kThe Effect Of Gamification in Learning On Students’

Reading Comprehension

(Quasi-Experimental Research at The Eight Grade Students

of Junior High School Pancasila Bengkulu )

THESIS

Submitted as Partial Requirement for the Degree of Sarjana

(S.Pd) In Study of English Education

By:

NOVITA SARI
SRN. 1811230120

ENGLISH EDUCATION STUDY PROGRAM

DEPARTEMENT OF LANGUAGE EDUCATION

FACULTY OF TARBIYAH AND TADRIS

UIN FATMAWATI SUKARNO BENGKULU

2022
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 MOTTO

Time is everything to me, so if you can go fast

why slow. Accompanied by success, God’s destiny

determines. Success or not, at least I always walk

so I don’t miss out. Determined to show other

people can, why not us.

(Novita Sari)

iii
 DEDICATIONS

Today I have enjoyed a speck of happiness, I have

achieved a piece of ideals but my struggle has not ended here.
My happiness today has represented the dream that I have
hoped for all this time where happiness is what motivates me to
always make my dreams come true, hopes and wishes come
true, because I believe that Allah SWT will always hear my
prayers because He is the One Who Rules everything. With
gratitude to Allah SWT, I dedicate this thesis to:
 My lovely father (Kazodin) and mother (Salbawati). Thank
you so much for all your sacrifice for me, you are my truly
heroes, that always give me supports, advices, pray, love and
spirit. Please forgive me for all of my mistakes to you. I
know that everything I do will not be able and to repay all
your kindness. I just can promise you that will do you best
to make you happy, to make you proud of me. Be healthy, be
happy. May Allah always blesses our family.
 My sibling (Tedy Syupianto, A.Md.A.K.), (Popi Putra),
(Linda Trisna Ayu A.Md, Keb) and my sister-in-law (Dwi
Sinta Oktari, S.St), (Novi Lestari), (Darwin Novian
Syahputra). Thank you for your support and motivation
 My big family that I cannot mention one by one.

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 (Barhum Setiawan Kurniawan) thank you for your support,
love, motivation and you make me happy when finishing this
thesis.
 Mr. Dr. Irwan Satria, M.Pd as Commander of MENWA at
UIN Fatmawati Sukarno campus, who have provided
support.
 The big family of MENWA UIN Fatmawati Sukarno
campus, who has given me a million stories and life
experiences that are very valuable.
 The Big Family of English Class D Tadris, thank you for
sharing stories for eight semesters together.
 The Big Family of KKN group 106 who have given me a
million stories and life experiences that are very valuable.
 Religion, Nation and My Almamater UIN Fatmawati
Sukarno Bengkulu.

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 ACKNOWLEDGMENT

Alhamdulillah, all praises be to Allah, the single power, The

lord universe, master of the day judgmet, Good all mighty, for all
blessings and mecies so the researcher was be able to finish this
thesis entitled The Effect Of Gamification In Learning On Student‘s
Reading Comprehension (Quasi-Experimental Research At The
Eight Grade Student‘s Of Junior High School Pancasila Bengkulu).
Peach be upon Prophet Muhammad SAW, the great leader and good
inspiration of world revolution.
The research is sure that this thesis would not be completed
without the helps, support and suggestions from several sides. This
researcher would like to express her deepest thanks to all those who
had helped, supported, and suggested her during the process of
writing this thesis. This goes to:
1. Prof. Dr. KH. Zulkarnain, M.Pd the Rector of the State
Universitas Islam Negeri Fatmawati Sukarno of Bengkulu.
2. Dr. Mus Mulyadi, M.Pd the Dekan Tarbiyah and Tadris
Faculty.
3. Feny Martina, M.Pd Chief of Program Study of English
Departement. As well as the second supervisor for all the
valuable advice, corrections and assistance to correct errors
during the process of writing this thesis.
4. Dr. H. Ali Akbarjono, M.Pd as the first supervisor for him
guidance, precious advices and motivation for the research.

viii
 5. And for my almamater.
The research realizes that this thesis is still far from being
perfecrt. The research hopes that thesis is useful for the research in
particular and readers ini general.

Bengkulu, July 2022

Novita Sari
SRN. 1811230120

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 ABSTRAK
Novita Sari, 2022. Pengaruh Game Dalam Pembelajaran
Terhadap Pemahaman Membaca Siswa (Penelitian Kuasi
Eksperimental Pada Siswa Kelas VIII SMP PANCASILA
Bengkulu). Skripsi, Program Studi Pendidikan Bahasa Inggris,
Fakultas Tarbiyah dan Tadris, Universitas Islam Negeri
Fatmawati Sukarno (UINFAS) Bengkulu.
Advisors:1. Dr.H. Ali Akbarjono, M.Pd2. Feny Martina, M.Pd

Penelitian ini bertujuan untuk mengetahui ada tidaknya

pengaruh dari gamification in learning on students reading
comprehension pada siswa kelas delapan di SMP PANCASILA
Bengkulu. Penelitian ini menggunakan metode Quasi-Experimental
dengan jenis penelitiannya adalah kuantitatif. Peneliti memutuskan
untuk melakukan experimen dikelas 8 dengan total siswa sebanyak
32 siswa. Dari hasil penelitian ini, didapatkan nilai rata rata pre test
siswa sebesar 7,55 dan rata rata hasil post test sebesar 8,96 yang
dimana dapat diketahui nilai post lebih tinggi dari nilai pre test.
Dengan standar depisiasi pre test 0,336 dan post test 0,40.
Sehinggha dapat disimpulkan bahwa penerapan metode
gamification in learning memberikan pengaruh yang signifikan
terhadap siswa kelas delapan SMP PANCASILA Bengkulu
Kata Kunci : Gamifikasi dalam pembelajaran pada pemahaman
membaca siswa, Efektivitas gamifikasi

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 ABSTRACT
Novita Sari, 2022. The Effect of Gamification in Learning on
Students’ Reading Comprehension (Quasi-Experimental
Research at The Eight Grade Students of Junior High School
Pancasila Bengkulu). Thesis, English Study Program, Fakultas
Tarbiyah and Tadris, Universitas Islam Negeri Fatmawati
Sukarno (UINFAS) Bengkulu.
Advisors: 1. Dr.H. Ali Akbarjono, M.Pd 2. Feny Martina, M.Pd

This research aims to determine whether there is an effect of

gamification in learning on students reading comprehension on
eighth grade students at SMP PANCASILA Bengkulu. This
research uses a Quasi-Experimental method with the type of
research being quantitative. The researcher decided to do an
experiment in grade 8 with a total of 32 students. From the results
of this study, the students' average pre-test score was 7.55 and the
post-test average was 8.96, which means that the post-test score was
higher than the pre-test score. With a standard deviation of 0.336
pre test and 0.40 post test. So it can be concluded that the
application of the gamification in learning method has a significant
influence on the eighth grade students of SMP PANCASILA
Bengkulu.
Keyword : Gamification in Learning on Students Reading
Comprehension, The Effectiveness of Gamification.

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 PREFACE

First of all, thanks to Allah SWT because of the help of

Allah, author finished writing this proposal entitled “The Effect Of

Gamification in Learning On Students Reading

Comprehension” right in the calculated time. The purpose in

writing this paper is to complete this study. In arranging this paper,

the author trully get lots challenges and obstructions but with help

of many individuals, those obstructions could passed. author also

realized there are still many mistakes in process of writing this

paper. Because of that, the author says thank you to all individuals

who helps in the process of writing this paper. Hopefully Allah

SWT replies all helps and bless you all. The author realized that. In

this paper still imperfect in arrangement and the content. Then the

author hope the criticism from the readers can help the author in

perfecting the next paper.

Bengkulu, July, 2022

Novita Sari

1811230120

xii
 TABLE OF CONTENT

COVER .......................................................................................................
ACKNOWLEDGEMENT .......................... Error! Bookmark not defined.
TABLES OF CONTENTS ........................ iError! Bookmark not defined.
LIST OF TABLES .................................................................................... v
LIST OF DIAGRAM ..............................................................................vii
CHAPTER 1 INTRODUCTION ............................................................. 1
A.Background of study ................................. Error! Bookmark not defined.
B.Identification of Problems ................................................................... 6
C.Limitation of the Problem.................................................................... 6
D.Research Questions .............................................................................. 7
E.Research Objectives ............................................................................. 7
F.Significances of the Research .............................................................. 7
G.Definition of Key Terms ..................................................................... 8
CHAPTER 11 LITERATURE RIVIEW ................................................ 1
A.Definition of Reading Comprehension ............................................. 10
B.Purpose of Reading ............................................................................. 12
C.Skills in Reading Comprehension ..................................................... 13
a. Skimming ................................................................................. 13
b. Scanning ................................................................................... 14
c. Intensive Reading .................................................................... 14
d. Extensive Reading ................................................................... 14
D.Elements Affecting Reading Comprehension ........................................ 15
1) Background Knowledge ......................................................... 15
2) Vocabulary ............................................................................... 15
3) Comprehension Strategies ...................................................... 15

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 4) Comprehension Skill ............................................................... 15
5) Motivation ................................................................................ 15
E.Reading Comprehension Skills for Junior High School ......................... 16
F.Gamification in Learning English ...................................................... 17
1) Definition of Gamification in Learning ..................................... 17
2) Advantages of Gamification .................................................. 19
3) Weaknesses of Gamification ................................................. 22
4) Use of Gamification in the Teaching of English ........................ 22
5) Step to Implement Gamification in Learning............................. 25
G.Previous Studies .................................................................................. 27
H.Hypothesis ............................................................................................ 30
CHAPTER III RESEARCH METHODOLOGY ...................................... 31
A.Research Design .................................................................................. 32
B.Population and Sample ....................................................................... 32
C.Instrument of the Research ................................................................. 33
D.Data Collecting Techniques ............................................................... 34
E.Data Analysis Techniques .................................................................. 36
CHAPTER IV RESEARCH RESULT ...................................................... 40
A.Research Result ................................................................................... 40
B. The Rate Percentage and Frequency of the Pre-test and Post- test .... 41
C.Classification of Students‘ Pre-test and Post-test Score ......................... 43
D.The Mean Score and Standart Devitiation in Pre-test and Post-test....... 44
E.Discussion ............................................................................................. 47
CHAPTER V CONCLUSION AND SUGGESTION……………… …. .49
A.Conclusion ............................................................................................ 49
B.Suggestion ............................................................................................ 49
REFERENCES ………………………………………………….

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 LIST OF TABLES

1. Table 3.1 Test Experimental Design ....................................... 32

2. Table 3.2 Population .................................................................. 32
3. Table 3.3 Sample ........................................................................ 33
4. Table 4.1 Pre and Post-test ........................................................ 34
5. Table 4.2 The Rate Frequency of Score in Pre-test ................ 6
6. Table 4.3 The Rate Frequency of Score in Post-test .............. 6
7. Table 4.4 The Rate Percentage of Score in Pre-test ............... 6
8. Table 4.5 The Rate Percentage of Score in .............................. 6
9. Table 4.7 Distribution the Value of T-test and T-table in Post-
test ................................................................................................. 7

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 LIST OF DIAGRAM

1. Diagram 4.1 : The Improvement of Students‘ Mean Score.. 32

2. Diagram 4.2 : The Rate Percentage of Score in Pre-test and
Post-test ....................................................................................... 32
3. Diagram 4.3 : Result Improvement of Students‘ Activity in
Learning Process ........................................................................ 33
4. Diagram 4.4 : Percentage Improvement Students‘ Activity
Kahoot! Game ............................................................................. 34

xvi
 DOCUMENTATION

1. Pre-test activity

2. Treatment activity

3. Post-test activity

xvii
 CHAPTER I

INTRODUCTION

A. Background of Research

Language is the common instrument among human

beings in a community. By the language, we can convey

information and arguments to others. It has an important role

in a life to make people can connect between one person to

another, one of them with reading. Reading is an activity in

which a person obtains information in a passage and pours in

writing, in terms of perspective reading is an activity that

requires high concentration or focuses in reading to obtain

information. (S, n.d.) According to Pardo (2004), Besides

reading is a process done and used for the reader to find out

information that use the author of words or written language.

Reading is also needed to know the answers to a

particular question or issue for which someone reads. Haque

(2006) state that, reading is not taught properly in scientific

methods. Teachers also do not have important training for

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that. According to Amin et al. (2021), 21st-century learning,

known as the knowledge age, is everything that can be

knowledge-based (B. Anwar & Asriani, 2017; Gelen Assoc,

2018). 21st-century learning focuses on thinking skills,

solving problems, and communicating to create fun learning

(Boraya, 2018; Benbow et al., 2021; Junedi et al.,

2020).There are many ways to solve the problems that

explained that and one of them is the used a strategy that

suitable for teaching reading to make the learning process

become effective. Student learning motivation is one of the

techniques in developing the ability and willingness to learn.

Student learning outcomes are influenced by many factors,

including student motivation, students who have profound

learning motivation and are interested in learning to get

satisfactory learning outcomes. Without motivation, the

learning process will be challenging to achieve optimal

success (Fauziah et al., 2017; Ricardo & Meilani, 2017;

Pratama et al., 2019) by Amin, Alimni, et al. (2021)

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The strategy itself must be adjusted with the condition

of the class and the ability of the students because every class

has its condition itself, it also will determine the suitable

strategy itself. One of the alternative strategies that can be

used by teachers in teaching reading comprehension is a

gamification in learning. Deterding et al. (2011) defined

gamification as the inclusion of game design materials in

non-game environments. Likewise, Dominguez et al (2013)

defined gamification as including game elements in a non-

game implementation to increase user experience and

interest. In addition, Kim & Lee (2015) defined gamification

as applying game design to the non-game processes. When

the definitions in the Turkish studies are examined, Bozkurt

& Genç-Kumtepe (2014) described gamification as the

implementations regarding the game philosophy that increase

individual motivation and convert the process interesting for

the participants. Furthermore, Sezgin et al (2018) defined

gamification as it is the planned addition of game elements to

processes that do not have game factors. In addition,

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Gökkaya (2014) defined gamification as an educational

platform that aims to internalize the extrinsic motivations of

individuals and rewards along with feedback.

