Salatiga in the Academic Year of 20162017) A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Facul

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THE USE OF PEER LEARNING STRATEGY IN PROCEDURE

TEXT TO IMPROVE STUDENTS

’

READING SKILL

(An Experimental Research of the 11

th

_{Grade of SMK N 2}

Salatiga in the Academic Year of 2016/2017)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd) English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

AHMAD ZAMRONI

113-12-014

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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DECLARATION

“In the name of Allah the Most Gracious and the Most Merciful”

In the name of Allah,

Hereby, the researcher declares that this graduating paper is written by the

researcher himself. This paper does not contain any materials which have been

published by other people; and it does not cite any other people’s ideas except the

information from the references.

The researcher is capable to account his graduating paper if in the future it

can be proved of containing other’s ideas or in fact that the researcher imitates other’s graduating papers. Likewise, this declaration is written by the researcher, and he hopes that this declaration can be understood.

Salatiga, August 11th 2017 The researcher,

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Salatiga, August 11th 2017 Mashlihatul Umami, S. PdI., MA.

The lecturer of English Education Department

State Institute for Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE

Case: Ahmad Zamroni’s Graduating Paper

Dear,

Dean of Teacher Training and Education

Faculty

Assalamu’alaikum Wr. Wb.

After reading and correcting Ahmad Zamroni’s graduating paper entitled “THE USE OF PEER LEARNING STRATEGY IN PROCEDURE TEXT TO IMPROVE STUDENTS’ READING SKILL (An Experimental Research of

the 𝟏𝟏𝒕𝒉 Grade of SMK N 2 SALATIGA in the Academic Year 2016/2017)”, I

had decided and would like to propose that this paper could be accepted by the

Teacher Training and Education Faculty. I hope this paper will be examined as

soon as possible.

Wassalamu’alaikum Wr. Wb.

Counselor,

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THE USE OF PEER LEARNING STRATEGY IN PROCEDURE

TEXT TO IMPROVE STUDENTS

’

READING SKILL

(An Experimental Research of the 11

th

_{Grade of SMK N 2}

Salatiga in the Academic Year of 2016/2017)

WRITTEN BY: Ahmad Zamroni NIM: 113-12-014

has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

(IAIN) Salatiga on ……….., and hereby considered to complete the requirements for the degree of Sarjana Pendidikan (S.Pd) in English and Education.

Board of examiners

Head :

Secretary :

First examiner :

Second examiner :

Salatiga,………

Dean of Teacher Training and

Education Faculty

Suwardi, M.Pd.

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MOTTO

“Alone we can do so little, together we can do so much.”

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DEDICATION

This graduating paper is dedicated to:

1. My beloved mother (Suwanti) and father (Saekur), thanks for all of the

prayers, struggle, and sacrifice.

2. My beloved sister (Titik Lestari) and sister (Inda Mulyani), thanks for

your motivation and support.

3. My big brothers of Unbreakable (Faisal Abi Yusuf, Surya Agung

Wijaya, Ahmad Chudhori, and Anas Sofyan), thanks for your help,

motivation, and support.

4. My friends from A class of TBI 2012, thanks for your help, motivation,

and support.

5. My friends from Communicative English Club (CEC), thanks for your

help, motivation, and support.

6. All of the students from Engineering of Industrial Electronic B class (TEI

B) and Engineering of Audio and Video B class (TAV B) in SMK N 2

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ACKNOWLEDGEMENT

In the name of Allah, The Most Gracious and The Most Merciful, The Lord

of Universe. Because of Him, the researcher could finish this graduating paper as

one of the requirement for Sarjana Pendidikan in English Education Department

of Teacher Training and Education Faculty of State Institute for Islamic Studies

(IAIN) Salatiga.

Secondly, peace and salutation always be given to our prophet Muhammad

SAW who has guided us from the darkness to the lightness. However, this success

would not be achieved without supports, guidances, advices, helps, and

encouragements from individual and institution, and the researcher somehow

realize that an appropriate moment for me to deepest gratitude for:

1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies

(IAIN) Salatiga

2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty

3. Noor Malihah, Ph. D. as the Head of English Education Department

4. Mashlihatul Umami, S. PdI., MA. as a counselor who has educated, supported,

directed and given the researcher advices, suggestions, and recommendations

for this thesis from beginning until the end

5. All of the lecturers in English Education Department. Thanks for your education

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Finally this graduating paper is expected to be able to provide useful

knowledge and information to the readers. Moreover, the researcher is pleased to

accept more suggestions and contributions from the readers for the improvement

of the graduating paper.

Salatiga, August 11th 2017 The researcher,

Ahmad Zamroni

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ABSTRACT

Zamroni, Ahmad. 2017. THE USE OF PEER LEARNING STRATEGY IN

PROCEDURE TEXT TO IMPROVE STUDENTS’ READING SKILL (An Experimental Research of the 11th_{Grade of SMK N 2 Salatiga in the} Academic Year of 2016/2017). Counselor: Mashlihatul Umami, S. PdI.,

MA.

Keywords: Peer Learning Strategy, Procedure Text, Reading

The researcher conducted the research to increase the students’ reading skill through peer learing strategy in teaching procedure text. To make sure that peer learning as one of the strategies that can help the students, the research investigated about (1) How is the profile of the students’ reading skill on procedure text before using peer learning strategy in SMK N 2 Salatiga?, (2) How is the profile of the

students’ reading skill on procedure text after using peer learning strategy in SMK N 2 Salatiga?, and (3) To what extent is the effectiveness of peer learning strategy in procedure text to improve the students’ reading skillin SMK N 2 Salatiga? The sample of this research is 54 students, 27 students came from Engineering of Industrial Electronic B class (TEI B) and 27 students came from Engineering of Audio and Video B class (TAV B). The passing grade is 75. Before treatment, none of the students from experimental and controlling classes passed the passing grade. After treatment, 59.25% students from experimental class passed the passing grade. 77.78% students from controlling class passed the passing grade. To analyze the data, the researcher used t-test. T-test (𝑡_𝑜) was -1.83. It uses the significant level of 5% and t-table (𝑡_𝑡) with df = (N₁+ N₂) - 2 = (27+27) – 2 = 52 is 2.007. The result is -1.83 < 2.007. From the data, the researcher can conclude that the score of t-test is lower than t-table. The null hypothesis (𝐻_𝑜) is accepted while the alternate hypothesis (𝐻_𝑎) is rejected. Therefore, there is no significant difference of the

