THE EFFECT OF TEXT ATTACK SKILLS STRATEGY TOWARD

STUDENTS’ ABILITY IN COMPREHENDING TEXT

(An Experimental Study at the Second Class of SMAN 1 Curup Timur in 2014-
2015)

THESIS

This thesis is submitted to fulfill the requirement

for ‘Sarjana Degree’ In English Language Education

By:
HESKE ROSA MELNIATY
NIM. 1055043

ENGLISH TADRIS STUDY PROGRAM

EDUCATION (TARBIYAH) DEPARTEMENT
STATE COLLEGE FOR ISLAMIC STUDIES
STAIN CURUP
2014

i
ii
iii
 STATEMENT OF OWNERSHIP

The writer who sign below:

Name : Heske Rosa Melniaty

Nim : 1055043
Study Program : Bahasa Inggris
Program : Tarbiyah
State the thesis under the title“The Effect of Text Attack Skills Strategy

Toward Students’ Ability in Comprehending Text” is pure and never proposed to

get a degree at STAIN Curup, so and never to the other universities. This statement is

made truly, if in the next day there any mistake the writer ready to accept the

punishment or the other criticism from STAIN suitable with its regulation.

Curup, Oktober 2014

Writer

Heske Rosa Melniaty

Nim. 1055043

iv
 PREFACE

The thesis is submitted as a part of the completion for the sarjana degree in

State College for Islamic Studies (STAIN) Curup. The writer realizes that this thesis

is far from being perfect, thus, she really appreciates any suggestions and criticism for

the betterment of the thesis.

Finally yet importantly, the writer hopes this thesis will be useful to those who

are interested in this field of study.

Curup, Oktober 2014

The Writer

Heske Rosa Melniaty

NIM.1055043

v
 ACKNOWLEDGMENT

Assalammu’alaikum Wr.Wb.
Alhamdulillahirabbil’alamin, all of praises just for Allah SWT the al-mighty
and merciful God who blessing and guidance have made me possible to finish this
thesis completely. Praying and greeting to our prophet Muhammad SAW and all of
his family and followers who has brought us from the darkness to the lightness as we
felt together.
The researcher was finished this thesis entitled “The Effect of Text Attack
Skills Strategy Toward Students’ Ability in Comprehending Text ( An Experimental
Study at the Second Class of SMAN 1 Curup Timur in 2014-2015)”. This thesis is
presented in partial fulfillment of the requirement for the degree of strata I in English
Study Program of STAIN Curup. In conducting this thesis, the writer received
valuable contribution, guidance, assistance, support and motivation from others. In
this chance, the writer would like to express her deepest appreciation to:
1. Mr. Budi Kisworo, M.Ag as the head of STAIN Curup.
2. Mr. Sakut Ansori, S.Pd.I, M. Hum as the head of English Study Program Of
STAIN Curup, as my co advisor sponsor who always gives the writer time
for guidance, support, advices, and suggestion in the whole process of writing
this thesis, and also when the writer still study at STAIN Curup until the
writer finished this thesis.
3. Mrs. Jumatul Hidayah, S.Pd as my advisor who give the writer guidance,
support, and suggestion in finishing this thesis.
4. Mrs. Leffi Noviyenty, M.Pd as my academic advisor who also gives the
support and suggestions when the writer still study at STAIN Curup until the
writer finished this thesis.

vi
5. My great thanks are also sent to my beloved family, they are my father
(Ismail, SH), my mother (Kurniati, S.Pd), my brothers ( Thovento+ M. alvin)
and sister ( Penda Sari), that always motivate and help the writer in finishing
this thesis and also all of my family that can not mention one by one who have
given me loves, helps and supports in finishing this thesis.
6. Moreover, especially for my soulmate ( Abi Lutpi, S.Kom) thanks very much
for your loves, attentions, supports, and time for me.
7. My best friends Vita, Shana, Cici, Pewi, Dela and all of my friends in Pbi B,
C and non-reguler.
Finally, the writer believes that this thesis is still far from being perfect.
Therefore, constructive suggestions to improve are always welcome. Hopefully,
the result of this research can give a useful contribution to the development of
education in Curup, especially in Developing Reading Comprehension . For
acknowledgment above, and those are not mentioned, may Allah SWT give them
the best reward. Amin ya robbal’Alamin.
Wassalamu’alaikum, Wr.Wb.

Curup, Oktober 2014

Writer

Heske Rosa Melniaty

NIM: 1055043

vii
My MOTTO:
MOTTO:

Tomorrow must be better

Never let it until tomorrow what you can do to day

Allah won’t change your condition until you try to change it

Dedication:
This thesis dedication to:

 My lovely mother and father (Kurniati, S.Pd and Ismail, SH), thank for
your prayers, love, motivation and everything that I want. I will do the
best thing to make you happy. Your loves a company me entering this
success
 My lovely brothers ( M.alvin kuris+Thovento kuris) and my sister (Penda
Sari Kuris), thanks for your prayer. This thesis could not have been
finished without your helping and your support. I love you all.
 My soulmate who always in my heart and insaallah as my husband tobe “
Abi Lutpi S.Kom” thanks a lot for your loves, time, day, attentions and
support for me… U R MINE…
 My best friends, ( Vita, Shana, Dela, Vewi and Cici) thanks for your care
and support.
 My friends, all of PBI A 2010 and all of PBI 2010.
 My Almamater STAIN cURUP

viii
 ABSTRACT

Heske Rosa Melniaty. 2014. The Effect of Texts-attack skills Strategy

Toward Student’s Ability in Comprehending Text at second class Of SMA Negeri
1 Curup Timur.
Advisor : Jumatul Hidayah, S.Pd
Co-advisor : Sakut Ansori, S.Pd.I, M.Hum

This research was about The Effect Of Texts-Attack Strategy Toward

Student’s Ability In Comprehending Text in SMAN 1 Curup Timur. This research
used experimental research method which focused on the text-attack strategy used in
teaching reading comprehension. The population of this research was second class of
IIS. There were two classes in this research. Those were control and experimental
class. They were given the same materials, the same length of time except the
strategy that was used in teaching process. The researcher chose the lowest average
score in experiment class (XI IIS2) and the highest score on conventional or control
class (XI IIS1) based on the homogeneity test given. The objectives of this research
were to investigate: whether the text-attack skills strategy could help the students
increase their achievement in comprehending English reading texts; whether
achievement in comprehending English reading texts under the teaching using
Conventional teaching methods; and whether the advantages and disadvantage of
applying the text-attack skills in teaching reading comprehension. This research was
conducted from 27th August until 27th October 2014. In collecting the data, the
researcher used pre-test and post-test, which the test on reading comprehension form
in Multiple Choice and Matching Form. Reading comprehension was measured based
on students’ ability in answering questions on reading comprehension items. In
analyzing the data , first the researcher calculated mean score of the pre-test and post
test of Control Class, and the mean score of pre-test and post test of Experiment
Class. After that, the two classes were compared to which class go higher progress
and most importantly to see whether there was significant effect toward two classes
of their score. The result of this research; the effect of Text-Attack Strategy toward
students’ ability in comprehending text shown: Students’ reading comprehension was
improved by conventional technique. The mean score before using conventional
technique was 54,76. However by using this technique, t was not significant. The
mean score got of after conventional technique was 58,81 so the improvement was
just 4,05 point. In contrast, students’ reading comprehension by teaching using Text-
Attack skills strategy, the mean score got before using the Text-Attack Strategy was
38,53 and after using this strategy, the mean score was 71,76. So the improvement
was 33,41 points. Teaching reading comprehension by using Text-Attack skills
Strategy was able to improve student’ reading comprehension significantly.

Key words: Teaching Strategy, Text-Attack Skills, Reading comprehension

ix
 LIST OF CONTENT

Title Page .......................................................................................................... i

Approval .......................................................................................................... ii
Statement of Ownership ................................................................................... iii
Acknowledgement ............................................................................................ v
Motto and Dedication ....................................................................................... vi
Abstract ............................................................................................................ vii
List of Content .................................................................................................. vii
List of the Table………………………………………………………………… viii

CHAPTER I INTRODUCTION
A. Background of the Research ............................................. 1
B. Research Questions ........................................................... 6
C. The Objectives of the Research ........................................ 6
D. Delimitation of the Research ............................................ 7
E. The Significance of the Research. .................................... 7
F. Hypothesis ......................................................................... 7
G. Operational Definition ...................................................... 8
H. The organization of Research ........................................... 9

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. Reading Comprehension .................................................. 11
B. Text Attack Skills Strategy ............................................... 34

CHAPTER III RESEARCH METHODOLOGY

A. Kind of Research .............................................................. 44
B. Population and Sample .................................................... 45

x
 C. Research Procedure .......................................................... 48
D. Technique for Collecting Data ......................................... 56
E. Research instrument .......................................................... 56
F. Validity and Reliability .................................................... 58
G. Technique for Data Analysis ............................................ 62

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Findings ............................................................................ 63
B. Discussion ......................................................................... 71

CHAPTER V CONCLUSION AND SUGGESTIONS

A. Conclusion ........................................................................ 74
B. Suggestions ....................................................................... 74

REFERENCES
APPENDICES
BIOGRAPHY

xi
 LIST OF THE TABLE

Table page
1. The Table of Strategy in Teaching Reading ......... .................................. 19
2. The Table of Reading Rubric .. ........................... .................................. 26
3. The Table of Population .......... ........................... .................................. 45
4. The Table of Test Homogeneity .......................... .................................. 46
5. The Table of Sample ............... ........................... .................................. 47
6. Schedule of Treatment .............. ........................... .................................. 49
7. The Table of Test Items on Pre-test ..................... .................................. 57
8. The Table of Test Items on Post-test .................... .................................. 58
9. The Table of Validity Criteria .. ........................... .................................. 59
10. The Table of Range Reliability Score ................. .................................. 61
11. The Result of Pre-test and Post-test in Conventional Technique ............ 63
12. The Result of Pre-test and Post-test in Text Attack Skills ...................... 65
13. The Contribution of Pre-test and Post-test of Conventional Technique…. 67
14. The Contribution of Pre-test and Post-test of Text Attack Skills………… 69
15. The Table of an Analysis of Pre-test and Post-test………………………. 72

xii
 1

CHAPTER I

INTRODUCTION

A. Background of the research

In literary theory a text is any object that can be "read" whether this

object is a work of literature, a street sign, arrangement of buildings on a city

block or styles of clothing. It is a coherent set of signs that transmits some kind of

informative message. This set of symbols is considered in terms of the

informative messages content rather than in terms of its physical form or the

medium in which it is represented. Within the field of literary criticism "text" also

refers to the original information content of a particular piece of writing; that a

"text" of a work that primal symbolic arrangement of letters as originally

composed, apart from later alterations, deterioration, commentary, translations,

etc. Therefore when literary criticism is concerned with the determination of a

"text" it is concerned with the distinguishing of the original information content

from whatever has been added to or subtracted from that content as it appears in a

given textual document (that is, a physical representation of text).

Reading is one aspect of English skill that very is important to

reinforce the other skill in listening, speaking and writing. Reading is not just

reading a book or text silently or loudly but it is reading a language by studying

its vocabulary, grammar and sentence structure. Reading is a very complex

process in which a large number of interrelated skills are employed. The students
 2

have to interpret what they read in their own previous and knowledge1. In

improving students’ reading skill, the lecturer has a great role in his teaching in

order that students are able to comprehend the various texts by considering some

guidance of efficient reading2.

Reading comprehension is defined as the level of understanding of a

text or message. This understanding comes from the interaction between the

words that are written and how they trigger knowledge outside the text or

message.3 It can be concluded that reading comprehension is the ability to read

text, to process it and to understand its meaning. An individual’s ability to

comprehend text is influenced by their traits and skills, one of which is the ability

to make inferences. If word recognition is difficult, students use too much of their

processing capacity to read individual words, which are interfered with their

ability to comprehend what is read.

Text attack skill strategy is one of strategies in teaching reading. This

strategy is used in conducting this research, which contribute to build up students’

confidence by showing them how much they can learn simply by looking at some

prominent parts of text. It is by finding a few words only reading a few

paragraphs here and there in the text.

The goal of teaching English according to the 2013 curriculum of

senior high schools is to enable students to use English a as tool of

1
Pang Elizabeth, et al., Teaching Reading, Series 12, (Chicago: IBE, 2003), p.5
2
Penny Ur, A Course in Language Teaching, (UK: Cambridge University Press, 1991), p. 146
3
Ibid
 3

communication whether in spoken or in written one. In other words, the students

are expected to be able to use English based on the context and situation of

communication. Students should be able to master four skills of English namely:

reading, listening, speaking and writing along with the communicative function.

From the four-mentioned skills above, the writer wants to focus on and involve

this research on the reading skill as it has been stated in the latest curriculum

20134:

The students are supposed to have interest of language

skills, especially in reading, beside other skills. It also
mentioned that reading is given more portions, which
imply that the teaching learning time should be very much
devoted for the development of this receptive skill.

According to William, Reading is one of language skills that

constitutes the process to obtain information in idea from a text.5 So it is known

that reading is an active cognitive process of interacting with printing and

monitoring comprehension to establish meaning. Therefore the teaching must be

aimed at developing students reading skills in order to understand when students

read the English text efficiently and effectively. By doing so, the ultimate goal in

reading is to make meaning from text which can be achieved. Readers will be

able to comprehend the information that is conveyed in the text. Thus, this

emphasizes that reading is essential skill in learning. By reading someone able to

4
Kurikulum Sekolah Menengah Umum. 2013. Mata Pelajaran Bahasa Inggris. Jakarta: Departemen
Pendidikan dan Kebudayaan
5
E.William, Reading the language classroom. London, 1984, p.53
 4

read information and study purpose.6 Based on the theories above, it is known

that reading has important purposes such as acquiring and understanding all

information in the text.