Therefore, gamification and game-based learning are

different and should not be confused (Bozkurt & Genç-

Kumtepe, 2014; Sezgin et al., 2018).The gamification in

learning is an effort to implement the learning plan that has

been arranged in the real activity for the learning objectives

that have been prepared optimally Sanjaya (2007)

Gamification is a unity between the elements and the mindset

of the game used not in the context of the game (Hunter,

2012). Gamification in learning not only converts routine

activities into games but redesigns the work process with

game mechanisms for a pleasant experience (Wood &

Reiners, 2015). gamification focus is the user or in this case

the student. The game mechanism in gamification ensures

the emergence of a sense of fun by students' millennial

generation (Schnepp, 2014).

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Based on the interview at January 13 of 2022 with a

teacher named ―Bunga” the researcher concludes that the

students have some difficulties in reading comprehension.

They do not understand the meaning of words or sentences

they read in English so the students are difficult to find the

main information in reading. There are almost 25 students

from 35 students at the class VIII 1 who have difficulties in

understanding the meaning of words or sentences in English.

The students have a difficulty in understanding the text as a

whole due to lack of vocabulary. As a result, many students

have deficiencies in reading skills and interests such as

difficulty in reading comprehension. Students usually have

difficulty in reading novels. When students are presented

with novels, they don't read them as well as possible. They

can only say the word symbol without getting any

understanding of the book. They have a lot of difficulties in

reading comprehension. It is because the word spelling of

English to their own language is commonly different. Based

on the result of an interview with a student named Ragil at

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the class VIII 1 of SMP Pancasila Bengkulu, It is that there

are some problems in the teaching process of reading at the

classroom. The students have a lot of difficulties when they

were presented by reading section. It can be seen from the

students who were nervous when the researcher asked

students why they are not excited in reading. Some of them

answered that they were afraid when they made mistakes in

reading because their friends laughed at them. The students

find a difficulty to express their ideas in reading process, and

it is because of the lack of vocabulary.

Based on the observations, the researcher concluded

that students were lacking in English vocabulary, students

did not understand English Scanning for details, and when

reading students still had difficulties in Main Idea and

References.This problem does not only come from the

students themselves but also comes from the way the teacher

delivers the material. From the observations which have been

done by the researcher, it is true that the teachers have not

used any gamification learning in teaching reading

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comprehension so make the students are less motivated in

English learning.

Based on the result above, the researcher believes that

the gamification learning is the most appropriate method to

be applied in gaining students' reading comprehension. Apart

from being an innovation in teaching and learning process,

this method is also good for helping students who found

complaining of being bored and sleepy. The researcher also

believe that by using monotonous learning methods,

whatever materials are going to be learned is not absorbed

properly. In this case, the researcher focus on the narrative

text.Narrative text is a text which is written to entertain

people and to tell a story which contains: story fiction, non-

fiction, tales, folktales, fables, myths, and epic. Its plot

consists of climax of the story(complication) then followed

by the resolution. Based on the background, the researcher is

interested to investigate with a tittle ―The Effect Of

Gamification in Learning On Students’ Reading

Comprehension‖. It is the Experimental research at the

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Eight Grade Students of SMP Pancasila Bengkulu.In this

situation, the English teachers have not used the gamification

in learning process so make most of students are bored and

also less motivated in learning English. The students who are

motivated are more active in reading, are more confident,

and are more likely to understand successfully. Therefore,

this research is quite important because the game method in

learning should be apllied in learning process espicially in

reading section. There are some varaiaties of games in the

gamification learning method. In this research, the researcher

will use one of types of games which namely ―Kahoot!‖. It

is a game showing review games, launched in August of

2013. In a standard rule of the game, some questions will be

displayed to the students by using a projector or a display ant

the students will respond on their own devices. The reson

researcher chooses this game is for increasing students'

motivation in reading comprehension. The game will be used

via mobile phones or computers which are going to be

operated by using the internet network as the lowest level of

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students in working on questions.The researcher will use the

gamification learning method in order to make students can

be more motivated, active, confident, and more tend to

understand the English learning process successfully in

reading comprehension. The method will be apllied at the

Eighth Grade Students of SMP Pancasila Bengkulu.

B. Identification of problems

Based on the problems which have been discussed

above, the problem identifications can be classified as

follows:

1. The students have lack of vocabulary in English.

2. The students have difficultties in Scanning for details.

3. The students do not understand well about References

and Inferences in English, especially in reading

comprehension.

4. The students have difficulties in understanding the

meaning of words.

5. The students have lack of main idea in reading.

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6. The students have difficulties in reading the narrative

text.

C. Limitation of the problem

This research will conducted based on the problem

identifications limit in a context. It will focus to Kahoot!

game. The researcher will analyze the effects of the

gamification in learning on students‘ reading comprehension.

This research will take place at the Eight Grade Students of

SMP Pancasila Bengkulu.

D. Research Question

From the background of the research, the researcher

formulates the problem by making research questions as

follow:

Is there a significant effect on students‘ reading

comprehension taught by using the gamification learning to

the students who are not using it?(The students are the Eight

Grade of SMP Pancasila Bengkulu).

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E. Research Objective

The objective of the research is to explain the

significant effects of the gamification in Learning on

students' Reading Comprehension at the Eight Grade of SMP

Pancasila Bengkulu.

F. Significances of the Research

The signifiances of this research are:

1. Practically

a. The results of the research will be used by the

researcher as a preliminary step for increasing the

ability to learn English as good as possible,

particularly in reading comprehension.

b. For the learners, the results of this research will give

the additional learning solutions to the proper ways in

learning English especially in reading comprehension.

c. For the English Teacher, they will utilize the

gamification learning to teach the reading

comprehension in order to motivate students in

reading. The results of the study could be used to

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guide the identification of relevant methods for

technique deployment in the English case,

particularly in SMP Pancasila Bengkulu.

2. Theoretically

a. The result and the finding of this research will be

used as an insight of the teaching of reading

comprehension in learning process, and it mainly

through discovery learning.

b. The result and the finding of this research will be

used as a new science for readers.

c. And the result and the findings of this research will

serve the strengthen perception of the principle of

gamification learning in literacy.

G. Definition of Key Terms

There are some variable to control this research in

order to handle misinterpretation in understanding this study.

It is a briefly explanation about Gamification learning and

Reading comprehension.
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1. Reading comprehension is reading to gain as much as

possible information in a text or sentence. Different from

other common readings, reading comprehension has a

goal to construct the reader mind in understanding the

over all messages in a text or sentence.

2. Gamification in learning is a use of game attributes, as

defined by the Bedwell‘s taxonomy. Gamification is also

defined as a learning approach using elements in games or

video games with the aim of motivating students in the

learning process and maximizing feelings of enjoyment

and engagement with the learning process. Besides this

media can be used to capture things that interest students,

it also can inspire him to continue.

3. Narrative text is a text which is written to entertain people

and to tell a story, contains about story fiction, non-

fiction, tales, folktales, fables, myths, epic and its plot

consists of climax of the story (complication) then

followed by the resolution.

 CHAPTER II

REVIEW OF LITERATURE

A. Definition of Reading

To define what reading is some statements can be

presented in the following. Hesham (2004) states that

―Reading can be seen as an interactive‖ process between a

reader a text which leads to automaticity or reading fluency,

reading also can be defined as a conscious and unconscious

thinking process. The reader allies many strategies to

reconstruct the meaning that the author is assumed to have.

Lori said that: ―Reading‖ is described as set of interlined

skills needed to learn from reading in order to comprehend

meaning from varied texts (Lori, 2017).

Reading comprehension has been instructed from the

children level all the way up to the college level. Perusing

could be expertise that must be aced in any address at the

college level. Discernment and thought are moreover

included in perusing comprehension. This is going on

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because all lectures are integrated with numerous manners of

reading activity such as reading text, article, journal, and so

on. Reading enterprise that has been done by the edge

students is a kind of comprehensive reading. In reading

comprehension process, there are some stages that should be

known such as literal, inferential, critical, and creative. In

literal comprehension stage, students are required to

understand the information that explicitly stated in the text.

Literal comprehension is the lowest stage of comprehension.

Even though this comprehension is in the lowest stage, it is

important as a requirement to the next higher stage. The

second stage of comprehension is inferential comprehension

where it is emphasized on the comprehension to understand

the information that implicitly stated in the text (Kocarslan,

2016: 675-686). Communication is a process of passing

symbols from the source to the recipient (Amin et al., 2021:

623). To understand the text inferentially is to know what is

the information implied in text. In this time, readers use the

information that explicitly stated in text, back ground of

 16

knowledge, and personal experience to make hypothesis. The

next stage of comprehension is critical comprehension where

students are required to master the ability to evaluate text

material. Educators should provide a learning experience and

learning method that suitable to the students so students can

enhance their readings comprehension.

The students who have good reading comprehension will

easier to comprehend the inevitable meaning in every subject

learning. Reading is a primary proficiency of students to

appreciate the message distributed through writing.

Therefore, expanding reading comprehension continuously is

not only the aim of teaching but moreover the obligation to

improve students‘ reading comprehension. Good motivation

from inside or outside. In minority, reading enthusiasms

should be motivated to get a lot of knowledge and

experience. Fostering and developing students' interest in

reading is not only the accountability of language lecturers

but responsibility among all domains.

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B. Definition of Reading Comprehension

Reading comprehension can be defined in a variety of

ways. Nuttal (1996) defines comprehension and reading

separately. According to Nuttal (1996:40) quoted in Rizal

(2017, p. 493) understanding is understanding what has been

read rather than spelling words. Reading is defined as the

interpretation of verbal symbols both orally and in writing.

From Nuttal's statement, it can be concluded that there are

two things, first, reading activity is understanding the reading

text that is read by the reader, in this case reading is not just

spelling or saying the words contained in the reading text.

Second, reading activities are important to know the meaning

and interpret the language symbols that are printed in written

form. In this case, the reader's cognitive ability is very helpful

to accelerate the understanding of the text they read (Rizal,

2017).

Reading comprehension is a multifaceted process with

numerous components. Readers must be able to recall or

interpret information after reading. In this case,

 18

comprehension is dependent not only on the reader's

characteristics, such as understanding and ability to

remember, but also on language comprehension, including

basic reading skills, elaboration, vocabulary, sensitivity to

text structure, deviation, and motivation. It also necessitates

the effective application of strategic processes such as

metacognition and comprehension monitoring. Readers with

strong comprehension skills can move quickly from the

learning-to-read stage to the ultimate reading goal (Rombot

et al., 2020).

Reading comprehension is the ability to comprehend what

the reader read. It means that the reader must ensure that they

understand the author‘s point. Reading without

comprehension appears to be a waste of time without

understanding, reanding for pleasure or knowledge of text.

Someone whi considered comprehension while reading could

mostly tell the content of the text, answer question related of

the text and draw consulusion. Some reading skills should be

mastered by the reader. They are learning to recognuse

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definition or vocabulary, as well as signal word, main ideas.

In paragraps, and how to summarise. Students gradually

progress from a general understanding of what something

means to a deeper level of understanding ( febriani &

jono,2021).

Klinger, 2018 qouted in Nasution, et al (2018, p. 266)

explains that reading comprehension is an interrelated

process that involves a lot of interaction between readers and

what they read, as well as variables related to the text itself.

Snow (2002, p. 11) qouted in Komariah, et al (2015, p. 89)

suggests that reading comprehension is the process of

seeking and forming meaning through interaction and

participation with written language. In addition, the Ontario

Ministry of Education stated that reading comprehension is a

process of understanding complex and diverse texts that

demands thinking and problem solving skills of readers

(Nasution, et al. 2018). So reading comprehension is the

relationship between the reader and the reading text in an

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interrelated process to interpret the meaning of the reading

text

Reading comprehension, as describe above, is a complex

process in which the reader attempts to construct meaning by

reading words, information from the text, evaluating the

information, and then comparing the information in the text

with background knowledge. By studying reading

comprehension, one can find meaning, information, main

idea, and understand the content of the text.

Comprehension skills are cumulative, they are built on

other understandings that are seen as mastery of skills such

as identifying words, finding main ideas, or identifying

causal relationships. The reading comprehension questions

used in this study refer to the formulation developed by

Sharpe. Sharpe (2004:316) in Rizal (2017, p. 494) identifies

five types of questions commonly used in reading tests,

namely (1) questions that aim to find out the main idea, (2)

vocabulary questions in context, (3) scanning for details, (4)

making inferences, and (5) finding references.

 21

1. Main Idea

The main idea is the big idea developed from the paragraph,

sometimes contained in explicit keywords in an implicit

message. The Main Idea usually appears at the beginning of

the paragraph. The first sentence often describes the topic

discussed in the reading text. Finding the main idea is very

important when the reader reads the text, because it tells

about what is in the story. The reader will not understand the

purpose of the text unless they understand the main idea.

2. Vocabulary

The success or failure of a person's communication with

others depends on the understanding of the vocabulary they

have. This shows that understanding the meaning of words in

the vocabulary is very important. This is critical because

learning vocabulary is the foundation for learning sentence

structure and other language skills. Learning a large

vocabulary will make it easier to read, write, listen to, and

speak English. Vocabulary means understanding the meaning

 22

of words and their use, which facilitates reading

comprehension and knowledge accumulation.

3. Scanning for details

Scanning for details is a supporting idea that explains the

main idea related to the reading topic. Supporting ideas help

readers to find out more detailed information about the main

idea in a text. Scanning for details provides readers with

answers to questions they may have before they ask them.

4. Inferences

Inferences are drawing conclusions from reading texts based

on the reader's logic to help them understand what they read.

Readers will make conclusions from the reading text to

answer questions based on the understanding they gain

during reading the reading text.

5. References

References refer to something that has a different meaning.

References are used to avoid redundant use of words or

phrases. This means that the words are used as signals for the
 23

reader to find their meaning elsewhere in the text or in things

called pronouns.

