To offer some help to clean up the Gosford Road by being a volunteer next
weekend.
B. To report if the readers see someone throwing trash from a car.
C. To ask something about how to make the roadside prettier without rubbish.
D. To ask for some help if someone get problem while driving through the
Gosford Road.
E. To call the police if there is something emergency needed.

19. Which statement is true based on the text above?

A. Children throw rubbish from cars more often that drivers.
B. If you see someone throwing garbage from a car, you can ring officers on
(043) 001 999.
C. To prevent water pollution, glass and aluminum should be taken to recycling
station.
D. If you want to get a rubbish bag, you can take the registration number.
E. Volunteer will clean up the Gosford Road tomorrow morning.
 115

Read the following text and then answer the question number 20 to 22.
The Power of Music in Our Life
Do you agree that music is important in our life? Yes I do, music has certain
role completing our day to day activities. Here are some reasons why music is heard
everywhere and anywhere.
Music is a way to express feelings. When we fall in love, the kind of music
we’d listen to would be all about love. When we’re sad, we would go for music that
is melancholic in nature and immerse ourselves in the sadness. When we’re happy,
we’d choose songs with happy tunes too.
Song can help to memorize the last experiences. A favorite song is a
powerful documentary. People with Alzheimer which are impaired the brain would
remember details about songs they were familiar with. For example, an elderly
woman who couldn’t even remember her husband’s name would remember the
details of her favorite song; when it was played, how it made her feel and things
about the song that made it especially memorable for her.
Further, music can unite people for a cause and changes the world. A song
with good lyric and striking deep chord can stimulate the universal feeling of all
people. We can see it in the case of the famous and legendary Michael Jackson’s
Heal the World. It can arouse humanism of a lot people in this world.
So what would the world be like without music? It would be lonely.

20. What is the first argument of the text above?

A. Music is important in our life that has a certain role in our activities.
B. A favorite song is a powerful documentary.
C. Music can unite people for a cause and changes the world.
D. A melancholic song usually listened when we’re sad.
E. Music is a way to show our feelings.

21. Why can the song be made as a documentary?

A. Because the song is so memorable for people.
B. Because song can increase humanism of a lot people.
C. Because song help people to memorize their last experiences.
D. Because song can stimulate the universal feeling of all people.
E. Because song can help the Alzheimer people to remember things.
22. What can be done by the song that has a good lyric and deep meaning?
A. The song will be a famous and legendary song all over the world.
B. The song will change the world condition.
C. The song can produce a lot of money in the global production.
D. The song can unite people’s feeling globally and create humanism of a lot
people.
E. The song can make people don’t feel lonely anymore and entertain the
listeners.
 116

This text is for questions 23 to 25.

Integrated Pest Management
There is no best way to deal with pests in agriculture. Pesticides which are
commonly used may cause many problems. I think combining different
management operations is the most effective way to control pests.
Firstly, the chemicals in the pesticides may build up as residues in the
environment and in the soil which absorbs the chemicals. This reduces the quality
of farm product.
Secondly, pests can gradually become resistant to pesticides. This means
that newer and stronger ones have to be developed.
Lastly, some pesticides affect non target plants and animals such as fish and
bees. This affects the ecology and environment as well.
So, understanding of ecology of an area helps a lot in pest control. Pesticides
should be chosen and applied carefully so that they don't affect the ecological
balance and environment.
Therefore, integrated pest management is a safe and more effective option
to fight pest in agriculture and livestock.

23. What can you say about paragraph two and four?
A. The fourth paragraph supports the idea stated in paragraph two.
B. Arguments that tells about the effect of using pesticides on the quality of
farm production (2nd paragraph), while the fourth paragraph on non-target
plants and animals.
C. Both paragraphs tell about how pesticides affect the quality of farm
products.
D. The statement in paragraph is contrary to the statement in paragraph four.
E. The second paragraph tells about the effects of using pesticides on animals
mentioned in paragraph four.