The researcher chooses SMAN 1 Curup Timur because the students

ability in comprehending texts is still unsatisfactory. They read slowly and spend

much time busily looking for words they do not know in their dictionaries. Their

strategy is really not effective. Moreover they have no ideas or purposes in their

mind related to a given topics. As the result, they feel discouraged and

dissatisfied. Reading skill that should be developed becomes their burden.

Improving the students’ reading comprehension concerns the

establishment of the reading taxonomy; one of the skills that should be

established is the text-attack skills beside word-attack strategy, which includes

the sub- strategy: scanning, skimming, read between the lines, read intensively,

deducing meaning from context for instance.

The researcher tries to investigate the phenomenon of teaching reading

in SMAN 1 Curup Timur which becomes the main objective of the study that is

to find out the effect of teaching reading by using text attack skills strategy. After

choosing this place, the researcher has taken an interview with some students.

When the researcher asks the strategy that is used in reading teaching. Rizki says

that in teaching reading, the teacher asks the students to read the reading text then

6
Wren Sebastian, PhD. Reding Comprehension. www.balanced Reading.com.august 3rd
 5

to do some work or assignment from reading text.7 Yuli also says that the

students feel bored in English reading lesson, because the teacher only

commands them to read the text and then do the exercise.8

Ig Kusheri Pujianto mentions that the teacher in this school teaches

English for preparing final examination for English lesson in which 60% of the

test materials is testing students’ ability in comprehending reading text (35 items)

while only 35% of the test is testing students listening ability (15 items).9

Syafrida says that the English teaches teaching reading in the

classroom, students are often asked to do the reading task in group, and to

discuss the answers from the questions related to text. By doing so they only

copy parts of reading passage to answer the question without understanding of

what they are writing to answer the question.10

Based on the fact above, the researcher can see that English teacher

should devote much of their time in teaching reading. Therefore they should be

able to teach reading effectively and efficiently, they should develop all their

teaching skills in teaching reading so that the students’ achievement in reading

comprehension will be satisfactory. Text attack skills strategy offers the right

way to solve the problem because this strategy will make students easier to

comprehend the text that they will face in the final examination.

7
Lutpi, a students’ of SMAN 1 Curup Timur Interviewed. Juli 15nd 2014
8
Fenda, a students’ of SMAN 1 Curup Timur Interviewed. Juli 15nd 2014
9
Ignatius a English teacher of SMAN 1 Curup Timur, Interviewed juli 16nd 2014
10
Saprida a English teacher of SMAN 1 Curup Timur, Interviewed juli 16nd 2014
 6

Based on the phenomenon above, the researcher is interested in doing

the research on the title “THE EFFECT OF TEXTS ATTACK SKILLS

STRATEGY TOWARD STUDENTS’ ABILITY IN COMPREHENDING

TEXT” (An Experimental Study At The Second Class Of SMAN 1 Curup

Timur In 2014-2015 Academic Years)

B. Research Questions

Based on the background of the problem above, the writer can

formulate the problems as follows:

1. How is students’ ability in comprehending texts under the using of

conventional technique?

2. How is students’ ability in comprehending texts under the using of texts

attack skill strategy?

3. Is the using texts attack skill strategy effective toward students ability in

comprehending texts?

C. The Objective of the Research

Based on the background above, the objective are to investigate:

1. Students’ ability in comprehending texts before using text-attack strategy.

2. Students’ achievement in comprehending texts after using texts attack strategy

3. The effectiveness of applying the text-attack strategy in teaching reading

comprehension
 7

D. Delimitation of the researcher

The scope of this researcher is the term of using the text attack skills

strategy especially in experiment a class to know the result toward students ability

in comprehending text. The field of this research is only limited on the English

materials of second class at SMAN 1 Curup Timur.

E. The Significant of research

a. English teacher

This research also gives contribution to the teacher of SMAN 1 Curup

Timur who teaches reading. The teacher should introduce the reading strategies

like text attack skills strategy to their students so that the students will have a

good reading skill because text attack skill strategy is reading acquisition that

will improve the students’ reading comprehension.

b. The researcher

The result of this research is expected that it can give the researcher

new knowledge and strategy that can be used in teaching reading, because the

researcher is going to be as on educator, in order to make the teaching learning

process in English reading subject can be easier to be comprehended and, the

students can have a good reading ability.

F. Hypothesis

Related to the problems of the research the writer formulates the hypothesis as

the following below:

 8

HO: The using of texts attack strategy is not effective to improve student’s

ability in comprehending text.

HA : The using of texts attack strategy is effective to improve students’ ability in

comprehending text.

G. Operational definition

1. The effect

Effect is a change produced by an action or a cause.11 The other definition is

an impression which creates the mind of spectator, reader, etc. effect in this is

the effect of using text attack strategy toward students’ ability in

comprehending text.

2. Text attack skills strategy

Text attack skills strategy is one of strategy of reading which is used in

teaching reading to comprehend text. Nuttal states text attack skill strategy is

understanding sentence syntax, recognizing and interpreting cohesive devices,

and interpreting discourse markers. Markers like linking words, connectors,

discourse organization, writer points of view relate the parts of the text and

indicate the functional value of sentence.12

11
As Hornby.Oxford Anvanced Learner’s Dictionary Of Current English, Oxford University
Press:1995.p.369
12
Nuttall, C. 1982. Teaching Reading Skills in a foreign Language. London: Heineman.
 9

3. Ability

According to Alex Sobur ability is the capacity for doing an action as a result

from the character.13 The other definition is skill or power.14 Ability is the

quality or state being able power to perform, whether physical, moral,

intellectual, capacity, skills or competence in doing something.15 Ability is the

mental or physical capacity, power or skill to require to something.16 Ability

here means the students capacity or skill to master and understand in

comprehending texts.

4. Reading text

According to Nuttal reading text is a piece of language, complete in itself and

written.17 From the other opinion stated reading text is a collection of some

sentence or many sentences in a park of book or page.18 furthermore from

both opinions above, actually reading text is a piece of language or set of

some sentence in written form of books or pages.

H. The organization of the research

The systematic of this research as follow:

13
Alex Sobur. Psikologi umum.pustaka setia. Bandung,2003:P.180
14
Martin H Manser, Learner’s Pocket Dictionary, (Oxford University Press, 1991),P.1
15
Definition Of Ability, Html June 26, 2008 http://www.geogle.co.id=define:ability
16
As Horn by, Oxford Advanced Leanrs Dictionary, Oxford University Press, Newyork,2003:2
17
Nuttal, Christine, teaching Reading Skill In a Foreign Language, Heinemen Educational Boer,
London: 1996
18
Andrew Goodwin, English Teaching and Media Education, University, USA. P.47
 10

Chapter I is introduction which consists of background of the research,

formulation of problem, objective of the research, significant of the research,

operational definition, hypothesis and organization of the research.

Chapter II is review of related literature which includes review of related

theory that involves the concept of reading comprehension, reading strategies and

text attack skills strategy. And the review of related findings that involves the

previous research.

Chapter III is methodology of the research which consists of kinds of the

research, population, sample, technique for collecting the data, procedure of

research, and technique of data analysis. Chapter IV finding and discussion.

Chapter V consists of conclusion and suggestion.

 11

CHAPTER II

LITERATURE REVIEW

A. Reading Comprehension

a. Definition of reading comprehension

Reading Comprehension is process of putting the readers in contact

and communicates with ideas19. It is an intrinsic part of classroom teaching

content. It means that the content of curriculum will show the important of

teaching students how to obtain information along with teaching subject matter.

Nuttal as stated in Editha’s defines reading as the meaningful

interpretation of printed or written verbal symbols, it means that reading is a

result of the interaction between the perception of graphic symbols that represent

language and the readers language skills, cognitive skills, and that knowledge of

the world20. It can be concluded that reading comprehension is an interpretation

of what the readers get from the text.

While Wiked says:

Reading comprehension is understanding text that is read, or the

process “constructing meaning” from a text. Comprehension is
“construction process” because it involves all of the elements of
the reading process working together as a text is read to create a
representation of the text in the reader’s mind21.

19
Simanjuntak, Editha. 1988. Developing Reading Skill for English as Foreign Language (ELT). Jakarta: P2LPTK
20
Nuttall C. 1982. Teaching reading skills I foreign language. London Heineman education books
21
Wiked. Reading comprehension, WWW.google.com. Posted on 30 march 2009
 12

Moreover Mark and Silberstein define reading as active cognitive

process of interaction with the print and monitoring comprehension to establish

meaning. Reading is the instantaneous recognition of various written symbols,

stimulus association of these symbols with existing knowledge and

comprehension the information and ideas communicated. It means that when a

reader interacts with the ideas printed, his prior knowledge is combined with

visual (written) information result in comprehending the message. Therefore,

reading is an actual conversation of sort between a writer and a reader.

On the other hand, Ronald Mackey gives the definition that reading is

an active process. The reader forms a primary expectation about materials, they

select the fewest, most productive cues necessary to confirm or reject the

expectation. In this process the reader takes advantages of his knowledge of

vocabulary, syntax, discourse, and interaction between thought and language. It

means that he brings ideas, attitudes and beliefs. It can be concluded that the

reader must explore his knowledge in reading a text.

The aim of teaching reading is to develop students’ skills so that they

can read English text effectively and affectively. To be able to do so the readers

should have particular purpose in their mind before they interact with the text,

Effective and efficient reading is always purposeful and much current of the

activity. Even though reading is done for pleasure. Still it is purposeful. The

purpose of reading is then implemented into the development of different reading

skills such as skimming, scanning, reading between the line. These are alive
 13

when they read different kinds of reading materials such as, newspaper, manuals,

brochures, notice, etc.

Comprehension is needed in reading process, because reading is the

result of interaction as mentioned in the concept of reading above. Eskey says

that comprehension, in this sense to what have already been known as any kind,

depends on our knowledge. 22 It means that comprehension in reading a text is an

information that the readers get from the text to understand what the writer wants

to interpret.

While Devine Joanne says that:

“Reading comprehension is a process of activating the knowledge of words

combined with appropriate cognitive skill and reasoning ability to get ideas
from the print”23

Editha states that the first point to be made about the reading process

is reading comprehension. It is supported by Dhamlan who says that reading is

more than involving or knowing what each alphabet stands for reading that

involves more than recognition of words, that comprehension essential of

reading, that without comprehension no reading takes place. In conclusion,

reading is a part of knowing and recognizing words in some sentences.

b. Teaching Reading Comprehension

Understanding the definition of reading comprehension, the

22
Eskey, Davidd E. 1986. Theoretical foundation. In the teaching second language reading for academic purposes, DUbin F,
Eskey D, and Grabe W Mass: Wesley publishing company
23
Devine joanne, research in reading Engllish as a second Language, Washington DC;Tessol publication committee. P.67
 14

following elaboration discusses how to teach reading comprehension. The

teacher may use several approaches to find suitable technique in teaching

reading comprehension. This session discusses the theories of teaching

approaches such as reading processing theory, objective theory and schemata

theory.

Troike studies that there are two types of reading process; top-down

and bottom up. Basic knowledge of the language is needed in bottom up

processing. This knowledge may help readers to understand words and to get

meaning from each word. She defines basic knowledge as readers ability in

understanding vocabulary, morphology, syntax, discourse structure, graphic and

24
auditory cues. it can be concluded that the readers must have background

knowledge about the text that they read, to understand what the text tells

about.

As stated in Brown in bottom up processing readers are helped by

linguistic data. Top down processing occurs when the readers have less basic

language knowledge. Moreover, reader understanding in content, context

and culture is helped in scaffold the text. Content knowledge is readers

information about topic of the text. Context knowledge is the understanding of

text detail, the readers may get specific information from other sources related

to the text. Culture knowledge is readers’ social setting, the readers understand

24
Hook, Julie. Sept 7, (2006). Effective Teaching Principles: Framework to All Learners.
July 22, 2011. <http://www.cheri.com.au>
 15

the text more easily when their social setting is related to the topic of text.25

Based on reading processing theory, in the process of

comprehending the text two kinds of reading process are related each other;

bottom up and top down processing.

Based on the purpose of reading, reading strategies are divided into

two categories; intensive and extensive reading. Schema theory elaborates

readers’ way of thinking in reading process. It can be concluded that

these theories related to reading process should be considered by the

teacher to teach reading comprehension.

c. Teaching Concept in Reading Comprehension

In order to make the teaching of reading effective, it is important for

teachers regularly “to take stock of their perception or the nature of the reading

process itself, relevant reading activities, and appropriate classroom

management.” it can be concluded that the teachers should be able to arrange the

teaching activities in his or her lesson plan.

She has pointed out 10 principles and termed ‘top ten principles’. They

are important to evaluate the successful reading strategy.26 The principles are:

1) In the absence of interesting texts, very little is possible. According to her,

Interest is vital to increases motivation which in turn is a significant factor in

the development of reading speed and fluency. It echoes Nuttall statement that
25
Brown,H.O.1980. Principles of Languange Learning and Teaching. Englandwood Cliifs, NJ:
Prentice Hill.Inc.
26
Ibid
 16

the text should interest the readers preferably enthrall and delight them. The

book should be interesting, first and foremost, to the learner, and then

preferably to the teacher.