C. Purpose of Reading

People have a reason why they read something. If

someone finds a person who read a novel then they ask their

reason why they read a novel then find another one who read

a novel and ask the same thing, the answer of each of them is

probably different. It will find a variety of reasons for

reading. Whatever the reasons of people for reading, they

read because they need to have something from the text. It is

called message: it might have been facts, but could just as

well have been enjoying, ideas, and feelings. Whatever the

reasons, readers probably needed to have the message that

the writer intended Martha Rapp Ruddell (2007). Education

is learning intending to gain knowledge and skills and

everything that will be learned and needed in the future

Delaney et al, (2020); qouted in Amin et al,( 2021).

Furthermore, according to Grellet (1981), there are only

two main reasons for reading. The first is reading for

 24

pleasure and the second one is reading for getting

information. Every people often read something because it

interests them or at least it will interest them. Sometimes,

however, it is not the fact that a text might be interesting

which causes someone to read, it is rather the usefulness of

the text that prompts this action. It also can be concluded that

someone reads because of two main reasons which are for

pleasure and getting information.

Extrinsic motivation arises from external influences from

individuals, such as orders and even coercion from others so

that students will do something Daniati et al, (2020) qouted

in Winata et al, (2019). While motivation is determined by

participation in seeking pleasure, the goal in which the

activity itself becomes to increase student motivation Aprilia

et al, (2020) qouted in Franco et al, (2019). Motivation to

learn in students must be increased so that they can

participate in learning enthusiastically to get satsfactory

results Amin, Alimni, et al. (2021)

 25

D. Skills in Reading Comprehension

Education in Indonesia, one of which is the elementary

school level, where at this level, education is needed in order

to continue to a higher level, namely the secondary level. If

education at the elementary school level can be reached, it

will be easier for students to continue with higher education

Amin, Alimni, et al. (2021). Students must practice reading

extensively and use specific techniques in order to improve

their reading skills. The ability of the students is to

comprehend the text is depend on their ability to use strategy

to grab what the writer says. It means that the technique aids

students in comprehending the text they read. There are four

styles of reading skills, those are skimming, searching,

exhaustive, and in- depth.

a. Skimming

Skimming may be a profitable aptitude to have

whereas reading. It means that glance rapidly over a text

to get the list of it. It assumes that skimming is used to

instill trust in students and to demonstrate them that it is

 26

possible to learn meaning without reading every word in a

document.

b. Scanning

Scanning means the glancing rapidly through a text to

search for a specific piece of information. A member for

illustration might look at the list of names in a phone

registry to discover a phone number.

c. Intensive Reading

Intensive reading is reading shorter text to extract some

specific information. This is a more accurate activity to

involve reading for detail. Intensive reading involves in

approaching the text under the guidance of a teacher or a

task that forced the student to focus on the text. The aim is

to arrive at an understanding, not only of what the text

means but also how the meaning is produced. The ―how‖

is as important as the ―what‖ for the intensive lesson is

intended primarily to train strategies which the student can

go on to use with other text.

 27

d. Extensive Reading

Extensive reading involves somewhat longer texts.

Those texts can be journal articles, technical reports,

longer essays, and books. This type of reading always

involves a focus on meaning. It is often assumed that in

order to understand the whole message of a particular

reading material understanding the parts (sentence,

paragraphs, and chapters) in which it is made up is a

necessary. However, in obtaining an understanding of a

text often could be done without getting every part of it in

order to understand the whole needs in reading strategies

which can be trained only by practicing a longer text.

E. Elements Affecting Reading Comprehension

According to National Reading, Panel in Tompkins

article states that there are some elements affecting students

reading comprehension. Those elements are divided into two

main categories which are reader and text.

a. Reader

1) Background Knowledge
 28

Students activate their world and literary knowledge

to link what they know to what they are reading.

2) Vocabulary

Students recognize the meaning of familiar words

and apply word-learning strategies to understand what

they are reading.

3) Comprehension Strategies

Students actively direct their reading, monitor their

understanding, and troubleshoot problems when they

occur.

4) Comprehension Skill

Students automatically note details that support

main ideas, sequence ideas, and use other skills.

5) Motivation

Motivated students are more engaged in reading,

more confident, and more likely to comprehend

successfully.

b. Text

1) Genre
 29

Genres have unique characteristics, and students‘

knowledge of them provides a scaffold for

comprehension.

2) Text Structure

Students recognize the important ideas more easily

when they understand the patterns that authors use to

organize text

3) Text Feature

Students apply their knowledge of the conventions

and literary devices used in texts to deepen their

understanding.

F. Reading Comprehension Skills for Junior High School

Reading comprehension preservations are utilized to

get it what has been studied. In Indonesia, English has been

assigned as a outside dialect. Be that as it may, this does not

cruel that the result of instructing English in school was

inducing, in spite of the truth that instructing the perusing

way is persistently instructed inside three a long time of

senior tall school.

 30

Reading under studies to lock in in their learning

preparatioin and offers a few benefits in finding essential

information. It may be a wide subject that educates

understudies almost an assortment of subjects, counting

instruction, legislative issues, social issues, community,

religion, and health. Perusing will give you with all of that

information. Amin, Zubaedi, et al. (2021)Motivation to learn

in students must be increased so that they can participate in

learning enthusiastically to get satisfactory results.

Nowadays, Permendikbud (2018) states that at senior

high school, teaching reading aspires to expand learners‘

skill in reading comprehension. As the fundamental

capability 2013 of the first-grade senior tall school,

understudies are anticipated to get it social part, content

structure, and dialect highlights whereas perusing clear,

portrayal, describe writings, informative writings, and so on

in verbal and composed shape.

Based on the theoretical explanation above, the

researcher concludes that the English reading comprehension

 31

at junior high school student in this research context is one of

the skills that must be understood by the students at the

junior high school level when they learn read an English text

or sentences. As for the indicators regarding English reading

comprehension, namely:

a. Vocabulary

b. Scanning for details

c. Main Idea

d. References

e. Inferences

G. Gamification in Learning English

1. Definition of Gamification in Learning

The concept of ―Gamification‖ which has become

popular since 2010 is revealed itself in the business world,

health, and education areas. Likewise, Dominguez et al

(2013) defined gamification as including game elements

in a non-game implementation to increase user experience

and interest. In addition, the gamification as applying

game designs to the non-game processes. When the

 32

definitions in the Turkish studies are examined, Bozkurt

(2014) described that gamification as the implementations

regarding the game philosophy that increase individual

motivation and convert the process interesting for the

participants.

Furthermore, Gokkaya (2014) defined gamification as

an educational platform that aims to internalize the

extrinsic motivations of individuals and rewards along

with feedback. When the definitions were examined,

gamification can be defined as equipping non-game

processes with game design elements. There are

approaches in the literature that are confused with

gamification. The first of these is game-based learning.

The use of the expression ―game‖ in gamification, just

like in game-based learning, may cause this similar

perception problem. Unlike game-based learning; in

gamification, ―game‖ finds its place not as an actor but as

a philosophy. Therefore, gamification and game-based

learning are different and should not be confused (Bozkurt

 33

& Genç-Kumtepe, 2014). The gamification in learning is

an effort to implement the learning plan that has been

arranged in the real activity for the learning objectives that

have been prepared optimally Sanjaya (2007).

Gamification in learning not only converts routine

activities into games but redesigns the work process with

game mechanisms for a pleasant experience (Wood &

Reiners, 2015). Gamification focus is the user or in this

case the student. The game mechanism in gamification

ensures the emergence of a sense of fun by students'

millennial generation (Schnepp, 2014). Game mechanisms

are able to build motivation and a sense of fun in the

learning process to handle a problem through a pleasant

experience.
 34

2. Advantages of Gamification

a. Facilitating student learning experiences in the

classroom (Barab et al., 2009 Lui, 2013).

b. Involving persistence, intelligence, practice, and

learning with the aim of achieving success (Gray, 2012

in Lui, 2013).

c. Addressing students' emotional needs and providing

opportunities to turn negative emotions into positive

experiences (Lee & Hammer, 2011 in Lui, 2013).

d. Learning becomes more fun, encourages students to

complete their learning activities, helps students focus

more on and understand the material being studied, and

gives students opportunities to compete, explore and

excel in class (Jusuf, 2017).

e. Helping the development of cognitive and physical

aspects of adults, increasing the level of an active role

of students in the class, and helping learners understand

the material (Deese, 2016 in Setyowati, 2017).

 35

f. Making students more active, directly involved, and

motivated in learning (Flores, 2015).

g. Increasing user interest in software such as angry bird

(for physics lessons), pokemon (for language lessons,

art, science, maps), and Minecraft (for architecture

lessons) (Zichermann & Cunningham, 2011 in Jusuf,

2017).

h. Allowing students to receive immediate feedback on

their progress in the classroom and appreciation for

completed assignments (Kapp & Cone, 2017).

The Gamification in learning according to Moncada &

Moncada (2014) has advantages as follows:

a. Increase motivation

The learning process by using gamification can

increase the student's motivation in learning. Students

will feel happy because learning is more varied.

Increased motivation will increase student interest to

follow the full lesson.

 36

b. Enhance creativity

The use of gamification in accounting learning

requires students to think creatively. The Gamification

learning method requires students to find a way out and

think of strategies for running the game. Gamification

reduces students' dependence on teacher delivery.

c. Increase interest

Gamification stimulates student interest that can

increase interest. The advantages of computer-based

gamification according to Schneep (2014:3) are able to

facilitate the millennial generation to learn according to

their growth characteristics with technology. Learning

using gamification will be easily accepted by them.

According to Heni Jusuf (2016:2) gamification has 3

psychological advantages, namely cognitive,

emotional, and social, so it can increase the motivation

of players in learning something.

The gamification has some advantages in learning

according to Adnan (2013) as follows:

 37

a. Learning becomes more fun

b. Encouraging students to complete their learning

activities

c. Helping students focus more and understand the

material being studied

d. Providing students opportunities to compete, explore

and excel in the classroom.

The gamification has some advantages in learning

according to Prensky (2006) as follows:

a. Grow motivation and there are rules and goals

b. Making students interactive

c. Enhancing creativity through competition and

challenges

d. Generating fun during the process

e. Increasing self-actualization through successful

encouragement

According to Heni Jusuf (2016:3), the advantages of

gamification in learning compared with other methods,

namely:
 38

a. Learning becomes more fun

b. Encouraging students to complete their learning

activities

c. Helping students focus more and understand the

material being studied

d. Giving students opportunities to compete, explore, and

excel

3. Weaknesses of gamification

a. Games in gamification are predictable and tend to be

boring.

b. Games become meaningless if the learning objectives

are not well described or are not achieved.

c. Often playing games can be psychological.

d. Rewards given to students can be used as an external

motivation but it is much better if students have

internal motivation in learning.

e. The game is the rules. Applying games to learning may

even create experiences that are adjusted to the rules so

 39

that in the end it still feels like the experience of

learning at school in general.

However, if not applied maturely gamification will

create several problems according to Adnan (2013), such

as:

a. Predictable and boring

b. Be meaningless, if the learning objectives are not well

described

c. Destructive psychology

4. Use of gamification in the Teaching of English

Gamification in the world of education plays a very

important role to motivate the students to deeply engage

with the teaching and learning process carried out in the

classroom since the teachers oftentimes get difficulties to

encourage their students to stay tuned in the process of

delivering the materials. Gamification offers a new kind

of interactive learning by which the teachers provide a

more enjoyable and interactive way to the students so that

the students do not only gain knowledge but they also

 40

experience something new and interesting from

gamification.

There are several types of online gamification that can

be implemented in the teaching of English, as follows:

a. Kahoot!

Kahoot! is game show review games, launched in

August of 2013. In a standard Kahoot! game, questions

are displayed to students on a projector or display.

Students respond on their own devices.

b. Quizizz

Quizizz takes the excitement of a game show-style

review game and puts the whole experience in the

students‘ hands. With a traditional Kahoot! game,

everyone sees the question and possible answers on the

projector and answer simultaneously. Quizizz is

different because the questions and possible answers

are displayed individually on student devices.

 41

c. Quizlet Live

Quizlet‘s foray into the game show-style review is

the best collaborative game. Instead of students

answering individual questions on their individual

devices, Quizlet puts students in groups. All possible

answers are divided amongst the devices of all students

participating. Think of three students with 12 possible

answers. They are divided up with four on each device,

so the answer may or may not be on your device.

Teams race to get all answers correct in a row to win.

d. Gimkit

Gimkit (gimkit.com) is like Quizizz with power-ups.

In Quizizz, students collect points cumulatively

throughout the game. In Gimkit, students use their

points to buy power-ups in the store. Power-ups let

students earn more points per question, get additional

points when they hit a streak, and even lose less points

when incorrect.
 42

e. Baambozzle

Baamboozle is a fun game to play with our class as

a bell ringer, check in, or review lesson. Play from a

single device on a projector, smart board or in an

online lesson. No student accounts are needed. It is

simple to set up.

f. Factile

Factile lets you create or play jeopardy-style quiz

games for our classroom.

g. Quizalize

Quizalize is another quiz-based website. Teachers

can create quizzes with multiple- or two-choice

question sets or single-word responses

h. Wordwall

With Wordwall we can make custom activities like

quizzes, matchups, word games, and more for our

classroom. Wordwall activities can also be printed out

directly or downloaded as a PDF file. The printables

 43

can be used along with the interactive or as stand-alone

activities.

5. Step to Implement Gamification in Learning

The steps to implement the gamification in learning are as

follows:

a. Adapt old-school games for classroom use

Scavenger hunts, bingo, dice games, Connect Four,

and Scrabble have been around for decades and can be

adapted for classroom learning. Put vocabulary words

on bingo cards and see if students can match the words

after hearing the definitions. Working in groups,

students can play Scrabble by spelling out answers to

content-specific questions. Try a scavenger hunt. If

students are remote you might provide students with a

list of items to find around their home and then share

on Zoom or during a Google Meet.

b. Play digital games

Students love playing Kahoot, Quizizz, Quizlet

Live, Gimkit and the newest online trivia and games,

 44

Blooket. These free platforms allow teachers to create

multiple-choice questions that players answer on their

own devices. Teachers can also choose from the

thousands of quizzes already shared on these sites or

create content-specific questions to use as pre-

assessments, quizzes, or exit tickets. Breakout EDU

also has a collection of digital games, puzzles, and

ciphers that promote critical thinking in online

learning.

