(A Quasi-experimental Study at the Tenth Grade of SMAN 22 Kabupaten
Tangerang in the Academic Year 2016/2017)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (Strata One) in English Education
By:
DESRINNA NOER LAILITSANI
1112014000010
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
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Year 2016/2017) A Skripsi of Department of English Education, Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University, Jakarta, 2017.
Advisor I: Dr. Fahriany, M.Pd. Advisor II: Dr. Alek, M.Pd.
Keywords: Reading, Reading Comprehension, Procedure Text, Picture Series.
This study had quasi-experimental design which was intended to get empirical evidences of the effect of using picture series on students’ reading comprehension of procedure text at SMAN 22 Kab. Tangerang. The total sample was 66 students.
Based on the statistical analysis, the scores of experimental group in pre- test were lower than the control group. The data showed that the mean score of pre test in experimental group was 72.27, while the mean score of pre-test in control group was 72.73. From the scores of both groups, it means that there was a difference between the students’ achievement of scores in pre-test (experimental group and control group). Moreover, there is also a significant difference between the experimental group and control group scores in post-test. Meanwhile, the mean score of post-test in experimental group was 81.97, and the mean score of post-test in control group was 76.52. It means that, in the post-test session, the experimental group got the higher score than the pre-test, and also higher than the control group.
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Ajaran 2016/2017) Skripsi. Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan. Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.
Kata Kunci: Membaca, Pemahaman Membaca, Teks Prosedur, Gambar Berseri.
Penelitian ini merupakan jenis penelitian kuantitatif dengan desain kuasi-eksperimental yang bertujuan untuk membuktikan secara empiris keefektifan penggunaan gambar berseri dalam meningkatkan pemahaman membaca teks prosedur siswa SMAN 22 Kab. Tangerang. Total sampel dalam penelitian ini adalah 66 siswa.
Berdasarkan analisa statistik yang dilakukan, grup eksperimen mendapat skor pre-test lebih rendah dari grup kontrol. Data menunjukkan skor rata-rata grup eksperimen untuk pre-test adalah 72.27, sedangkan skor rata-rata grup kontrol adalah 72.73. Dari skor kedua grup tersebut, dapat dilihat bahwa terdapat perbedaan antara pemahaman siswa di sesi pre-test. Selanjutnya, terdapat juga perbedaan skor yang signifikan antara grup eksperimen dan grup kontrol di sesi post-test. Perbedaan skor tersebut, selanjutnya, dapat dilihat dari skor rata-rata post-test grup eksperimen yaitu 81.97, dan skor rata-rata post-test grup kontrol yaitu 76.52. Perbedaan skor ini menunjukkan bahwa grup eksperimen memperoleh skor yang lebih tinggi dari grup kontrol di sesi post-test.
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In the name of Allah, The Beneficient, The Merciful.
All praise be to Allah the Lord of the worlds for the blessing, the strength, and the guidance to the writer in completion of this research. Peace and blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families, his companions and his followers.
It is a pleasure to acknowledge the help and contribution to all of the lecturers, institution, family, friends, who have contributed to help the writer finishing this ‘skripsi’, so this assignment was able to be presented to of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta as partial fulfillment of requirements for the degree of S.Pd. (S-1) in the Department of English Education.
In arranging this ‘skripsi’, a lot of people provided motivation, advice, and support that help the writer. The writer would like to express the deepest gratitude to her wonderful parents, H. Krisma Dermaki, S.Pd., and Hj. Musriah Adnan. Moreover, the writer would like to express the great honor and deepest gratitude to her advisors, Dr. Alek, M.Pd., and Dr. Fahriany, M.Pd., for their valuable advice, guidance, comments, correction, and suggestion and who have been patient to help the writer finishing this ‘skripsi’.
Besides, the writer would also deliver special gratitude to:
1. Dr. Ahmad Thib Raya, M.A, as the Dean of Faculty of Tarbiya and Teacher’s Training.
2. Dr. Alek, M.Pd., and Zaharil Anasy, M.Hum., as Head and Secretary of the Department of English Education.
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Daniyati, M.Pd., and all the teachers of SMAN 22 Kab. Tangerang, for giving the writer permission to conduct the study.
6. The students of 10.3 and 10.4 in academic year 2016/2017 who have contributed as the participants in the study.
7. Suwendi, ST., who always gives his support, care, love and spirit to the writer. 8. Her beloved friends, Risti Nur Arifah, Inten Mujizat, S.Pd., Nur Millah
Mutsliah, S.Pd., Akira Puteri S.Pd., Rizxi Amaliyah, S.Pd., Ummi Nurul Hasanah, Fadhilah Nur Rohmah, Siti Nur Sholikha, Syara Shidrati, and Iyan Cahriani.
9. All friends in DEE class A 2012 who always give happiness for four years. The words are not enough to express my gratitude for all their help in finishing this ‘skripsi’. The writer realized that this ‘skripsi’ is far for being perfect. Therefore, it is pleasure for her to get critiques and suggestion to make this ‘skripsi’ better.
Jakarta, January 2017 The Writer
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ABSTRAK ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF FIGURE ... ix
LIST OF APPENDICES ... x
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Identification of the Problems ... 4
C. Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objective of the Study ... 4
F. Significance of the Study ... 5
CHAPTER II. THEORETICAL FRAMEWORK ... 6
A. Literature Review ... 6
1. Definiton of Reading ... 6
2. Definition of Reading Comprehension ... 7
3. Characteristics of Reading ... 8
4. Purposes of Reading ... 9
B. Picture Series ... 10
1. Definiton of Picture ... 10
2. Definition of Picture Series ... 11
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3. Language Features of Procedure Text ... 13
4. The Steps of Teaching Reading Comprehension of Procedure Text by Using Picture Series ... 14
D. Previous Related Study ... 14
E. Conceptual Thinking ... 16
F. Research Hypothesis ... 16
CHAPTER III. RESEARCH METHODOLOGY ... 17
A. Time and Place of the Research... 17
B. Method and Design of the Research ... 17
C. Population and Sample of the Research ... 18
D. Research Instrument ... 19
E. Techniques of Data Collection ... 19
F. Techniques of Data Analysis ... 20
G. Statistical Hypotheses ... 23
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATIONS ... 24
A. Research Findings ... 24
1. Data Description ... 24
a. Pre-test and Post-test Score of Experimental Group ... 24
b. Pre-test and Post-test Score of Controlled Group ... 26
c. Gained Score ... 28
2. Data Analysis ... 31
vii
A. Conclusion ... 41
B. Suggestion ... 41
REFERENCES ... 43
viii
4.1 The Students’ Pre-test and Post-test Scores of Experimental Class ... 24 4.2 The Students’ Pre-test and Post-test Scores of Controlled Group ... 26 4.3 The Students’ Gained Comparison Scores between Pre-test and Post-test .... 29
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Appendix 3 Key Answers Pre-test
Appendix 4 Lesson Plan Meeting 1-4 Experimental Group Appendix 5 Lesson Plan Meeting 1-4 Controlled Group
Appendix 6 Blue Print of the Post-test Instrument Appendix 7 Post-test Instrument
Appendix 8 Key Answers Post-test Appendix 9 Table of Degree of Freedom Appendix 10 Pictures of the Research
CHAPTER I
INTRODUCTION
This chapter describes the background of the study, identification of the problems, limitation of the problem, formulation of the problem, objective of the study, and significance of the study.