24. One of the disadvantages of using chemical pesticides is …

A. killing fish and bees.
B. increasing crops productivity.
C. creating balanced ecosystem.
D. causing the pests to become inactive
E. helping reduce pollutants in the environment.

25. Secondly, pests can gradually become resistant to pesticides. (paragraph 3)

The word resistant in the sentence above means …
A. weak D. unaffected
B. fragile E. unbalanced
C. damage
 117

(Post-Test)
Read the following text and then answer the question number 1 to 3.
The Unhealthy Fast Food
Fast food nowadays is considered a normal eating venture. People are not
just eating out on special occasions or weekends anymore. It means that all the time
they mostly eat fast foods. However is fast food good for health?
Fast food has its popularity in the 1940’s. Within a few years, fast-food
operations popped up everywhere. With the compelling rise in fast-food restaurants
since the 1940’s, oddly it started the rise is obesity and cancer during that same time
period.
Fast food is highly processed with a wide array of additives. To ensure fast
food’s low cost, the fast food products are made with highly-processed ingredients
to give it shelf-life, to hold consistency, and to enhance flavor. Fast food is altered
from its original healthy form.
It is not the calories in fast food which damage health and waistline. It is the
chemical additives such as aspartame and MSG (monosodium glutamate). Studies
show that the chemical additives lead to weight and disease issues.
So, there is absolutely nothing nutritional about fast food. Fast food simply
feeds hunger and craving.

1. What is the main idea of the text?

A. Fast food started to be popular in the 1940’s.
B. Fast food contains a lot of chemical additives that lead to weight and disease
issues.
C. Nothing good about consuming fast food for our health.
D. Fast food is processed with a wide array of additives.
E. Fast food rises the number of obesity and cancer.

2. Why did fast food maker processed it with highly-processed ingredients?

A. To give fast food shelf-life, to hold consistency, and to enhance flavor.
B. To make fast food more delicious and healthy.
C. To make fast food consumable with low cost.
D. To make fast food nutritional and priceless.
E. To make fast food has various flavor.

3. What is the conclusion based on the text above?

A. Fast food are made with highly-processed ingredients.
B. Fast food is so popular and a common thing to eat nowadays.
C. Fast food contains chemical additives which damage health.
D. Fast food is made with MSG and aspartame.
E. Fast food is not good for health and nothing nutritional.

This text is for questions number 4 to 6.

Nuclear power is the controlled use of nuclear energy. Nuclear energy is
energy in uranium that can be released by nuclear reaction in a machine is called a
 118

nuclear reactor. This energy is made into electricity, which can be used to power
machine and heat home. 14% of the world’s electricity came from nuclear power.
But, the use of nuclear power cause some hazards.
There are three separate sources of hazard in the process of supplying
energy by nuclear power. First, the radioactive material must travel from its place
of manufacture at the power station. Although the power stations themselves are
solidly built, the containers used for the transport of the materials are not. There are
normally only two methods of transport available, namely road or rail.
Unfortunately, both of these involve close contact with the general public, since the
routes are sure to pass near, or even thought, heavily populated areas.
Next, there is the problem of waste. All nuclear power stations produce
wastes that in most cases will remain radioactive for thousands of years. It is
impossible to make these wastes non-radioactive, and so they must be stored in one
of the inconvenient ways that scientist have invented. For example they may be
buried under the ground, or dropped into abandoned mines, or sunk in the sea.
However, these methods do not solve the problem, since an earthquake could easily
crack the containers open.
Finally, there is the problem of accidental exposure due to a leak or an
explosion at the power station. As with the other two hazards, this is not every
likely, so it does not provide a serious objection to the nuclear program.
Nevertheless, it can happen.
Separately, these three types of risks are not a great cause for concern. On
the whole though, the probability of disaster is still high.