Quizzes are a form of retrieval practice, which is

firmly rooted in the learning sciences as a method to

help people remember and cement their learning. A

summative analysis of over 200 experiments conducted

across 70 years indicates that retrieval practice, that is

when you force yourself to remember — whether it‘s a

quiz, a flashcard, or a game — you are more likely to

remember and learn the content than if you were to flip

through your notes a few times.

 45

c. Create a quest

A quest is a mission with an objective. Every year

my students participate in an adventure quest based on

the weekly current events reading. Students who

correctly answer specific text-dependent questions earn

points. The student with the most points after six weeks

wins a prize. I post additional questions on Remind and

Twitter to allow students to earn extra points. Quests

can also be independent projects or activities for the

students who have finished their work.

d. Battle it out with a boss battle

In gaming, a ―boss‖ is a villain who the hero must

defeat to save the day. Think of the monster at the end

of each level in the original Super Marios Bros. who

must be defeated before moving to the next level. On

the gamification platform Classcraft, teachers can

create their own boss battles and quests using questions

from any content area. Teachers can also create boss

battles using Google Forms or Google Slides

 46

Based on the theoretical explanation above, the

researcher concludes that the gamification in learning

english at junior high school student in this research

context is one of the learning with games that can be used

to improve the English skills of junior high school

students so that students are more enthusiastic and

motivated by learning English .As for the indicators

gamification in learning english namely:

a. Improving student motivation in reading

comprehension

b. Contain the narrative text

c. Use cell phones and computer

d. Operated using the internet network

e. Have question level

H. Previous Studies

Before the researcher do is research, the researcher had

read some researcher which had relevance. There were some

studies that had been constructed in Gamification Learning

and Reading Comprehension.The first research is written by

 47

Nadia Azzouz Boudadi* and Mar Gutiérrez-Colón** (2020).

Entitled Effect of Gamification on students‘ motivatio and

learning achievement in Second Language Acquisition

within higher education:a literature review 2011-2019. This

focuses on a fairly new motivational technique, the so-called

Gamification, which consists of introducing game mechanics

in non-game environments to promote motivation and

engagement.

By the turn of the 21rst century, Gamification took off

in the business field and soon after became an attractive

concept for researchers and professionals in education as it

appears to be an increasingly popular method to motivate

learners. Nevertheless, it is still a nascent field in terms of

empirical evidence available to firmly support its educational

benefits. This paper intends to shed some more light on this

topic through a comprehensive review of literature published

in the most prominent journals. The present study is framed

within the field of Second Language Acquisition (SLA) in

higher education and Computer-Assisted Language Learning,

 48

and focuses on the effects of gamified learning environments

on student‘s motivation and learning. A Meta-analysis

method was used to explore relevant empirical research

published between 2011 and 2019. After reviewing a corpus

of 68 papers drawn from the leading databases Scopus and

Web Of Science, and from which only 15 could be included

in the study, we can point out two main findings: (i) there is

still very limited literature in the field of SLA and, (ii) results

seem to be predominantly positive in terms of motivation and

engagement but only a few studies confirm clear

interconnections with learning outcomes. The results suggest

a lack of solid correlations between Gamification, motivation

and cognitive processes.

The differences, research from Nadia Azzouz Boudadi

and Mar Gutiérrez-Colón (2020) is a study that aims to

determine the The Effect of Gamification on students‘

motivatio and learning achievement in Second Language

Acquisition within higher education: a literature review

2011-2019. This paper focuses on a fairly new motivational

 49

technique, the so-called Gamification, which consists of

introducing game mechanics in non-game environments to

promote motivation and engagement. While my research

aims to determine The Effect Of Gamification Learning

Method On Students‘ Reading Comprehension (Quasi

Experimental Design at the twelve Grade Students of Junior

High School Pancasila Bengkulu. My research design uses a

time series design with pretest, treatment, posttest to

determine the effects of gamification learning.

Second, Shella Septina Marsa, Eka Agustina and

Hastuti Retno Kuspiyah (2021) the title The Effect of

Kahoot! Game is one of the advancements in learning

technology. It can facilitate and motivate the students for

being active and understanding the content of the text. This

study aimed to find out whether there is or not any

significant difference between the students who are taught by

using Kahoot! Game and the students who are taught by

using a conventional game and to find out the impact of

using Kahoot!. Altogether in this study, the writer used an

 50

explanatory sequential mixed method design which

involving 39 students of the fourth -semester students of

the English Education Program of STKIP Nurul Huda by

using a reading comprehension test for quantitative data and

observation, questionnaire, and interview for qualitative

data. The findings were the effect of Kahoot!. Game in

teaching reading comprehension achievement is a very high

impact on engagement, perception and motivation, and

positive attitude. It influenced students‘ reading

comprehension achievement. Therefore, It can be concluded

that the use of Kahoot! Game with high engagement,

perception, motivation, and positive attitude of the students

can influence their reading comprehension achievement.

The research from Shella Septina Marsa, Eka Agustina

and Hastuti Retno Kuspiyah (2021) is a study that aims to

determine the The Effect of Kahoot!. The research design

used was which involving 39 students of the fourth -

semester students of the English Education Program of

STKIP Nurul Huda by using a reading comprehension

 51

test for quantitative data and observation, questionnaire ,and

interview for qualitative data while my research aims to

determine The Effect Of Gamification Learning Method On

Students‘ Reading Comprehension (Quasi Experimental

Design at the twelve Grade Students of SMP Pancasila

Bengkulu. My research design uses a time series design with

pretest, treatment, posttest to determine the effects of

gamification learning.

I. Hypothesis

Based on the problem explanations which displayed by

the researcher, the investigate theory is expressed as takes

after:

Ha: There is a significant effect of gamification in learning

towards students‘ reading comprehension

Ho: There is no significant effect of gamification in learning

toward student reading comprehension.

 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

The method of this research refer to quantitative

research with two variables. Then design of this research

experimental which uses two classes as experimental class and

controlled class. Sampling technique is a way or technique to

obtain samples Sugiono (2013). which used for researchers to

use in this study is purposive sampling where eighth grade

students of Pancasila Bengkulu Junior High School as object

criteria in the research. Only the students in experimental class

will be taught by using short story during the reading process

as the treatment of the research. The data will be collected

from pre-test and post-test score. The design of experimental

and controlled class as follows:

52
 53

Table 3.1 Test Experimental Design

Group Step I Step II Step III

Questionnaire
Pre- Post-
Experimental Gamification
test Test
treatment

Pre- Post-
Control Questionnaire
test Test

The table above shows that both classes will give a pre-

test and post-test in this research, but the difference is in

giving the treatment. In experimental class, Gamification will

give as a treatment to the students in the learning process. In

dissimilarity, for the controlled class, there will be no

treatment which implemented in teaching reading

comprehension. Afterwards, a post test will be administered

in order to investigate the result of the treatment.

B. Population and Sample

1. Population

The population is the whole research subject if someone

wants to examine all the elements which are exist in the

research area. Based on the statement, the population in this

 54

study is eight Grade students‘ of SMP Pancasila Bengkulu

2021/2022 which consists of three classes. The number of

populations are 85 students where 35 students of VIII 1, 32

students of VIII 2, and 23 students of VIII 3.

Table 3.2 Population

Class Total

VIII 1(Eight Grade 1) 35(Thirty five)

VIII2 (Eight Grade 2) 32(Thirty two)

VIII3 (Eight Grade 3) 23(Twenty three)

2. Sample

The sample of this research will be consist of 35 students

in the class VIII1 (controlled class) and 32 students in the

class VIII2 (experimental class) in the second year of

2021/2022.

Table 3.3 Sample

Class Total

controlled class 35

experimental class 32
 55

C. Instrument of the Research

In this research, the researcher will administer a

reading test to students in order to determine the impact of

gamification learning on students' reading comprehension of

analytical narrative text. The test will be didived into two

parts: pre-test and post-test. It will be used by the multiple

choice questions for the test so make the researcher will be

easier in collecting the data.

1. Pre-test

The pre-test consists of tent multiple-choice questions

with five answers (a, b, c, d, and e). Some data collection

checks will be conducted as follows: The researcher will

administer a pretest to the students prior to administering

treatments in order to determine the fundamentals of the

students' reading comprehension prior to treatment, as well

as the students' mean score.

The students will complete the answer sheets by

answering the questions. The researcher will then score them

based on their answers on the questionnaires. The researcher

 56

will ask the students to respond to a series of questions. It

will be administered following treatment to determine the

outcome of students' reading comprehension text after they

had been trained using gamification Learning.

2. Treatment

The treatment was given with the following procedure :

a. The researcher explained about Kahoot!

b. After that the researcher explained about apply

Kahoot!

c. The teacher explained about main idea

d. The researcher invites the students to complete

Kahoot! Together

e. The researcher asked the students to complete

Kahoot! By means of a question and answer

session

3. Pos-test

In post-test, the researchers give the objective test that had

been given in the pre-test, which the same as pre-test form.

After give treatment, the researchers give the posttest for the
 57

experimental class. It aim at finding out the result of

treatment

Table 3.3
Grid Of Reading Comprehension Test
Components Item
N Variable of Reading Indicator s
o Comprehensi
on

1 Main Idea Determines the main idea and 1&

supporting details. 11

2 Vocabulary Translate the meaning of 2-3

unfamiliar words. &
12-
Reading 13
Comprehensi
3 on Scanning for Show ability to find 4-5
details supporting ideas that explain &
the main ideas related to the 14-
reading topic. 15

4 References Identifies the most relevant 6-7

contextual references for &
interpreting meaning. 16-
17

5 Inference Determine when the message 18-

has been inferred and can be 20
concluded. &
21-
25

Total 25
 58

Table 3.4
The Creteria Score of Reading Comprehension

No Score Creteria

1 90-100 Excellent

2 80-89 Very Good

3 70-79 Good

4 60-69 Average

5 50-59 Poor

6 <40-49 Very Poor

D. Validity Test.

1. Validity Test

Validity is a measurement that shows the levels of validity

or validity of an instrument's measure of the concept under study.

An instrument is said to be valid if it is able to measure what is

desired. An instrument is said to be valid if it can reveal the data

of the variables studied appropriately.

 59

To analyze the level of validity of the questions given,

namely the pre-test and post-test that will be used in this study,

the writing first conducts a try out (try out). The trials of

conducting pre-test and post-test questions in this study were

carried out on respondents from the questions given to be tested

for validity through the static product moment formula proposed

by Karl Person.

∑ ∑ ∑
Formula : rxy=
√∑ ∑ ∑ ∑

Explanation:

rxy = correlation coefficient between X and Y

X = total post-test of control class

Y = total post-test of experimental class

N = Total of students

For scoring the test, the score ranging from 0-100 will be

used. The rule will be counting the correct answer by using

this following formula:

S = 𝑅/𝑁 x 100

Where:

S = the score
 60

R = the number of correct answer

N = the number of questions

The interpretation of the correlation coefficient, among

others:

 0,80-1,00 : Very High Validity

 0,60-0,79 : High Validity

 0,20-0,39 : Low Validity

 0,00-0,19 : Low Validity or Invalid

To find out whether a question is valid or not, it is

necessary to try out first. Therefore, the questions were tested on

class VIII students outside the research sample. So the research

took a trial test at Pancasila Junior High School Bengkulu. The

validity test of the questions was tested on 32 respondents and

consisted of 25 questions. This activity was carried out on May

25, 2022. Validity When it comes to developing and evaluating

measures of instruments, the most important factor to consider is

validity. 1ne degree to which an instrument measures what it

claims to measure 1s known as validity. The questions were put

to the test to see how good they were. There ware a few questions
 61

in the test that weren't correct. Questions about an instrument's

validity are always relevant to a certain scenario and the specific

purpose for which it is used. SPSS version 20 was utilized by the

research in this investigation.

2. Reliability

Reliability is an index that shows the extent to which a

measuring instrument can be trusted or relied on. Reliability

shows the stability or consistency of the measurement results. A

measuring device is said to be steady or consistent, if to measure

something repeatedly, the measuring device shows the same

results, under the same conditions.

An instrument is said to be reliable if it gives constant or

consistent results if it is tested many times. With the formula:

∑
r11=

Explanation:

r11 = instrument reliability

k = number of items

∑ = number of item variants

= Total Variance
 62

With criteria if r11> r table means reliable and if r11 < r

table means not reliable. In calculating reliability, the steps taken

by the researcher are to make a tabulation table of scores of all

pre-test and post-test questions that are already valid, where the

results are located in the appendix.

Reliability The consistency of a set of measures or

measuring devices, which is typically used to characterize a test,

is referred to as reliability. According to Ary, the degree of

consistency in measuring what is being measured is the measure

of a measuring instrument's reliability. SPSS 18 was used to

examine the test instrument's reliability in this study. Anates

caleulated the data.

E. Research Procedure

To get the data, the researcher will use some procedures as

follows:

1. The researcher will chose the place of the study

2. The researcher will determine two groups, the first group

will be an experiment group and the second group will be

a control group.
 63

3. The researcher will give a pre-test to both classes

(experiment group and control group).

4. The researcher will check the result of pre-test.

5. The researcher will give a treatment (teaching) to the

experiment group using gamification in learning and to

the control group without gamification in learning.

6. The researcher will give post-test to both classes.

7. The researcher will check the result of post-test.

8. The researcher will give scores to students‘ answer (pre-

test and post-test).

F. Data Collecting Techniques

In data collection, the instrument will be given in pre-

test and post-test. Type of the test is multiple choice tests.

The purpose of the tests is to find out the effect of using

gamification learning towards students‘ reading

comprehension. The pre-test and post-test will be applied for

the experimental and control class.

 64

a. Pre-test

In the pre-test stage, the students of experimental and

controll class will be instructed to answer questions of some

stories in sixty minutes. Then, in the next meeting, the

students of the experimental class will be given a treatment

which is a material to teach gaminification learning in

narrative text.

b. Post-test

Lastly, in the following meeting it will be conducted the

post-test in both experimental and controlled class to see the

progress of using gaminification towards students‘ reading

comprehension. As it has been known that in giving test to

the students, validity is the extent to which it measue what it

is supposed to measure. Meanwhile, reliability refers to the

extent to which test scores are free of measurement errors.