A. Background of the Study
In Indonesia, English is a foreign language which is taught in every educational level, from Elementary School up to university. As stated in Standar Kompetensi dan Kompetensi Dasar (SK-KD) in School Based-Curriclum or Kurikulum Tingkat Satuan Pendidikan (KTSP) of SMA Tahun 2006, English is a compulsory subject which is taught and learnt in a formal education. It is because English is considered to be used as a tool of global communication to express ideas, information, etc., It means that the communication is the ability to speak, to understand or to produce a spoken/written text that can be integrated in four certain major language skills, listening, speaking, reading, and writing.1 As one of the language skills, reading plays an important role because it helps students to be able to read English articles, magazines, newspaper, and nonfiction books. And also, reading is one of English skills that require the students to be able to comprehend the meaning of the text’s contents.
However, comprehending English text while it is a foreign language is not
easy for Indonesian students. In Indonesia based on the curriculum, text types that are taught in Indonesia are descriptive, recount, narrative, report, procedure, etc.2 From
those English text types that already mentioned above, procedure text is consider as one of the difficult text to be comprehended.
1
Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah, (Jakarta: Badan Standar
Nasional Pendidikan, Kementerian Pendidikan Nasional, 2006), p. 307.
2
Based on the experience of the writers during PPKT (Praktek Profesi Keguruan Terpadu) in SMA Triguna Ciputat, students find difficulties in finding the meaning of the text. There are some factors that became the causes, first, the communication between teacher and student did not going well, it was only one-sided communication. The students just listen to what teacher said and the chances of students to work on a group for doing their assignment together is limited. The other reason is the teacher cannot give the attention fully to each student because of the large number of students in the classroom. In SMA Triguna, the number of students
in the class is 35 students. The next study that related to this research was conducted by Allen in SMK YAPIMDA, found some obstacles contribute in teaching learning process of procedure text. He also found that the students mostly seem confused to understand the characteristic of procedure text. This comes from students’ low ability in locating the sequence words. As the result, the student did not really know what the text was talking about in proper sequence and they could not catch the general information which was mentioned in the procedure text.3
In related problems on the study that conducted by Allen in his observation, the media that is used in teaching procedure text in the classroom was not motivating the students to comprehend the text. In addition, students’ less attention to learn procedure text in the classroom.
Another study conducted by Zainal in MTs. As-Shiddiqiyyah Kabupaten Kubu Raya, especially on the ninth grade students, found out the students’ problem in learning reading comprehension, especially about the procedure text. The students had lack of vocabularies to understand the procedure text and not all of them had dictionary to find the word meaning.
3Allen Subekti, “The Effectiveness of Using Pictures in Teaching Reading of Procedure
As a result, they lost interest on reading the procedure text. The students also still lack on interest and they did not be active to participate in the classroom activity, there were only smart students that were active showing confident in the classroom.4
From the study that already mentioned above, there are several problems that the students faced while reading a procedure text. First, students cannot find the sequence words in text. They cannot catch the general information that mentioned in the text. Students lack of vocabulary and low interest in learning procedure text.
It is necessary for English teacher to make reading materials more interesting
and motivating, so that the students can progress in reading. One of the teaching reading techniques is picture-series. Pictures can motivate the student and make him or her want to pay attention.5
According to Wright, “pictures are not just an aspect of method, but through their representation of places, objects, and people they are essential part of the overall experience.”6
As a result, it might be helpful for the students to figure out the meaning of word through picture since it is representative of the meaning. Pictures also contribute to the context in which the language is being used.
Referring to the importance of reading and the advantages of picture series, it is interesting for the writer to do a research that uses picture series to improve students’ comprehension in reading at SMAN 22 Kab. Tangerang. The writer chooses SMAN 22 Kab. Tangerang as a place for doing her research because the writer wants to find out whether the picture series effects students’ reading comprehension in procedure text at the tenth grade of SMAN 22 Kab. Tangerang.
Based on the problems that were described above, the present investigation has to be conducted through the title below: The Effect of Picture Series on Students’
4Zainal Ikhsanudin Militansina, “Improving Students’ Reading Comprehension of Procedure
Text Through Picture Word Inductive Model Strategy” Skripsi pada sarjana UNTAN, 2014, p. 2.
5
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 17.
6
Reading Comprehension of Procedure Text (A Quasi-experimental Study at the Tenth Grade of SMAN 22 Kab. Tangerang in the Academic Year 2016/2017).
B. Identification of the Problems
Based on the information presented above, the problems that can be identified are as follows:
1. Most of the students in the tenth grade of SMAN 22 Kab. Tangerang get difficulties in catching the meaning of the text.
2. Students in the tenth grade of SMAN 22 Kab. Tangerang difficult to get the general information of the text.
3. Some students in the tenth grade of SMAN 22 Kab. Tangerang have not known well yet about the locating the sequences words in procedure text.
4. The lack vocabulary mastery to understand the text.
5. The media used by the teacher did not make the students interest to the teaching learning process.
C. Limitation of the Problem
Based on the problem identification above, the problem of the study will be focused on the effect of using pictures in teaching reading of procedure text at tenth grade of SMAN 22 Kab. Tangerang.