4. The text mainly talks about ...

A. The use of nuclear power in daily life.
B. The causes nuclear power to explode.
C. The radioactive produced in nuclear power is dangerous.
D. The probability of disaster in nuclear power.
E. Accidental exposure is often caused by leak or explosion.

5. The second argument discusses about ….

A. The waste of nuclear power.
B. Nuclear power that faces disaster.
C. Transporting the nuclear power.
D. How to make a nuclear plant.
E. How to stop a nuclear plant.

6. “On the whole though, the probability of disaster is still high.”

The synonym of the underlined word above is ….
A. all
B. nothing
C. several
D. parts
E. good
 119

The following text is for number 7 to 11.

Smoking in Restaurant
Smoking in restaurants is just not on. It must not be allowed because it is
rude, harmful to others and dangerous for the smokers. We have many reasons to
say that smoking must be avoided.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects
all people and can turn them off their food. People pay to taste good food and not
to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it
can do to others. Passive smoking that is breathing in smoke made by a smoker can
lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes
cause heart and lung disease and people should not smoke anywhere, not just in
restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health
risk to the smokers and should not be allowed in any restaurants.

7. Smoking in the restaurants must be avoided because ….

A. It is harmful to others.
B. It is impolite.
C. It is dangerous to the smokers.
D. It can cause heart and lung disease.
E. All answers are correct.

8. We have many reasons to say that smoking must be avoided. The word
“reasons” means ….
A. conclusion
B. point of view
C. argument
D. reinforcement
E. statement

9. Since we can find a thesis, arguments and reiteration in the text, so we can
conclude that this text belongs to ….
A. description
B. narration
C. anecdote
D. procedure
E. analytical exposition

10. What is the purpose of the text?

A. To inform the readers about the effect of smoking.
B. To persuade to the readers that smoking in a restaurant should be banned.
C. To describe to the readers about the negative effect of smoking in a
restaurant.
 120

D. To tell a story to the readers about the active and passive smokers.
E. To argue about smoking to the readers.

11. “Smoking in restaurants is just not on. It must not be allowed because it is rude,
harmful to others and dangerous for the smokers.”
The sentence above characterize as .... of the text.
A. thesis
B. arguments
C. reiteration
D. topic sentence
E. supporting details

Read the following text and then answer the question number 12 to 15.
Advantages of Gold Coin Investment
Gold has become a precious metal to mankind since it was the dawn of
civilization. The nature of gold is soft and malleable which people can make and
easily change to any forms, even it is done just by a simple technology. The
beautiful golden and shiny color does not easily fade out. The form of gold can be
as jewelry, bar, or coin. Now days gold coin, such as gold IRA, becomes an
advantageous investment.
Gold is safe and profitable for investment. In uncertain situations, many
people are turning to gold because gold has a more stable value and regarded as
currency without limitation assets. It is secure and can be cashed out at any time we
need. The Gold values tend to be stable; take a look an IRA gold discussion. It is
zero inflation effect. It is very rare that the gold prices fell. Even every year, the
gold price tends to increase.
Investments in the form of coins, it is famous as gold coin, is more profitable
if it is compared with the investment gold in the form of jewelry. Gold Coin, for
example gold 401k which some people call 401k gold, is very good when used as
an alternative investment, whether it is for the medium-term investment and long-
term investment. Besides that gold coins need less cost in production and
manufacturing sot it is more lucrative than investing gold in the form of jewelry.
Moreover, some people do not just think gold as an investment, but also as
collections. Because the character is a collection so the uniqueness and rareness are
the point. There might be coins that cost up to more than a million because of the
history variables, ownership, and perhaps an important event when the coin is
launched.
From the reason above, if we decide to make an investment, it could be
useful to consider investing gold coin or think about gold IRA transfer. It is really
recommended.