To measure the validity, it will be used by using the

correlation product moment as follows:

∑ ∑ ∑
rxy=
√∑ ∑ ∑ ∑

Explanation:
 65

rxy = correlation coefficient between X and Y

X = total post-test of control class

Y = total post-test of experimental class

N = Total of students

For scoring the test, the score ranging from 0-100 will be

used. The rule will be counting the correct answer by using

this following formula:

S = 𝑅/𝑁 x 100

Where:

S = the score

R = the number of correct answer

N = the number of questions

G. Data Analysis Technique

To find out the differences means of scores of the test

between the experimental and control class, the researcher

will use the test formula. To know the statistical hypothesis t,

the researcher will use the statistical analysis. The

formulation of the ―t‖ test is from (Anas Sudijono, 2011):

 66

√ 𝑁 𝑁
𝑁 𝑁 𝑁 𝑁

Where:

M1 = the mean of experimental group

M2 = the mean of Control Group

X1 = the standard deviation of experimental group

X2 = the standard deviation of control group

N1 = the total number (sample) of experimental

N2 = the total number (sample) of control group

2. Nomality Test

Nomality Test will be used to determine whether the data

come from formal distribution or not. In this sudy, the

researcher will use the SPSS version 16 to determine the

normality of the data by following theses steps:

a. Open the SPSS Program

 67

b. Enter data into the data display by first filling in the

variahle disnle writing duwn X as the pre- test or post-test

score and Y the type of class

c. Click Analysis > Narrative Statistics -> Explore

d. Drag X to the Dependent List and Y to the Factors list

e. Click Plot checklist Plot nomality with test ok

The criteria of determining the nomality of the

ambassador will be:

a. If tvalue will be lesser than ttable (tvalue < ttable), it means

that Ho will be accepted and Hl will be rejected.

b. If tvalue will be greater than ttable (tvalue > ttable), it

means that Ho will rejected and Hi will be accepted.

3. Homogeneity Test

Homogeneity Test will be used to know whether the data

come from the homogeneaus variance or not. To calculate

the deta, the researcher will use the SPSS version 18 as

follows:

a. Open the SPSSS program

 68

b. Input the data to the data view by first fit the variable view

with write down X

c. As score of pre-test or post-test score and Y as the kind of

class

d. Click Analyze > Compare means > One-way ANOVA

e. Drag the X the Dependent List and Y to the Factor list

f. Click Option checklist Hormogeneity of Variance Test >

Ok

g. The criteria of determining the homogeneous of the data

was:

a) If tvalue was smaller than tiuble (tyalue < tiable), it

meant that Ho was accepted and HI was rejectod

b) If tvalue greater than tiabie ( tvalue> table), it meant

that He was rejected and HI was accepted.

After testing the normality and homogeneity of the data,

the researcher will continue the analysis process into

calculating the regression test. In this case, the researcher

will use the form of simple linear regression analysis, Simple

linear regression analysis will be a statistical analysis that is

 69

parameter in nature where the data used must have a

measurement scale of at least intervals and are normally

distributed (Fatmawati 2020), In simple regression analysis,

the relationship between variables is linear. where changes

in variable X will be followed by changes in vanable Y

randomly This lechnique is very effective lor showing

statistical results.

Then these results will be ―there is a significant effects or

not on the use of the scramble method in improving reading

comprehension skills‖. Fatmawati (2020:p.4) defined the

general equation for simple linear regression according to

sugiyono is:

Y = a+bX

Explanation:

Y = Response Variable OR Consequence Variable

(Dependent)

X = Predictor Variable OR Causative Factor Variable

(Independent)
 70

A = Constant B = Regression Coeffic

 71

CHAPTER IV

FINDING AND DISCUSSION

1. Findings

This chapter, the researcher will explain the description of

the school, result of the research finding and nalysis discussion at

SMP Pancasila Bengkulu in order to answer the research

hypothesis. The results of the observations, pretest and posttest

cunducted by researcher are as follows :

A. The Profile Describtions of SMP Pancasila Bengkulu

SMP Pancasila Bengkulu is the first Islamic boarding

school in Bengkulu Province. This boarding school is located at

Jalan Rinjani, RT. 10 Gading Cempaka, Singaran Pati District,

Bengkulu City. The construction of this pesantren cannot be

separated from the participation of the second President of

Indonesia, the late Suharto, as told by KH Daroini (76), an elder

of the Bengkulu Pancasila Islamic Boarding School. The name

Pancasila is a gift from President Soeharto. This name was taken

to show that the Pancasila Islamic Boarding School is not tied to

anything, whether Islamic organizations, ethnic groups, let alone

 72

political parties. In addition to its strategic location on the edge of

the highway, the environment is safe, noise-free and conducive, it

is also surrounded by rice fields, gardens and borders with

Madrasah Aliyah, Public Health Center and is ± 500 from the

highway so as to make the teaching and learning process better

and orderly. The number of teachers at the SMP Pancasila

Bengkulu is 14 people. And the number of students is 40 people,

including 24 boys and 16 girls.

Table 4.3 The Details of Students Data

N Class Male Female Students

0 Details

1 VII 7 5

2 VIII 8 5
3 IX 9 6
Total 40 Students

Source:SMP Pancasila Bengkulu (May 2022)

Based on the process of learning English at the Pancasila

Junior High School Bengkulu. It was found that the teaching

process in English was quite neat in accordance with the

applicable modules in the standard teaching for junior high

 73

school students and the equivalent. However, if it looked too

monotonous, students were less motivated to learn English

because they were doing the same thing over and over and it

made them bored due to lack of efficiency. in teaching methods

For this reason, the gamification method is carried out so that

students are more motivated in the teaching process and increase

their value capacity. This research was carried out for

approximately 2 months. This research was conducted face to

face. In the research process, researchers used the Quasi

Experimental method with Time Series Design. When collecting

data, the researcher conducted a pretest and posttest. The pre-test

was given to students before the treatment was carried out three

times with the condition that the score had to be stable so that the

treatment could be carried out, and the post-test was given at the

end of the treatment. The findings in this study are: a) The data is

normally distributed, b) The truth of the hypothesis.

 74

B. Research Result

The results of this study are based on the number of total

scores of the students' pre-post test questionnaires which are

measured by the percentage of the total results of the 8th

grade students of SMP Pancasila Bengkulu.

The following is the result of the percentage table of the

pre-post questionnaire scores for the 8th graders of Pancasila

Junior High School, Bengkulu:

Table 4.1 Pre and Post Test

Percentage Improvement

Pre-test Post-test Improvement

7.55% 8.96% 36%

The research findings above indicate an increase in

motivation and comprehension of student learning through

Kahoot! games with the average score of students in the pre-

test was 7.55%, after the post-test the average score

 75

improvement become 8.96%, and also through Kahoot! game

improving was successful, because the result of improving

increase is 36%.

Improvement of the average score of students in Pre-test

and Post-Test

can also be seen in the following diagram :

Diagram 4.1 : The Improvement of Students Mean

Score

40
35
30
25
20
15
10
5
0
36% 7.55% 8.96%
Mean Score

The results improvement of students' mean scores on

students' motivation and comprehension of learning above

showing mean score in the Pre-Test is 7.55, and the Post-test

 76

increases 8.96 improvement mean score is 75. Based on

these results, the researcher assessed that the students applied

Kahoot! games on student learning have a significant effect

in improvement motivation and learning understanding of

8th graders of Pancasila Junior High School Bengkulu.

C. The rate Percentage and Frequency of the Pre-test

and Post-tes
Students‘ score of pre-test and post-test were classified

into some criteria and the percentage of the students score of

pre-test and post-test are presented in the following table :

Table 4.2 : The rate percentage and frequency of score

in pre-test

No. Classification Score Frequency Percentage

1. Excellent 9.6 - 10 0 0
2. Very good 8.6 - 9.5 6 18.75%
3. Good 7.6 - 8.5 14 43.75%
4. Fairly good 6.6 - 7.5 5 15.63%
5. Fair 5.6 – 6.5 6 18.75%
6. Poor 3.6 – 5.5 1 3.12%
7. Very poor 0 – 3.5 0 0
Total 32 100%
 77

The Table 4.2 above shows that the rate percentage of

score in pre-test from 32 students. No one of the students got

excellent and there 6 students (18.75%) got very good score,

14 students (43.75%) got good score, 5 students ( 15.63% )

got fairly good score, 6 students ( 18.75% ) got fair score,

and 1 student ( 3.12% ) got poor score, and no one of

students got very poor score.

Table 4.3 : The rare precentage and frequency of score

in post-test

No. Classification Score Frequency Percentage

1. Excellent 9.6 – 10 5 15.62%
2. Very good 8.6 - 9.5 22 68.75%
3. Good 7.6 - 8.5 5 15.62%
4. Fairly good 6.6 - 7.5 0 0
5. Fair 5.6 – 6.5 0 0
6. Poor 3.6 – 5.5 O 0
7. Very poor 0 – 3.5 0 0
Total 32 100%

The table 4.3 above shows that the rate percentage of

score in post-test from 32 students as table 2 above shows

that there 5 students (15.62%) got excellent score, 22

students (68.75% ) got very good score, 5 students (15.62%)

 78

got good score, and none of students got fairly good, fair,

poor and very poor score.

D. The Classification of Students Pre-test and Post-test

Score

Table 4.4 : The rare percentage of score in pre-test

No. Classification Score Frequency Percentage

1. Excellent 9.6 - 10 0 0
2. Very good 8.6 - 9.5 5 15.62%
3. Good 7.6 - 8.5 14 43.75%
4. Fairly good 6.6 - 7.5 4 12.50%
5. Fair 5.6 – 6.5 6 18.75%
6. Poor 3.6 – 5.5 3 9.37%
7. Very poor 0 – 3.5 0 0
Total 32 100%

The Table 4 above shows that the rate percentage of score

in pre-test from 32 students, no one of the student got

excellent score, 5 students (15.62 %) got very good score, 14

students (43.75%) got good score, 4 students (12.5%) got

fairly good, 6 students (18.75%) got fair score, 3 students

(9.37%) got poor and 5 and no one students got very poor

score.
 79

Table 4.5 : The rate percentage of score in post-test

No. Classification Score Frequency Percentage
1. Excellent 9.6 - 10 1 3.12%
2. Very good 8.6 - 9.5 11 43.37%
3. Good 7.6 - 8.5 10 31.25%
4. Fairly good 6.6 - 7.5 8 25%
5. Fair 5.6 – 6.5 2 6.25%
6. Poor 3.6 – 5.5 O 0
7. Very poor 0 – 3.5 0 0
Total 32 100%

The Table 5 shows that the rate percentage of score in

post-test from 32

students. There was 1 students (3.12%) got excellent

score, 11 students (43.37) got very good score, 10 students

(31.75%) got good score, 8 students ( 25%) got fairly good

score , 2 students ( 6.25%) got fair, and none students got

poor score and very poor score.

Based on the table 3 and 5, can be conclude that the rate

percentage in post-test was greater than the rate percentage in

pre-test. It is more clearly shown in the graphic below :

 80

Diagram 4.2 : The rate percentage of score in pre-test

and post-test

40
35
30
25
20
15 Series 3
10 Series 2
5
0 Series 1

E. The Mean Score and Standard Deviation in pre-test

and post-test

After calculating the result of the students score, the mean

score and standard deviation of class be presented in the

following table :

Table 4.6 : The mean score and standard deviation in

pre-test and post-test

Class Mean Standart Deviation

Pre-test 7.55 0.336
Post-test 8.96 0.540
 81

The Table 6 above shows that, the mean score of in pre-

test was (7.55) and the standard deviation in pre-test was

(0.336), while the mean score in posttest was (8.96) and its

standard deviation was (0.540). It means that, the mean score

of Pre-test was lower than mean score posttest.

The significant score between pre-test and posttest can be

known by using t-test. The result of t-test can be seen in table

7 as follows :

Table 4.7 : Distribution the value of t-test and t-table

in post-test

Variable t-test value t-table value

Post-test 9.72 2.0395

Table 7 above shows that the t-test value is greater than

the t-table. Because after giving treatment to students at SMP

Pancasila Bengkulu, the researcher found a significant

increase in learning outcomes. The test results shows there is

there is a significant difference between t-test and t-table at

posttest (9.72 < 2.0395), it that is, the t-test is higher than the

t-table.
 82

The results of the statistical analysis of the t-test indicate

that there is a significant effect the difference between the

pre-test that received treatment and the post-test that received

treatment with verbal explanation, even though they are

different, the two are not enough tall. This statement is

evidenced by the higher t-test value in the posttest (9.72)

from the t-table value (2.0395), at a significance level of 0.05

and a degree freedom N - 1= 32 -1= 31

Diagram 4.3 : Result Improvement of Students Activity in

Learning Process

100%
90%
80%
70%
First Meeting
60%
Second Meeting
50% Third Meeting
40% Fourth Meeting
30%
20%
10%
0%
 83

Diagram of result improvement of students‘ activity in

learning process above showing result improvement in the

class that is the first meeting 62.5% students assessed active in

class, second meeting 66.66%, and third meeting 71.66% and

fourth meeting students improve become 77.5%. Based of this

result researcher found percentage improvement of students‘

activity in learning process to clearly seen diagram above.

Diagram 4.4 : Percentage Improvement Students

Activity Kahoot! Game

90%

85%

80% Post-
test
75%

70%

65%
75% 89%
 84

Research findings on student learning activities using the

Kahoot! Game showing improvement in student activity in the

learning process, namely the pre-test 7.55% of students found

active and experienced improve to 8.96% of students are

considered active in the learning process. This result shows

that Kahoot! Game applied in increase student activity has

succees.

2. Discussion

The description of the data collected through Kahoot!

game strategy describe in the previous section shows that the

students‘ motivate and learning english comprehension have

increase. It is support by the frequency and the rate

percentage of the result of the students score of pre-test and

post-test. The students score after presenting in increasing

students motivation and comprehension in english learning

with Kahoot! Game method is better than before giving to

the student‘s treatment.