2) The primary activity of a reading lesson should be learners reading text. It

should be kept in mind while learning to read that the other activities listening,

writing etc. should not be allowed to submerge the central activity reading

when reading as a single-skill is given emphasis. Though other activities are

not unimportant, teachers should know well that Learners learn to read by

reading: there is no the other way.

3) Growth in language ability is an essential part of the development of reading

ability. The most important thing about reading EFL and ESL is that students

must have adequate vocabulary , full understanding of the sentence pattern

and rhetorical patterning of the text. Without these kinds of knowledge all

their skills and strategies in the world will have little effect.

4) Classroom procedure should reflect the purposeful, task-based, interactive

nature of real reading. Reading is thus not only active but interactive process.

This interactivity can best be fostered in a reading classroom in which pair

work and group work are permitted because, through classroom procedures

inter learner discussion of the text and associated tasks required for the

development of their reading skills can actively be generated. This essential

interactivity also encourages learners to make use of what they have read.

This can be done by requiring the completion of a diagrammatic

 17

representation of the text matrix, flow chart, tree diagram etc. Class room

activities can also help them by encouraging them to make use of what they

have read by means of application questions. Teachers should not forget that

purposeful, and audible interactivity of this nature replicates the interactivity

which is characteristic of the efficient, individual, silent reader.

5) Teachers must learn to be quit all too often, teachers interfere with and so

impede their learners reading development by being too dominant and by

talking too much. Although reading can and should be fostered by

collaborative group work, so teachers should act like guides under whom

students will develop their individual reading skill.

6) Exercise-types should, as far as possible, approximate to cognitive reality.

When reading investigations on self-report, self observation and think aloud

should be focused.

7) A learner will not become a proficient reader simply by attending a reading

course or working through a reading textbook. Learners should give equal

importance on both intensive and extensive readings. For every hour of

intensive reading, a learner should be doing at least an hour of extensive

reading. It does not matter very much what learners read in extensive reading

if they feel like enjoying the text.

8) A reader contributes meaning to a text. Reading is not simply a matter of

taking out information, opinion, enjoyment etc. from a text it involves

contributing attitudes, experience, pre knowledge etc. This natural

 18

characteristic of real reading must be encouraged and developed in teaching

EFL reading. This can be done by including questions or tasks which require

readers to combine what is in their heads with what is in the text.

9) Progress in reading requires learners to use their ears, as well as their eyes.

Audible reading as well as silent reading involves stress and intonation or

prosody. So, learners should be encouraged to listen to texts such as tapes

accompanying graded reading, specially recorded tapes, the teacher reading to

the class, older learners reading to younger learners, and better readers reading

to weaker readers in their group.

10) Using a text does not necessarily equal teaching reading. A particular text is

suitable for a particular purpose. So, to develop reading skill which is

appropriate and suitable, texts should be chosen for the learners, because, in a

reading class, reading skills, and not language skills should be given

previously.

d. Strategy in Teaching Reading comprehension

Teaching reading strategies are necessary for successfully

comprehending texts. Five strategies are chosen; Reading speed, non-text

information, word-attack skills, and text-attack skills were considered useful in

order to reach positive results in reading comprehension.27

27
Carrillo, Claudia Quiroga. Promoting Tenth Graders’ Reading Comprehension of Academic Texts in
the English Class. Colombia: Bogota. 2010
 19

No. Strategies Categories Functions

1 Reading Scanning To locate specific information

speed Skimming To get general information

2 Non-text Non-verbal To support the verbal information

information Information given in the text (tables, charts and

diagrams)

Graphic To identify content of a reading

conventions (symbols, spacing, indentation,

layout, punctuation, choice of type)

3 Word Lexical items To identify the meaning of the words

attack skills or groups of words

Structural clues To establish the type of grammatical

category of the words

Inferences from To understand the meaning from

context context at first

Ignoring difficult To ignore words which are not

words important for the immediate Purpose

4 Text attack Recognizing and To identify what the writer wants to

interpreting express

cohesive devices

Interpreting To find out the meaning of difficult

 20

discourse sentences

markers

5 Discursive Recognizing To make use of syntactic, logical and

implications and cultural clues to discover the

making meaning of unknown elements

inferences

Prediction To make students think about the

topic of the text based on the title

and key words28

As reading involves understanding and is the cause of speed, the speed

depends on understanding. Nuttall states that speed is useful, but not the main

criterion. In addition, reading speed should not be developed as the most

important part of comprehension. Scanning and skimming skills help students to

improve their speed in reading. It should be clarified that scanning deals with a

rapid look in order to search for specific information or to get the required

purpose. It also helps to identify what information is relevant for a specific

purpose. Skimming, in contrast, refers to looking over a reading passage quickly

to get general information. It helps to find out what the text is about.29

28
Ibid
29
Ibid
 21

Non-text information refers to the use of information that is not

specifically included in the text. Nuttall states three categories connected to this

strategy30:

• Reference apparatus, which makes reference to what can be learnt from a

book before reading it. It refers to the parts of a text that can help the reader

locate information or predict what the text contains.

• Non-verbal information, which, in the authors’ words, is the information

included in tables, charts and diagrams. It is also the information that

accompanies the text but is not considered textual.

• Graphic conventions could be obvious for students but they need practice in

identifying them in order to clarify and understand the texts (symbols,

indentation, layout, punctuation, choice of type).

Word attack skills is related to the way we tackle difficult lexical

items. We can do so through lexical items, structural clues, ignoring difficult

words, and using a dictionary. Lexical items refer to any word or group of words

with a meaning that students have to learn as a whole. Structural clues establish

the grammatical category of the words whereas inference from context deals with

getting the meaning of a word by making use of the context in which it occurs31.

On the other hand, we can ignore the words that are not relevant for a specific

purpose in the reading or use a dictionary. This last strategy is important because

30
Ibid
31
Ibid
 22

students should know the correct use of the dictionary in order to save time and

avoid interruptions when reading.

Text Attack Skills are the ones that help us grasp some features of the text

such as cohesion, functional value, and rhetorical organization. To do so we can

use the following skills: understanding sentence syntax, recognizing and

interpreting cohesive devices and interpreting discourse markers. Markers like

linking words, connectors, discourse organization, and writers’ points of view

relate the parts of the text and indicate the functional value of the sentence32.

Discursive skills relate to recognizing information that is not explicitly

stated in the text. Skills associated with discourse are as follows33:

• Recognizing the functional value: It deals with recognizing not only the

meaning or the signification, but also what the writer intends to do with the

utterances used in the text.

• Interpreting rhetorical structure: This refers to the structure of the underlying

ideas and the connections between them. As noted by Nuttall, it is important to

analyze the organization of aspects like content, information within a sentence,

sequence of sentences and paragraphs.

• Recognizing the presuppositions underlying a text: This is related to the

presuppositions that both writers and students could have when they read and

understand the text.

32
Ibid
33
ibid
 23

• Recognizing implications and making inferences: This refers to the inferences

students can make from other pieces of information in the text.

• Prediction: This skill embraces the ability to predict and helps students to

understand the text.

e. Level of Comprehension

In line with the basic skills of reading, there are three levels of

comprehension. Thomas Barret in Brassell has suggested three types of action

with his three-level taxonomy of reading comprehension34:

1) Literal Comprehension

In this level, the readers get information and ideas that are explicitly stated in

the text. Literal comprehension requires a reader to be able to retell or recall

the information presented in a text.

2) Inferential Comprehension

Inferential comprehension refers to the ability of a reader to take an

information that is inferred or implied within a text. In this level the student

uses the ideas and information implicitly stated his situation and personal

experiences are as the basis for conjecturing and hypothesizing.

3) Critical Comprehension

Critical comprehension involves a reading making critical judgments about

the information presented in the text. Critical comprehension refers to the its

to making judgment about ideas and information that a writer offers.

34
Ibid.,P17
 24

Competent or will measures them against what they already know accepting

or rejecting them in whole or part or with holding judgment until confirmation

is reached.

f. The Assessment of Reading Comprehension

Reading assessments are used to determine what skills that are being

learned and what skills that need to be strengthened. A teacher or school may

decide to give a formal or informal reading assessment in a group or individual

setting.

Assessment involves four steps. First, we identify what we want to

assess. Second, we collect information or evidence. Third, we analyze the

evidence and fourth, as a consequence of our analysis, we make a decision. In the

classroom, a group or formal reading assessment may be given to a class after

completion of a unit. The teacher will use the test to ascertain how well the

students have understood the material and whether there is needed to be

reviewed. The assessments usually require students to read (silently and without

assistance) many short passages and to answer a variety of questions about

implicit and explicit information in the text.

Teachers can use many types of assessments to measure reading

Comprehension. Spear Swerling asserts that there are three response mats that

are especially common: cloze, question-answering, and retellings.35 Cloze mat

35
Spear-Swerling, 200 1, Skilled Reading: Top-down, Bottom Up. System for Adult Basic
Education Support. P 153, December 15, 2010. <http//sabes.org
 25

tests present sentences or passages with blanks in them. In tests with answering

format, the students read passages and answer questions about them, the

questions may involve Essay and be answered orally or in writing. Retellings

require students to read a text and then orally tell an examiner about what was

just read, usually with some sort of coding system for scoring the quality of the

retelling.

In this research, the researcher used Essay, form. Students had to read

passages and answer Essay questions about the text. Traditionally, methods of

assessing reading comprehension with standardized test and Essay questions are

the most frequent type of assessment used in commercial ding tests and tests used

to compare reading proficiency among countries son. That the researcher used

Essay form has some advantages. The advantages are:

1) It can be used to measure the level of thinking from low to medium (memory,

understanding, and application).

2) All or most of the materials that have been taught can be asked during the

examination.

3) The scoring on each student can be done quickly, appropriately and

consistently because the correct answer to every item of question is clear and

definite.

4) It is possible to analyze the items of the question.

5) The level of difficulties can be controlled.

6) The information obtained from objective tests is richer.

 26

7) The text passages tested drawn from the students‟ curriculum. Students read

the passages and then they were given questions in the form of Essay and True

False to find out whether or not students can refer back to the text in

answering comprehension questions. The students‟ comprehension is tested

by using some variations on reading comprehension assessment, for example,

students are given explicit questions about facts directly presented in the text

and the students asked to answer inferential questions about information

which is implied in the text.

The skills that have been assessed in this research were getting

information and ideas that were explicitly stated in the text, using the ideas

and information implicitly stated triggers his intuition and personal

experiences as a basis for conjecturing and hypothesizing, and making

judgment about ideas and information a writers’ offers.

Reading comprehension occurs in the process of identifying form,

pronunciation and meaning of words in the text, asserts that reading

comprehension skill is reader’s fluency to interpretwritten words and

understand it. Interpreting the written text and understanding the meaning is

defined as the meaning of reading comprehension.

g. Reading Comprehension Rubric

A reading test can determine comprehension levels. When teaching

reading skills, or improving your own, it is important to be able to asses

 27

comprehension levels. If a student is enrolled in a formal school, he probably

takes a standardized comprehension test annually, but this is not always the

case.

Here is the rubric of reading comprehension36:

No. Criteria Indicators Achievement

1.  Sets a Purpose Comprehends 1. Restates

 Previews Text  Identifies theme or understanding of

 Accesses Prior message and theme or message

Knowledge supporting details and identifies

 Makes Predictions  Summarizes with supporting details

evidence 2. Summarizes in own

 Makes inferences words by identifying

 Interprets three or more main

vocabulary points from text

3. Makes independent

inferences based on

numerous ideas in

the selection

4. Interprets meanings

of unfamiliar words

36
Anne Boynton. How Contributor-Measure comprehension levels. http://www.ehow.com/how8588097 assessed
on 1st September 2014.
 28

2  Confirms/Adjusts Analyzes 1. Applies

Predictions  Applies understanding of

 Visualizes understanding of how literary

 Makes Connections literary elements elements contribute

 Asks Questions  Applies to meaning

 Determines understanding of 2. Applies

importance informational text understanding of

features how informational

 Compares/contrasts text features

elements within and contribute to

between texts understanding

 Makes connections 3. Compares/contrasts

(cause and effect) elements using

between parts of a examples that

text demonstrate

understanding of

text

4. Makes connections

and/or establishes

cause/effect
 29

relationships

specific

There are many tests available that can help children as well as adults measure

their comprehension level37.

1) Purchase or find a free reading comprehension test that is appropriate for the

student’s grade level. For instance, the Gates Mac Ginite Reading test, which

is available for purchase online, has four different levels, from beginning

reading to adult reading levels. The Reading Aptitude Assessment Test, which

is free for both school and home use, is intended to test reading levels

between grades 10th and 11th.

2) Prepare students for the test by making sure they understand directions and

how to answer the questions. refer to sample questions or demonstrations

provided with the test, or create some sample questions of your own.

3) Administer the test when the test taker is well-fed and well-rested, to make

sure it’s an accurate assessment.

4) Score the test. You may need to send in the answer sheet to have it graded. If

you are using an online test, the test results will likely be provided

instantaneously after the test is over.38

37
Ibid
38
Anne Boynton. How Contributor-Measure comprehension levels. http://www.ehow.com/how8588097 assessed
on 1st September 2014.
 30

h. Reading Comprehension Measurement

The most apparent characteristic of testing comprehension is that the

tester needs to tap an unobserved skill. The tester does not have an actual

language sample that he/she can analyze since he does not know what is

happening in the mind of the test-taker while the latter comprehends a text or an

oral language sample. The tester taps comprehension indirectly.

In testing comprehension we generally impose an external factor on

the text which the test-taker needs to comprehend. This task is generally in a

form of questions or other tasks which the student is expected to respond to

based on the text. It is likely that this external factor has an effect and tends to

contaminate the comprehension of the text.