12. What is the main idea from the text?

A. The gold values never fell and has zero inflation effect.
B. Gold coin investment is more famous compared with the investment gold
in the form of jewelry.
 121

C. Gold is safe and profitable for investment.

D. Gold coin has more benefits rather than any forms of gold.
E. Gold bar is the most expensive than any forms of gold.

13. When usually people turn to gold as investment?

A. When gold price increases
B. When gold price high
C. In uncertain condition
D. When they have more money
E. During financial crisis

14. Why gold is considerably secure?

A. Because gold has zero inflation effect.
B. Because it has high price.
C. Because it can be chased anytime.
D. Because it is precious.
E. Because the price increases every year.

15. What makes gold coin is more lucrative gold in the form of jewelry?
A. Its price is higher.
B. The price never falls.
C. It is good for investment.
D. It needs less cost in production and manufacturing.
E. It is profitable.

This text is for questions number 16 to 18.

Honesty is the Best Policy
‘Be honest’. Those are words parents often tell their children or teachers tell
his students.
What is honesty? In a narrow sense, honesty is telling the truth; and why is
honesty important? Here are some great reasons why honesty is important.
First, telling the truth means let others know what really happen and what
the fact is. So, there will be less chance of misunderstandings, confusion, or
conflict. Second, telling the truth means you help innocent people from being
blamed, accused, and punished. Third, by telling the truth, you may get into less
trouble than telling lies. Fourth, other people trust you more when you tell the truth.
Fifth, you gain a reputation for being truthful. And the last, telling the truth helps
you feel secure and peaceful inside. Value of honesty increases your moral status.
So, it is no doubt that being honest makes you safe in life as the wise word
say, “Honesty is the Best Policy”.

16. What is the author try to tell us about?

A. The definition of honesty according to the author’s opinion.
B. “Honesty is the Best Policy” is the wise and well-known word.
 122

C. Telling the truth can help innocent people from being blamed, accused, and
punished.
D. Being an honest person makes you safe in life and being honest is important.
E. Telling the truth means let others know about what really happen and what
the fact is.

17. How many advantages of honesty that the author mentioned?

A. Five.
B. Six.
C. Seven.
D. Four.
E. Three.

18. Which of the following statements is false based on the text?

A. You may get into less trouble by telling the truth than telling lies.
B. Telling the truth will be less chance of misunderstandings, confusion, and
conflict.
C. You will feel secure and peaceful inside if you are honest.
D. You will gain a reputation for being truthful and other people will trust you.
E. Being honest means help guilty people from being blamed, accused, and
punished.

This text is for questions number 19 to 22.

Space Travel Should be Stopped
Space travel should be stopped for many reasons. Firstly, it is totally unsafe
as proven by the Colombia Space Shuttle disaster. Thousand people have been
killed in accidents. Secondly, it costs billions and billions dollars every day just to
put fuel into rockets. Professor Smith from the Spend Money on People Not Space
Association agrees that space travel is a waste of time and money. Further, space
travel is altering the world’s weather pattern as evidenced by the record of high
temperatures this summer in Cobar. Everyone knows that if God wanted us to fly
in space we should have been born with space suits. Stop space before it destroys
the earth.

19. “Secondly, it costs billions…..” (line 2)

What does the word it refer to?
A. Space travel
B. The accidents of Colombia Space Shuttle
C. The rockets’ fuel
D. The people who have been killed in accidents
E. The Colombia Space Shuttle

20. What is Professor Smith idea about space shuttle?

A. He agrees that spending money on space travel is worthy.
 123

B. He said that to deal with about space travel is a waste of time.

C. He predicts that thousand people will be killed if the space travel got trouble.
D. He said that the space travel costs billion dollars every day.
E. He concurs that space travel is just a waste of time and money.

21. What is the effect of space travel on earth?

A. It changes the temperatures in Cobar during the summer.
B. It decreases people population on earth.
C. It changes the pattern of world’s weather.
D. It increases the use of fuel on earth.
E. It causes disasters in the world.