 85

The students were intrest in english learning by using

Kahoot! Game method as shown on the table. It means that

ther is a significant difference result of the pre-test (before)

and (after) teaching learning proces by using Kahoot! Game

that could enlarge their new experience and knowledge.

Relating to the data collected through the pre-test and post-

test, it is show the students learning comprehension SMP

Pancasila Bengkulu is good. The mean score in pre-test was

(7.55) and the standard deviation in pre-test was (0.336),

while the mean score in post-test was (8.96) and its standard

deviation was (0.540). It means that the mean score of

posttest is lower than mean score of pre-test.

It is support by the frequency and the rate percentage of

the result of the student‘s score of pre-test and post-test. The

students‘ score after presenting in english learning by using

Kahoot! Game method was better than before the treatment

was given to the students. The result of the test show there is

significance different between t-table and t-test

(2.0395<9.72), that t-table was lower than t-test.

 86

It means that the researches indicate that generally the

students is very interesting in the material that the researches

present and have a good ability in reading comprehension. In

other word, the application of Kahoot! Game is effective in

eanglish learning comprehension. This line with the students‘

was increasing score of pre-test and post-test. Finally, the

researchers conclude that the use Kahoot! Game was

effective to increase the students‘ in literal reading

comprehension.
 87

CAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two parts. The first part presents

some conclusions based on the data analysis and findings in

the previous chapter. The second part presents some

suggestions based on the findings and conclusions of this

research.

A. Conclusion

After the conclusion of the reserarcher on the application

of Kahoot! Game at SMP Pancasila Bengkulu and based on

the researcher finding in previous chapter, the researcher puts

the follows conclusion is the english learning comprehension

at the eighth grade students of SMP Pancasila Bengkulu was

very effective after using Kahoot! Game method, it was

proved by score in pre-test 7.55 the improving in english

learning comprehension ability at the eighth grade students

of SMP Pancasila Bengkulu was very effective after using

 88

Kahoot! Game it was proved by the mean score post-test

8.96 and the t.test was 9.72 which higher that t-table

(2,0395). The students were interested in english learning

comprehension by using Kahoot! Game.

B. Suggestion

Based on the conclusion presented in the previous sub-

chapter, the writer tries to give some suggestions for the

future research about the English teaching method or

technique as follows:

1. For English Teacher

a. The teacher suggested to use learning method in

teaching process by using Kahoot! Game. If order to

make the class more active, the teacher suggested to

do Kahoot! Game method because it can arouse the

students‘ motivation to learning English material.

b. The teacher should pay attention to guided their

students in order to how to comprehend the reading

 89

materials so they can write down it with their own

words in narration.

c. The teacher suggested to ask the students to keep on

reading and writing. The teacher had better to

simulate the students to read.

2. For the Students

a. Reading is a window of knowledge , so the students

should be encouraging reading.

b. The students had better to keep on reading with

various materials of reading.

c. The students must be more active in learning

English, especially at home for the development of
correct English pronunciation and writing.
 90

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S, M., Beatrice and Jeffries, & Linda. (2007). Advanced Reading Power:
Extensive Reading, Vocabulary Building, Comprehension skills,
Reading Faster. New York: Longman.

Sailer, M., Hense, J., Mayr, S., & Mandl, H. (2017). How gamification
motivates: an experimental study of the effects of specific game
design elements on psychological need satisfaction. Dalam
Computers in Human Behavior (hal. 371-380).

Sciforce. (2018, Januari 15). Gamification: Is It the Future of E-learning.

Diambil kembali dari
Sciforce:https://medium.com/sciforce/gamification-is-it-the-future-of-
E-learning-46677b2f63dee.

Tuzlukova, V., & Al Seyabi, F. (2015). Of ELT Research. Malaysian Journal,

35-51.
 Documentation Appendix
Name : Novita Sari
Srn : 1811230120
Ttl : Terulung, 05 January 2000
Study Program : Tadris English
Research Place : SMP Pancasila Bengkulu By Doing Research At SMP
Pancasila Bengkulu Every English Lesson On Monday And Tuesday.

(SMP PANCASILA KOTA BENGKULU)

SMP PANCASILA KOTA BENGKULU)

 )

(SITTING ROOM SMP PANCASILA KOTA BENGKULU)

(DELIVERY OF ACC RESEARCH LETTER FROM ONE TEACHER

IN SMP PANCASILA BENGKULU )
 (ALSO INTERVIEW TO ENGLISH TEACHER)

(INTRODUCTION TO STUDENTS SMP PANCASILA BENGKULU

(GIVE PRE-TEST QUESTIONS TO SISWA SMP PANCASILA KOTA
BENGKULU)

(STUDENTS DO THE PRE TEST QUESTIONS GIVEN)

 (TREATMENT ABOUT THE APPLICATION OF THE
GAMIFICATION METHOD (GAME)

`
( TREATMENT USING THE KAHOOT GAME IN ENGLISH
LEARNING)
(EXPLAINING AND DISCUSSING JOINT PROBLEMS USING THE
APPLICATION OF THE GAME METHOD (KHOOT GAME)

(STUDENTS LOOK ATTENTION IN THE SUBMISSION OF THE

APPLICATION OF THE GAME METHOD)
 (FINISHED TREATMENT ABOUT THE IMPLEMENTATIONOF
KHOOT GAME NEXT PROVIDES POST TEST QUESTIONS TO
STUDENTS SMP PANCASILA KOTA BENGKULU)

(STUDENTS DIRECTLY DO THE POST TEST QUESTIONS GIVEN)

(STUDENTS ARE LOOKING FOCUS IN WORKING ON POST TEST
QUESTIONS PROVIDED)

(NEXT COLLECTING POST TEST QUESTIONS THAT HAVE BEEN

DONE)
 (NEXT PHOTO WITH CLASS OF EIGHT STUDENTS SMP
PANCASILA KOTA BENGKULU)

(BEFORE DOING RESEARCH TO THESMP PANCASILA

BENGKULU BEFORE DOING A TRY OUT TEST TO THE
SCHOOLMTS AL-QURAAN HARSALLAKUM KOTA BENGKULU)
APPENDIX I
LESSON PLAN

(Experimental Class)

School Name : SMP PANCASILA

Subject : English Language

Class/ semester : VIII2 / II

Time Allocation : 4 X 40 Minutes

Main Material : Narrative Text (Short Story)

Skill : Reading

A. Core Competencies

K1 Respect and appreciate the teachings of religion.

K2 Respect and appreciate the honest behavior,

discipline, responsibility, caring (tolerance,

mutual assistance), courteous, confident, in

interacting effectively with the social and natural

environment within the reach of the association

and its existence.

 K3 Understanding knowledge (factual, conceptual,

and procedural) is based on his/her curiosity

about science, technology, art, culture related

phenomena and evens that appear to the eye.

K4 Trying, processing, and presenting in a concrete

realm (using, parsing, assembling, modifying, and

making) and abstract realm (writing, reading,

computing, drawing and composing) as learned in

school and other similar sources in point of view /

theory.

B. Basic Competencies

1.1 Being grateful for the chance that they able to learn

English as an International Language that is

accomplished in the learning enthusiasm.

1.2 Showing responsibility, care, cooperation and peace in

doing the functional communication.

1.3 Analyzing social function, text structure, and language

feature in narrative text.

 1.4 Grasping the meaning of spoken and written narrative

text, by paying attention to social function, text

structure, and language feature.

C. Indicators of Competence Achievement

1. Explain about the definition of narrative text.

2. Mention the information about narrative text.

3. Find the main idea in narrative text.

4. Answer the question about narrative text.

D. Learning Objectives

After students learning is expected to be :

1. Mention the information about narrative text.

2. Find the main idea in narrative text.

3. Answer the question about narrative text.

E. Learning Materials

1. Definition of Narrative Text

Narrative text is a text which is written to entertain

people and to tell a story, contains about story fiction,

non fiction, tales, folktales, fables, myths, epic and its

 plot consists of climax of the story (complication) then

followed by the resolution.

2. Purpose of the text/social function

To amuse/entertain readers with a story that deals

with complications or problematic events.

3. Generic structure/text organization

a. Orientation : when and where the story happened

and introduce the participants of the story.

b. Complication : tells the beginning of the problems

which lead to the crisis (climax) of the main

participant.

c. Resolution : the problem (the crisis) is resolve,

either in happy ending or sad ending.

4. Language features

a. Past tense, e.g. we went to the zoo, she was happy,

and etc.

b. Time connectives and conjunctions, to sort the

events (then, before that, soon, and etc.

 c. Adverbs and adverbial phrases to show the place

of event, e.g. here, in the mountain, happily ever

after, and etc.

d. Action verbs in past tense, e.g. stayed, climbed,

and etc.

e. Saying verbs, e.g. said, told, promised, and

thinking verbs, feeling verbs, verb of senses, e.g.

thought, understood, felt, and etc.

f. Adjectives that form a noun phrase, e.g. long black

hair, two red apples, and etc.

g. Noun as pronoun, stepsisters, housework, and etc.

Example

The Monkey and The Crab

Long ago, at the foot of a mountain, lived a crab. On a warm spring
day,the crab walked leisurely along a nearby river. Suddenly a big rice
ball dropped infront of her. ―Oh my God! What a good thing I found‖,
she said to herself.Then a greedy monkey came. He wanted to have the
rice ball, so he said,―Hey, let‘s trade the rice ball with my fruit seed.
This seed is better than that riceball. When you eat the rice ball, it
disappears, but if you put this seed on theground, it will grow and
produce a lot of of fruits.‖ The crab agreed to exchangethe rice ball.
Then she took the seed home and planted it.Soon the seed grew into a
small bud and became a big tree. It made a lot of red fruits. The crab
wanted to eat the fruit, but she could not climb the tree. Then the
monkey came again, climbing the tree and eating the fruits. The crab
begged the monkey to pick some for her and her kind. Yet, the selfish
monkey took a hard green fruit and threw it to the crab. She was
smashed very hard.The crabs kid started to cry and their noise attracted
other animals. They soon found out what happened. The king of the
animals decided to give themonkey a punishment.
1. Why did the crab beg the monkey for some fruits?

a. She was greedy

b. She couldn‘t climb the three

c. The monkey was a kind animal

d. The monkey had not eaten lots of fruits

2. What did the monkey offer to trade with rice ball?

a. Fruit

b. Plant

c. Fruit seed

d. Seed ball

3. What important lesson can be taken from the text?

a. Nobody is perfect

b. Honestly is everything

c. Bad deeds are punished

d. Good deeds never help you

F. Learning Methods

Gamification strategy

G. Learning Media, Tools, and Sources

1. Media : paper about short story of narrative text .

2. Tools : whiteboard markers and eraser.

3. Lesson sources : English Think Globally Act Locally,

Rangkuman Bahasa Inggris, and dictionary.

H. Learning Activities

Pre-test

Teacher conducts pre-test. Students are given a pre-test

before getting treatment. The test is answer the question

of multiple choices.

Meeting learning activities 1

Meting learning 2

No Activity
Stages Time
. Teacher Students

1 Activity 1. Greetings 1. Greetings 10

Introducti , ask to , take a minute

on take a prayer, s

prayer and

and answer

check the the

presence teacher.

of the 2. Listen to

stu-dents. the

2. Deliverin explanati

g the on from

material teacher.

to be 3. Answer

discussed to the

. teacher‘s

3. Deliver question.

the

objective

s of
 today‘s

meeting

learning.

4. Give

some

question

about

previous

meting of

narrative

text.

1. Devide 1. The

the students

students seat on 60
Core
2 into some groups. minute
Activity
groups. 2. Pay s

2. The attention

teacher to the
 reviewed teacher‘s

the explanati

previous on.

lesson. 3. Read the

3. Ask the story.

students 4. Do the

to read task from

the story. the

4. Give the teacher.

task to 5. The

the students

students. collect

5. Ask to the paper

the

students

to collect

the paper.

3 Closing 1. Give the 1. The 10

Activity chance to students minute

the give s

students responder

to ask.

2. Summari

ze the

material

that have

been

discussed

3. Closing

with

greetings
APPENDIX II

LESSON PLAN

(Control Class)

School Name : SMP PANCASILA

Subject : English Language

Class/ semester : VIII2 / II

Time Allocation : 4 X 40 Minutes

Main Material : Narrative Text (Short Story)

Skill : Reading

A. Core Competencies

K1 Respect and appreciate the teachings of religion.

K2 Respect and appreciate the honest behavior,

discipline, responsibility, caring (tolerance,

mutual assistance), courteous, confident, in

interacting effectively with the social and natural

environment within the reach of the association

and its existence.

K3 Understanding knowledge (factual, conceptual,

and procedural) is based on his/her curiosity

about science, technology, art, culture related

phenomena and evens that appear to the eye.

K4 Trying, processing, and presenting in a concrete

realm (using, parsing, assembling, modifying, and

making) and abstract realm (writing, reading,

computing, drawing and composing) as learned in

school and other similar sources in point of view /

theory.

B. Basic Competencies

1.1 Being grateful for the chance that they able to

learn English as an International Language that is

accomplished in the learning enthusiasm.

1.2 Showing responsibility, care, cooperation and

peace in doing the functional communication.

1.3 Analyzing social function, text structure, and

language feature in narrative text.

 1.4 Grasping the meaning of spoken and written

narrative text, by paying attention to social

function, text structure, and language feature.

C. Indicators of Competence Achievement

1. Explain about the definition of narrative text.

2. Mention the information about narrative text.

3. Find the main idea in narrative text.

4. Answer the question about narrative text.

D. Learning Objectives

After students learning is expected to be :

1. Mention the information about narrative text.

2. Find the main idea in narrative text.

3. Answer the question about narrative text.

E. Learning Materials

1. Definition of Narrative Text

Narrative text is a text which is written to

entertain people and to tell a story, contains about

story fiction, non fiction, tales, folktales, fables,

 myths, epic and its plot consists of climax of the

story (complication) then followed by the

resolution.

2. Purpose of the text/social function

To amuse/entertain readers with a story

that deals with complications or problematic

events.

