CHAPTER V: CONCLUSION AND SUGGESTION
B. Suggestion
Based on the result of this research there are some suggestions as follow:
1. For teacher
The researcher suggested this study can be alternative media in learning process using save the last word for me in second Grade students of Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember.
2. For students
Students should learn be more seriously in learning English reading in order students can improve their reading comprehension.
3. For next researcher
In this research, researcher used Save the Last Word for Me strategy to help students of junior high school. The next researchers can do it in the different level.
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Name : Tamziyatul Ismul Maula
NIM : T20196032
Major : English Education Department
Fakulty : Education and Teacher Training Faculty
Institution : Islamic State University Kiai Haji Achmad Siddiq Jember
Declare truthfully that in the results of this research there are no elements of plagiarism of research works or scientific works that have been carried out or made by other people, except in writing quoted in this manuscript and mentioned in the source of quotations and bibliography. If in the future it turns out that the results of this research prove that there are elements of plagiarism and there are claims from other parties, then I am willing to be processed according to the applicable laws and regulations. Thus I made this statement truthfully and without coercion from anyone.
Jember, 17th May 2023 Author
Tamziyatul Ismul Maula NIM. T20196032
APPENDIX 1
Research Matrix
Title Variables Indicator Source of Data Research Method General
Question The Effect of
Save the Last Word For Me Strategy on Students‟
Reading
Comprehension of the Second Grade Students at Madrasah Tsanawiyah Unggulan Al-Qodiri I
Jember in
Academic Year of 2022/2023
Independent:
Save The Last Word for Me Strategy
Dependent:
Reading
Comprehension
a) The definition, procedures of Save the Last Word for me strategy.
b) The advantages and
disadvantages of save the Last Word for me strategy.
c) The definition, indicators and components of Reading
Comprehension d) The general
structure and language feature of personal recount text.
1. Participants Students in the Second Grade of Madrasah
Tsanawiyah Unggulan Al- Qodiri 1 Jember 2. Informant Teachers of second grade Madrasah
Tsanawiyah Unggulan Al- Qodiri 1 Jember
Research approach:
Quantitative (quasi experimental) Research Sample:
Cluster Random Sampling Data Collection:
a. Observation b. Interview
c. Test (pre-test and post-test) Data analysis:
Cronbach‟s Alpha α =
(
) (
)
in which
α = Alpha Cronbach reliability coefficient k = Number of question items tested
∑ = Total item score variance
= Variance of test scores (all K items)
Is there any significant effect of Save the Last Word for me strategy on students‟
reading
comprehension?
APPENDIX 2
RESEARCH JOURNAL
Name : Tamziyatul Ismul Maula
Student Number : T20196032
Tittle : The Effect of Using Save the Last Word for Me Strategy on Students‟ Reading Comprehension of the Second Grade Students at Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember in Academic Year of 2022/2023
Location : Madrasah Tsanawiyah Unggulan Al-Qodiri I Jember
No Date Activity Research Subject Signature
1 February 09th 2023
Asking permission for permission
Ilmi Mufidah, S.Pd.I
2 February 11th 2023
Interview with English teacher
Tutik Handayani, S.Sos
3
13th February
2023
Conducting try out to 10
students 10 students
4 February 16th 2023
Conducting a pre-test in
VIII B Students of VIII B
5 February 18th 2023
Conducting a pre-test in
VIII C Students of VIII C
6 February 25th 2023
Conducting the material
and treatment for VIII B Students of VIII B
7 February 26th 2023
Conducting the material
and treatment for VIII C Students of VIII C
8 March 04th 2023
Conducting a post-test in
VIII B Students of VIII B
9 March 05th 2023
Conducting a post-test in
VIII C Students of VIII C
10 March 11th 2023
Asking permission for accomplishment the research with headmaster of MTs Unggulan Al- Qodiri I Jember
Ilmi Mufidah, S.Pd.I
APPENDIX 3
APPENDIX 4
APPENDIX 5
EXPERT VALIDATION SHEET OF READING COMPREHENSION Instructions:
1. Put a check mark (√) in the column according to your opinion.
2. If there is a need to be revised, please in the column “note”.
No Criteria Score Note
1 2 3 4 A Content
1. The test given is accordance with material for second grade student
of MTS √
B Construct
1. The test is arranged using recount text to determine students‟
reading comprehension
√ 2. There are clear instructions on
how to do the test √
C Language
1. Instructions and questions use correct and grammatical English rules
√ 2. Instructions and questions are
understandable by students √
Skala Penilaian:
1= tidak valid 3= valid
2= kurang valid 4= sangat valid
Jember, 11 Februari 2023 Validator
TUTIK HANDAYANI S.Sos.
APPENDIX 6
The data of two classes studied Students
Number
Experimental class Control class
Pre-test Post-test Pre-test Post-test
1 45 85 40 45
2 45 80 40 45
3 45 75 45 50
4 45 80 45 50
5 40 85 55 60
6 55 90 40 45
7 40 80 40 40
8 55 85 50 60
9 45 95 60 60
10 60 80 50 55
11 55 85 45 45
12 55 75 35 40
13 45 80 40 45
14 60 90 50 55
15 50 85 55 55
16 45 75 35 40
17 55 80 45 50
18 50 85 40 45
19 40 90 45 50
20 45 75 50 55
21 50 80 60 60
22 55 85 35 45
APPENDIX 7
Group Statistics of Independent Sample T-test
Kelas N Mean Std.
Deviation
Std. Error Mean Hasil Belajar
Bahasa Inggris
Experimen
tal Class 22 82.7273 5.50482 1.17363
Control
Class 22 76.3636 7.10161 1.51407
Levene's Test for Equality of
Variances
t-test for Equality of Means F Sig. t df Sig. (2-tailed) Hasil Belajar Bahasa
Inggris
Equal variances assumed
.886 .352 3.322 42 .002 Equal
variances not assumed
3.322 39.5
42 .002
t-test for Equality of Means Mean
Difference
Std. Error Difference
95% Confidence Interval of the Difference
Lower Upper
Hasil Belajar Bahasa Inggris
Equal varianc es assume d
6.36364 1.91568 2.49765 10.22963
Equal varianc es not assume d
6.36364 1.91568 2.49051 10.23676
APPENDIX 8
The Homogeneity Test Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
Hasil Belajar Bahasa Inggris
Based on Mean .886 1 42 .352
Based on Median .608 1 42 .440
Based on Median and with adjusted df
.608 1 35.760 .441
Based on trimmed
mean .913 1 42 .345
APPENDIX 9
KISI KISI TEST (Blue Print)
Sekolah : MTs Unggulan Al- Qodiri 1 Jember Bentuk : Pilihan Ganda Materi : Recount Text Kelas : VIII (B dan C) Mata Pelajaran : Bahasa Inggris Alokasi Waktu : 2 x 30 menit
No Kompetensi Dasar Kelas Materi Indikator Soal Nomor
Soal
Bentuk Soal 1 4.11.1 Menangkap makna secara
kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks recount secara lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi diwaktu lampau (personal recount)
4.11.2 Menyusun teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi diwaktu lampau (personal recount) dengan memerhatikan fungsi social, struktur teks, dan unsur kebahasaan secara baik dan sesuai konteks.
VIII
Recount Text
Disajikan teks recount tentang pengalaman, peserta didik dapat menentukan salah satu rincian peristiwa yang terdapat dalam teks
1 - 10 PG
Disajikan teks recount tentang pengalaman, peserta didik dapat membandingkan gagasan utama antaparagraf
11-12 PG
Disajikan teks recount tentang pengalaman, peserta didik dapat menentukan makna antonym dan pronoun.
13-14 PG
Disajikan teks recount yang pengalaman, peserta didik dapat
menyimpulkan sikap tokoh 15-20 PG
APPENDIX 10
INSTRUMENT
READING COMPREHENSION MTS UNGGULAN AL- QODIRI 1 JEMBER ACADEMIC YEAR 2023/2024
Read the following text carefully. Then, answer the questions by crossing a,b,c or d!