Most testing methods are imposed externally on the text in reading

measurement and thus may add another task in addition to the comprehension of

the text.39

1. Cloze most natural, no questions added but there is a question regarding the

authenticity of the task.

2. Multiple choice selection questions and distracters are an additional

requirement to comprehension. Comprehending the text and content of the

question and the distracters. Also, the questions may not be reflection of text

comprehension.

39
Gronlund, Norman.E.Measurement and Evaluation in Teaching, 5th edition. New York: Macmillan
Publishing Company. 1985
 31

3. Open ended questions the language and content of the questions may be

unfamiliar to test-takers. The questions may be difficult to understand. The

questions selected may not be necessarily as a reflection of the comprehension

of the text.

4. Summary comprehension and production of a whole text. The method may

impose an extra requirement, that of the ability to write and produce full texts

or for an oral report, ability to express oneself in speaking.

In testing comprehension there is needed to direct to the important

factors, first those which involve the enabling skills, how to arrive at

comprehension, the process and the product which is extent to which the test

taker is regardless of how or what enabling skills he /she uses. Process is

concerned with what is comprehension while product variables are concerned

with what is comprehended regardless of the mean used to arrive at the

comprehension.

In this research, the researcher will measure the students’ reading

comprehension by using multiple choice since it is easy to score, objective,

reliable, easy to administer to a large population.

1. Criteria of Reading Comprehension

a) Grasping the Main Idea:

A paragraph is a group of sentences related to a particular topic, or central

theme. Every paragraph has a key concept or main idea. The main idea is

the most important piece of information the author wants you to know
 32

about the concept of that paragraph. When authors write, they have an

idea in mind that they are trying to get across. This is especially true as

authors compose paragraphs. An author organizes each paragraph's main

idea and supporting details in support of the topic or central theme, and

each paragraph supporting the paragraph preceding it. 40

That mean the main idea is explicitly somewhere in the

paragraph. That main idea may be stated at the beginning of the

paragraph, in the middle, or at the end. The sentence in which the main

idea is stated is the topic sentence of that paragraph. The topic sentence

announces the general theme ( or portion of the theme) to be dealt with in

the paragraph. Although the topic sentence may appear anywhere in the

paragraph, it is usually first - and for a very good reason. This sentence

provides the focus for the writer while writing and for the reader while

reading. When you find the topic sentence, be sure to underline it so that it

will stand out n/ot only now, but also later when you review.

b) Identifying the Topic

The first thing you must be able to do to get at the main idea of a

paragraph is to identify the topic - the subject of the paragraph. Think of

the paragraph as a wheel with the topic being the hub - the central core

around which the whole wheel (or paragraph) spins. Your strategy for

40
Swales, J. 1990. Genre Analysis. Cambridge:Clevedon: Multilingual Matters.
http://203.72.145.166/ELT/files/50-3-6.pdf
 33

topic identification is simply to ask yourself the question, "What is this

about?" Keep asking yourself that question as you read a paragraph, until

the answer to your question becomes clear. Sometimes you can spot the

topic by looking for a word or two that repeat. Usually it can state the

topic in a few words. 41

That means the paragraphs that will be read will be parts of some

longer piece of writing - a textbook chapter, a section of a chapter, or a

newspaper or magazine article. Besides expository paragraphs, in which

new information is presented and discussed, these longer writings contain

three types of paragraphs: introductory, transitional, and summarizing.

c) Genres

Genres have unique characteristics, and students’ knowledge of

them provides a scaffold for comprehension. Text Structures Students

recognize the important ideas more easily when they understand the
42
patterns that authors use to organize text.

From the opinion above so genres is a important recognized idea

which connect to the organized the text.

41
Ibid
42
ibid
 34

d) Text Features

e) Students apply their knowledge of the conventions and literary devices

used in texts to deepen their understanding.43 That means text feature

means conventions and literary devices used in texts based on students’

comprehension.

2. Text Attack Skills Strategy

a. The Concept of Text Attack Skills Strategy

Nuttall defines that Text Attack Skills is the way to find particular

piece of information rapidly through a text either for specific piece of

information (a name, a date, a number) or to get initial impression of what the

text is suitable for a given purpose. So when we scan we only try to find piece of

information quickly and often we do not follow linearity of the passage to do. In

other words, we simply let our eyes wander over a text to find what we are

looking for, whether it is place, a food, a number, a thing, or less specifics pieces

of information.44 Likewise, this strategy allows the readers to get the specific

information that they want quickly by letting the eyes wander over the text.

Furthermore, Editha suggests that Text Attack Skills should contribute

to build up the students’ confidence by showing them how much they can learn

simply by looking at some prominent part of text. By finding a few words only

reading a few paragraphs here and there in the text. It certainly does not aim at

43
ibid
44
Opcid
7. Arikunto, Suharsimi. 2010. Prosedur Penelitian suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
 35

encouraging students to read all the text in such a way, but to make the students

become better readers who can decide quickly what they want or need to read. 45

In order to scan effectively, students should have a clear idea of what they are

looking for, where they are likely to find it, and how they can recognize the

information when they see it. If the students are looking for a name, capital letter

might be their clues. If the students want to search for a date they would look for

numbers, and so on. But all specific information that the students need is not

always available in one or two words. In this case, the students may scan until

they locate the information they are seeking for.

In this strategy the students are trained to think of clues to help them

find the specific information. The students are also trained to move their eyes

rapidly, looking only for clues, in order to obtain the information quickly. It

requires a great deal of practice to develop scanning skills so that the students are

encouraged to use it running randomly through reading.

This strategy is really challenging to the students and also very much

helpful to alleviate to boredom in class hours so that the students are eager to

learn in relax situation. Texts attack skills can be determined as the ability to

answer any types of question given by the writer after the reading Passages

correctly. To be able to answer the questions the reader has to know any types of

question, because each type of questions needs different kind of technique to

answer, it means that the reader should be familiar with all kinds of questions
45
Simanjuntak, Editha. 1988. Developing Reading Skill for English as Foreign Language (ELT). Jakarta: P2LPTK
 36

from the text so that he can decide which strategy he will use to answer the

questions.

Here are kinds of question from the reading passage and the strategy to

answer them The Reading Comprehension consists of reading passages, each is

followed by a number of reading comprehension and vocabulary questions. This

is definitely a factor in the Reading Comprehension section. Many students who

take the test that they are unable to finish all questions in this section. Therefore,

you need to make the most efficient use of your time in this section to get the

highest score. The following method is the best way of attacking a reading

passage to get the most correct question in a limited amount of time.

They are the ones that help us grasp some features of the text such as

cohesion, functional value, and rhetorical organization. To do so we can use the

following skills: understanding sentence syntax, recognizing and interpreting

cohesive devices, and interpreting discourse markers. Markers like linking

words, connectors, discourse organization, and writers’ points of view relate the

parts of the text and indicate the functional value of the sentence.

Reading is not just pronouncing words. It requires understanding. Most

experienced readers use a variety of strategies to understand text. Research has

shown that teachers can, and should, teach these strategies to beginning readers.
 37

The following strategies can help students understand any text in any subject

such in text-attack strategy done: 46

- Visual clues, the first thing we notice about a written text is any kind of

accompanying image. For example, it might have a photograph, a chart, a

graph, a map or even a table of figures. This will often act as a useful point of

focus for students as it helps them predict what the text will be about

- Shape and layout, text with an overt shape (typically formal texts such as letters and

reports) help students to recognize what kind of text it is, which helps build their

schema before reading. It also allows for exercises which draw students’ attention to

the conventions for layout or to how the writer organizes the content.

- Overt title a text with an overt title is like a text with a good photograph. You can use

it with students to make predictions about the content of the text. In business texts an

overt title might be title to a company report or the title to a set of instructions.

- Overt opening some texts do not have overt titles but they do use opening sentences

or phrases that indicate what kind of text it is and its purpose. A phrase like I am

writing to inform you. Suggests that we are about to read a semi-formal letter from

someone we haven’t met before or do not know very well.

46
The official global blog for Oxford University Press English Language Teaching. 25th July 2013.
Http:// http://oupeltglobalblog.com/2013/07/25/10-attack-strategies-for-teaching-the-text-in-
business-english/html
 38

- General meaning Before any further textual analysis, I see if the text lends

itself to reading for gist so that I can set some general gist comprehension

questions. This is particularly necessary if the text does not contain an overt

title or overt opening.

- The writer and reader with some texts it is useful to ask students to identify

the writer and reader. For example in the case of a departmental report

students can say who wrote it and who received it. With less obvious texts

such as an informal message from a social media site, students might need to

speculate who posted the text and why.

- Detailed information having analyzed the text for its general purpose and

meaning, I start preparing comprehension questions to help students search

for and understand more detailed information within the text. This is

especially true of long texts.

- Fixed expression having understood the content of the text, I can start to

analyze language which students might be able to use in their own writing.

Formulaic texts often make use of fixed expressions

- Lexical sets texts that are related to very specific areas of industry may not fit

into a typical pattern or fixed expressions but they will usually have their own

specific lexis. For example, within a text related to shipping you might come

across terms such as lading, container, pallet, abatement, in bond and ship

demurrage. Once you identify a lexical set, you can create vocabulary

exercises to help students with them.

 39

- Grammar as with lexical sets certain texts might contain frequently used

grammar. For example in the recommendations section of an internal

company document you might see the it is + passive form structure commonly

used i and e it is recognized, it is recommended, it is advise. Help students to

discover this grammar in the text and identify its form, meaning and use.

Teaching procedures of text attack skills strategy, there are two

categories in teaching reading by using text attack skills. The following are the

procedures in teaching text attack skill: 47

1. Recognizing and interpreting cohesive devices. Its function is to identify what

the writer wants to express. If you read the text, you read long sentences and

difficulty syntax can block comprehension even when vocabulary is familiar.

At this time, we can use this skill. To understand text better, we use 6 steps to

simplify sentences:

a) Identify the cohesive elements and find out what each refers to

b) Rewrite the sentence as two or more sentences by removing co-ordination

conjunctions such as and, but, or.

c) Find the nouns and remove any items following them which are part of

the same noun group.

d) Search the text for nominalization and if necessary establish what

proposition each implies.

47
Carrillo, Claudia Quiroga. Opcit.
 40

e) Identify the verbs and use the 'Who/what does what?' technique to find

the subject or object, etc of each.

f) If any participle, infinitive or preposition clauses or phrases are still

unaccounted for, use the 'Who or what does what' technique to find out

where they fit in

To apply those steps we can use these following procedures:

a) Ask the students to form six groups (6-7) and point out the group

Representatives.

b) Give each group one copy of the text.

c) Give students two minutes to find out ‘what is the text about’ in groups.

d) Tell students that the group representatives will know the first question at the

same time. What they need to do is to find out the right answer as quickly as

possible. Not until the group representative gives the right answer to the

teacher will they be given the next question.

e) The teacher makes the record of each group. The first group who finds out

all the correct answers will win the game. (Awarding the winners might be a

good idea.)

2. Interpreting discourse markers. Its function is to find out the meaning of

difficult sentences

To help students to think about the key words and infer the unknown words

according to the context. We can use some procedures as follows:

a) Set the students into large groups (6-7)

 41

b) Tell students that later in the lesson they will be reading a text about

c) Ask students, in groups, to predict 5 nouns, 4 verbs and 3 adjectives or

adverbs that they might encounter in the text. Allow dictionaries, and give

assistance when asked.

d) Group presentation and the teacher writes down the words on the

blackboard.

e) Give out the text to each group. First ask each group to underline all the

new words when reading, guess their meaning in their context if possible,

and then do exercises.

f) Group presentation

From the procedures of application text attack skills above, the fact

shows that word and text attack skills are often used together. What the teacher

ought to always remember is the students’ level when designing the activities. You

are trying your best to develop their own reading skills, not to do everything for

them.

Before students learn the text, the teacher will teach all the unknown

words to them either by explaining the meaning or by showing how these

unknown words are used in sentences. This makes them get the habit of consulting

every single new word in the dictionary when they are reading. That is to say, they

always stop reading to search for the exact meaning to the context. This not only

slows down their reading speed, but prevents them from reading independently as

well. But the fact is that some unknown words like ‘sake’, ‘course’ etc. are really
 42

unimportant words. They don’t affect the general understanding of the text. And

students will soon forget about them because they are not frequently used in their

life.

Intention of designing the above word and text attack activities is to

point the students in the right direction first, get them into the right mood by

predicting the possible unknown words which might appear in the text. When the

students feel interested and curious in what they are going to read, the teacher will

give them the reading text together with the reading tasks which are deliberately

designed to be completed by using word and text attack skills. With the definite

purposes, each group will be quite active, competing with each other. Besides, the

exercises are chosen carefully. For example, keywords appear in their basic usage

in the exercises. Words that need to be inferred come together with some familiar

words or in different morphology, which makes students know exactly what they

are. In addition, the questions are all intended to train their skimming and scanning

skills. This kind of activity makes the students more confident of themselves, too.

It means that reading is best integrated with the other skills such as

speaking and writing. Skimming and scanning are clearly useful strategies in text

attack skill for the learner to operate; however there is arguably a limit to their

usefulness in some context, in the sense that the learner scans for particular

information and then does not actually have to do anything with it. In other words,

he is quite passive in the reading. But if we can guide him to react with “the text”

by having expectations and ideas about the purpose of the text as well as ideas
 43

about possible outcomes, he will feel challenged or involved in the text. And he is

willing to “dialogue” with the writer by expecting questions to be answered,

reflecting on expectations at every stage, anticipating what the writer will say next,

and so on, thus becoming an active learner. Additionally, we can train the students

to cultivate their abilities to relate “the text” to their background knowledge or

previous experience.