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LIST OF IMAGE

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LIST OF FIGURE

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LIST OF TABLES

Table 2.1 Rubrics of Oral Reading ... 14

Table 3.2 Time Schedule of the Research ... 28

Table 3.3 True-Experimental Design of the Research ... 30

Table 4.4 Pre-test of Experimental Class ... 38

Table 4.5 Pre-test of Controlling Class ... 40

Table 4.6 Post-test of Experimental Class ... 43

Table 4.7 Post-test of Controlling Class ... 46

Table 4.8 Difference Square of Pre-test and Post-test of Experimental Class ... 48

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CHAPTER I

INTRODUCTION

A. Background of the Research

Language is a tool of communication and information. By means of

language, people have chance to communicate with the others, share

experiences, learn each other, and improve intellectual and literature skills.

Consequently, Indonesian people are required to have good skills in language,

so they can communicate well. The communication is a process how the

teacher teaches concept, idea, opinion, agreement, attitude and information

using language to communicate to the students. Furthermore, the functions of

language include communication, expression of identity, playing, imaginative

expression, and emotional release.

English language as one of international language is familiar in the era

of globalization. Everybody knows English language. However, some people

learn and practice to use English language, and there still feel difficult to learn

English. Hence, English language starts to apply in Indonesia. Indonesian

goverment applies English in all schools in Indonesia. At the first time, the

students start to learn English in fourth grade in elementary school. Even now,

English language is taught in pre-school. The students have many problems

when they learn English. One of the problems is how to be a good reader. The

problem is underlined by the language itself that English is not the mother

tongue. There are also many difficulties on vocabularies that the students have

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In addition, many people in Indonesia have difficulties to read English

texts because they do not have habit on it. It seems that they lack of passion on

it. Even university students still cannot read English Language well. The

researcher thinks that the students of vocational high school students have more

problems than university students. Eventually, the students’ reading skill is low. Reflecting to the facts in SMK N 2 Salatiga, the students learn four main

skills in English such as listening, writing, speaking and reading. Unfortunately,

they face difficulties on reading especially on reading text. Their reading skills

are still low. It is caused by some factors. First, they did not pay attention on

reading because they lack of habit on reading. Second, they have less interest

in reading because they face unfamiliar words and phrases. Third, the teacher

applies the method in the class but it does not match with the students’ interest. Hence, the researcher tries to improve the students’ reading skill on procedure text using peer learning strategy.

According to Goldschmid and Goldschmid as cited by Falchikov (2001:

1), a peer is broadly defined as mate in the same situation, while a peer group

consists of two mates in the same situation and interact each other. However,

the term ‘peer’ can also be used in teaching and learning context. It can be assumed that there are a variety of relationship between the students to

cooperate or work together to do the task from the teacher. The researcher is

also inspired by Theodore Newcomb (Newcomb and Wilson, 1966 as cited by

Falchikov, 2001: 1) to apply peer learning strategy. He identified that peer

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Based on the explanation above, the researcher would like to make

research entitled “THE USE OF PEER LEARNING STRATEGY IN PROCEDURE TEXT TO IMPROVE STUDENTS’ READING SKILL

(An Experimental Research of the 𝟏𝟏𝒕𝒉 Grade of SMK N 2 SALATIGA in

the Academic Year 2016/2017)”. The researcher attempts to expose the use

of peer learning strategy on improving the students’ reading skill.

B. Statement of the Problems

To clarify the problems that are going to be analyzed, the statements of

the problems are formulated as follows:

1. How is the profile of the students’ reading skill on procedure text before using peer learning strategy in SMK N 2 Salatiga?

2. How is the profile of the students’ reading skill on procedure text after using peer learning strategy in SMK N 2 Salatiga?

3. To what extent is the effectiveness of peer learning strategy in procedure

text to improve the students’ reading skillin SMK N 2 Salatiga?

C. Objectives of the Research

Based on the statement of the problems above, the objectives of the

research are as follows:

1. To find out the profile of the students’ reading skill on procedure text before using peer learning strategy in SMK N 2 Salatiga.

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3. To measure how far is the effectiveness of peer learning strategy in

procedure text to improve students’ reading skillin SMK N 2 Salatiga.

D. Limitations of the Research

In order to come into focus on this research, the researcher limits the

research to be concerned as follows:

1. The research focuses on the implementation of peer learning.

2. The research focuses on procedure text.

3. The research is carried out at the eleventh grade students of SMK N 2

Salatiga in the academic year of 2016/2017.

E. Benefits of the Research

The researcher hopes that this research could provide information and

benefits for the readers. The significant of the research can be seen as follow:

1. Theoretical

This research helps the students to learn reading skill especially on

the procedure text. Therefore, the researcher hopes that this method helps

the varieties of teaching and learning for the teacher.

2. Practical

The result of the research is to give precious contribution to lectures,

vocational high school students and other researchers. For the lectures, this

research becomes a meaningful contribution in teaching reading skill. For

vocational high school students, this research hopefully can be used to

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researcher, the result of the research is expected to be a previous research

for those who are interested in doing similar field of research.

F. Definition of the Key Terms

Based on the title of the paper, the key terms are needed to explain:

1. Peer Learning Strategy

According to Falchikov (2001: 3), peer learning is when the students

learn from each other in the same class and lessons. They interact each

other. By this interaction, the students can develop their skills and also can

increase their knowledge and understanding. It is important for the

students as Piaget (1971) as quoted by Falchikov (2001: 3) believes that

cooperation between the students promotes the encouragement to think

and discuss. Vigotsky (1962) as quoted by Falchikov (2001: 3) argues that

by peer learning the students’ skills that can be developed is highly can be attained without teacher’s guidance.

Meanwhile, according to Richards and Schmidt (2010: 559) strategy

can be defined as a way which is used in teaching and learning to reach a

goal. It can be assumed from those definitions that peer learning strategy

means a way of learning where the students learn materials by interacting

with each other to attain goals.