D. Formulation of the Problem
E. Objective of the Study
The objective of the study is to obtain the empirical evidence of the effect of picture series on students’ reading comprehension of procedure text at tenth grade of SMAN 22 Kab. Tangerang.
F. Significance of the Study
- For teachers
The result of this study is expected to be able to widen the skill of teachers in
using the picture series as a media in teaching procedure text in order to improve student’s reading comprehension.
- For students
Hopefully, the uses of picture series in teaching procedure text in reading can make the students are more enjoyable in doing their tasks associated with the reading material and also, they will feel more interested with the presentation of pictures in learning procedure text and can increase their understanding to this material.
- Further researchers
CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses several essential points. The first is literature review
that relates to reading, including the definition of reading, definition of reading comprehension, characteristics of reading, and purposes of reading. The second is
the understanding of picture series, including definition of picture, definition of picture series, and functions of picture series. The third is the understanding of procedure text, including definition of procedure text, steps of procedure text, and language features of procedure text. Those are continued by previous related study, conceptual thinking and research hypothesis.
A. Literature Review
1. Definition of Reading
As one of English skills, reading is the ability to draw the meaning from the text or printed materials, such as books, magazines, newspaper, text and so on. Reading is both a sensory and a mental process. It involves use of the eyes and the mind.1 Its means when people read something on the text, they are not only to know what is in the text originally printed but their brain will process the meaning of what they are reading, so that they will get the idea, concept and thought. In another words, reading is not only to get the information from the text passively but also to process it on mind to understand the meaning. Reading also can be interpreted in many ways depends on people’s background of knowledge and their purposes in doing reading. Most people define reading as an activity to produce sound from what they are reading.
Reading is a set of skills that involves making sense and deriving meaning
from the printed words.2 In other words, reading is the ability to decode the printed words and also comprehend what we read. Some experts define reading as an interactive process. Reading is an activity involves interactive process that
1
Pramila Ahuja and G.C Ahuja, How to Increase Your Reading Speed, (New Delhi: Sterling Publishers Ltd., 2007), p. 4.
2
connects readers’ background knowledge and their processing strategies to the text they read.3 From those definitions, it can be concluded reading is getting process the reader always tries to catch what the writer says and means actually.
In addition, Grellet added that reading is an active skill. Reading obviously involves some strategies such guessing, predicting, checking, and asking oneself questions.4 Moreover, Daiek and Anter also stated that reading as an active process. They propose that reading is an active process that depends on both an author’s ability to convey meaning using words and your ability to create meaning from them.5 process of getting and interpreting the message sent by the authors appropriately through the printed materials.
2. Definition of Reading Comprehension
Reading involves comprehension and they cannot be separated each other. Reading has not happened yet, if the reader has not reached the comprehension of the text. Comprehension is making connections between what the readers read and what the readers already know. Sometimes the connection seems to happen by
3
Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English
Language Learner, (New York: The Guilford Press, 2010), p. 33.
4
Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p. 8.
5
itself – especially when the information is important or interesting to the readers.6 It means that reading comprehension can be seen as one of reading goals. In reading comprehension, the readers should have knowledge about understanding the reading passage, because without comprehension, reading has not truly happened.
Other experts said that reading comprehension refers to reading for meaning, understanding, and entertainment. It involves higher-order thinking skills.7 It can be defines as the readers understand what the text tell about, knowing the main idea of the text, and the details of the text tell about, knowing the main idea of the text, and the details of the text, then combine it with their knowledge about the topic discussed.
Kristin and her colleagues also propose a definition of reading comprehension “Reading comprehension is the ability to construct meaning from a given written text.”8
It means that the readers need to understand the ideas of the author’s mind to the reader’s mind, in other words, what the author means should be understood well by the readers.
Reading and comprehension cannot be separated each other. Reading comprehension is an activity to understand written ideas through recognition of written materials.
3. Characteristics of Reading
Richard Anderson and the Commission on Reading define reading as the process of constructing meaning from written texts. Skilled reading is:
a. Constructive: learning to reason about written material using knowledge from everyday life and from disciplined fields of study;
b. Fluent: mastery of basic processes to the point where they are automatic so that attention is freed for the analysis of meaning;
6
Beatrice S. Mikulecky and Linda Jeffries, More Reading Power Second Edition, (New York: Pearson Education, Inc., 2004), p. 16.
7
David Nunan, Practical English Language Teaching: Young Learners, (New York: McGraw-Hill Companies, Inc., 2005), p. 71.
8
Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English
c. Strategic: controlling one’s reading in relation to one’s purpose, the nature of the material and whether one is comprehending;
d. Motivated: able to sustain attention and learning that written material can be interesting and informative; and
e. A lifelong pursuit: continuous practices, development, and refinement.9 From the explanation above, it can be concluded that the characteristics of reading make the students learn more about comprehending the text by using their previous knowledge from their daily life and also the students can learn more about analyzing the meaning and get the information from the text.
4. Purposes of Reading
We read because we wanted to get something from the writing, facts,
ideas, enjoyment, information, and pleasure. The purpose of reading is to connect the ideas on the page to what we already know. If we do not know anything about a subject, then pouring words of text into our mind is like pouring water into our hand.
People have their own reason in doing reading. Flynn and Staintrop simply gave the reason why people doing reading. The reason is because people would like to access the information which is described in the reading page.10 It means that the readers want to get new information or specific information from the text and also to reach the meaning or message toward kinds of reading itself.
Grellet proposes some purposes in reading activity. Grellet added, “There are two main reasons for reading; reading for pleasure and reading for information.”11
Reading for pleasure is the key to improving our English, it gives us an opportunity to have lots of contact with the language (improving our
9
Reading Definition, retrieved from
http://lrs.ed.uiuc.edu/students/jblanton/read/readingdef.htm on September 24th, 2016 02:44 p.m.
10
Naomi Flynn and Rhona Staintrop. The Learning and Teaching of Reading and Writing.
(West Sussex: Whurr Publisher Limited, 2006), p. 42.
11
vocabulary, reading speed, comprehension, and gain more knowledge).12 Reading for pleasure is different from study reading in another way, the readers do not have to remember the details of your pleasure reading book because the readers will not be tested about what they have read.
On the other hand, reading for information means the readers should be able to determine the main idea of a text and identify important data.13 It means, when reading for information, a reader needs to consider the accuracy of words meaning in order to comprehend and get the specific information in the text.