There are many purposes which require us to understand every detail

of the text, so reading for comprehension must be practiced. But other way of

reading are valid in teaching situation, especially word and text attack skills, they

too need practice, even more practice. Besides, I have also attempted to

demonstrate how to organize the class activities by using these two essential kinds

of reading skills. Students will benefit a lot from this kind of activities. They won’t

stumble over every unknown word. Meanwhile, their reading speed will be

increased greatly. All these will certainly lead them to be independent, efficient

and successful readers, no matter whether they are in class or out of class. As

language teachers, it is important to bear in mind that we must teach the students

how to learn, not what to learn.

 44

CHAPTER III

RESEARCH METHODOLOGY

A. Kind of the Research

In conducting this research the writer used the experimental research

method. According to Carr and Kemmis (1986)48, experimental research is simply

formed of self-reflective enquiry undertaken by a researcher in social situations in

order to improve the rationally and justices of his own practices which are carried

out. The researcher conducted use pre-test, post-test design in this experiment. It

means that the schematic representative of this research used two classes. Those

are control and experimental class. Both of classes were given the same materials,

the same length of time except the technique that was used in teaching process.

That experiment at class indicated a class which the teacher taught with using text

attack strategy toward students’ achievement in reading comprehension.

The researcher gave different treatments to the students in both of the

classes in which teaching using text-attack strategy was implemented in

experiment at class and using conventional method in control class. Last, both

classes were administrated post-test. The result represented the students’

achievement in ability of achievement in reading comprehension.

48
Carr, Wand Kennis, 1986. Becoming Critical: Knowing Through Action Research. Victoria : Deakin University Press
 45

B. Population and Sample

a. Population

Population is the entire object or individual that will be investigated in

connection with the necessary data.49 The population of this research was all the

second class of SMA Negeri 1 Curup Timur.

Table 1

The Population of the Research

Number of the
No Classes
Students

1. XI IIS 1 21

2. XI IIS 2 21

3. XI IIS 3 27

4. XI IIS 4 31

Total 96

Source: English subject score at SMA Negeri 1 Curup Timur in the academic

year of 2014/2015

b. Homogeneity test

Homogeneity can be studied to several degrees of complexity. For

example, considerations of homogeneity examine how much the variability of

49
Suharsimi, Arikunto. 1993. Prosedur Penelitian. (Rineka Cipta: Yogyakarta) P. 102
 46

data-values changes throughout a dataset. However, questions of homogeneity

are applied to all aspects of the statistical distributions, including the location

parameter. Thus, a more detailed study would examine changes to the whole of

the marginal distribution. An intermediate-level study might move from

looking at the variability to studying changes in the skewness. In addition to

these, questions of homogeneity are also applied to the joint distributions.

The concept of homogeneity can be applied in many different ways

and, for certain types of statistical analysis, it is used to look for further

properties that might need to be treated as varying within a dataset once some

initial types of non-homogeneity have been dealt with.

That means homogeneity test was done to students in population. The

homogeneity had been gotten based on students’ score in English subject at

SMA Negeri 1 Curup Timur from doing the test.

Table 2

Result of Test Homogeneity

Number of the Means

No Classes
Students score

1 XI IIS 1 21 58,69

2 XI IIS 2 17 58,45

3 XI IIS 3 27 60,45

4 XI IIS 4 31 63,57
 47

c. Sample

“Sample is representative from a population that has large number”.50

The representative that was taken in this research was from using cluster

sampling technique because they were considered as homogenous based on the

age, or level, and the element of population which had the same opportunity to

become the sample. From the data above, the researcher selected the sample as

the way to represent the population. The sample is small proportions that are

selected to the observation and analysis.51

Table 3

The Number of Sample

Number of the
No Classes Means score
Students

1 XI IIS 1 21 Control class

2 XI IIS 2 17 Experiment class

The researcher chose XI IIS 2 as the experiment al class and XI IIS 1

as the control class viewed based on homogeneity selection or homogeneity test.

50
Kartono, kartini. 1996. pengantar methodology riset social. Bandung : bandarmaju
51
Suharsimiarikunto, op. cit p. 112
 48

C. Research procedure

Process of collecting the data

Controlled Group Experimental Group

Pre - test Pre- test

Treatment Treatment
( Conventional Technique ) (Text Attack Skills)

Post -Test Post -Test

Score Post test-

Pre test

a. Control class

Control class was the first group where this group was given the test

like pre-test and post-test without given a treatment. Of this study that means

it was taught without using text-attack strategy in teaching narrative and

recount. In control class, after giving pre-test, continuously teaching the

students with using the conventional technique and then giving the post-test.
 49

b. Experiment at class

Experiment at class was the second group where this group was given

the test like pre-test and post-test by a treatment. Of this study that means it

was taught with using text-attack strategy in teaching narrative and recount.

In experiment at class, after giving pre-test continuously teaching the

students with using the text attack strategy and then giving the post test.

Table 4
The Implementation of Text Attack Strategy Based on Per Each Meeting
In Treatment and Control Class
Meeting Material Text-Attack Strategy Conventional

1 Pre-Test - -

2 Narrative 1. Ask the students to form six 1. The teacher

(Lazy Jack) groups (6-7) and point out contributes the

the group reading text

Representatives “Lazy Jack “

2. Give each group one copy of 2. Teacher asks

the text. students to read

3. Give students two minutes to the text Lazy

find out ‘what is the text Jack

about’ in groups about the 3. Teacher gives

material on text of Lazy and asks the

Jack. students to do the

 50

3. Tell students that the group task

representatives will know the

first question at the same 4. Teacher monitors

time. What they need to do is the activity

to find out the right answer 5. Teacher checks

as quickly as possible. students’

4. The teacher makes the record answers

of each group. The first

group who finds out all the

correct answers will win

about Lazy Jack

5. Each group makes a report

narrative is on information

about narrative text of Lazy

Jack

6. The teacher gives test or

exercise about the text

3 Narrative 1. Set the students into large 1. The teacher

(Cinderella) groups (6-7) contributes the

2. Tell students that later in the reading text

lesson they will be reading a (Cincerella)

 51

text about

3. Ask students, in groups, to 2. Teacher asks

predict 5 nouns, 4 verbs and students to read

3 adjectives or adverbs that the text

they might encounter in the (Cinderella)

text. Allow dictionaries, and 3. Teacher gives

give assistance when asked. and asks the

4. Group presentation and the students to do the

teacher writes down the task

words on the blackboard. 4. Teacher monitors

5. Give out the text to each the activity

group. First ask each group to 5. Teacher checks

underline all the students’ answers

new words when reading,

guess their meaning in their

context if possible,

and then do exercises.

6. Group presentation

4 Recount 1. Ask the students to form six 1. The teacher

(Muhammad groups (6-7) and point out contributes the

Hatta and the group reading text

 52

Sutan Suhir) Representatives (Muhammad

2. Give each group one copy of Hatta and Sutan

the text. Suhir)

3. Give students two minutes to 2. Teacher asks

find out ‘what is the text students to read

about’ in groups about the the text

material on text of (Muhammad Hatta

Muhammad Hatta and Sutan and Sutan Suhir)

Suhir 3. Teacher gives and

3. Tell students that the group ask the students to

representatives will know the do the task.

first question at the same 4. Teacher monitors

time. What they need to do is the activity

to find out the right answer 5.Teacher checks

as quickly as possible. students’ answers

4. The teacher makes the record

of each group. The first

group who finds out all the

correct answers will win

about Muhammad Hatta and

Sutan Suhir
 53

5. Each group makes a report

narrative is on information

about narrative text of

Muhammad Hatta and Sutan

Suhir

6. The teacher gives test or

exercise about the text

5 Recount 1. Set the students into large 1. The teacher

(Soekarno groups (6-7) contributes the

and David 2. Tell students that later in the reading text

Beckham ) lesson they will be reading a (Soekarno and

text about David Beckham)

3. Ask students, in groups, to 2. Teacher asks

predict 5 nouns, 4 verbs and students to read

3 adjectives or adverbs that the text(Soekarno

they might encounter in the and David

text. Allow dictionaries, and Beckham)

give assistance when asked. 3. Teacher gives

4. Group presentation and the and asks the

teacher writes down the students to do the

words on the blackboard. task

 54

4. Teacher monitors

5. Give out the text to each the activity

group. First ask each group to 5.Teacher checks

underline all the students’ answers

new words when reading,

guess their meaning in their

context if possible,

and then do exercises.

6. Group presentation

6 Recount 1. Ask the students to form six 1. The teacher

(Thursday groups (6-7) and point out contributes the

January I, the group reading text

Thursday Representatives (Thursday

January 19 ) 2. Give each group one copy of January I,

the text. Thursday January

3. Give students two minutes to 19)

find out ‘what is the text 2. Teacher asks

about’ in groups about the students to read

material on text of Thursday the Thursday

January I, Thursday January January I,

19. Thursday January

 55

19.

3. Tell students that the group 3. Teacher gives

representatives will know the and asks the

first question at the same students to do the

time. What they need to do is task

to find out the right answer 4. Teacher monitors

as quickly as possible. the activity

4. The teacher makes the record 5. Teacher checks

of each group. The first students answers

group who finds out all the

correct answers will win

about Thursday January I,

Thursday January 19

5. Each group makes a report

narrative is on information

about narrative text of

Thursday January I,

Thursday January 19

6. The teacher gives test or

exercise about the text

7 Post-Test - -
 56

D. Technique For Data Collecting

The instrument of this research was a test. Where the test on reading

comprehension form in multiple choice and matching. Reading comprehension

was be measured based on students’ ability in answering questions on multiple

choices and matching form on reading comprehension items.

E. Research Instrument

There was one instrument which was used in this research. It was reading

comprehension test. The instrument in this study was designed in multiple choices

form and matching form. This instrument was used for collecting the data and for

knowing the students’ reading comprehension ability. The test consisted of two

types such as pre test and post test.

1) Pre-test

The pre-test had been administered to both experiment and control class.

This test was given to know the first reading comprehension ability of

students. The type of pre-test was answering multiple choices and matching

form about reading comprehension. In pretest the researcher designed 20

items of reading comprehension. The pre test was designed based on the

material on syllabus, from the syllabus there were some indicators where they

were used as a measurement indicator for assessing the material. The items

were designed based on the indicators. It had two genres of text such as

narrative, and recount. Such on the table below:

 57

Table 5

Reading Test Items on Pre-Test.

Number Number
No Genres Form of item
of text of items

1. Narrative 1 10 Multiple Choice and Matching

2. Recount 1 10 Multiple Choice and Matching

3. Total 2 20 Multiple Choice and Matching

2) Post-test

The post-test was given after experiment and control class had been

given treatment. The purpose of this test was to know the level of students

about lesson, especially reading comprehension ability in this research. In

post test the researcher designed 20 items of reading comprehension.

The post test was designed based on the material on syllabus, from the

syllabus there were some indicators where they were used as a

measurement indicators for assessing the material. The items were design

based on the indicators. It had two genres of text such as narrative, and

recount. Like on the table below:

 58

Table 6

Reading Test Items on Post-Test.

Number Number
No Genres Form of item
of text of items

1. Narrative 1 10 Multiple choice and matching form

2. Recount 1 10 Multiple choice and matching form

3. Total 2 20 Multiple choice and matching form

F. Validity and reliability

1. validity of the test

According to Nngalim Purwanto, validity is the quality that shows correlation

between a certain measuring (diagnoses) with meaning or the purpose of studying

criteria and behavior. Validity is the most important thing in an evaluation

instrument. An evaluation technique can be called has high validity if the evaluation

technique or the test can measure what is the really measured.52 Moreover, there are

some techniques in calculating validity of the test, namely, content validity, construct

validity, perspective validity and concurrent validity.53 In this research, the test

focused on the content validity.”A test is called having content validity if it has the

content which measures according to special purpose with the material given in the

52
Ngalim Purwanto.1944. prinsip-prinsip dan teknik evaluasi pengajaran. RemajaRosdakarya.
Bandung. P.137
53
Sumarna Suparanata.2004. Analisis Validitas, Reliabilitas dan Interpretasi Hasil Tes. Rosda
Bandung. P. 51
 59

classroom.54 Indeed, because the researcher emphasized about reading, so the content

validity here referred to the students’ ability in comprehending reading text. And the

way to measure the validity of the test, the researcher used person formula:

 

 =


 

Where;

r : instrument validity

X : Score of experiment group

Y : score of control class

N : number of students in groups.55

The validity criteria

Value of R validity Category

0,9 – 1,00 Very high

0,70 – 0,90 High

0,40 – 0,70 Middle

0,20 – 0,40 Low

0,00 – 0,20 Very low

From the result, it showed that on pre test item of conventional

technique there was one item on high validity (14), 15 items on middle

validity (no:1,3,4,6,7,8,9,11,12,15,16,17,18,19,20) and for low validity, there

were 4 items (2,5, 10,13,). In post test of conventional for high validity there

54
Ibid, p.52
55
Ridwan, Metode dan teknik menyusun tesis. (Bandung: ALFABETA, 2004), P. 136
 60

were two items (No:12,20), for middle validity there were 15 items

(No:1,2,3,4,5,6,7,9,10, 13,14,15,17,18),and for low validity, there were four

items (8,11,16,19).