4. Generic structure/text organization

a. Orientation : when and where the story

happened and introduce the participants of

the story.

b. Complication : tells the beginning of the

problems which lead to the crisis (climax)

of the main participant.

c. Resolution : the problem (the crisis) is

resolve, either in happy ending or sad

ending.

5. Language features
 a. Past tense, e.g. we went to the zoo, she was

happy, and etc.

b. Time connectives and conjunctions, to sort

the events (then, before that, soon, and etc.

c. Adverbs and adverbial phrases to show the

place of event, e.g. here, in the mountain,

happily ever after, and etc.

d. Action verbs in past tense, e.g. stayed,

climbed, and etc.

e. Saying verbs, e.g. said, told, promised, and

thinking verbs, feeling verbs, verb of

senses, e.g. thought, understood, felt, and

etc.

f. Adjectives that form a noun phrase, e.g.

long black hair, two red apples, and etc.

g. Noun as pronoun, stepsisters, housework,

and etc.

F. Learning Methods
 Conventional strategy

G. Learning Media, Tools, and Sources

1. Media : paper about short story of narrative text .

2. Tools : whiteboard markers and eraser.

3. Lesson sources : English Think Globally Act Locally,

Rangkuman Bahasa Inggris, and dictionary.

H. Learning Activities

Pre-test

N Activity
Stages Time
o. Teacher Students

1. Greetings, ask 1. Greetings, take

to take a a

Activity prayer and prayer, and

1 Introduct check the answer 10 minutes

ion presence of the the teacher.

students. 2. Doing short

2. Doing intro-
 introduction. duction.

3. Delivering the 3. Listen to the

material to be explanation

discussed. from

4. Deliver the teacher

objectives of

today‘s

meeting

learning.

1. Deliver the text 1. Pay attention to

in the form of the teacher‘s

narrative. explanation.

2. Teacher asks to 2. Read the text.

Core
2 the students to 3. Find out the 60 minutes
Activity
read the text. difficult words

3. Ask the in the reading

students to find text and look for

out the difficult the meaning in

 words in the the dictionary

reading text

and look for the

meaning in the

dictionary.

1. Ask the 1. Summarize the

students to material that

summarize the have been

Closing material that discussed.

3
Activity have been 2. Answer the

discussed. greetings

2. Close with

greetings

1.Assessment
APPENDIX III

PRE-TEST

Name :

Class :

Date :

Text 1

Read following the text to answer questions 1 to 10

A long time ago, very few people lived in the New

Territories. There were only a few villages. If the people wanted

to go from one village to another, they often had to pass through

wild and unsafe forest.

One day, a farmer‘s young wife went to the next

village to visit her own mother and brother. She brought along

her baby son. When it was time for her to leave, her brother said

― it is getting dark. Let my son, Ah Tim go with you though the

forest.‖

So Ah Tim led the way and the young woman

followed behind, carrying her baby. When they were in the forest,
suddenly they saw a group of wolves. They began to run to avoid

the danger, but Ah Tim kicked against a stone and fell down. At

once the wolves caught him. The young woman cried to the

wolves, ― please eat my own son instead.‖ Then, she put her baby

son on the ground in front of the wolves and took her nephew

away.

Everyone understood that this was because the

woman was very good and kind. She had offered her own son‘s

life to save her nephew.

They ran back to the house and called for help. All

men in the village fetched thick sticks and went back with her

into the forest. When they got there, they saw something very

strange. Instead of eating the woman‘s baby the wolves were

playing with him.

Read the text, then choose the best choice to each questions.
1. What is the text tell about ?

a. A few villages

b. Mountains

c. Forests

d. Hills vew towers and logs

2. Arrange the word below into the correct word form?

a. Village

b. villanguits

c. Vunlikes

d. Vuncity

3. Translate the word ‘‘ getting dark‘‘ into indonesian ?

a. Cahaya

b. Mulai terang

c. Mulai gelap

d. Memancarkan cahaya
4. arrange these sentences into the correct form were in the

they forest when?

a. were when in the forrest

b. When they were in the forest

c. the forrest when were in they

d. when were the forrest

5. The woman gave her son to the wolves because.?

a. She loved her nephew than her son.

b. She thought about how her brother would be

c. She wanted her son was eaten by the wolves

d. She was crazy

6. What did the villagers bring sticks for ?

a. For the weapon to beat the wolves

b. To bring the woman‘s nephew

c. For the fire woods.

d. For play

7. what happens when Ah Tim is in the forest.?

a. For giving wolves

 b. he saw a pack of wolves

c. for giving ah tim

d. wolves

8. what did when the young lady screams at the wolf.?

a. My soon

b. please eat my own son instead

c. intead

d. eat my own

9. From the passage we learn that the villages were ….

a. Located in one huge area

b. Situated in a large district

c. Separated by untamed jungles.

d. Wild and unsafe

 10. The brother let her son go with his aunt as she left home

because ….

a. Ah Tim wanted to see the wolves

b. His aunt wanted him to come long

c. Ah Tim was bored to live with his parents

d. The baby was too cute to be alone

Text 1
Read following the text to answer questions 11 to 16
FOX and A CAT
One day, a cat and a fox were having a conversation. The
fox, who was a conceited creature, boasted how clever she was.
―Why, I know at least a hundred tricks to get away from our
mutual enemies, the dogs,‖ she said.
―I know only one trick to get away from dogs,‖ said the cat. ―You
should teach me some of yours!‖.
―Well, maybe someday, when I have the time, I may teach you a
few of the simpler ones‖, replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance.
The barking grew louder and louder – the dogs were coming in
their direction! At once the cat ran to the nearest tree and climbed
into its branches, well out of reach of any dog. ―This is the trick I
told you about, the only one I know‖, said the cat. ―Which one of
your hundred tricks are you going to use?‖.
The fox sat silently under the tree, wondering which trick she
should use. Before she could make up her mind, the dogs arrived.
They fell upon the fox and tore her to pieces..
11. What is the text tell about ?
a. Fox and a cat
b. Cat and animals
c. Fox and moise
d. Moise and the cat
12. Arrange the word bellow into the correct word form?
a. Rstation,vercle,icktr,arche
b. Conversation,clover,trick,hear
c. Hait.track,love,action
d. Near her tree house
13. Translate the word‖ Fox, Cat‖ into indonesian?
a. Anjing, rubah
b. Rubah, Kucing
c. Kucing, Anjing
d. Kelinci
 e.
14. Arrange these sentence into the correct form‖were
direction their the dogs coming in‖?
a. The dogs were coming in their direction.
b. She couldn‘t climb the three
c. The dogs was a kind animal
d. The Dogs had not eaten lots of fruits
15. Who they will stay by using tricks?
a. Fox a cat trick
b. A cat trick
c. Fox trick
d. Fox a cat
16. What will happen when a pack of dog arrives?
a. They will pounce fox and cat
b. Honestly is everything
c. Bad deeds are punished
d. Good deeds never help you
Text 3
The following the text is for questions1 17 to 20

Once upon a time, there lived a father with his two

beautiful daughters in a village. His wife, the daughter‘s mother
had already died. The father raised the daughter by himself. He
loved them very much.
 The father liked hunting very much. He often went to the
forest to hunt deer, rabbit or many kinds of birds in the forest. but
the two girls disliked it. They didn‘t want their father killed
animals. The father tried hard to stop his hobby as the girls
wanted.
One day, when the father went around the village. He met
his friend. They talked about many white birds which came to the
lake. They said it was good time to hunt the birds. The men asked
the father to hunt the birds. The father couldn‘t help himself. He
forgot his promise not to hunt anymore. The father went home to
take his gun.
Knowing his father‘s plan to go hunting, the eldest
daughter said to her sister that she would wear long whit clothes
and go to the lake. She pretended to be a white bird so that the
father would kill her and would stop hunting. When the eldest
daughter went away wearing long white cloth, the younger
daughter wearing the same clothes, followed her sister.
The two daughters ran away to the lake. The father who
had already in the lake saw them. He tought that they were birds.
He shot both of them. How shocked he was, when they cried in
pain. He ran to them but it was too late bot of his daughters had
already died. The father was shocked since then he never hunted
animals.
17. What does the text tell us about?
a. The sadness of two daughters
b. The effort of two daughters
c. The love of a father to his daughters
d. The regret of a father
18. What was the main problem of the story?
a. The father hunted animal again
b. The daughters were shot by the father
c. The daughters pretended to be while birds
d. The father raised the daughter by himself
19. would happen if the girls didn‘t wear long white cloth?
a. They would not go to the lake
b. They would be safe and still alive
c. Their father would not be shocked
d. Their father would not shoot the birds
20. How can could you describe the girls
a. They obeyed to their father
b. They were animal lovers
c. They hated their father
d. They dislike their father‘s friend
Text 4.
The following the text is for questions1 21 to 25
THE GOLDEN EGGS
Long time ago a remote village, in central China, was
inhabited mainly with farmers and hunters.
One day , a poor farmer lost his entire livestock to flood .
He prayed hard to God for help or his family would die of
starvation.
Few days later an old man , with long gray beard , passed
by his house took pity on him . He gave him a goose and said. " I
don't have any expensive thing to give you and hope this goose
will help you to ease your hardship.
" A week later to his most surprise the farmer found an
egg in his yard . This was not an ordinary egg. It was a golden
egg. He was suddenly overcome with joy. Thereafter , the
livelihood had rapidly improved but the farmer had forgotten his
earlier hardship . He became lazy , arrogant and spendthrift.
Strangely , the goose only laid one golden egg every six
months . The greedy farmer lost his patient and slaughtered his
goose thinking there were plenty of golden eggs inside its
stomach.
Though the very much regretted for his foolishness , it's
already too late.
21. What is the communicative purpose of the text?
a. To describe how the farmer got rich
b. To share an amusing story with others
c. To persuade the reader to read the story
d. To entertain the reader with an interesting story
22. What happened to the farmer's livestock ?
a. They were all stolen
b. They were all given away wild animal
c. They were all slaughtered
d. The farmer slaughtered his goose because there were
golden eggs inside its stomach
23. Which of the following statements is true ?
a. The farmer did not believe the old man
b. An old man with long gray beard gave a farmer a goose
c. The farmer died of starvation because he became lazy and
spendthrift
d. God gave the goose to the farmer
24. What do we learn from the story ?
a. Foolishness did not pay
b. Always pray to God for help
c. Not to be lazy or arrogant
d. Not to forget a good deed
25." I don't have any expensive thing to give you .
" ( paragraph 23 ) The word " T " refers to ........... ....
a. A poor farmer
b. An old man
c. The writer
d. the reader

APPENDIX IV

POST-TEST

Name :

Class :

Date :

Text 1

Read following the text to answer questions 1 to 10

A long time ago, very few people lived in the New

Territories. There were only a few villages. If the people wanted

to go from one village to another, they often had to pass through

wild and unsafe forest.

One day, a farmer‘s young wife went to the next

village to visit her own mother and brother. She brought along
her baby son. When it was time for her to leave, her brother said

― it is getting dark. Let my son, Ah Tim go with you though the

forest.‖

So Ah Tim led the way and the young woman

followed behind, carrying her baby. When they were in the forest,

suddenly they saw a group of wolves. They began to run to avoid

the danger, but Ah Tim kicked against a stone and fell down. At

once the wolves caught him. The young woman cried to the

wolves, ― please eat my own son instead.‖ Then, she put her baby

son on the ground in front of the wolves and took her nephew

away.

Everyone understood that this was because the

woman was very good and kind. She had offered her own son‘s

life to save her nephew.

They ran back to the house and called for help. All

men in the village fetched thick sticks and went back with her

into the forest. When they got there, they saw something very
strange. Instead of eating the woman‘s baby the wolves were

playing with him.

Read the text, then choose the best choice to each questions.

1. What is the text tell about ?

a. A few villages

b. Mountains

c. Forests

d. Hills vew towers and logs

2. Arrange the word below into the correct word form?

a. Village

b. villanguits

c. Vunlikes

d. Vuncity

3. Translate the word ‘‘ getting dark‘‘ into indonesian ?

a. Cahaya

b. Mulai terang

c. Mulai gelap

d. Memancarkan cahaya
4. arrange these sentences into the correct form were in the

they forest when?

a. were when in the forrest

b. When they were in the forest

c. the forrest when were in they

d. when were the forrest

5. The woman gave her son to the wolves because.?

a. She loved her nephew than her son.

b. She thought about how her brother would be

c. She wanted her son was eaten by the wolves

d. She was crazy

6. What did the villagers bring sticks for ?

a. For the weapon to beat the wolves

b. To bring the woman‘s nephew

c. For the fire woods.

d. For play
7. what happens when Ah Tim is in the forest.?

a. For giving wolves

b. he saw a pack of wolves

c. for giving ah tim

d. wolves

8. what did when the young lady screams at the wolf.?

a. My soon

b. please eat my own son instead

c. intead

d. eat my own

9. From the passage we learn that the villages were ….

a. Located in one huge area

b. Situated in a large district

c. Separated by untamed jungles.

d. Wild and unsafe

 10. The brother let her son go with his aunt as she left home

because ….

a. Ah Tim wanted to see the wolves

b. His aunt wanted him to come long

c. Ah Tim was bored to live with his parents

d. The baby was too cute to be alone

Text 1
Read following the text to answer questions 11 to 16
FOX and A CAT
One day, a cat and a fox were having a conversation. The
fox, who was a conceited creature, boasted how clever she was.
―Why, I know at least a hundred tricks to get away from our
mutual enemies, the dogs,‖ she said.
―I know only one trick to get away from dogs,‖ said the cat. ―You
should teach me some of yours!‖.
―Well, maybe someday, when I have the time, I may teach you a
few of the simpler ones‖, replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance.
The barking grew louder and louder – the dogs were coming in
their direction! At once the cat ran to the nearest tree and climbed
into its branches, well out of reach of any dog. ―This is the trick I
told you about, the only one I know‖, said the cat. ―Which one of
your hundred tricks are you going to use?‖.
The fox sat silently under the tree, wondering which trick she
should use. Before she could make up her mind, the dogs arrived.
They fell upon the fox and tore her to pieces..
11. What is the text tell about ?
a. Fox and a cat
b. Cat and animals
c. Fox and moise
d. Moise and the cat
12. Arrange the word bellow into the correct word form?
a. Rstation,vercle,icktr,arche
b. Conversation,clover,trick,hear
c. Hait.track,love,action
d. Near her tree house
13. Translate the word‖ Fox, Cat‖ into indonesian?
a. Anjing, rubah
b. Rubah, Kucing
c. Kucing, Anjing
d. Kelinci
 14. Arrange these sentence into the correct form‖were
direction their the dogs coming in‖?
a. The dogs were coming in their direction.
b. She couldn‘t climb the three
c. The dogs was a kind animal
d. The Dogs had not eaten lots of fruits
15. Who they will stay by using tricks?
a. Fox a cat trick
b. A cat trick
c. Fox trick
d. Fox a cat
16. What will happen when a pack of dog arrives?
a. They will pounce fox and cat
b. Honestly is everything
c. Bad deeds are punished
d. Good deeds never help you
Text 3
The following the text is for questions1 17 to 20