22. What can we infer from the text above?

A. Space travel has a lot of negative impacts to earth.
B. Many people refuse the space travel because it is waste of time and money.
C. Space travel should be stopped before it demolishes the earth.
D. Space travel should be banned before it kills thousand people.
E. Space travel altering the pattern of world’s weather.

Read the following text and then answer the question number 23 to 25.
Seat Belts
Nowadays, the police have been applying the new regulation concerning the
use of seat belts. In European countries, this regulation has been applied for a long
time. However, this new regulation has become controversial and is an interesting
topic to discuss. Here are some of the arguments.
The use of seat belts has been proven to reduce the risk of injury or death in
an accident. Seat belt has become a standard component in cars. The research shows
that most car accident will cause an injury to the head. Frequently, drivers or the
passengers driving without seat belts die because of this. By wearing the seat belts,
the injury will not happen since belts restrain our body on the car seat when the
accident happens.
Unfortunately, many cars, especially the old ones, don’t have seat belts.
This is because the traffic conditions in the past were unlike the recent traffic
conditions. The designer of old cars didn’t consider a seat belt as an important part.
Besides, the drivers wearing the seat belt will think that they are completely safe,
so they may drive carelessly. They are safe, indeed, but how about safety of others?
The seat belt is only one of the ways to reduce the risk of car accidents. It
doesn’t mean that we are completely safe. In short, our safety depends on ourselves.

23. What is the main idea of paragraph 3?

A. old cars do not use seat belts
B. the old cars have seat belts for their safety
C. the drivers wearing seat belts may drive carefully
D. the traffic conditions in the past were similar to the recent
 124

E. the old cars’ designer considered a seat belt as an important part

24. What is the function of seat belts?

A. to reduce the traffic conditions
B. to become a standard component in cars
C. to reduce the risk of injury or death in an accident
D. to prevent the drivers driving cars carefully
E. to increase the risk of injury in car accidents

25. What can we infer from the text above?

A. The drivers are completely safe if using seat belt.
B. Using seat belt is strongly important to drivers and passengers.
C. Seat belts can demote the risk of injury in a car accident.
D. We should drive a car very carefully.
E. The safety of drivers and passengers depends on the seat belts.
 125

APPENDIX 6

THE ANSWER KEYS

PRE-TEST POST-TEST
1. E 1. C
2. E 2. A
3. C 3. E
4. E 4. D
5. A 5. A
6. C 6. A
7. E 7. E
8. A 8. C
9. D 9. E
10. A 10. B
11. E 11. A
12. D 12. C
13. A 13. C
14. B 14. A
15. C 15. D
16. D 16. D
17. B 17. B
18. A 18. E
19. E 19. A
20. E 20. E
21. C 21. C
22. D 22. C
23. B 23. A
24. A 24. C
25. D 25. C
 126

APPENDIX 7

TRANSCRIPT OF INTERVIEW

Interviewer : Pengalaman belajar reading sebelumnya sama guru aslinya itu kaya
gimana sih?
Anggita : Kaya nyalin dari buku paket yang difotoin sama gurunya, jadi nanti
kalo udah selesai nyalin itu dinilai sama gurunya.
Interviewer : Pengalaman belajar reading menggunakan communicative
approach yang dikhususkan ke group work itu kaya gimana menurut
kamu?
Anggita : Malah jadi bingung sih, soalnya kan itu berkelompok, dan pastinya
yang dilihat itu dari kekompakannya bukan dari persiswanya,
sedangkan tiap siswa dalam kelompok itu pastinya kemampuannya
ga mungkin sama.
Interviewer : Menurut kamu communicative approach specifically group work
itu mempermudah kamu dalam belajar reading atau malah
mempersulit?
Anggita : Mempermudah, karena untungnya saya mendapat anggota-anggota
yang mau bertanggung jawab dengan tugasnya masing-masing.
Interviewer : Kamu enjoy ga belajar reading menggunakan communicative
approach specifically group work?
Anggita : Iya enjoy, jadinya kita bisa sambil diskusi dan ga terlalu kaku gitu.
Interviewer : Menurut kamu communicative approach specifically group work
itu menarik atau engga?
Anggita : Sangat menarik, soalnya waktu diterapkan itu ada kuis-kuisnya
gitu.
Interviewer : Sarannya untuk communicative approach?
Anggita : Mungkin kalo buat anak introvert itu agak susah ya, karna kan rame
gitu, terus kadang ada juga yang suka mendominasi di kelompok
tersebut jadi siswa yang lainnya kaya terlihat pasif.
 127