Other purposes are proposed by William. His statement is also be recited by McDonough and Shaw, “Reasons for reading are into getting general purpose of reading will ease the readers in reading appropriate text. That is why they have to decide and know exactly what kind of purposes they have in reading text, because in one reading text may have multiple purposes.
B. Picture Series
1. Definition of Picture
Pictures are aids that can help the teachers in the teaching and learning process. Many interpretations can be made in a picture. It can be an excellent tool and can also used to add interest of the topic for the students.
Andrew Wright stated on his book “pictures are not just an aspect of method but through their representation of places, objects and people they are an
12
Beatrice S. Mikulecky and Linda Jeffries, More Reading Power Second Edition, (New York: Pearson Education, Inc., 2004), p. 3.
13
Reading for Information, retrieved from
http://www.anderson5.net/cms/lib02/sc01001931/centricity/domain/2136/keytrain_reading_studen t_intro.pdf on December, 12th 2016 8:00 a.m.
14
essential part of the overall experiences.”15
From this statement, it can be seen that pictures have an important role in representing an experience including in teaching and learning.
Pictures, therefore, are good media in teaching and learning, because everybody likes to look at pictures, their use in the classroom provides a stimulating focus for students’ attention. Pictures present what the text tell about and give the stimulus for the students in teaching learning activities. Pictures bring the outside world into the classroom in a clear concrete way.
2. Definition of Picture Series
Picture series is a number of a related composite picture linked to form a series of sequences aimed to tell a story or sequence of events. Picture series show
some actions or events in chronological order.
Wright states on his book that picture series is a good media in teaching learning process.16 Using picture series will help the students in understanding the situation of the story or the process.
Wright also said that picture series or picture sequences consist of cartoon strips and instruction strips. They are potentially useful; the strips can be kept as they are and used to contextualize a story or description of a process.17 It means that picture series is very useful media to help students grasp the meaning of the strips and make students think chronologically of the event or the process of the strips.
In conclusion, using picture series in teaching and learning process will give an easy way for the students to remember about what they have been learned because they use their imagination in ordering the chronological of the story or the process.
15
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 2.
16
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 2004), p. 71.
17
3. Functions of Picture Series words. Besides that, pictures can increase the students’ motivation and provide a useful practice material and pictures also can help students to get the information of the text based on the situations that described on the pictures. And also, pictures can be useful for the students to develop their skill in a situation or they can practice the language in real context in which they can use it to communicate their ideas of the pictures.
C. Procedure Text
1. Definition of Procedure Text
Usually we read a text how to operate new things, how to prepare or make something, how to act in some circumstances like school, company, and a community, and how to get some places. Those kinds of text are called procedure text.
Procedure text or procedure instructions such as recipes and directions are concerned with telling someone how to do something. For this reason, procedure texts generally begin with the goal of the task. And the set of the ingredients or the materials required to complete the task will often be presented in the order of use.19 Procedure text is dominantly structured with imperative sentence (cut, mix, boil, pour, etc.) since it actually an instruction. The text then proceeds through a sequence of steps specifying how the goal is to be achieved.
readers. So, the readers not only read the whole text, but also follow the instructions based on the right steps that are given in the text.
2. Generic Structure of Procedure Text
According to Mark and Kathy’s book Text Types in English 3, there are some steps for constructing a procedure text.20 First, an introductory statement that gives the air or goal. It means that the text contains information about the purpose of the creation or the text that shows what actually will be done, such as “how to make a kite”, will be made; “how to make sushi”, and what will be accomplished according to the text.
Second is a list of materials that will be needed for completing the procedure. Materials are the equipment or also can be defined as utensils which
are used to make something based on the text. For example, the ingredients for making an omelet (such as 2 eggs, a cooking oil, a pinch of salt or pepper, etc.) and also the utensils for making a kite (such as a glue, paper, scissors, etc.)
Finally, the last constructing a procedure text is a sequence of steps in the order they need to be done. Actually this is the main structure of the text, because it gives the procedures how do we make something based on the orderly procedures (such as first, second, next, then, etc.) So, the readers can follow the sequence steps according to the procedures that are given in the text.
3. Language Features of Procedure Text
Based on Mark and Kathy’s book, there are some language features that usually found in a procedure text.21 The language features are:
a. Sentences that begin with verbs and are stated as commands, for example the usage of word “cut” in the sentence; cut the garlic and the chili!
b. The use of time words or numbers that tell the order for doing the procedure. This is also called sequencers for example first, second, then, next, finally.
20
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Mc Millan Education, Ltd., 2003), pp. 28–29.
c. The use of adverbs to tell how the action should be done. For example: First, crack the egg into a bowl.
4. The Steps of Teaching Reading Comprehension of Procedure Text by
Using Picture Series
The teaching reading of procedure which is facilitated in some pictures has some activities on it. The common application of teaching reading procedure text done by the writer is such below:
1. The teacher asked students’ ideas or experiences that related to the material that will be discussed.
2. The teacher gave the jumbled parts of pictures and jumbled passages of the procedure text.
3. The teacher asked the students to arrange the jumbled parts into a good arrangement.
4. The teacher asked the students to read the right arrangement of the passage in front of the class and ensure their picture arrangement based on the text.
5. The passage is discussed and the teacher gave the right arrangement of the picture.
6. After four meetings, the teacher conducts a test to measure students’ comprehension in procedure text.
D. Previous Related Studies
Some previous studies relate to the teaching English material using picture has been discussed by some people. The previous study was “The Effectiveness of Using Picture Series in Teaching Reading of Procedure Text” conducted by Allen Subekti.22 There are similarity and differences between his study and the writer’s research. First, same as this research, his research also study about students’ reading comprehension of procedure text. Nevertheless, the population and
22Allen Subekti, “The Effectiveness of Using Picture Series in Teaching Reading of
sample used. His research used the third grade students of the vocational high school, while this research use the tenth grade students oh senior high school as sample and population.
The second previous study was “Improving Students’ Reading Comprehension of Procedure Text through Picture Word Inductive Model Strategy” conducted by Zainal Ikhsanudin Militansina.23 Actually, the procedure of this research was rather similar with the previous study conducted by Zainal, because in his study, picture was the tool or the media for improving students’ reading comprehension. However, the number of participants, and the design were rather different.