My name is Arman. I am going to tell my experience when having a vacation at Parangtritis Beach. I went there with my parents. It took about two hours from our house by car. My father drove the car while I was sitting on the back seat and having some snack.
After my parents and I got at the beach, we set the mat we brought and put some food and beverage on it. The weather was sunny that time. The wind blew and it was very nice. The waves were so good that I could swim and played water there. I rode on a horse there too. I felt so glad at that time. It was my wonderful vacation. I hope I can visit Parangtritis Beach again.
1. What does Arman tell about?
a. He tells about his experience riding a horse b. He tells about his vacation at Parangtritis Beach c. He never forgets his experience
d. He loves his parents do much 2. With whom did Arman go to the beach?
a. He went there with all his family b. He went there by himself
c. He went there with his parents d. He went there with his friends 3. How did Arman go to the beach?
a. He went there by riding a horse b. He went there by bus
c. He went there by motorcycle d. He went there by car
4. When did Arman and his parents visit the Parangtritis Beach?
a. Last holiday b. Last week c. Last month d. Last year
5. What did Arman bring when having a vacation to Parangtritis Beach?
a. He brought a car
b. He brought some snacks c. He brought a swimsuit
d. He brought some food, beverages and a mat
6. “The wind blew and it was very nice”. What does the underlined word refer to…
a. The wind b. Blew
c. The weather d. Sunny
7. What did Arman ride on?
a. He rode on a boat b. He rode on a horse c. He rode on a bicycle d. He rode on a car
8. How did Arman feel that time?
a. He felt so happy b. He felt so disappointed c. He felt sad
d. He felt unhappy
9. The second paragraph is called a. Opening
b. Orientation c. Events
d. Re-orientation
10. The purpose of the text above is…
a. To persuade the reader to go to Parangtritis Beach b. To entertain the reader of the story
c. To ask the reader to go to the beach d. To describe about Parangtritis Beach
Jenni visited Aunt Rosa last holiday. Aunt Rosa brought her to Ancol. It was a beautiful day. Aunt Rosa„s daughter, Putri begged Jenni to build a giant sand castle. Jenni took picture their sand castle and uploaded in her instagram. Aunt Rosa told her it was too hot to play at the beach without a hat on. Jenni did not bring her hat. Aunt Rosa told her not to worry, she could wear one of hers.
Jenni tried on two hats. The pink one was really pretty, but it had a long pink ribbon on its back and it was too big for her. The blue hat was so fancy but it was too small, it was her niece‟s hat. Jenni had no other choices, she had to wear it to avoid the sun light so she chose the pink one. Even though it was too big for her but she did not care.
Suddenly, there was a big wind blew away her hat, her pink hat flew out to the seashore. We laughed at her. She ran away and tried to catch it but it was so hard.
She jumped every time the small wave came to her. Finally, she gave up and let the hat gone away and asked her mom buy the new one.
11. Where was Jenni?
a. At the hotel b. At the beach c. At the castle
d. At aunt Rosa‟s house
12. Who asked Jenni to build a giant sand castle?
a. Her mother b. Her niece c. Aunt Rosa d. Her grandmother
13. Putri begged Jenni to build giant sand castle.
The underlined word has the opposite meaning with the following words, except…
a. Small b. Teeny c. Tiny d. Huge
14. “She ran away and tried to catch it but it was so hard”. What does the underlined word refer to…
a. The wind b. Jenni c. The hat d. Jenni‟s aunt
On Monday morning Adi woke up late. Before leaving for school, his mother reminded him of having breakfast, but he refused. He was afraid of being late. Adi arrived at school only one minute before the bell rang. All students walked towards the school yard. They would have a flag hoisting ceremony. It was very hot and the sun shone very brightly. During the ceremony, Adi felt dizzy and his eyes were blurred. He tried to stand up still, but he could not hold on. He trembled andfainted. He didn‟t know what happened next. When he opened her eyes, he was in the medical room with his class teacher and Riski, his best friend. Riski gave him a glass of hot tea and a piece of bread.