Interviewer : Pengalaman belajar reading sebelumnya sama guru aslinya itu kaya
gimana sih?
Siti Maryam : Kita disuruh baca terus dibuat rangkuman di buku tulis dan
dikumpulkan ke gurunya.
Interviewer : Pengalaman belajar reading menggunakan communicative
approach yang dikhususkan ke group work itu kaya gimana menurut
kamu?
Siti Maryam : Lebih menyenangkan karena ga terlalu serius.
Interviewer : Menurut kamu communicative approach specifically group work
itu mempermudah kamu dalam belajar reading atau malah
mempersulit?
Siti Maryam : Menurut saya itu mempermudah karena itu juga membantu kita
dalam memahami suatu teks.
Interviewer : Kamu enjoy ga belajar reading menggunakan communicative
approach specifically group work?
Siti Maryam : Enjoy karena bisa lebih leluasa dalam berdiskusi dan
menyampaikan pendapat.
Interviewer : Menurut kamu communicative approach specifically group work
itu menarik atau engga?
Siti Maryam : Menarik karena bisa melatih kekompakan dalam berkelompok dan
melatih public speakingnya dalam menjawab pertanyaan yang
diajukan.
Interviewer : Sarannya untuk communicative approach?
Siti Maryam : Membuat peraturan agar saat proses pembelajaran bisa lebih
kondusif atau muridnya bisa lebih terarahkan.
 128

Interviewer : Pengalaman belajar reading sebelumnya sama guru aslinya

itu kaya gimana sih?
Rizki Rachmadani : Pengalaman belajar reading lebih diterapkan bisa dulu
berbicaranya, tekniknya itu tergantung orangnya masing-
masing.
Interviewer : Pengalaman belajar reading menggunakan communicative
approach yang dikhususkan ke group work itu kaya gimana
menurut kamu?
Rizki Rachmadani : Untuk pengalaman belajar reading menggunakan
communicative approach specifically group work menurut
saya bisa membantu orang-orang atau temen-temen yang
bahasa inggrisnya belum lancar dibantu oleh temen-
temennya yang bisa berbahasa inggris dengan lancar.
Interviewer : Menurut kamu communicative approach specifically group
work itu mempermudah kamu dalam belajar reading atau
malah mempersulit?
Rizki Rachmadani : Menurut saya communicative approach itu mempermudah
karena dengan berkelompok bisa saling membantu jadi yang
kurang paham dibantu sama yang udah paham.
Interviewer : Kamu enjoy ga belajar reading menggunakan
communicative approach specifically group work?
Rizki Rachmadani : Enjoy, karena kan belajar berkelompok, jadi bisa belajar
bekerja sama dengan kelompok, belajar leading ke grup, dan
membantu untuk improve speaking dan readingnya juga.
Interviewer : Menurut kamu communicative approach specifically group
work itu menarik atau engga?
Rizki Rachmadani : Menarik, karena jarang-jarang juga dibuat kelompok terus-
menerus dan juga ada sistem poin nya gitu buat kuis, jadi
memacu siswa untuk belajar serius.
Interviewer : Sarannya untuk communicative approach?
Rizki Rachmadani : Lebih diterapkan lagi di kelas-kelas lainnya, karena
communicative approach specifically group work itu bisa
membantu meningkatkan speaking dan reading masing-
masing siswa yang bahasa inggrisnya belum lancar.
 129