The number of participant involved in the Zainal’s study was 20 participants. The participants consisted of the ninth grade Madrasah Tsanawiyah
As-Shiddiqiyyah, Kabupaten Kubu Raya. The design for the previous study was classroom action research, it was different from this study which used quasi-experimental design. This research divided sample into quasi-experimental and controlled group which totally consisted of 66 students of the tenth grade of SMAN 22 Kab. Tangerang. The experimental group did the treatment while the controlled group did not.
The third previous study was “The Effect of Using Picture Series on Students’ Reading Comprehension of Narrative Text” conducted by Bayyini Rosyada Elka.24 There are some similarities and difference between her research and this research. First, both of the researches used picture series as a media in teaching reading. Second, both of the researches are quasi-experimental research. Nevertheless, the text type that is used in this research are different, if this research studied about students’ reading comprehension of procedure text, her research studied about students’ reading comprehension of narrative text.
23Zainal Ikhsanudin Militansina, “Improving Students’ Reading Comprehension of
Procedure Text Through Picture Word Inductive Model Strategy”, Skripsi pada sarjana UNTAN, 2014, p. 1.
24Bayyini Rosyada Elka, “The Effect of Using Picture Series on Students’ Reading
E. Conceptual Thinking
Reading is one of four skills that students have to master it. But sometimes, students feel confused in finding the meaning of the text and the teachers find several difficulties in selecting the appropriate media to attract the students.
Media which is used to present procedure texts in the students’ book are not interesting. There, the book just gives the printed sentences so that the procedure text just contains the sentences from beginning to the end. There is no picture that contained the detail information about the procedural text of making something.
Motivation to read is very important in reading activity. To make the students motivated, we can make the interesting media. Good teachers also make
many activities interesting to make students get more motivation which can give great importance when reading.
So, in case of teaching procedure text, the writer assumes that it is important to use picture. Using picture can make a text becomes more interesting. Pictures also can help the students to understand the text by illustrating the main idea of the text. Even, it can give the explanation to an object in a particular culture. In short, it will help students to comprehend the procedure text better by using picture series as the media in teaching and learning process.
F. Research Hypothesis
Based on the theory and the objective of the study, it can be formulated hypothesis as below:
H0: There is no effect of using picture series in teaching reading of procedure
text.
CHAPTER III
RESEARCH METHODOLOGY
This chapter talks about the research methodology used in this study. It presents, place and time of the research, research method and design of the research, population and samples of the research, instrument of the research, techniques of data collection, techniques of data analysis and statistical hypotheses.
A. Time and Place of the Research
This research was conducted at SMAN 22 Kab. Tangerang. It is located on Jl. Bumi Puspitek Asri, RT 07 RW 01, Pagedangan, Kec. Pagedangan, Kab. Tangerang, Prop. Banten, Indonesia. There are total six meetings in this study, two meetings for pre-test and post-test, and four meetings for giving the treatment.
B. Method and Design of the Research
The research conducted in a quantitative research method with quasi-experimental design for the research. The researcher used quasi-quasi-experimental
The design can be figured as follow:
Group Pre-Test No Treatment Post-Test
(Table source adaptation from https://www.urbanreproductivehealth.org/toolkits/measuring-success/types-evaluation-designs December, 9th 2016)
C. Population and Samples of the Research
The populations of this study are the students of the tenth grade of SMAN 22 Kab. Tangerang in academic year 2016/2017, which consists of 7 classes in
total from 10.1 to 10.7 with 40 students in each class. The total population is 279 students.
Due to the rule of experimental study, the writer selected two groups as samples of the research; experiment class and controlled class. The experiment class received a treatment by using of picture series in teaching procedure text while the controlled class without using any media. So, there will be 66 students participated in this study.
The sample of the research, furthermore, was obtained by using purposive sampling technique with the recommendation from the English teacher at the school resulting two classes – 10.3 and 10.4 with 33 students in each class.
In deciding experimental class and controlled class, the writer used pre-test mean score. In pre-test, class 10.3 mean score was 72.27 while class 10.4 mean score was 72.73. In spite of insignificance difference of mean score, class with lower mean score would be assigned as experimental class and class with higher mean score was as controlled class. In other words, class 10.3 was experimental class and class 10.4 was controlled class. This might happen because the writer
D. Research Instrument
The instrument of this study is a reading comprehension test. The researcher gave the multiple choices test in pre-test and post-test. Pre-test was given to the students to measure their skill in reading comprehension about the procedure text before the treatment while the post-test was given to the students to measure their reading comprehension in procedure text after getting the treatment.
A conceptual definition of this text is a procedure, therefore, is a piece of text that gives us instructions for doing something. Procedure is kind of text which
shows on how to make something completely. Procedure text usually explain the ingredient or material which is need, though sometime it is omitted, after that procedure text will explain step by step how to make the thing.
After the students gave the test back to the researcher, the scores which obtained by the students on answering the test related to the procedure text, consist of: (1) finding the main idea, (2) finding the goal of the text, (3) finding the specific information of the text, and (4) determining the word referral. The test was designed with multiple choices items with options A, B, C, D and E. It meant there was one correct answer, while the others were distraction. The items would have 20 multiple choice questions with a, b, c, d, and e as choices. The score was
1 for each correct item and 0 for each incorrect item, so students’ total correct
answer would multiple by 10 and divide by 2 in order to get perfect score, a hundred.
(As can be seen at the blue print of the instrument 3.2 and 3.3 on the appendix)
E. Techniques of Data Collection
The technique of collecting data in this research used was pre-test and post-test. Pre-test was given in the first meeting, and post-test was given in the last
meeting. Both pre-test and post-test were conducted in the classroom.
different technique. The experimental class was taught using picture series while the control class was taught without using picture series. Post-test is used to know the students score after teaching learning process to both classes after the treatment. The tests are about procedural text questions; it conducts multiple choice items. Multiple choice items consist of 20 questions.
F. Techniques of Data Analysis
The writer used statistical calculation to find out the differences of
students’ score of 10.3 as experimental class which is taught procedure text using picture and student’s score of 10.4 as controlled class which is taught procedure
text by using textbook. The formula which is used called t test. The formula is used for two groups of large samples correlated each other.1 In analyzing the data, t-test was used to compare the pre-test and post-test scores.2
With the explanation:
to = The value of “t observation”
M1 = Mean of the differences of Experiment Class
M2 = Mean of the differences of Controlled Class
SEM1 = Standard Error of Experimental Class
SEM2 = Standard Error of Controlled Class
The formula above is the main formula. Before using the formula, the writer also use some calculation procedure such:
1. Determining Mean of Variable X by using the formula below:
1
Anas Sudijono. Pengantar Statistika Pendidikan. (Jakarta: PT. Raja Grafindo Persada. 2006), p. 324.