2. Procedure Text

According to Knapp and Watkins (2005: 157) say that procedural

instructions such as recipes and directions are concerned with telling

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begin with the goal of the task, which is usually stated as a heading; for

example, ‘How to Make a Sandwich’ or ‘Directions for Using the Class Computer’. It can be said that procedure text includes guidance to do something. The example of procedure text can be a direction, instruction,

recipe, and itinerary.

3. Reading Skill

Reading skill is formed from two words, they are reading and skill.

According to Hunt (2004: 137) as cited by Hermida (2009: 23), reading is

a process shaped partly by the text, partly by the reader's background, and

partly by the situation, the reading occurs in. It can be assumed that reading

is the way of how the readers read and understand a text in hope for gaining

the purpose and information of the text.

According to Richards and Schmidt (2010: 532), skill is an acquired

ability to perform an activity in a good way. It can be concluded that

reading skill is an acquired ability to understand a text and the ability to

gain the information of the text in a good way.

G. Paper Outline

This thesis consists of five chapters. Each chapter has different elements

as follows:

Chapter I tells about introduction. The researcher explains about

background of the research, statement of the problems, objectives of the

research, limitations of the research, benefits of the research, definition of the

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Chapter II describes about literature review. The researcher takes some

books written by many experts as references that explain more about previous

researches, concept of reading, concept of procedure text, and concept of peer

learning.

Chapter III discusses about the research methodology. It covers location

of the research, research approach, research design, population and sample,

method of data collection, research instrument, method of data analyses, and

hypothesis.

Chapter IV presents research analysis and discussion. It presents the data

analysis that have been collected. It includes pre- and post-test analyses,

calculation, and discussions.

Chapter V is conclusion and suggestion. It contains summary of all

information in chapter IV, and it gives suggestions for teachers, students, and

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CHAPTER II

LITERATURE REVIEW

A. Previous Researches

The researcher took relevant sources that related to this research. The

researcher used four previous researches. The first previous research came

from Thurston, et al. (2007), and the title was about “Peer Learning in Primary Science in Theoretical Perspective and Implementations for Class Practice”. The result of the researches explained that peer learning has an important role

to play in primary school science. However, in some educational contexts there

is a current trend away from using this important classroom strategy.

According to MacNab (2003) as quoted by Thurston, et al. (2007) reported that

in a sample drawn from 170 Local Education Authority and school

representatives, 46% of Scottish schools reported less peer learning since the

introduction of curriculum initiatives. The drop in reported peer learning may

be indicative of teachers losing the ability to apply an effective pedagogical

tool in the classroom. This was emphasized by Hutchison, et al. (2003) as

quoted by Thurston, et al. (2007) who reported there was a need to ensure that

peer learning was effective in classroom contexts, and concluded that education

was not just an activity that takes place in a group, but was a group activity. To

have maximum impact, it is clear that peer learning needs to be embedded into

the pedagogy and planning in individual curriculum areas. Therefore, there

may be a case for effective continuing professional development programs to

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The second previous research came from Kodabux and Hoolash (2015).

The title was “Peer Learning Strategies: Acknowledging Lecturers’ Concerns of the Student Learning Assistant Scheme on a New Higher Education

Campus”. The Student Learning Assistant (SLA) scheme was introduced in 2010 at Middlesex University Mauritius Branch Campus (MUMBC). The

scheme is similar to traditional peer learning strategies, such as Peer Assisted

Learning (PAL) and Peer Assisted Study Sessions (PASS), which are widely

operated in higher education environments to motivate student engagement

with their learning. That research used qualitative approaches data gathering

have been employed to collect feedback from the teaching academic staff

through different formats, namely questionnaires, interviews, and focus group

meetings with each department at MUMBC. The result of the research said that

the lecturers’ general conception of peer learning at MUMBC principally

represents challenges to the development of a full-fledged SLA scheme on the

campus. The SLA’s role is limited and inflexible. They are restricted in the

tasks they can do during non-teaching classes only. Additional reasons

explaining why SLAs have not been used are not necessarily based on negative

notions of peer learning. Instead, some lecturers did not use the scheme because

they were responsible for newly introduced modules or for modules that have

undergone curriculum modifications and they wanted to familiarize themselves

with the changes first.

The third previous research was done by Umairoh (2015) entitled “The

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Reading Skill in Eleventh Grade of SMA N 3 Salatiga in the Academic Year

2014/2015”. Her objective was to improve the students’ reading skill using Teams Game Tournament (TGT). The research was conducted in SMA N 3

Salatiga. She used experimental method. She compared two classes. From her

research, she founded improvement on students’ result that the score from pre -test to post--test significantly increased 32,15%. She claimed that Teams Game

Tournament (TGT) was successful to improve the students’ reading skill. The last previous research came from Svida (2016). Her title of the

research way about “Influence of E-library in Boosting High School Students’ Reading Habits and Skills”. As a whole the sample of this study consists of 306 users of libraries: 102 students of Senior High Schools (51 girls and 51 boys)

came from each type of school (namely 36 schools which are accredited A, B,

and C) in South Sumatra. Data collection was conducted by means of a

questionnaire and a test. Based on the result and the a formentioned description,

it can be concluded that: (1) the use of libraries was influenced by the existence

of important features of libraries such as acquisition or procurement of library

materials which are relevant and updated, sufficient length of service-time, and

the provision of information and communication technology (ICT); (2) reading

attitude, reading habit, and reading achievement of the students of Senior High

Schools (SMA) in South Sumatra were still low; (3) there was a significant difference between males and females in regard to reading attitude and habit,

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students from the schools accredited A, had far better achievement in reading

compared to the students who came from the schools accredited B or C.