Interviewer : Pengalaman belajar reading sebelumnya sama guru aslinya itu kaya
gimana sih?
Ghina : Pengalaman belajar reading sebelumnya itu malah lebih cenderung
ke writingnya, karna kalo ada teks kan tanpa disuruh kita udah pasti
baca, jadi gurunya langsung nyuruh kita buat writing rangkuman
dari hasil bacaan kita gitu.
Interviewer : Pengalaman belajar reading menggunakan communicative
approach yang dikhususkan ke group work itu kaya gimana menurut
kamu?
Ghina :Menurut saya communicative approach itu sangat membantu dalam
sosial interaksi karena ini kan berkelompok gitu, jadi masing-
masing bisa menyampaikan pendapat dan idenya sendiri, dan juga
memperasah bahasa inggris kita bersama-sama dan lebih banyak
kerja samanya.
Interviewer : Menurut kamu communicative approach specifically group work
itu mempermudah kamu dalam belajar reading atau malah
mempersulit?
Ghina : Untuk saya sih communicative approach ini mempermudah karena
mampu memicu keinginan murid-murid untuk belajar bahasa
inggris dengan proses belajarnya yang santai dan group work juga
menyediakan kesempatan untuk murid-murid berdiskusi dengan
kelompoknya.
Interviewer : Kamu enjoy ga belajar reading menggunakan communicative
approach specifically group work?
Ghina : Saya enjoy belajar reading pake communicative approach, karena
personally saya suka bahasa inggris dan communicative approach
membuat saya lebih komunikatif menggunakan bahasa inggris dan
ditambah dengan kemampuan bekerjasama dengan kelompok.
Interviewer : Menurut kamu communicative approach specifically group work
itu menarik atau engga?
Ghina : Menarik, karena bisa dapet banyak hal dengan membuka pikiran
masing-masing dan menyampaikannya dengan grup, materinya juga
beragam jadi lebih bisa menambah wawasan.
Interviewer : Sarannya untuk communicative approach?
Ghina : Saran saya sebenernya sih udah bagus ya, tapi mungkin untuk
penentuan kelompoknya bisa ditentukan masing-masing siswnya
supaya kerjasama kelompoknya lebih enak.
 130

APPENDIX 8

Figure 1. Post-Test Condition in Controlled Class

Figure 2. Post-Test Condition in Experimental Class

Figure 3. Discussion Section in Experimental Class

 131

Figure 4. Presentation Section in Experimental Class

Figure 5. Quiz Section in Experimental Class

Figure 6. Last Meeting in Experimental Class

 132

APPENDIX 9
 133

APPENDIX 10
 134

APPENDIX 11
 135

APPENDIX 12

SURAT KETERANGAN
Nomor: 070/715/Kurikulum

Yang bertanda tangan di bawah ini, Plt Kepala SMA Negeri 8 Kota
Tangerang Selatan menerangkan bahwa:
Nama : Nadya Adella Nurmawati
NIM : 11150140000024
Program Studi : Pendidikan Bahasa Inggris
Jenjang Pendidikan : Strata Satu (S1)
Fakultas : Ilmu Tarbiyah dan Keguruan
Universitas Islam Negeri Syarif Hidayatullah Jakarta

Benar telah melaksanakan penelitian (Riset) di SMA Negeri 8 Kota

Tangerang Selatan pada tanggal 12 September - 11 Oktober 2019, guna
memperoleh data dalam rangka Penyusunan Skripsi dengan judul “The Effect of
Using Communicative Approach on Students’ Reading Comprehension of
Exposition Text (A Quasi-Experimental Research at the Eleventh Grade of
SMAN 8 Tangerang Selatan in Academic Year 2019/2020)”.
Demikian surat keterangan ini kami berikan, agar dapat dipergunakan
sebagaimana mestinya.
 136

APPENDIX 13
137
138
139