2
M : Mean of the score of experimental class
x : Sum of the students’ score of experimental class
N : Number of the students of experimental class
2. Determining Mean of Variable Y by using the formula below:
M : Mean of the score of control class
: Sum of the students’ score of control class
N : Number of the students of control class
3. Determining Standard of Deviation Score of Variable x by using the formula
below:
√
SDx : Standard deviation score of experimental class
4. Determining Standard of Deviation Score of Variable Y by using the formula below:
√
SDy : Standard deviation score of control class
5. Determining Standard Error of Mean of Variable X by using the formula below:
√
6. Determining Standard Error of Mean of Variable Y by using the formula below:
√
SEMy : Standard error of control class
7. Determining Standard Error of Difference Mean of Variable X and Y by using the formula below:
√
8. Determining Value of (t0) by using the formula below:
Mx : Mean of the score of experimental class My : Mean of the score of control class SEMx : Standard error of experimental class SEMy : Standard error of control class
9. Determining t table in significance level 5% and 1% with Degree Freedom (df) by using formulas below:
Df : Degree of freedom
N : Number of students of experimental class
N : Number of students of control class
Notes:
Variable X: Teaching procedure text by using picture.
G. Statistical Hypotheses
In order to get the answer of the hypothesis above, the researcher proposes alternative hypothesis (Ha) and null hypothesis (H0) which is provided as follows:
H0 = to < tt
Ha = to < tt
Where:
H0: There is no effect of using picture series in teaching reading of
procedure text.
Ha: There is effect of using picture series in teaching reading of procedure
text.
If t-test (t0) > t-table (tt) in significant degree 5%, H0 (null hypothesis) is
rejected.
If t-test (t0) < t-table (tt) in significant degree 5%, H0 (null hypothesis) is
CHAPTER IV
The part shows the general description of the students’ scores in both the experimental group and control group. The description is divided into some sections: pre-test, post-test, gained score, and data analysis.
And it is the data were collected from the results of students’ scores of pre-test and post-test in both experimental group and control group. The followings are the descriptions:
a. Pre-test and Post-test Score of Experimental Group
Table 4.1
The Students’ Pre-test and Post-test Scores of Experimental Group (10.3)
Students Number PRE-TEST POST-TEST
As mentioned of scores in pre-test and post-test scores of experimental group in the Table 4.1, it can be clarified that the mean score of pre-test in experimental group was 72.27, and the mean score of the post-test was 81.97. And from the scores above, it means that there was a significant difference between the students’ achievement of scores in pre-test and post-test in the experimental group. It proves that using picture series is effective to improve students’ reading comprehension of procedure text.
b. Pre-test and Post-test Scores of Controlled Group
Table 4.2
The Students’ Pre-test and Post-test Scores of Controlled Group (10.4)
Students Number PRE-TEST POST-TEST
c. Gained Score
After showing the comparison of students’ pre-test and post-test scores, the table shows the gained score among those two groups/ the gained score can be seen from the increasing score of students’ pre-test scores compared with students’ post-test scores.
Experimental Group Controlled Group
Pre-Test 72.27 72.73
Post-Test 81.97 76.52
66 68 70 72 74 76 78 80 82 84
Figure 4.1
Table 4.3
The Students’ Gained Comparison Scores between Pre-test and Post-test of both Experimental Group (10.3) & Control Group (10.4)
No
Experimental
Group
Score
Control
Group
Score
Name Name
1 Student 1 20 Student 1 0
2 Student 2 5 Student 2 5
3 Student 3 0 Student 3 0
4 Student 4 5 Student 4 5
5 Student 5 -5 Student 5 20
6 Student 6 10 Student 6 5
7 Student 7 5 Student 7 5
8 Student 8 5 Student 8 10
9 Student 9 5 Student 9 5
10 Student 10 15 Student 10 -5
11 Student 11 25 Student 11 5
12 Student 12 15 Student 12 5
13 Student 13 5 Student 13 10
14 Student 14 5 Student 14 -15
15 Student 15 15 Student 15 5
No
Experimental
Group
Score
Control
Group
Score
Name Name
17 Student 17 25 Student 17 10
18 Student 18 0 Student 18 -10
19 Student 19 -5 Student 19 5
20 Student 20 20 Student 20 10
21 Student 21 5 Student 21 15
22 Student 22 30 Student 22 5
23 Student 23 0 Student 23 5
24 Student 24 15 Student 24 0
25 Student 25 10 Student 25 0
26 Student 26 10 Student 26 10
27 Student 27 0 Student 27 0
28 Student 28 20 Student 28 0
29 Student 29 10 Student 29 5
30 Student 30 15 Student 30 -10
31 Student 31 0 Student 31 -5
32 Student 32 10 Student 32 15
Mean 320 125
Total
Score 9.7 3.8
The Table 4.5 shows that the minimum gained score of experimental group was -5 and the minimum score of control group was -15. The highest score of experimental group was 30 and control group is 20. The average gained score of experimental group was 9.7 and for control group was 3.8.