By considering the previous researches, the researcher conducted

research entitled “The Use of Peer Learning Strategy in Procedure Text to

Improve Students’ Reading Skill (An Experimental Research of the 11𝑡ℎ Grade of SMK N 2 Salatiga in the Academic Year 2016/2017)”. First previous research focused on peer learning in theoretical perspectives and

implementations. However, in this research, the researcher had deeper focus on

the implementations how peer learning improved students’ reading skill using procedure text. Second previous research was qualitative research using peer

learning strategy, but the researcher used quantitative in this research to find

the data. The researcher also focused in reading skill. The third previous

research was TGT method to improve the students’ reading skill. TGT was using groups that consisted more than two students in groups, however, in this

research, the researcher made a group that consisted by two students in the

learning process. The last previous research was about the influence of e-library

in boosting high school students’ reading habits and skills. The research

focused on media, but this research focused on strategy that the teacher used in

class. The teacher could pair the students between a smart student and an

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B. Concept of Reading

1. Definition of Reading

In this research, the skill is reading. There are some definition of

reading from experts. According to Duffy (2009: 3) says that the main thing

in reading is to develop students who do read. According to Spears (2013: XVI), the readings are accompanied by a variety of practice exercises to

reinforce good reading skill and to help students develop a college-level

vocabulary. According to Spears (2013: XVII), reading also provides

students with a way for them to understand the world around them and to

search for meaning in their own lives. In addition, according to Duffy (2009:

13)

“A skill is something you do automatically without thinking about it. You do it the same way every time. Tying your shoes is an example of a skill. An example of a reading skill is instantly recognizing and saying a word such as the.”

Therefore, the researcher can assume that reading skill is activities

to read books, and the readers try to understand the content of the text. The

readers also are easy to get the knowledge from text without confused to

understand the texts.

2. Elements of Reading

The researcher, to evaluate the score of the students, uses some

elements of reading. There are fluency, pronunciation, stress and intonation.

According to Nunan (2003: 55), fluency is the extent to which speakers use

the language quickly and confidently, with few hesitations or unnatural

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According to Harmer (2001: 183), pronunciation teaching not only

makes students aware of different sounds and sound features (and what

these mean), but can also improve their speaking immeasurably.

According to Harmer (2001: 191), stress is important in individual

words, in phrases, and in sentences. By shifting it around in a phrase or a

sentence, we can change emphasis or meaning.

According to Montgomery, Durant, Fabb, Furniss, and Mills (2007:

351 – 352)

“Intonation is melodic patterning of the voice, combining upward or downward pitch movements with contrasts achieved by placing the principal stress in different places in any given group of words. Intonation conveys information, feeling or attitude that go beyond the meanings of the actual words. Apart from occasional italics or capitals, written texts do not notate intonation; readers of words on a page assign different, imagined intonation patterns to what they read.”

3. Rubrics of Evaluation of the Students’ Reading Skill

According to McKay, Alderson, and Bachman (2008: 118), rubrics

are the instructions that are used in an assessment task are a component of

the characteristics of assessment task procedures. The way that instructions

are given (for example, by the teacher, in writing, on a tape), the length and

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Table 2.1

Rubrics of Oral Reading

No Competency Description Scores

1 Pronunciation Many wrong pronunciation 20 – 34 Frequent incorrect pronunciation 35 – 54 Occasional errors in pronunciation 55 – 69 Some errors in pronunciation 70 – 84 No errors or minor errors 85 – 100 2 Stress No stress in the sentence or give wrong

stress, the listeners are confused to

understand the meaning

20 – 34

Frequent incorrect using stress 35 – 54 Occasional errors using stress in the

sentence, but can understand the

meaning

55 – 69

Some errors using stress in the

sentence, the listeners are easy to

70 – 84

No errors or minor errors using stress,

the listeners are very easy to

85 – 100

3 Intonation Flat intonation makes the listener

almost impossible to understand

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Inadequate use of intonation makes the

speaker very difficult to follow without

compensation

35 – 54

Adequate use of intonation, making the

intelligibility of the message fairly

high, although there are occasional

lapses

55 – 69

Good use of intonation makes the

listener easy to follow

70 – 84

Perfect use of intonation makes the

listener very easy to understand and

interest

4. Indicators of the Successful of the Students’ Reading Skill

The researcher combines from two experts to know the indicator of

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According to Duffy (2009: 21), successful readers pay attention to

what is happening and anticipate that there might be a need to change a

prediction.

According to Duffy (2009: 21), successful readers stop and use fix

– it strategies to problem – solve a blockage to meaning.

According to Duffy (2009: 23), successful readers seldom

implement each strategy separately but instead combine several strategies

together.

According to Duke and Pearson (2002: 205) say that the students are

active readers, and they have clear goals in mind for their reading.

According to Duke and Pearson (2002: 206) say that the students try

to determine the meaning of unfamiliar words and concepts in the text, and they

deal with inconsistencies or gaps as needed.

According to Duke and Pearson (2002: 205) say that the students

read selectively - what to read carefully, what to read quickly, what not to

read, what to reread, and so on-, continually making decisions about their

reading.

According to Duke and Pearson (2002: 206) say that the students

read different kinds of text differently. When reading narrative, The students attend closely to the setting and characters. When reading

expository text, these readers frequently construct and revise summaries of

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5. Intensive Reading

According to Harmer (2001: 204), intensive reading tends to be

more concentrated, less relaxed, and often dedicated not so much to

pleasure as to the achievement of a study goal. It means that the students

read some text from teacher related with curriculum. From the curriculum,

the teacher applies in syllabus.

6. Roles of the Teacher

According to Harmer (2001: 213) says that there are further roles

teachers need to adopt when asking students to read intensively such as

organizer, observer, feedback organizer, and prompter.

First, according to Harmer (2001: 213) says that organizer means that

the teachers need to tell the students exactly what their reading purpose is,

and give them clear instructions about how to achieve it, and how long they

have to do this. For example: teacher said that “You have four minutes to

read this text.”

Second, according to Harmer (2001: 213), observer means that when

the teacher ask students to read on their own, the teacher can observe their

progress since this will give us valuable information about how well they

are doing individually and collectively.

Third, according to Harmer (2001: 213), feedback organizer means

that when our students have completed the task, we can lead a feedback

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The last point is prompter. According to Harmer (2001: 213) says that

prompter is when students have read a text we can prompt them to notice

language features in the text.

7. Reading Aloud

According to Brown (2003: 190), reading aloud is the test-taker that

sees separate letters, words, and/or short sentences and reads them aloud,

one by one, in the presence of an administrator. The researcher took test

using reading aloud in this research. The students’ reading skill was shown by this test when the students read a text.

C. Concept of Procedure Text

1. Purpose of Procedure Text

According to Barwick, et al. (1999: 44), the main purpose of a

procedure is to direct, information or explanation. A procedure text explain

how to do something.