In pre test of Text attack skills strategy, there was one item on high

validity (No;12), on middle validity, there were 12 items

(2,3,6,7,9,10,13,14,17,18,20) and on low validity, there were 7 items (No:

1, 4,8,11,15,16,19). Then in post test of Text Attack Strategy, there was

not item on high validity but on middle validity, there were 15 items

(No:1,2,3,4,5,6,7,8,9,10,14,15,16). Then on low validity, there were 6

items (No: 12,13,17,18,19,20.)

2. Reliability of the test

In collecting the data, reliability of the test was important to be

measured too. A good instrument in collecting the data can be said

reliable, if it can give constantly to the test or it can be said the reliability

of the test is the level of the test entrust of the test. There are four

methods of reliability, those are parallel or equivalent, test and retest or

stability, split-half and internal consistency.56 In this research, the

researcher calculated the reliability of the test by using the test retest

method. The researcher gave the same test twice for the students but in

different time, and than calculated the correlation of them. To know the

56
Ridwan, Metode dan teknik Menyusun Tesis, ( Bandung: ALFABETA, 2004), P.136
 61

reliability of the test, the researcher used the formula of reliability that is

Spearman Brown as follows:

N ∑ XY {∑ x}{∑ y}
rxy =
{N (∑ X ) − (∑ X )2}{N (∑ Y ) − (∑ Y )2}
2 2

Where:

r : Instrument reliability

N : Number of students in a group

X : Score in experimental group

Y : Score in Control group57

In this research, the formula was used to determine reading ease, grade

level and interpretation of reading texts used in the treatment process.

The instrument contained narrative and recount text which were choose

by the researcher based on the syllabus in second class at SMAN 1 Curup

Timur. The table bellow represents the range of reliability and its

interpretations:

Table 7
The Range Score and Interpretation of Reliability
Index range Interpretation
<0, 40 Low
Reliability 0,40 -0, 69 Moderate
0,70 – 1,00 High
(adopted from Ary et al, 2006:254)

57
Anas Sudijono, Pengantar evaluasi pendidikan. ( Jakarta; Rajawali Press. 1998) P.219
 62

In conventional technique, based on the calculation above, r-

accounting = 0,386 ≥ r table = 0, 344 by N= 29 significant so the

instruments was reliable so it was concluded for getting the consideration

for analysis. In Text-Attack Strategy, based on accounting above r-

accounting = 0,79 ≥ r table = 0, 344 by N= 29 significant so the

instruments was reliable, therefore it was concluded for getting the

consideration for analysis.

G. Techniques of data analysis

Formula of r product moment aim to find out the effect, correlation, and

relationship of two variables or more.58

N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑Y 2
− (∑ Y )
2

r = Coefficient of correlation

N = total observing

X = number of variable X

Y= number of variable Y.59

58
M.Subana, Dasar-DasarPenelitianilmiah, (Bandung: PuskaSetia, 2001), hal. 177.
59
Ibid.,hal. 173
 63

CHAPTER IV

FINDING AND DISCUSSION

A. Finding

1. The students‘ Achievement in Reading Comprehension Under The Teaching In

Conventional Technique

In this cases the use of conventional technique is for the classroom

or control class without using treatment of Text-Attack Skills Strategy. The pre-

test and post test have been given to the control class.

a. Description on the pre test and post-test result

Table 4.1

The result of pre-test and post test

Students Pre-test Post-test

1. 50 55

2. 50 55

3. 50 60

4. 65 65

5. 40 50

6. 60 65

7. 55 50

8. 50 55

9. 50 55
 64

10. 60 70

11. 65 65

12. 50 50

13. 65 60

14. 50 50

15. 70 70

16. 50 55

17. 40 50

18. 55 60

19. 40 50

20. 75 80

21. 60 65

Total 1150 1235

Based on the table above , the researcher accumulates the result of

Variable X (∑X)is 1150, and seeks the mean score of variable X, the higher

score, the lower score of the students’ on the pre- test by using formula

   
 
= 
`  
= 
= 58,81

= 54,76

The higher score : 75

The lower score : 40

 65

Description on the post test result: the higher score : 80 the lower

score : 50

2. The Students‘ Achievement In Reading Comprehension Under The Teaching

By Using Text-Attack Skills Strategy.

In this case the use of Text-Attack Skills Strategy is for the classroom

or experimental class using treatment of Text-Attack Skills Strategy. The pre-test

and post test have been given to the Experiment class.

a. Description on the pre test and post-test result

Table 4.2

The result of pre -test and post on experiment class

Students Pre-test Post test

1. 45 85

2. 50 90

3. 40 65

4. 45 70

5. 20 70

6. 65 90

7. 45 80

8. 35 55

9. 30 75

10. 35 65
 66

11. 45 75

12. 35 70

13. 40 65

14. 25 60

15. 45 80

16. 45 75

17. 10 50

Total 655 1220

Based on the table above , so the researcher accumulates the result of

Variable X (∑X) is 655 , and seeks the mean score of variable X, the higher

score, the lower score of the students on the pre- test by using the following

formula


 =
655
 17

= 38,53

The highest score : 65

The lowest score : 10

Description on the Post test result, based on the table above , so the researcher

accumulates the result of Variable Y (∑Y) is 1220, and seeks the mean score of

variable Y, the higher score, the lower score of the students on the post- test by

using the following formula:

 67


 =
1220
 17

= 71,76

The higher score : 90

The lower score : 50

b. The effect of the Text-Attack Skills Strategy toward students’ Achievement

in reading comprehension

For finding the effect of Text Attack Skills Strategy in improving

reading comprehension, the researcher uses r product moment. Because r

product moment is used for finding the effect of two variables or more

variables.

a. Conventional technique

Table 4.3

The contribution of pre-test and post test of conventional technique

No X Y X2 Y2 XY

1. 50 55 2500 3025 2750

2. 50 55 2500 3025 2750

3. 50 60 2500 3600 3000

4. 65 65 4225 4225 4225

5. 40 50 1600 2500 2000

6. 60 65 3600 4225 3900

 68

7. 55 50 3025 2500 2750

8. 50 55 2500 3025 2750

9. 50 55 2500 3025 2750

10. 60 70 3600 4900 4200

11. 65 65 4225 4225 4225

12. 50 50 2500 2500 2500

13. 65 60 4225 3600 3900

14. 50 50 2500 2500 2500

15. 70 70 4900 4900 4900

16. 50 55 2500 3025 2750

17. 40 50 1600 2500 2000

18. 55 60 3025 3600 3300

19. 40 50 1600 2500 2000

20. 75 80 5625 6400 6000

21. 60 65 3600 4225 3900

Total 1150 1235 64850 74025 69050

∑X= 1150

∑Y= 1235

∑X2= 64850
 69

∑Y2 = 74025

∑XY= 69050

N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑Y 2
− (∑ Y )
2

21
69050 
1150
1235
rxy=
〔21
64850 
1150 2 〕〔21
74025 
1235 2 〕

14500501420250
=
!39350X29300

= 69285,79
29800

= 0,43

Based on the calculation above, it has been gotten the rxy = 0,43

Based on the range of r product moment on 0,20-0,40 it has low effect or

almost not have effect. That means in conventional technique both pre test and

post test have no effect. In conventional technique there is no improvement

between pre-test and post-test.

b. Text-Attack Skills Strategy

Table 4.4

Contribution between Pre test and post Test

No X Y X2 Y2 XY

1. 45 85 2025 7225 3825

2. 50 90 2500 8100 4500

3. 40 65 1600 4225 2600

 70

4. 45 70 2025 4900 3150

5. 20 70 400 4900 1400

6. 65 90 4225 8100 5850

7. 45 80 2025 6400 3600

8. 35 55 1225 3025 1925

9. 30 75 900 5625 2250

10. 35 65 1225 4225 2275

11. 45 75 2025 5625 3150

12. 35 70 1225 4900 2450

13. 40 65 1600 4225 2600

14. 25 60 625 3600 1500

15. 45 80 2025 6400 3600

16. 45 75 2025 5625 3375

17. 10 50 100 2500 500

Total 655 1220 27775 89600 48550

∑X= 655

∑Y= 1220

∑X2= 27775

∑Y2 = 89600

∑XY= 48550
 71

N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑Y 2
− (∑ Y )
2

17
48550 
655
1220
rxy=
〔17
27775 
655 2 〕〔17
89600 
1220 2 〕

825350811300
=
!43150X34800

= 49886,27
48550

= 0,97

From the calculation above, there is found the score of rxy = 0,97

based on the r product moment, it is determined that if rxy is on 0,70-0,90, the

effect or relationship of the variable is strong. That means the using of Text-

Attack Skills Strategy has good effect in improving students’ reading

comprehensions.

B. Discussion

1. The students‘ Achievement In Reading Comprehension Under The Teaching By

Conventional Technique.

Based on the Minimum achievement standard English subject had the

minimum achievement standard (KKM) 65. That mean when the students got

score 0 <65, the students was not completed and if they had the score on >65 so

they were namely completed on the English subject. The following presentation

was the completing of categorizing. The writer accumulated the result of

Variable X based on the KKM or Minimum Achievement standard so they were

 72

on completed category. There were 5 students or 23,81% and on not completed

category, there were 16 students or 76,19%. In post test there were 8 or 38,09%

in complete category and there were 13 students or 61,91% on not completed

the category.

2. The students‘ Achievement In Reading Comprehension Under The Teaching By

Using Text-Attack Skills Strategy.

Based on KKM category, there was 1 student or 5,88 % on complete

category on pre-test in experiment class, and on not complete there were 16

students or 94,12 %. The result of Post-test on Experiment class was 14 students

or 82,35% in complete category and 3 or 17,65 % students on not complete

category.

Table 4. 5

An analysis of pre-test and post-test Result

Group Means score Completed Not completed

Pre- Post- Pre % Post % Pre % Post %

test test test test test test

Experiment 38,53 71,76 1 5,88 14 82,35 16 94,12 3 17,65

Control 54,76 58,81 5 23,81 8 38,09 16 76,19 13 61,91

Based on the table above, the average got different scores between

experiment and control class which were compared. In mean score of pre-test on
 73

the experiment class was 38,53 and in control class was 54,76. In the pre test on

experiment class there was 1 student or 5,88% on complete category, and in

control group there were 5 students or 23,81%, in post test in experiment class,

there were 3 students or 17,65% and 14 students or 82,35% students on complete

category.

In not complete category on the experiment class, for pre-test there

were 16 students or 94,12% and for post test, there were 3 students or 17,65%, in

control class, pre test on not complete category, there were 16 students or

76,19% and in post test, there were 13 students or 61,91%.

3. The Effect Of The Text-Attack Skill Strategy Toward Students’ Achievement In

Reading Comprehension

There were two hypothesis in this research, the null hypothesis (Ho)

which stated that it was not significantly effective to use Text-Attack Skills

Strategy in teaching reading an the second class students of SMA Negeri 1

Curup Timur in the academic year 2014/2015. The alternative hypothesis (Ha)

which stated that it was significantly effective to use Text-Attack Skills Strategy

in teaching reading to the second class at SMA Negeri 1 Curup Timur in the

academic 2014/2015. From the calculation of product moment, there had been

found t From the calculation above so it had value of rxy = 0, 97. Based on the r

product moment it was determined that if rxy on 0,70-0,90 so the effect or

relationship of the variable was strong. That means the using Text-Attack Skills

Strategy had good effect in improving students; reading comprehension

 74

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result presented on the chapter IV after conducting the treatment, the

researcher, concludes:

1. Students’ reading comprehension improved by teaching with conventional

technique. The mean score got before teaching using conventional technique

is 54,76. However by using this technique the improvement is not significant.

The mean score got after teaching with conventional technique is 58,81. The

improvement is t just 4,05 point.

2. Students’ reading comprehension by teaching with using Text-Attack skills

strategy. The mean score got before teaching with using the Text-Attack skills

Strategy is 38,53 and after teaching with using this strategy, the means score

got is 71,76. So the improvement is 33,41 points.

3. Teaching reading comprehension by using Text-Attack Skills Strategy is able

to improve student reading comprehension

B. Suggestion

Dealing with the result and finding that have been presented above, the

researcher would like to give some suggestions as follows:

1. For the improvement of reading comprehension, the implementation of

appropriate method or strategy in teaching is urgently needed.

 75

2. The teacher should do something to improve students’ reading

comprehension and they can used shared reading as the alternative way in

teaching reading

3. The students as an object in education are suggested to learn more and have to

read more because reading can give as more information.

 76

REFERENCES

Brown, James D. 1993. Understanding research in second language learning. a

Teacher guide to statistic And resource design. Cambiridge University Press,
new York

Carr, Wand Kennis, 1986. Becoming Critical: Knowing Through Action Research.
Victoria : Deakin University Press.

Carell, Patricia L, Devine J, Eskey Dj. 1990 (3rd ed) interactive approaches to second
language reading. Cambirdge university press, new York.

Devine joanne, research in reading English as a second Language, Washington

DC;Tessol publication committee. P.67

Harris, David P. 1974. Testing English as a second Language. New York: MC. Graw
Hill, Inc.

Ferrester, A. 1984. Reading resource Collin ELT, 8 Graton street, London.

Kurikulum Sekolah Menengah Umum. 2013. Mata Pelajaran Bahasa Inggris.

Jakarta: Departemen Pendidikan dan Kebudayaan.

Lado, Robert. 1974. Language Teaching A Scientific Approach. New York: MC.
Graw Hill, Inc.

Simanjuntak, Editha. 1988. Developing Reading Skill for English as Foreign

Language (ELT). Jakarta: P2LPTK.