2. Data Analysis
The data of the students’ was analyzed by using t-test to prove whether there was any significant different between the students’ reading comprehension of procedure text in experimental group as the X variable and control group as the Y variable. But, before using the formula of t-test, the students’ score in the experimental group and control group were tabulated to calculate the gained score of each group. It can be seen as follows:
Table 4.4
Statistical Calculation of Gained Score both the Experimental and
Controlled Group
No. X Y X-MX Y-MY (X-MX)² (Y-MY)²
1. 20 0 10 -4 100 16
2. 5 5 -5 1 25 1
No. X Y X-MX Y-MY (X-MX)² (Y-MY)²
4. 5 5 -5 1 25 1
5. -5 20 -15 16 225 256
6. 10 5 -20 1 400 1
7. 5 5 -5 1 25 1
8. 5 10 -5 6 25 36
9. 5 5 -5 1 25 1
10. 15 -5 5 -9 25 81
11. 25 5 15 1 225 1
12. 15 5 5 1 25 1
13. 5 10 -5 6 25 36
14. 5 -15 -5 -19 25 361
15. 15 5 5 1 25 1
16. 20 10 10 6 100 36
17. 25 10 15 6 225 36
18. 0 -10 -10 -14 100 196
19. -5 5 -15 1 225 1
20. 20 10 10 6 100 36
21. 5 15 -5 11 225 121
22. 30 5 20 1 400 1
23. 0 5 -10 1 100 1
24. 15 0 5 -4 25 16
No. X Y X-MX Y-MY (X-MX)² (Y-MY)²
26. 10 10 0 6 0 36
27. 0 0 -10 -4 100 16
28. 20 0 10 -4 100 16
29. 10 5 0 1 0 1
30. 15 -10 5 -14 25 196
31. 0 -5 -10 -9 100 81
32. 10 15 0 11 0 121
33. 5 0 -5 -4 25 16
Total 320 125 3150 1753
Mean 9.7 3.8 95.45 53.12
According to the data in the table above, the result of the students’ pre-test and post-test further in each group is calculated by using t-test in some steps as follows:
1. Determining mean of variable X, with formula as follows:
x
x
2. Determining mean of variable Y, with formula as follows:
y
y
3. Determining standard of deviation score of variable X, with formula as follows:
Dx √ x
Dx √
Dx √
Dx
4. Determining standard of deviation score of variable Y, with formula as follows:
D √ y
D √
D √
D
5. Determining standard error of mean of variable X, with formula as follows:
Ex √
Ex √
Ex
Ex
6. Determining standard error of mean of variable Y, with formula as follows:
E D √
E √
E √
E
E
7. Determining standard error of different mean of variable X and variable Y, with formula as follows:
Ex E √ Ex E Ex E √
Ex E √
Ex E √
8. Determining, to with formula as follows:
t E E
t
t
t0 2.76
9. Determining with degree of freedom (df) in significant level of 5% with formula as follows:
Df = (N1+ N2) – 2
Df = (33+ 33) – 2
Df = 66 – 2
Df = 64
The value of df (degree of freedom) is . The value of in the table “t” score at significant level of 5% = 1.66
10.The comparison between t-observation and t-table:
3. The Hypothesis Testing
After obtaining the data by using t-test formula, it is used to prove the result of the hypothesis as follows. Based on the description of the data
calculation, it shows that:
1. The value of t-observation is 2.76.
2. The degree of freedom (df) is 64, so the value of t-table in significance level of
Because the value of t-observation > t-table, it proves that the null hypothesis is rejected and the alternative hypothesis is accepted which stated that there was significant different between the students’ score in reading comprehension of procedure text before and after using picture series at the tenth grade students of SMAN 22 Kab. Tangerang.
4. Effect Size Formulation
The researcher added Cohen calculation in order to know what level the
effect size of the research he formulation used was:
√
Mean of Group X = 9.69 Mean of Group Y = 3.78
Standard Deviation of Group X = 9.76 Standard Deviation of Group Y = 7.28 Pooled Standard Deviation = 8.60
√
√
√
The criteria:
0.2 = small effect size 0.5 = medium effect size 0.8 = large effect size
Based on the calculation above, it can be inferred that d = 0.68. Based on criteria of Cohen calculation, the result of this research is that using picture series has medium size effect on students’ reading comprehension of procedure text.
B. Interpretation
Based on the results as described in the previous subchapter, it can be concluded that the mean score of pre-test in experimental group was 72.27, and the mean score of pre-test in control group was 72.73. And from the scores of both groups, it means that there was a difference between the students’ achievement of scores in pre-test (experimental group and control group), the control group got the higher mean score than the experimental group. Meanwhile, the Table 4.3 and
4.4 showed that the mean score of post-test in experimental group was 81.97 and the mean score of post-test in control group was 76.52. It means that there was a significant score of experimental group and control group in post-test, control group was increased in post-test session than in pre-test. But, for this session, the experimental group got the higher score than the control group.
Moreover, the Table 4.5 also showed that the minimum gained score of experimental group was -5 and the minimum score of control group was -15. The highest score of experimental group was 30 and control group was 20. The average gained score of experimental group was 9.7 and for control group was 3. . It proves that using picture series is effective to improve students’ reading comprehension of procedure text.
is significant different between the students’ score in reading comprehension test
This study also conducted by Allen1, Zainal2, and Bayyini3. The result of
the previous studies reveals that the use of pictures affects students’ reading comprehension. Actually, the procedure of this research was rather similar with the previous study conducted by Zainal, because in his study, picture was the tool or the media for improving students’ reading comprehension. However, the number of participants, and the design were rather different.
The number of participant involved in the Zainal’s study was 20 participants. The participants consisted of the ninth grade Madrasah Tsanawiyah As-Shiddiqiyyah, Kabupaten Kubu Raya. The design for the previous study was classroom action research, it was different from this study which used quasi-experimental design. This research divided sample into quasi-experimental and controlled group which totally consisted of 66 students of the tenth grade of SMAN 22 Kab. Tangerang. The experimental group did the treatment while the controlled group did not.
Furthermore, the previous study used field notes, the observation report, the achievement test, the photograph, and the lesson plan to get the data. In contrast, this research used students’ score in pre- and post-test as the data sources. Moreover, the result of the statistical analysis was used as the data for testing hypothesis and to get final result. According to the data analysis, the score
1
Allen ubekti, “The Effectiveness of Using Pictures in Teaching Reading of Procedure Text”, Skripsi pada Sarjana UIN Syarif Hidayatullah Jakarta, 2014.
2
Zainal Ikhsanudin ilitansina, “Improving tudents’ Reading Comprehension of Procedure Text Through Picture Word Inductive odel trategy” Skripsi pada sarjana UNTAN, 2014.
3
calculation showed that both experimental and controlled group was improved. However, the improvement of controlled group was not as significant as experimental group. It was proven by the gained score produced by the groups, that the experimental group gained score was higher than the controlled group. The statistical calculation showed that the result of t-observation is 2.76 and the degree of freedom (df) is used in the significance level of 5% = 1.66. By comparing the value of t-observation and t-table, it can be known that the result of calculation of t-observation is higher than t-table. It meant that reading with
pictures is more effective than without pictures.