2. Types of Procedure Text

According to Barwick, et al. (1999: 44), there are different types of

procedure texts. They serve different purposes. Procedure texts can instruct

how to do a certain activity. It can be science experiments, stage directions,

road safety rules, itineraries, and recipes. By reading a procedure text, the

reader can be directed in appropriate step to do something. Procedure texts

normally consist of directions and instructions.

Procedure texts communicate the rules and stages for all activities.

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on an experiment and can be found in letters, games, pamphlets, newspaper,

magazine, etc.

3. Structure of Procedure Text

According to Barwick, et al. (1999: 45) explain that a procedure text

consists of three main parts. They are aim or goal, list of materials, and

sequence of steps in correct order.

a. An introductory statement (Title)

According to Barwick, et al. (1999: 45)

“It gives the heading, the goal or the aim of the activity and states what the procedure is aiming to achieve. Sometimes the goal is

indicated in the main heading for example, ‘Building a Modal of a Dinosaur’. This may be aided by a diagram or map.”

b. List of materials

According to Barwick, et al. (1999: 45) say that It is needed for

completing the procedure. This part usually provide list of things that

will be used. Sometimes, it can be in form of paragraph. In certain

procedure text, this part may be omitted.

c. The method or sequence of steps

According to Barwick, et al. (1999: 45) say that It written in the order

in which they should be completed.

4. Language Features of Procedure Text

According to Barwick, et al. (1999: 45), a procedure text is usually

characterized by some language features, they are:

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b. Using conjunction to show chronological order, for example: before,

while, then, after, when,

c. Using action verb to start sentences, for example: take, put, link,

d. Using short statements or commands, for example: Pick them up,

e. Using adjectives to add detail related to size, shape, color, and amount,

for example: Place the red cube there,

f. Using specific words related to direction and location, for example: left,

north, right,

g. Using simple present tense,

h. Using underline and bold style to emphasis important information,

i. Using adverbs, preposition and adverbial phrases to add detail

information about how, where, and when,

(38)

5. Example of Procedure Text

As illustrated from Barwick, et al. (1999: 46),

Image 2.1

(39)

D. Concept of Peer Learning

1. Definition of Peer Learning

According to Topping (2005: 631) defines that peer learning do

help and support among status equal or match companions gain

knowledge and skill acquisition. It is possibly as a collaborative learning

has taken place. However, it includes people from similar groupings. In

this case, they are students in the schools or even colleges. They are not

professional as teachers who help each other to learn. Topping explains

that peer learning includes peer helper as a surrogate teacher. The peer

helper can be their classmates.

Boud, Cohen, Sampson (2013: 413-414) explain that peer learning

can be defined as the use of teaching and learning strategies without

intervention from the teacher in which the students learn and study with

each other. It means that the teaching and learning is student-oriented. The

example of peer learning may be include study groups, team projects,

student-to-student learning partnership, and peer feedback sessions in

class.

Meanwhile, Falchikov (2001: 3) states that peer learning refers to

a learning activity in which the students learn with and from each other. It

is usually within the same class or lesson. The students interact with their

peer or partner to increase their knowledge and comprehension. It is

important because, as Falchikov explains, it influences on the students’

(40)

Based on the definition from some experts above, it can be

concluded that peer learning is a strategy from the teacher in which the

students learn material with and from their peer or partner that aim to gain

better knowledge and understanding.

2. Importance of Peer Learning

Slavin (1990) as cited by Boud, Cohen and Sampson (2013: 415)

explains that peer learning has been promoted to help development of

certain types or aspects learning skills. Those skills, which relate to peer

learning, are as follow:

a. The development of learning outcomes related to collaboration,

teamwork, and becoming a member of a learning community.

b. Critical inquiry and reflection.

c. Communication skills.

d. Learning to learn.

Furthermore, there are some reasons the importance of peer

learning:

According to Boud, Cohen and Sampson (2013: 415), peer

learning involves the students to work together. They develop their

collaboration skills. It makes them to be more active managing and

planning on teamwork. It means that they are become the part of learning

(41)

According to Boud, Cohen and Sampson (2013: 415), the

possibilities for the students to reflect and explore the ideas easily are high.

It is because they do not depend on the teacher.

According to Boud, Cohen and Sampson (2013: 415-416), the

students get more practice in communicating the problems. Here means

the learning material itself. Later, the students are able to convey their

understanding to their peer and directly get feedback from their peer.

According to Boud, Cohen and Sampson (2013: 416), peer

learning includes a group of students who have responsibility to identify

their own learning needs. They also learn how to plan and do problem

solving on their own. Thus, learning to cooperate with others is important

to gain mutual goals.

Later, Boud, Cohen and Sampson (2013: 416) address that

assessing peer learning is also important. There are three main reasons

underlie, they are:

a. Addressing important educational outcomes

Peer learning can help the students achieving particular learning

outcomes. It can also be used to reach other course goals, which is not

developed beforehand.

b. Valuing peer learning

As peer learning has not previously been highly valued in formal

(42)

c. Recognizing commitment

Peer learning can pursue a wider range of learning outcomes.

3. Implementation of Peer learning

Topping (2005: 633) explains that there are some variables need

to consider in the delivery of peer learning. Methods for peer learning can

vary on at least 13 organizational dimensions, they are:

a. Curriculum content

It is the knowledge or skill to be achieved.

b. Contact constellation

Peer learning in pairs is more intensive because there is less

opportunity to drift into token participation in a pair.

c. Within or between institutions

Peer learning do not only take place within the same institutions, but

also can be taken place between different institutions.

d. Year of study

The students may be from the same or different years of study, or in

the same or different ages.

e. Ability

There is increasing interest in same ability peer learning. One student

may have superior mastery than the other one, or both of them may be

have equal ability.

f. Role continuity

(43)

g. Time

Peer learning may be scheduled in regular class or outside, or in a

combination of both. It depends on the extent to which it is

substitutional or supplementary for regular teaching.

h. Place

Peer learning have various location of operation.

i. Helper characteristics

If the students are in the average stage, the students should find some

challenge in their joint activities.

j. Characteristic of the helped

All students deserve peer learning even though they may be gifted,

having disabilities, considered at risk of under-achievement, failure,

or those from ethnic, religious, linguistics, and other minorities.

k. Objectives

The target can be cognitive skill such as formal academic achievement,

affective and attitudinal gains, social and emotional gains, self-image

and self-concept gains, or any combinations.

l. Voluntary or compulsory

The project of peer learning can require participation.

m. Reinforcement

(44)

CHAPTER III

RESEARCH METHODOLOGY

A. Location of the Research

1. General Situation of SMK N 2

The researcher conducted experiment research in SMK Negeri 2

Salatiga. It is favorite vocational high school in Salatiga. It is located on Jln.