Once upon a time, there lived a father with his two

beautiful daughters in a village. His wife, the daughter‘s mother
had already died. The father raised the daughter by himself. He
loved them very much.
 The father liked hunting very much. He often went to the
forest to hunt deer, rabbit or many kinds of birds in the forest. but
the two girls disliked it. They didn‘t want their father killed
animals. The father tried hard to stop his hobby as the girls
wanted.
One day, when the father went around the village. He met
his friend. They talked about many white birds which came to the
lake. They said it was good time to hunt the birds. The men asked
the father to hunt the birds. The father couldn‘t help himself. He
forgot his promise not to hunt anymore. The father went home to
take his gun.
Knowing his father‘s plan to go hunting, the eldest
daughter said to her sister that she would wear long whit clothes
and go to the lake. She pretended to be a white bird so that the
father would kill her and would stop hunting. When the eldest
daughter went away wearing long white cloth, the younger
daughter wearing the same clothes, followed her sister.
The two daughters ran away to the lake. The father who
had already in the lake saw them. He tought that they were birds.
He shot both of them. How shocked he was, when they cried in
pain. He ran to them but it was too late bot of his daughters had
already died. The father was shocked since then he never hunted
animals.
17. What does the text tell us about?
a. The sadness of two daughters
b. The effort of two daughters
c. The love of a father to his daughters
d. The regret of a father
18. What was the main problem of the story?
a. The father hunted animal again
b. The daughters were shot by the father
c. The daughters pretended to be while birds
d. The father raised the daughter by himself
19. would happen if the girls didn‘t wear long white cloth?
a. They would not go to the lake
b. They would be safe and still alive
c. Their father would not be shocked
d. Their father would not shoot the birds
20. How can could you describe the girls
a. They obeyed to their father
b. They were animal lovers
c. They hated their father
d. They dislike their father‘s friend
Text 4.
The following the text is for questions1 21 to 25
THE GOLDEN EGGS
Long time ago a remote village, in central China, was
inhabited mainly with farmers and hunters.
One day , a poor farmer lost his entire livestock to flood .
He prayed hard to God for help or his family would die of
starvation.
Few days later an old man , with long gray beard , passed
by his house took pity on him . He gave him a goose and said. " I
don't have any expensive thing to give you and hope this goose
will help you to ease your hardship.
" A week later to his most surprise the farmer found an
egg in his yard . This was not an ordinary egg. It was a golden
egg. He was suddenly overcome with joy. Thereafter , the
livelihood had rapidly improved but the farmer had forgotten his
earlier hardship . He became lazy , arrogant and spendthrift.
Strangely , the goose only laid one golden egg every six
months . The greedy farmer lost his patient and slaughtered his
goose thinking there were plenty of golden eggs inside its
stomach.
Though the very much regretted for his foolishness , it's
already too late.
21. What is the communicative purpose of the text?
a. To describe how the farmer got rich
b. To share an amusing story with others
c. To persuade the reader to read the story
d. To entertain the reader with an interesting story
22. What happened to the farmer's livestock ?
a. They were all stolen
b. They were all given away wild animal
c. They were all slaughtered
d. The farmer slaughtered his goose because there were
golden eggs inside its stomach
23. Which of the following statements is true ?
a. The farmer did not believe the old man
b. An old man with long gray beard gave a farmer a goose
c. The farmer died of starvation because he became lazy and
spendthrift
d. God gave the goose to the farmer
24. What do we learn from the story ?
a. Foolishness did not pay
b. Always pray to God for help
c. Not to be lazy or arrogant
d. Not to forget a good deed
25." I don't have any expensive thing to give you .
" ( paragraph 23 ) The word " T " refers to ........... ....
a. A poor farmer
b. An old man
c. The writer
d. the reader
VALIDITY AND RELIABILITY TEST DATA

QUESTION
No
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total
1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 23
2 0 0 0 0 0 1 0 1 0 1 1 1 1 0 0 0 0 0 1 0 1 0 1 1 0 10
3 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 23
4 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 0 0 0 1 9
5 1 0 0 1 1 0 0 0 0 0 0 1 0 1 1 0 0 0 1 0 1 1 1 0 1 11
6 0 0 1 0 1 0 1 1 1 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 8
7 1 0 1 0 0 0 1 0 0 1 1 1 1 0 0 0 0 1 0 0 0 0 0 0 0 8
8 1 0 0 0 0 1 1 1 0 1 0 0 0 1 1 0 0 0 0 0 0 1 0 1 0 9
9 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 6
10 0 0 1 0 1 1 0 1 1 0 0 1 0 0 1 0 0 0 0 1 1 1 0 0 0 10
11 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 21
12 0 1 1 1 0 0 1 0 1 0 0 0 0 0 0 0 1 1 1 0 0 1 1 0 0 10
13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 0 21
14 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 23
15 1 0 0 0 0 0 0 1 1 0 0 1 0 0 1 0 0 1 0 0 0 1 1 1 1 10
16 0 0 0 1 1 0 0 0 1 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 6
17 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 23
18 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 23
19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 22
20 0 1 0 1 0 0 0 0 0 1 1 0 0 1 0 1 0 0 0 0 1 1 0 1 1 10
21 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 1 1 1 1 0 0 0 8
22 0 0 0 0 0 1 0 1 0 1 0 1 0 1 0 0 0 0 1 0 0 1 0 1 0 8
23 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 21
 UJI RELIABILITAS

Reliability

Scale: ALL VARIABLES

Case Processing Summary

N %

Cases Valid 23 100,0

a
Excluded 0 ,0

Total 23 100,0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

,902 25
 UJI NORMALITAS
PRE TEST
Explore

Class

Case Processing Summary

Cases
Valid Missing Total
Perce
Class N Percent N nt N Percent
Pre Test Controlled
35 100,0% 0 0,0% 35 100,0%
Class
Experimen
32 100,0% 0 0,0% 32 100,0%
tal Class

Descriptives
Class Statistic Std. Error
Pre Controlled Mean 16,23 ,436
Test Class 95% Confidence Lower Bound 15,34
Interval for Mean
Upper Bound 17,11
5% Trimmed Mean 16,31
Median 16,00
Variance 6,652
Std. Deviation 2,579
Minimum 10
Maximum 21
Range 11
Interquartile Range 5
Skewness -,268 ,398
Kurtosis -,236 ,778
Experiment Mean 16,03 ,346
al Class 95% Confidence Lower Bound 15,32
Interval for Mean
Upper Bound 16,74
5% Trimmed Mean 16,07
 Median 16,00
Variance 3,838
Std. Deviation 1,959
Minimum 12
Maximum 19
Range 7
Interquartile Range 4
Skewness -,211 ,414
Kurtosis -,751 ,809

Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk

Class Statistic df Sig. Statistic df Sig.

Pre Controlled *
,116 35 ,200 ,961 35 ,237
Tes Class
t Experimen
,150 32 ,065 ,949 32 ,138
tal Class

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

UJI HOMOGENITAS
PRE TEST
Oneway

Test of Homogeneity of Variances

Pre Test

Levene Statistic df1 df2 Sig.

3,302 1 65 ,074
 ANOVA
Pre Test

Sum of Si
Squares df Mean Square F g.

Between Groups ,7
,651 1 ,651 ,123
27
Within Groups 345,140 65 5,310
Total 345,791 66

UJI INDEPENDENT SAMPLES TEST

PRE TEST

T-Test

Group Statistics

Std. Std. Error

Class N Mean Deviation Mean

Pre Controlled Class 35 16,23 2,579 ,436

Test Experimental
32 16,03 1,959 ,346
Class

Independent Samples Test

 Levene's
Test for
Equality
of
Variance
s t-test for Equality of Means

95%
Confidence
Interval of
the
Sig. Std. Difference
(2- Mean Error
taile Differen Differen Low Uppe
F Sig. t df d) ce ce er r

Pr Equal
3,
e variance ,35 - 1,32
30 ,074 65 ,727 ,197 ,564
Te s 0 ,928 3
2
st assumed

Equal
variance ,35 62,9 - 1,31
,724 ,197 ,557
s not 4 54 ,915 0
assumed
 UJI NORMALITAS
POST TEST
Explore

Class

Case Processing Summary

Cases
Valid Missing Total
Percen
Class N Percent N Percent N t
Post Controlled
35 100,0% 0 0,0% 35 100,0%
Test Class
Experiment
32 100,0% 0 0,0% 32 100,0%
al Class

Descriptives
Statisti
Class c Std. Error
Pos Controlle Mean 16,31 ,431
t d Class 95% Lower
Tes 15,44
Confidence Bound
t Interval forUpper
Mean 17,19
Bound
5% Trimmed Mean 16,37
Median 17,00
Variance 6,516
Std. Deviation 2,553
Minimum 11
Maximum 21
Range 10
Interquartile Range 5
Skewness -,137 ,398
Kurtosis -,602 ,778
Experime Mean 18,00 ,473
ntal Class 95% Lower
17,04
Confidence Bound
 Interval for Upper
18,96
Mean Bound
5% Trimmed Mean 17,94
Median 18,00
Variance 7,161
Std. Deviation 2,676
Minimum 13
Maximum 24
Range 11
Interquartile Range 4
Skewness ,183 ,414
Kurtosis -,405 ,809

Tests of Normality

a
Kolmogorov-Smirnov Shapiro-Wilk

Class Statistic df Sig. Statistic df Sig.

Post Controlled
,125 35 ,181 ,957 35 ,182
Test Class

Experimental *
,094 32 ,200 ,976 32 ,678
Class

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

UJI HOMOGENITAS
POST TEST
Oneway

Test of Homogeneity of Variances

Post Test

Levene Statistic df1 df2 Sig.

,001 1 65 ,980

ANOVA

Post Test

Sum of Mean
Squares df Square F Sig.

Between
47,502 1 47,502 6,961 ,010
Groups

Within Groups 443,543 65 6,824

Total 491,045 66
 UJI INDEPENDENT SAMPLES TEST
POST TEST
T-Test

Group Statistics

Std. Std. Error

Class N Mean Deviation Mean

Post Controlled
35 16,31 2,553 ,431
Test Class

Experimental
32 18,00 2,676 ,473
Class

Independent Samples Test

Levene'
s Test
for
Equality
of
Varianc
es t-test for Equality of Means

95%
Confidence
Interval of

Sig. Std. the

(2- Mean Error Difference

Sig taile Differe Differe Low

F . t df d) nce nce er Upper
Post Equal
Test varian - -
,00 ,98 -
ces 2,63 65 ,010 -1,686 ,639 2,96
1 0 ,410
assum 8 2
ed

Equal
varian
- -
ces 63,7
2,63 ,011 -1,686 ,640 2,96 -,407
not 84
3 5
assum
ed
 UJI PAIRED SAMPLES TEST
KELAS KONTROL

T-Test

Paired Samples Statistics

Std. Std. Error

Mean N Deviation Mean

Pair 1 Controlled
Class Pre 16,23 35 2,579 ,436
Test

Controlled
Class Post 16,31 35 2,553 ,431
Test

Paired Samples Correlations

N Correlation Sig.

Pair 1 Controlled Class Pre Test

& Controlled Class Post 35 ,994 ,000
Test
Paired Samples Test

Paired Differences

95%
Confidence
Interval of
Std. the
Erro Difference Sig.
Std. r (2-
Deviatio Mea Lowe Upp tailed
Mean n n r er t df )

Pai Contro
r 1 lled
Class
Pre
Test - -
-,086 ,284 ,048 -,183 ,012 34 ,083
Contro 1,785
lled
Class
Post
Test
 UJI PAIRED SAMPLES TEST
KELAS EKSPERIMEN
T-Test

Paired Samples Statistics

Std. Std. Error

Mean N Deviation Mean

Pair 1 Experimental
Class Pre 16,03 32 1,959 ,346
Test

Experimental
Class Post 18,00 32 2,676 ,473
Test

Paired Samples Correlations

N Correlation Sig.

Pair 1 Experimental
Class Pre Test &
32 ,843 ,000
Experimental
Class Post Test

Paired Samples Test

 Paired Differences

95%
Confidence
Interval of
Std. the
Erro Difference Sig.
Std. r (2-
Deviatio Mea Lowe Upp tailed
Mean n n r er t df )

Pai Experime
r 1 ntal
Class
Pre Test - -
- -
- 1,470 ,260 1,43 7,57 31 ,000
1,969 2,499
Experime 9 7
ntal
Class
Post Test

REGRESI LINIER SEDERHANA

Regression
a
Variables Entered/Removed

Variables
Model Variables Entered Removed Method

1 Experimental
b . Enter
Class Pre Test

a. Dependent Variable: Experimental Class Post Test

b. All requested variables entered.

Model Summary
 Adjusted R Std. Error of the
Model R R Square Square Estimate
a
1 ,843 ,711 ,701 1,463

a. Predictors: (Constant), Experimental Class Pre Test

a
ANOVA

Sum
of
Squar Mean
Model es df Square F Sig.

1 Regression 157,76 b
1 157,764 73,680 ,000
4

Residual 64,236 30 2,141

Total 222,00
31
0

a. Dependent Variable: Experimental Class Post Test

b. Predictors: (Constant), Experimental Class Pre Test