CHAPTER V
CONCLUSION AND SUGGENTIONS
A. Conclusion
This study had quasi-experimental design which was intended to get empirical evidence of the effectiveness of using picture series to improve students’ reading comprehension of procedure text at SMAN 22 Kab. Tangerang. Based on the statistical analysis, the scores of experimental group in pre-test were lower than the control group. The data showed that the mean score of pre test in experimental group was 72.27, while the mean score of pre-test in control group was 72.73. From the scores of both groups, it means that there was a difference between the students’ achievement of scores in pre-test (experimental group and control group). Moreover, there is also a significant difference between the experimental group and control group scores in post-test. Meanwhile, the mean score of test in experimental group was 81.97, and the mean score of post-test in control group was 76.52. It means that, in the post-post-test session, the experimental group got the higher score than the pre-test, and also higher than the control group. The statistical analysis showed that the minimum gained score of experimental group was 5 and the minimum gained score of control group was -15. While, the highest gained score of experimental group was 30 and control group was 20. The average gained score of experimental group was 9.7, and for
control group was 3.8. It can be concluded that teaching using picture series is effective for students to comprehend the procedure text.
B. Suggestions
Based on the research, it can be delivered some suggestions go to:
For teachers
picture. In addition, teacher should encourage the students to imagine what they are reading. The teacher should give more chance to their students in order to make them more creative and active in the class activity. So, by using pictures, students will not be burdened with the text they are going to read.
For students
Students should look for unfamiliar words contextually and should not be depend on the dictionary while reading text because it hinders them in comprehending text.
For further research
43 Writing. West Sussex: Whurr Publisher Limited, 2006.
Grellet, Francoise. Developing Reading Skills. Cambridge: Cambridge University Press, 2010.
Knapp, Peter and Megan Watkins. Genre, Text, Grammar – Technologies for Teaching and Assessing Writing. Australia: University of New South Wales Press Ltd., 2005.
Lems, Kristin, Leah D Miller, and Tenena M Soro. Teaching Reading to English Language Learner. New York: The Guilford Press, 2010.
McDonough, Jo and Christopher Shaw. Materials and Methods in ELT. Malden: Blackwell Publishing, 2003.
Mikulecky, Beatrice S. and Linda Jeffries. More Reading Power Second Edition. New York: Pearson Education, Inc., 2004.
Nunan, David. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc., 2005.
Sudijono, Anas. Pengantar Statistika Pendidikan. Jakarta: PT. Raja Grafindo Persada. 2006.
Susetyo, Budi. Statistika untuk Analisis Data Penelitian. Bandung: PT Refika Aditama, 2010.
Wright, Andrew. Pictures for Language Learning. Cambridge: Cambridge University Press, 2004.
Militansina, Zainal Ikhsanudin. “Improving Students’ Reading Comprehension of
44
Nasional Pendidikan, Kementerian Pendidikan Nasional, 2006. Reading Definition, retrieved on
http://lrs.ed.uiuc.edu/students/jblanton/read/readingdef.htm September 24th, 2016.
Reading for Information, retrieved on
http://www.anderson5.net/cms/lib02/sc01001931/centricity/domain/2136/key train_reading_student_intro.pdf December, 12th 2016.
3.2 BLUE PRINT OF THE INSTRUMENT
PRE-TEST
Nama Sekolah : SMAN 22 KAB. TANGERANG
Kelas : 10
Mata Pelajaran : Bahasa Inggris
Kurikulum : KTSP
STANDAR KOMPETENSI KOMPETENSI DASAR INDIKATOR INDIKATOR
PRE- TEST
Read the text carefully, answer the questions correctly and mark it in your answer sheet!
The text below is for number 1-5!
A glass of ice tea in a hot day! Wow it makes us fresher. If you want to make ice tea, first prepare a half glass of tea, one or two spoonful of sugar, and ice. Second, put the sugar into the glass of tea, stir it well. Third, add some pieces of ice into the glass and stir it again. Finally, the ice tea is ready to serve.
1. What is the goal of the text above?
a. Narrative d. Descriptive
b. Recount e. Report
c. Procedure
3. What tense is mostly used in text?
a. Past tense d. Past perfect tense
b. Present future tense e. Present tense
c. Present perfect tense
4. How many steps are needed to make the drink above?
a. 6 d. 3 c. Add some pieces of ice into the glass
Text for questions number 6-10!
After that, connect the charger to an AC wall outlet. Charging the battery supplied with the phone may take four up to six hours. Finally, when the battery is fully charged, the bar stop scrolling disconnect the charger from the AC outlet and the phone. And we are ready to make a phone call.
6. What is the text mainly about? a. How to get a hand phone b. How to activate a hand phone c. The materials of a hand phone d. How to insert a hand phone e. How to make a phone call
7. What should we do after inserting the SIM card? a. Open the cover of the hand phone
b. Disconnect the charger c. Close the battery with a cover d. Insert the battery inside
e. Connect charger to the bottom of the hand phone
8. “These are the ways …” (Line 2). The synonym of the underlined word is …
a. Ingredients d. Devices
b. Performances e. Tools
c. Steps
9. “Next, connect the lead from the charger to the bottom of the hand phone.” (Line 5)
The antonym of the underlined word is …
a. The height d. The top
b. The case e. The wide
c. The length
10. How many steps mentioned in the text?
a. 9 d. 7
b. 8 e. 6
4 red potatoes
1 tablespoon olive oil
1 onion, chopped
1 green bell pepper, seeded and chopped
2 tablespoons olive oil
1 teaspoon salt
3/4 teaspoon paprika
1/4 teaspoon ground black pepper
1/4 cup chopped fresh parsley
Equipment
Large skillet
Plate
Pot
Steps:
First of all, bring a large pot of salted water to a boil. Add potatoes and cook until tender but still firm, about 15 minutes. After that, drain the potatoes and cut them into 1/2 inch cubes when they are already cool. And then, in a large skillet, heat 1 tablespoon olive oil over medium high heat. Add onion and green pepper. Cook about 5 minutes stirring often, until soft. Transfer to a plate and set aside. Next, pour remaining 2 tablespoons of oil into the skillet and turn heat to medium-high. Then, add potato cubes, salt, paprika and black pepper. Cook and stirring occasionally, until potatoes are browned about 10 minutes. Finally, Stir in the onions, green peppers and parsley and cook for another minute. Serve hot.
PREPARATION TIME : 20 MINS