Parekesit, Dusun Warak, Desa Dukuh, Kecamatan Sidomukti, Kota Salatiga.

SMK Negeri 2 Salatiga built in 1999. Before it had only three departments,

but right now, it has five departments and five specialized departments. It

has five departments with five specialized departments. The five

departments are engineering of building, engineering of electronics,

engineering of computer and network, automotive engineering, and

engineering of mechanics. In addition, it has the five specialized

departments. It divides from two departments. Engineering of building has

civil engineering, engineering of furniture, engineering of architecture, and

engineering of electronics has engineering of audio-video, and engineering

of industrial electronic. The principle of SMK Negeri 2 Salatiga is Drs.

Kamaruddin, M.Pd. In 2016-2017, SMK Negeri 2 Salatiga has 1731

students.

2. Time Schedule of the Research

The researcher planned the time schedule in hope for the research

was conducted smoothly. The research was done on April 2017. The table

(45)

Table 3.2

Time Schedule of the Research

Step Date Activity

1 March 2017 Observation

2 March 2017 Pre-test for experimental group

Pre-test for control group

3 April 2017 Treatment

4 April 2017 Post-test for experimental group

Post-test for control group

5 January - July 2017 Writing research report

B. Research Approach

According to Colwell (2006: 95), research is a systematic process by

which investigators gather information, organize it in a meaningful way, and

analyze and interpret it.

The researcher used quantitative research in this research. According to

Kothari (2004: 3), quantitative research is based on the measurement of quantity

or amount. According to Darmawan (2014: 128) says that it indicated

ontologically that object study of a quantitative research is phenomenon and

general relations between those phenomena. According to Lehman (1968) as

quoted by Colwell (2006: 95), quantitative methods greatly enhanced the study

of musical processes by providing the accuracy and rigor required to produce

(46)

quantative research is research to find quantitiy in the phenomena in the

quantitative research.

C. Research Design

According to Smith (1991: 177) as quoted by Cohen, Manion, and

Morrison (2007: 272) claims that the high ground for the experimental approach,

arguing that it is the only method that directly concerns itself with causality.

According to Cohen, Manion, and Morrison (2007: 272), the essential feature

of experimental research is that investigators deliberately control and

manipulate the conditions which determine the events in which they are

interested, introduce an intervention and measure the difference that it makes.

Experimental research has three types, but true-experimental design uses

in this research. According to Sumanto (2014: 227), true-experimental design

shows very high control design. According to Sumanto (2014: 232),

true-experimental design controls almost all sources of internal and external

non-validity.

According to Creswell (2012: 310), the researcher assigns intact groups

the experimental and control treatments, administers a pretest to both groups,

conducts experimental treatment activities with the experimental group only,

and then administers a posttest to assess the differences between the two groups.

Therefore, the researcher managed pre-test for both control and experimental

group. According to Sumanto (2014: 233) uses pre test-post test control group

(47)

Figure 3.1

Pre-test – Post-test Control Group Design

Group Pre-test Treatment Post-test

Control Y1 - Y2

Experiment Y1 X Y2

It means:

X : Treatment

Y1 : Dependent variable before the manipulation of

the independent variable X

Y2 : Dependent variable after the manipulation of

the independent variable X

To make the data in this research complete and clear, the researcher

describes the design as follows:

Table 3. 3

True-Experimental Design of the Research

No First Experiment Group Second Control Group

1 The researcher gave the students

pre-test (reading procedure text).

The researcher gave the students

pre-test (reading procedure text).

2. The researcher taught procedure

text using peer learning strategy.

The researcher taught procedure

text using group work consist of

(48)

3. The researcher gave the students

post-test

The researcher gave the students

post-test

In this research, the researcher had population and sample from SMK N

2 Salatiga. According to Kothari (2004: 55) states that population is all pieces

in any field of research. The population of this research was eleven grade in

engineering of electronics of SMK N 2 Salatiga consisting of 177 students.

According to Cohen, Manion, and Morrison (2007: 115), in purposive

sampling, the sample is chosen for a specific purpose to be the representatives.

It means that the researcher chooses randomly sample from the population of

(49)

subject in a population, then the researcher should decide the sample size

between range of 25-30% of the whole population. From population of

engineering of electronics in SMK N 2 Salatiga, The researcher got 177 students,

and it divided into engineering of audio-video, and engineering of industrial

electronic. The researcher select 30% of the population, and it became the

sample. The calculation of result showed 30% of 177 was 54 students.

Later, the researcher choosed 54 students from two eleven grade class of

engineering of audio-video class, and engineering of industrial electronic class

in SMK N 2 Salatiga. The first class consisted 27 students while the second

class was 27 students.

E. Method of Data Collection

The researcher uses two methods of collecting data to carry out the

research. Kothari (2004: 96) states that the data can be collected through

observation method, questionnaire, interview, documentation, test, etc. In this

research, the researcher used test as the primary method. Then, documentation

was the secondary method.

1. Test

a. Pre-Test

According to Sumanto (2014: 234), pre-test uses to know how

far the groups have same dependend variable or not. Therefore, the

researcher conducts pre-test. It aims to know how far the reading skill

of the students. Therefore, the researcher is able to know that dependend

(50)

b. Post-Test

After receives the intervention of peer learning strategy. The

students are asked for doing the post-test.

2. Documentation

The researcher used documentation as the secondary method to

collect the data. In this research, the researcher makes a record the students’ attendance list, list of the students’ scores, test sheet, photos and videos of the report.

F. Research Instrument

The researcher applied reading test for this research. The students

needed to read aloud a procedure text. A student read aloud the text, one by one.

The researcher gave the score of their performances. The rubric of pre-test and

post-test would be explained in table 2.1 rubric of oral reading.

G. Method of Data Analyses

The researcher does some steps to analyze the data, they are:

1. Scoring the Students’ Test

The researcher scored the result of pre- and post-test from both

experimental and control group. There are four aspects. The researcher has

formula to count the score, and it explains bellow.