Wiriyachirta, Arunee. Jul 1982, A Scientic Reading Program, English Teaching

forum. Vol XX No. 3 P. 21 Washington DC. 1982.

Nuttle C. 1982. Teaching reading skills I foreign language. London Heineman

education books.

Mc Donough J and Chritopher Shaw. 1993.material and method in ELT. A teacher

guide. Oxford Black Well.

Brown Donglash h. 1987. Principle of language learning and teaching. Engloowed

Cliff S. new jersey: Prentice hall, inc.
 77

Carell patricia L. and Sisterhold. 1987. Schenema Theory and ESL Reading
pedagogy. In methodology in TESOL: a book of readings, long Michael, and
Richards. New York: newbury house publishers.

Eskey, Davidd E. 1986. Theoretical foundation. In the teaching second language

reading for academic purposes, DUbin F, Eskey D, and Grabe W Mass:
Wesley publishing company.

Shepherd David L. 1987. Comprehensive through school reading method. Bell &
Howell Company.

Wiked. Reading comprehension, WWW.google.com. Posted on 30 march 2009

 78

Appendix
Values of r Product Moment
(t-table)

Significant Level Significant Level Significant Level

N N N
5% 1% 5% 1% 5% 1%
3 0,997 0,999 27 0,381 0,487 55 0,266 0,345
4 0,950 0.990 28 0,374 0,478 60 0,254 0,330
5 0.875 0,959 29 0,367 0,470 65 0,244 0,317

6 0,811 0,917 30 0,361 0,463 70 0,235 0,306

7 0,754 0,874 31 0,355 0,456 75 0,227 0,296
8 0,707 0,834 32 0,349 0,449 80 0,220 0,286
9 0,666 0,798 33 0,344 0,442 85 0,213 0,278
10 0,632 0,765 34 0,339 0,436 90 0,207 0,270

11 0,602 0,735 35 0,334 0,430 95 0,202 0,263

12 0,576 0,708 36 0,329 0,424 100 0,195 0,256
13 0,553 0,684 37 0,325 0,418 125 0,176 0,230
14 0,532 0,661 38 0,320 0,413 150 0,159 0,210
15 0,514 0,641 39 0,316 0,408 175 0,148 0,194

16 0,497 0,632 40 0,312 0,403 200 0,138 0,181

17 0,482 0,606 41 0,308 0,398 300 0,113 0,148
18 0,468 0,590 42 0,304 0,393 400 0,098 0,128
19 0,456 0,575 43 0,301 0,389 500 0,088 0,115
20 0,444 0,561 44 0,297 0,384 600 0,080 0,105

21 0,433 0,549 45 0,294 0,380 700 0,074 0,097

22 0,423 0,537 46 0,291 0,376 800 0,070 0,091
23 0,413 0,526 47 0,288 0,372 900 0,065 0,086
24 0,404 0,515 48 0,284 0,368 1000 0,062 0,081
25 0,396 0,505 49 0,281 0,364
26 0,388 0,496 50 0,279 0,361
 79

Appendix;

Validity and Reliability

Pre-test
c. Conventional technique

Table
The contribution of pre-test and post test of conventional technique

No X Y X2 Y2 XY
1. 50 55 2500 3025 2750
2. 50 55 2500 3025 2750
3. 50 60 2500 3600 3000
4. 65 65 4225 4225 4225
5. 40 50 1600 2500 2000
6. 60 65 3600 4225 3900
7. 55 50 3025 2500 2750
8. 50 55 2500 3025 2750
9. 50 55 2500 3025 2750
10. 60 70 3600 4900 4200
11. 65 65 4225 4225 4225
12. 50 50 2500 2500 2500
13. 65 60 4225 3600 3900
14. 50 50 2500 2500 2500
15. 70 70 4900 4900 4900
16. 50 55 2500 3025 2750
17. 40 50 1600 2500 2000
18. 55 60 3025 3600 3300
19. 40 50 1600 2500 2000
20. 75 80 5625 6400 6000
21. 60 65 3600 4225 3900
Total 1150 1235 64850 74025 69050

∑X= 1150 ∑Y= 1235

 80

∑X2= 64850 ∑Y2 = 74025

∑XY= 69050

Reability
"#
"

#
rxy=
〔
" $ 
  〕〔
  
  〕


%& 


rxy=
〔
%'( 
  〕〔
)' 
  〕

''
=
!&&
&(
=
%&(,)&
= 0,430

From accounting above r- accounting = 0,430 ≥ r table = 0, 344 by N= 33 in

5% significant so the questionnaire is reliable so it is concluded getting the

consideration for analysis.

Validity
 

 =


 

%&

 =

%'(
)'

%&

 =
!'(

%&
= %&(,)&
= 0,99
 81

Value of R validity Category

0,81 – 1,00 Very high
0,61 – 0,80 High
0,41 – 0,60 Enough
0,21 – 0,40 Low
0,00 – 0,20 Very low

Based on the criteria of validity so the item on pre-test is valid on very high
category

d. Text Attack Strategy

Table
Contribution between Pre test and post Test
No X Y X2 Y2 XY
18. 45 85 2025 7225 3825
19. 50 90 2500 8100 4500
20. 40 65 1600 4225 2600
21. 45 70 2025 4900 3150
22. 20 70 400 4900 1400
23. 65 90 4225 8100 5850
24. 45 80 2025 6400 3600
25. 35 55 1225 3025 1925
26. 30 75 900 5625 2250
27. 35 65 1225 4225 2275
28. 45 75 2025 5625 3150
29. 35 70 1225 4900 2450
30. 40 65 1600 4225 2600
31. 25 60 625 3600 1500
32. 45 80 2025 6400 3600
33. 45 75 2025 5625 3375
34. 10 50 100 2500 500
Total 655 1220 27775 89600 48550

∑X= 655

∑Y= 1220
 82

∑X2= 27775

∑Y2 = 89600

∑XY= 48550

Reliability

N Σ XY − (Σ X )(Σ Y )
r =
N ∑ X 2
− (∑ X )
2
N ∑ Y 2
− (∑ Y )
2

)
'( 
%

rxy=
〔)
))) 
%  〕〔)
(&% 
  〕

((
=
!''(
'
=
(),)'

= 0,36

From accounting above r- accounting = 0,430 ≥ r table = 0, 344 by N= 33 in

5% significant so the questionnaire is reliable so it is concluded getting the

consideration for analysis.

Validity

 

 =


 

'(

 =

)))
(&%

'(

 =
!'((%'
 83

'(
=
'&((%,)
= 0,97

Value of R validity Category

0,81 – 1,00 Very high
0,61 – 0,80 High
0,41 – 0,60 Enough
0,21 – 0,40 Low
0,00 – 0,20 Very low

Based on the criteria of validity so the item on post-test is valid on very high
category
 84

Appendix;

The Result of Homogeneity test

No XI 1IS 1 XI IIS2 XI IIS 3 XI IIS 4

subject
1. 62 52 55 56
2. 62 70 56 56
3. 52 56 72 52
4. 62 64 60 64
5. 52 57 72 68
6. 62 48 70 60
7. 52 54 72 70
8. 65 63 50 65
9. 54 58 62 65
10. 62 52 60 68
11. 50 50 70 68
12. 64 56 50 48
13. 60 65 48 60
14. 60 60 56 60
15. 60 56 54 58
16. 62 63 62 70
17. 64 70 68 60
18. 54 - 62 68
19. 54 - 50 64
20. 55 - 60 50
21. 62 - 65 65
22. - - 70 60
23. - - 55 55
24. - - 48 70
25. - - 80 45
26. - - 40 40
27. - - 65 80
28. - - - 60
 85

29. - - - 75
30. - - - 55
31. - - - 70
Total 1230 994 1632 1906
58,57 58,47 60,45 63,57
 86

Appendix;

Homogeneity Test
Malin Kundang

A long time ago, in a small village near the beach in West Sumatra, a woman
and her son lived. They were Malin Kundang and her mother. Her mother was a
single parent because Malin Kundang's father had passed away when he was a baby.
Malin Kundang had to live hard with his mother.
An old woman ran to the beach to meet the new rich merchant. She was Malin
Kundang’s mother. She wanted to hug him, released her sadness of being lonely after
so long time. Unfortunately, when the mother came, Malin Kundang who was in front
of his well dressed wife and his ship crews denied meeting that old lonely woman.
For three times her mother begged Malin Kundang and for three times he yelled at
her. At last Malin Kundang said to her "Enough, old woman! I have never had a
mother like you, a dirty and ugly woman!" After that he ordered his crews to set sail.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if
he didn't apologize. Malin Kundang just laughed and really set sail.
In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it
was too late for Malin Kundang to apologize. He was thrown by the wave out of his
ship. He fell on a small island. It was really too late for him to avoid his curse.
Suddenly, he turned into a stone

I. Find the definition of the given word, as it is used in the text.

1. Apologize : _______ a. say sorry to someone

b. thank to someone
c. express a sorrow
d. express an anxiety

2. Turned into : _______ a. came back to the origin place

b. back to
c. changed into
d. got in

3. Passed away : _____ a. live long life

b. died
c. burned
d. go away

II. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.
 87

4. dirty= ……………
a. ugly b. unclean
c. silly d. clean

5. quiet = …………..

a. silent b. noisy
c. calm d. affectionately

III. Match the word in column A with their meaning in column B

No A B
6. Cursed A. long ridge of water on the sea
7. Avoid B. refused to do something
8. Ordered C. offensive words intended to express anger
9 Denied D. asked someone else to do something
10 Wave E. do not want to meet

History of malaria
In 1950 the World Health Organization (WHO) adopted a similar indoor
spraying program with the goal of eradicating malaria worldwide within eight years.
However, budget considerations limited preliminary research, and the program did
not take into account the complex differences in the patterns of malaria transmission
in different parts of the world. The eradication program was very successful in some
countries, particularly island nations such as Sri Lanka, but in other countries, it did
not lead to a significant or sustained reduction of malaria cases.
During the mid-1960s, insecticide-resistant mosquitoes began to emerge in
some regions. Around the same time, malaria parasites developed resistance to
chloroquine and other antimalarial drugs. By the late 1970s, malaria had reemerged in
many countries, such as Sri Lanka and Mozambique, where eradication programs had
virtually eliminated the disease just a few years before. This resurgence was
 88

particularly devastating because many people had not been exposed to the disease in
years and no longer had protective immunity.

I. Find the definition of the given word, as it is used in the text.

1. budget : _______ a. plan the amount of money to be spent

b. plan something
c. money to get
d. spend money

2. reduction : _______ a. make bigger

b. make less or smaller
c. increase volume
d. make something stable

3. eliminated : _____ a. add completely

b. remove completely
c. change completely
d. do completely

II. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.

4. complex = ……………
a. abnormal b. complicated
c. simple d. different

5. disease = …………..
a. illness b. bad
c. sick d. health
 89

III. Match the word in column A with their meaning in column B

No A B
6. Protective A. in every important respect
7. Consideration B. way in which something happens or is arranged
8. Pattern C. intended to protect
9 Virtually D. ending of something bad
10 Eradication E. think about something when making a judgment or
decision
 90

Appendix;
PRE-TEST
Text 1
Read the following text carefully, then answer the questions!
Buying Book
All students have to enter bookshops some time or other in their lives, even if it
is only to buy textbooks. Usually we rush into the bookshop with a definite book in
mind, buy it, and rush out again without thinking about the kind of shop we have
entered.
Essentially bookshops are like all other business. The only difference is in the
kind of products they sell. The shelves in the bookshops are stocked with printed
works instead of with clothes or radio sets. This stock represents a wide range of
knowledge, of experience, of hopes, etc.
The bookshop is more than a place of business for some. It is also a place of
relaxation. They go to the bookshop to pass the time in a pleasant way. They spend
hours just browsing through books and magazines. They read for enjoyment. They
are not looking for any particular piece of information and they do not read a book
through from cover to cover. They may end up by buying a book or a magazine, but
their main reason in going to the bookshop is just to browse through the stock.
Other customers are skimmers. They have a more definite purpose. They are
looking for some particular piece of information or for some particular kind of book.
They glance at the list of contents or at the illustrations to get a rough idea of what the
book is like and what subject it deals with. They may be looking for a dictionary and
they skim rapidly through the dictionaries in stock to find out which may be most
suitable for their purpose. Although they have a definite objective in view they pick
up a good deal of additional information in the course of their reading.
One kind of bookshop that is to found in almost every city is the second-hand
bookshop. It is a place of cheap entertainment for people where good bargains may be
 91

picked up. The customers can look for an old edition or a textbook that is still in use.
They have an appreciation of books for their own sake and lovingly turn over the
worn and dog-eared pages.

IV. Find the definition of the given word, as it is used in the text.

1. Bargain : _______ a. something sold very expensively

b. something free of charge
c. something bought or sold cheaply
d. something to pay

2. Browse : _______ a. read deliberately

b. read without a particular purpose
c. read thoroughly
d. search quickly

3. Dog-eared : _____ a. (of a book) having the corners turned down through
use
b. having dog’s ears
c. new and of good quality
d. an old and bad quality

V. Find the word or phrase you choose has the opposite meaning from the given
word as it appears in the text.

4. A great deal of = ……………

a. a large amount of b. a little
c. plenty of d. a big number of
 92

5. Lovingly = …………..
a. lovely b. fondly
c. tenderly d. affectionately

VI. Match the word in column A with their meaning in column B

No A B
6. Illustration A. Glance quickly to get the main idea.
7. Second-hand B. pictures in a book, especially to help
8. Stock you understand it.
9 Skim C. Owned or used by someone else before.
10 Appreciation D. Have supplies of goods to be sold.
E. Reward which is given to someone.