A student score = 𝐹+𝑃+𝑆+𝐼 4

Fluency = F

(51)

Stress = S

Intonation = I

2. Calculating the Result of the Test

After the students’ test was scored, the researcher calculated the data using t-test to determine whether there was significant difference or not

before and after the treatment for both experimental and control group. The

researcher takes the following steps as Sudijono (2010: 306-315) explains:

a. Calculating the mean (M) from each group using the following

formula:

𝑀 =∑𝑥_𝑁

M = Mean

∑x = Total score

N = Number of students

b. Calculating the standard deviation difference (SDD)

𝑆𝐷𝐷= √∑𝐷

SDD= Standard deviation

N = Number of students

D = Difference between pre- and post-test

c. _{Calculating the standard error of mean difference (SE}_MD₎

𝑆𝐸𝑀𝐷=

𝑆𝐷𝐷

√𝑁 − 1

(52)

N = Number of students d. Calculating f-test

According to Ritonga (1997: 300) formulates

F = 𝑆1 2 𝑆22

F = f-value of observation

𝑆1/𝑆2 = Standard error of mean difference

If f-test is lower than f-table, it uses equal variance (f-test < f-table).

If f-test is higher than f-table, it uses unequal variance (f-test > f-table).

e. Calculating t-test (to)

According to Ritonga (1987: 209) formulates t-test (to) for equal

variance According to Ritonga (1987: 207) formulates t-test (to) for unequal

(53)

f. Comparing t-value (to) with t-table (tt)

Criteria of hypothesis accepted describes as follows:

to> tt = Reject null hypothesis (𝐻_𝑜) and accept alternate hypothesis

(𝐻_𝑎)

to< tt = Accept null hypothesis (Ho) and reject alternate hypothesis

(𝐻_𝑎)

H. Hypothesis

Based on the research method explained above, the researcher

formulates the statistical hypothesis. According to Creswell (2012: 111),

hypothesis is statement in quantitative research in which the researcher makes

a prediction about the outcome of a relationship among attributes or

characteristics.

In this research, the researcher formulates null hypothesis (Ho) say that

there is no significant difference of the students’ reading skill on procedure text before and after having peer learning strategy. The researcher formulates

(54)

CHAPTER IV

ANALYSIS AND DISCUSSION

A. Analysis

1. Profile of the Students’ Reading Skill on Procedure Text Before Using

Peer Learning Strategy in SMK N 2 Salatiga

The researcher collected the data of pre-test for experimental and

controlling classes of the students. The classes consisted of 54 students from

Engineering of Industrial Electronic B class (TEI B), and Engineering of

Audio and Video B class (TAV B) in SMK N 2 Salatiga. Then, the

researcher calculated the scores of the students, and it is explained bellow:

a. Pre-test of Experimental Class

In experimental class, the researcher calculated the pre-test.

This is Engineering of Industrial Electronic B class (TEI B). This class

consisted of 27 students. The teacher gave score for fluency (F),

pronunciation (P), stress (S), and intonation (I). The researcher

calculated the total and the average score.

Table 4.4

Pre-test of Experimental Class

No Name F P S I Total Average

1 Abbas Shahab 75 70 72 72 289 72.25

2 Aditiya Putra Wirawan 74 72 72 74 292 73

3 Ahmad Iksani 74 72 72 72 290 72.5

(55)

5 Aimar Tegar Valdano 72 70 72 72 286 71.5

17 Joko Pamungkas Wahyu

(56)

22 Ramadhanu Gadung

Pamungkas

75 72 74 74 295 73.75

23 Rizky Gustav Setyawan 76 73 73 75 297 74.25

24 Teddy Setyadi Triyono 72 72 72 72 288 72

25 Vikri Akbar Septyono 74 73 73 75 295 73.75

26 Wahyudin Ali 74 72 72 73 291 72.75

27 Zultia Windu Firmansyah 73 72 72 74 291 72.75

∑ 𝑿𝟏 1968.75

N= 27

b. Mean of Pre-test of Experimental Class

𝑀 = ∑ 𝑋_𝑁1

= 1968.75₂₇

= 72.92

Based on the table above, there were 27 students who had done the

pre-test. The highest score of experimental class was 74.75, while thelowest

was 71. The mean of experimental class in the pre-test score was72.92.

c. Pre-test of Controlling Class

In controlling class, the researcher calculated the pre-test. This

is Engineering of Audio and Video B class (TAV B). This class

(57)

Table 4.5

Pre-test of Controlling Class

1 Adam Raihan Muhammad

(58)

16 Muhammad Kharil

Fadzaki

74 75 72 74 295 73.75

17 Nurul Arifatul Hidayah 75 75 73 75 298 74.5

18 Putri Ditya Wahyuningsih 75 74 72 74 295 73.75

19 Savira Tyana Dewi 75 75 73 74 297 74.25

20 Sheilla Rivanda Ristiovan 74 74 72 71 291 72.75

21 Sigit Rizal Hidayat 73 74 72 75 294 73.5

22 Sri Lestari Wulandari 75 75 73 73 296 74

23 Sri Wahyu Lestariningtyas 73 74 72 74 293 73.25

24 Tiara Kusuma Wardani 74 75 73 74 296 74

25 Widigdo Wicaksono 75 74 73 74 296 74

26 Willy Joansyah 73 73 72 74 292 73

27 Yuni Pratiwi Ragil Saputri 73 74 73 72 292 73

∑ 𝒀𝟏 1982

N= 27

d. Mean of Pre-test of Controlling Class

𝑀 = ∑ 𝑌_𝑁1

= 1982₂₇

(59)

Based on the table above, there are 27 students who had done the

pre-test. The highest score of controlling class is 74.5, while thelowest is 72.0. The

mean of controlling class in the pre-test score is73.4.

e. Treatment

After the researcher conducted pre-test, he conducted treatment

for the subjects. The research process divided into two classes. The

experimental class is Engineering of Industrial Electronic B class (TEI

B), and the controlling class is Engineering of Audio and Video B class

(TAV B). In experimental class, the researcher divided the students into

peer (a group consisted two students). The researcher played the video

about how to make sandwich. After the students watched the video,

they gave questions about procedure text from the information that they

got from video. The teacher distributed the materials about procedure

text, and the students read the procedure text with their partners. After

they worked with their partner, the teacher ordered to the students to

perform about procedure text, to show up how to make a paper boat

step by step, and to read aloud about the step with their partners. After

having the students’ performance, the teacher gave feedback and

reinforcement about their performance.