Text 2
Read the following text carefully, then answer the questions!
Lazy Jack
ONCE upon a time there was a boy whose name was Jack, and he lived with
his mother on a common. They were very poor, and the old woman got her living by
spinning, but Jack was so lazy that he would do nothing but bask in the sun in the hot
weather, and sit by the corner of the hearth in the winter-time. So they called him
Lazy Jack. His mother could not get him to do anything for her, and at last told him,
on Monday, that if he did not begin to work for his porridge she would turn him out
to get his living as he could.
This roused Jack, and he went out and hired himself for the next day to a
neighboring farmer for a penny; but as he was coming home, never having had any
 93

money before, he lost it in passing over a brook. 'You stupid boy,' said his mother,
'you should have put it in your pocket.' 'I'll do so another time,' replied Jack.
On Wednesday, Jack went out again and hired himself to a cow-keeper, who
gave him a jar of milk for his day's work. Jack took the jar and put it into the large
pocket of his jacket, spilling it all, long before he got home. 'Dear me!' said the old
woman, 'you should have carried it on your head.' 'I'll do so another time,' said Jack.
So on Thursday, Jack hired himself again to a farmer, who agreed to give him
a cream cheese for his services. In the evening Jack took the cheese, and went home
with it on his head. By the time he got home the cheese was all spoilt, part of it being
lost, and part matted with his hair. 'You stupid lout,' said his mother, 'you should have
carried it very carefully in your hands.' 'I'll do so another time,' replied Jack.
On Friday, Lazy Jack again went out, and hired himself to a baker who would
give him nothing for his work but a large tomcat. Jack took the cat, and began
carrying it very carefully in his hands, but in a short time pussy scratched him so
much that he was compelled to let it go. When he got home, his mother said to him,
'You silly fellow, you should have tied it with a string, and dragged it along after
you.' 'I'll do so another time,' said Jack.
So on Saturday, Jack hired himself to a butcher, who rewarded him by the
handsome present of a shoulder of mutton. Jack took the mutton, tied it to a string,
and trailed it along after him in the dirt, so that by the time he had got home the meat
was completely spoilt. His mother was this time quite out of patience with him, for
the next day was Sunday, and she was obliged to do with cabbage for her dinner.
'You ninny-hammer,' said she to her son; 'you should have carried it on your
shoulder.' 'I'll do so another time,' replied Jack.
On the next Monday, Lazy Jack went once more, and hired himself to a cattle-
keeper, who gave him a donkey for his trouble. Jack found it hard to hoist the donkey
on his shoulders, but at last he did it, and began walking slowly home with his prize.
Now it happened that in the course of his journey there lived a rich man with his only
daughter, a beautiful girl, but deaf and dumb. Now she had never laughed in her life,
 94

and the doctors said she would never speak till somebody made her laugh. This
young lady happened to be looking out of the window when Jack was passing with
the donkey on his shoulders, with the legs sticking up in the air, and the sight was so
comical and strange that she burst out into a great fit of laughter, and immediately
recovered her speech and hearing. Her father was overjoyed, and fulfilled his promise
by marrying her to Lazy Jack, who was thus made a rich gentleman. They lived in a
large house, and Jack's mother lived with them in great happiness until she died.

I. Find the definition of the given word, as it is used in the text.

11. Spinning : _______ a. a process to twine the tread

b. a process to make something
c. a process to sell things
d. a process to cook some food

12. Penny : _______ a. a name of a man

b. a cent in dollar
c. a name of a cat
d. a name of vegetable

13. Hoist : _____ a. carried out something

b. lift up things or something
c. put a thing down
d. take away

II. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.
 95

14. porridge= ……………

a. jobless b. sluggard
c. drunkard d. employee
15. Silly fellow = …………..
a. stupid man b. idiot guys
c. a clever boy d. ninny-hammer

III. Match the word in column A with their meaning in column B

No A B
16. Deaf and dumb A. Feeling very happy
17. Spilling B. Could not hear and speak
18. Jar C. Concentrate something water’s
19 Tomcat D. Place which is made from soil
20 Overjoyed E. Big pussy
 96

Appendix;
POST-TEST
Text 1
Read the following text carefully, then answer the questions!

Cinderella
Once upon a time there lived an unhappy young girl. Her mother was dead and
her father had married a widow with two daughters. Her stepmother didn't like her
one little bit. All her kind thoughts and loving touches were for her own daughters.
Nothing was too good for them - dresses, shoes, delicious food, soft beds, and every
home comfort. But, for the poor unhappy girl, there was nothing at all. No dresses,
only her stepsisters’ hand-me-downs. No lovely dishes, nothing but scraps. No rest
and no comfort. She had to work hard all day. Only when evening came was she
allowed to sit for a while by the fire, near the cinders. That’s why everybody called
her Cinderella.
Cinderella used to spend long hours all alone talking to the cat. The cat said,
“Miaow“, which really meant, “Cheer up! You have something neither of your
stepsisters has and that is beauty.” It was quite true. Cinderella, even dressed in old
rags, was a lovely girl. While her stepsisters, no matter how splendid and elegant
their clothes, were still clumsy, lumpy and ugly and always would be.
One day, beautiful new dresses arrived at the house. A ball was to be held at the
palace and the stepsisters were getting ready to go. Cinderella didn't even dare ask if
she could go too. She knew very well what the answer would be: “You? You're
staying at home to wash the dishes, scrub the floors and turn down the beds for your
stepsisters.” They will come home tired and very sleepy. Cinderella sighed, “Oh dear,
I'm so unhappy!” and the cat murmured “Miaow.”
Suddenly something amazing happened. As Cinderella was sitting all alone, there
was a burst of light and a fairy appeared. “Don't be alarmed, Cinderella,” said the
fairy. “I know you would love to go to the ball. And so you shall!” “How can I,
dressed in rags?” Cinderella replied. “The servants will turn me away!”
The fairy smiled. With a flick of her magic wand Cinderella found herself
wearing the most beautiful dress she had ever seen. “Now for your coach,” said the
fairy; "A real lady would never go to a ball on foot! Quick! Get me a pumpkin!” “Oh
of course,” said Cinderella, rushing away. Then the fairy turned to the cat. “You,
bring me seven mice, and, remember they must be alive!”
Cinderella soon returned with the pumpkin and the cat with seven mice he had
caught in the cellar. With a flick of the magic wand the pumpkin turned into a
sparkling coach and the mice became six white horses, while the seventh mouse
turned into a coachman in a smart uniform and carrying a whip. Cinderella could
hardly believe her eyes.
“You shall go to the ball Cinderella. But remember! You must leave at midnight.
That is when my spell ends. Your coach will turn back into a pumpkin and the horses
will become mice again. You will be dressed in rags and wearing clogs instead of
 97

these glass slippers! Do you understand?” Cinderella smiled and said, “Yes, I
understand!”
Cinderella had a wonderful time at the ball until she heard the first stroke of
midnight! She remembered what the fairy had said, and without a word of goodbye
she slipped from the Prince’s arms and ran down the steps. As she ran she lost one of
her slippers, but not for a moment did she dream of stopping to pick it up! If the last
stroke of midnight were to sound... oh... what a disaster that would be! Out she fled
and vanished into the night.
The Prince, who was now madly in love with her, picked up the slipper and said
to his ministers, “Go and search everywhere for the girl whose foot this slipper fits. I
will never be content until I find her!” So the ministers tried the slipper on the foot of
every girl in the land until only Cinderella was left.
“That awful untidy girl simply cannot have been at the ball,” snapped the
stepmother. “Tell the Prince he ought to marry one of my two daughters! Can't you
see how ugly Cinderella is?”

VII. Find the definition of the given word, as it is used in the text.

1. Palace : _______ a. something in the kingdom

b. a place where the king has his own authority
c. a place to live
d. a place to take a bath

2. Turned into : _______ a. came back to the origin place

b. back to
c. changed into
d. got in
3. Fairy : _____ a. a woman with her supernatural power
b. a magic man
c. a woman with her stick
d. a common girl

VIII. Find the word or phrase that has the opposite meaning from the given word
as it appears in the text.
4. Elegant= ……………
a. luxurious b. refined
c. graceful d. vulgar
5. Lovely = …………..
a. lovingly b. fondly
c. tenderly d. affectionately

IX. Match the word in column A with their meaning in column B

 98

No A B
6. Poor A. king’s counselor
7. Spell B. disappeared
8. Dream C. words or expression which can arise a magic power
9 Minister D. don’t have wealth
10 Vanished E. something looked in sleeping

Text 2
Read the following text carefully, then answer the questions!

David Beckham

Athlete. Born on May 2, 1975, in Leytonstone, Greater London, UK. A

midfield player, he joined Manchester United in 1993, and the England team in 1996.
He was a member of the 1998 World Cup team and the Euro 2000 squad, and was
made captain in the lead-up to the 2002 World Cup. By June 2003 he had won 61
caps for his country. His many honors with United include the treble of FA Cup,
Premier League Championship, and European Cup in the 1998-9 season, the first
British side to achieve this feat.
Beckham signed for Real Madrid at the start of the 2003-4 season. Amid
much media interest, Beckham signed with the L.A. Galaxy in 2007 for a league high
base salary of $5.5 million with additional funding coming in the way of endorsement
deals, profit-sharing and marketing opportunities. In 2001 he was voted BBC Sports
Personality of the Year
He married Victoria Adams (“Posh Spice” from the pop group Spice Girls) in
1999. The couple has three boys, Brooklyn, Romeo and Cruz.

IV. Find the definition of the given word, as it is used in the text.
11. Interest : _______ a. an attract
b. a feed back
c. a willing or concern
d. an interactive way
12. Profit-sharing: ____ a. to carry the luck to the others
b. to share the benefit
c. to share a thing
d. to give happiness
13. Couple : _____ a. pair/partner in life
 99

b. girlfriend
c. wife and husband
d. friends
V. Find the word or phrase that has the opposite meaning from the given word as it
appears in the text.

14. Achieve= ……………

a. accomplish b. fail
c. do d. employee
15. Team = …………..
a. group b. squad
c. single d. pairs

VI. Match the word in column A with their meaning in column B

No A B
16. Honors . A. a group of people
17. Squad B. chances
18. Captain C. appointment deals
19. Endorsement D. reward-given to someone
20. Opportunities E. someone who leads a team
 100

Appendix;
THE RESULT OF PRE-TEST AND POST-TEST IN CONTROL CLASS (XI
IIS1)
No. Nama Siswa Pre-test Post-test
1. Apriana. A 50 55
2. Ade Vio Nugroho 50 55
3. Bella Arisna Septia 50 60
4. Atika Oktafiani 65 65
5. Debby Divia. N 40 50
6. Dio Ade Ramadhan 60 65
7. Elia Sapitri 55 50
8. Gita Yolanda 50 55
9. Heru Hernando 50 55
10. Irhash Akbar. A 60 70
11. Jenni Karolin 65 65
12. Meri Andriani 50 50
13. Okta Leryanisa 65 60
14. Rachmat Hardian. P 50 50
15. Riska Septiana 70 70
16. Risma Wati Dewi 50 55
17. Shella Noveares 40 50
18. Tiya Haryati 55 60
19. Wiro Herni Putri 40 50
20. Yogi Firman Andika 75 80
21. Yolanda Febrika 60 65
 101

THE RESULT OF PRE-TEST AND POST-TEST IN EXPERIMENT CLASS

(XI IIS2)
No. Nama Siswa Pre-test Post-test
1. Aditya Putra Pratama 45 85
2. Alfindo Tri. A 50 90
3. Aprilia 40 65
4. Cindy Dehvisi 45 70
5. Julia Erianti 20 70
6. Lena 65 90
7. Makmun Murooh 45 80
8. Monic 35 55
9. Nike Oktavia 30 75
10. Nova Sugiarti 35 65
11. Putri Ramanda 45 75
12. Refo Julianto 35 70
13. Shinta Ayu Rediska 40 65
14. Sikene 25 60
15. Tri Yuni Hestuti 45 80
16. Vebri Angdreani 45 75
17. Wendi. A 10 50
 102

Appendix;

KEY ANSWER OF HOMOGENEITY TEST

1. A 11. A
2. A 12. B
3. B 13. B
4. D 14. C
5. B 15. D
6. C 16. C
7. E 17. E
8. D 18. B
9. B 19. A
10. A 20. D

KEY ANSWER OF POST-TEST

1. B 11. C
2. C 12. B
3. A 13. A
4. B 14. B
5. A 15. C
6. D 16. D
7. C 17. A
8. E 18. E
9. A 19. C
10. B 20. B
 103

KEY ANSWER OF PRE-TEST

1. C 11. A
2. A 12. B
3. A 13. B
4. B 14. D
5. A 15. C
6. B 16. B
7. C 17. C
8. D 18. D
9. A 19. E
10. E 20. A
104
105
106
 107

Biography
The beautiful name is Heske Rosa

Melniaty. Was born in Bengkulu on

January 21th, 1992 she is the first child of Ismail,

SH and Kurniati, S.Pd. She has two brother

(Pento+Alvin) and one sister( Penda). Her

hobby is travelling and shooping. She

finished her elementary school at SDN 65

Jambi in 2004 and continued to junior high school an MTSN Jambi in 2007 next

and than she continued to senior high school at SMKN 1 Curup in 2010.

Alhamdulillah, all of her education was passed successfully. She entered

English study program in 2010 academic year at STAIN Curup. By self

patience, she tried to prove that she is able to study this program until passed

her study. During her study at STAIN Curup.