In controlling class, the students worked in groups. Each group

consisted of four students. The controlling class had higher enthusiasm

than experimental class joining the lesson. The steps of teaching and

(60)

explained and gave explanation how to make a paper boat step by step.

At the end, the students received feedback and reinforcement about their

performance.

2. Profile of the Students’ Reading Skill on Procedure Text After Using

Peer Learning Strategy in SMK N 2 Salatiga

a. Post-test of Experimental Class

In experimental class, the researcher calculated the post-test.

This was Engineering of Industrial Electronic B class (TEI B). This class

Table 4.6

Post-test of Experimental Class

1 Abbas Shahab 74 74 74 74 296 74

2 Aditiya Putra Wirawan 85 83 79 82 329 82.25

3 Ahmad Iksani 78 77 76 80 311 77.75

4 Ahmad Mujiono 76 78 75 77 306 76.5

5 Aimar Tegar Valdano 76 78 75 79 308 77

6 Al Vinnata Firmansah 75 76 75 76 302 75.5

7 Allan Rivaldo 73 75 74 75 297 74.25

8 Annisa Rahma 85 84 79 81 329 82.25

(61)

10 Bayu Dwi Haryanto 73 75 74 74 296 74

17 Joko Pamungkas Wahyu

(62)

27 Zultia Windu

Firmansyah

72 73 71 73 289 72.25

∑ 𝑿𝟐 2052.5

N = 27

b. Mean of Post-test of Experimental Class

𝑀 = ∑ 𝑋_𝑁2

= 2052.5₂₇

= 76.02

post-test. The highest score of experimental class was 82.75, while thelowest

was 72.25. The mean of experimental class post-test score was76.02.

c. Post-Test of Controlling Class

In controlling class, the researcher calculated the post-test. This

was Engineering of Audio and Video B class (TAV B). This class

(63)

Table 4.7

Post-test of Controlling Class

1 Adam Raihan Muhammad

Farhan

80 80 78 76 314 78.5

2 Adelia Bunga Arumdita 81 80 78 77 316 79

3 Alfinna Damayanti 85 84 82 83 334 83.5

4 Anggoro Wisnu Wardhana 82 81 79 80 322 80.5

5 Annisa Qurrotul Aini 83 82 79 80 324 81

6 Aprilia Zuli Khijayanti 80 81 79 78 318 79.5

7 Bima Kurniawan 80 78 77 79 314 78.5

8 Fega Dinanti 82 83 80 79 324 81

9 Handoyo 80 79 78 79 316 79

10 Heriana Astri Septiani 80 80 79 78 317 79.25

11 Ihda Maskana Lathifah 80 81 79 79 319 79.75

12 Inka Febby Mellida 83 82 80 80 325 81.25

13 Irvan Hartanto 78 78 76 77 309 77.25

14 Listyo Evelyn Jacinda 83 82 79 79 323 80.75

15 Muhammad Catur Amri 80 79 75 76 310 77.5

16 Muhammad Kharil Fadzaki 79 76 74 74 303 75.75

17 Nurul Arifatul Hidayah 75 74 71 75 295 73.75

(64)

19 Savira Tyana Dewi 76 77 74 75 302 75.5

20 Sheilla Rivanda Ristiovan 75 74 74 75 298 74.5

21 Sigit Rizal Hidayat 73 73 71 72 289 72.25

22 Sri Lestari Wulandari 77 74 73 75 299 74.75

23 Sri Wahyu Lestariningtyas 75 75 72 72 294 73.5

24 Tiara Kusuma Wardani 80 80 80 80 320 80

25 Widigdo Wicaksono 79 77 75 77 308 77

26 Willy Joansyah 74 73 75 75 297 74.25

27 Yuni Pratiwi Ragil Saputri 83 82 79 77 321 80.25

∑ 𝒀𝟐 2102.75

N= 27

d. Mean of Post-test of Controlling Class

𝑀 = ∑ 𝑌_𝑁2

= 2102.75₂₇

= 77.88

post-test. The highest score of controlling class was 83.5, while thelowest was

(65)

3. Effectiveness of Peer Learning Strategy in Procedure Text to Improve

the Students’ Reading Skill in SMK N 2 Salatiga

After the researcher calculated the data of pre-test and post-test of

the students, the teacher tried to find out the effectiveness between

experimental and controlling class. The students consisted of 54 students

from Engineering of Industrial Electronic B class (TEI B), and Engineering

of Audio and Video B class (TAV B) in SMK N 2 Salatiga. 27 students

came from Engineering of Industrial Electronic B class (TEI B), and 27

students came from Engineering of Audio and Video B class (TAV B). Then,

the researcher calculated the different square of pre-test and post-test

students, and it is explained bellow:

a. Differences Between Pre-test and Post-test of Experimental Class

After the researcher calculated the pre-test and post-test of

experimental class, the researcher calculated different square of pre-test

and post-test of experimental class.

Table 4.8

Different Square of Pre-test and Post-test of Experimental Class

(66)

(67)

Salatiga in the Academic Year of 20162017) A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Facul

THE USE OF PEER LEARNING STRATEGY IN PROCEDURE

TEXT TO IMPROVE STUDENTS

’

READING SKILL

(An Experimental Research of the 11

Grade of SMK N 2

Salatiga in the Academic Year of 2016/2017)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of Sarjana Pendidikan (S.Pd) English

Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

AHMAD ZAMRONI

113-12-014

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

DECLARATION

THE USE OF PEER LEARNING STRATEGY IN PROCEDURE

TEXT TO IMPROVE STUDENTS

’

READING SKILL

(An Experimental Research of the 11

Grade of SMK N 2

Salatiga in the Academic Year of 2016/2017)

DEDICATION

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENTS

LIST OF IMAGE

LIST OF FIGURE

LIST OF TABLES

CHAPTER I

INTRODUCTION

_{Grade of SMK N 2}

_{Grade of SMK N 2}