15. What is the main idea of paragraph one?
a. Adi woke up late.
b. Adi skipped breakfast.
c. Adi was afraid of arriving late at school.
d. Adi‟s mother reminded him of having breakfast.
16. Where did Adi tremble and faint?
a. At home
b. In his classroom c. At the school yard
d. In the medical room
17. What would happen if Adi had breakfast?
a. His mother would be angry with him b. He could attend the ceremony well c. He would arrive at school early d. He missed the hoisting flag ceremony
Last year, my family and I had a vocational to Jakarta, to visit Aunt Marina.
We had planned to go there a month before the school holiday. We agreed to go there by train. My father drove us to the train station before noon. It took only an hour and half to reach the station. We stopped to have lunch on the way to the railway station. We had lunch at a Padang Restaurant near the station. My brother requested to have lunch there. After that, we continued to our trip to the station.
The train departed from Gubeng Station at 4 p.m. it was my first time to travel by train. Unfortunately, the train was a night train, so I could not see the scenery. I only saw rice fields, mountains and many other beautiful sunset sceneries before the night came. We arrived at Gambir Station at 5 in the morning. It took more than two hours by car. Finally, we arrived at his house. Aunt Marina and her daughter, Dayana, had cooked special breakfast for us. After we took a bath, we enjoyed the breakfast together.
18. Who do you think the writer of the text is?
a. Dadang‟s sister.
b. Marina‟s daughter.
c. Dayana‟s sister.
d. Dayana‟s cousin.
19. What did the writer and his family do after they arrived at Gambir Station?
a. They walked to the exit gate.
b. They went to a customer service.
c. They looked for a taxi.
d. They bought souvenirs.
20. How did the writer go to the station?
a. By train.
b. By car.
c. By bus.
d. By bicycles.
APPENDIX 11
LESSON PLAN Sekolah : MTs “Unggulan” Al- Qodiri I Jember
Mata Pelajaran: Bahasa Inggris Materi : Recount Text
Kelas : VIII B (Experimental Class) Alokasi Waktu: 2 x 40 menit
A. KOMPETENSI INTI
Kompetensi Inti
KI.1: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI.2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI.3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI.4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR KOMPETENSI
Kompetensi Dasar Indicator Pencapaian Kompetensi 4.11 Teks Recount
4.11.1 Menangkap makna secara kontekstual terkait fungsi social, struktur teks, dan unsur kebahasaan teks recount secara lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi diwaktu lampau
1. Siswa dapat menangkap informasi specific yang ada pada teks recount.
2. Siswa dapat mengidentifikasi makna dan gagasan dalam teks recount.
(personal recount)
4.11.2 Menyusun teks recount lisan dan tulis, sangat pendek dan sederhana, terkait pengalaman pribadi diwaktu lampau (personal recount) dengan memerhatikan fungsi social, struktur teks, dan unsur kebahasaan secara baik dan sesuai konteks.
3. Siswa dapat mengidentifikasi aspek- aspek yang ada pada teks recount.
C. TUJUAN PEMBELAJARAN
1. Siswa dapat menangkap informasi specific yang ada pada teks recount.
2. Siswa dapat mengidentifikasi makna dan gagasan dalam teks recount.
3. Siswa dapat mengidentifikasi aspek- aspek yang ada pada teks recount.
D. MATERI PEMBELAJARAN a. Fungsi Sosial
The social function of recount text is to tell an experience or event that happened in the past with the aim of entertaining the reader.
b. Struktur Teks
1. Orientasi adalah informasi mengenai tokoh atau karakter, lokasi, waktu kejadian.
2. Events adalah berisi rangkaian cerita mengenai peristiwa atau kejadian yang dialami penulis.
3. Re-orientation adalah rangkuman dan kesimpulan dari keseluruhan cerita sekaligus memberitahu ending-nya (sad/happy).
c. Unsur kebahasaan
Menggunakan simple past, here the formula:
Verbal sentence subject + verb 2 + complement Nominal sentence subject + be + complement.
d. Example of Recount Text
Alone in the Darkness
Last night I was alone at home because all of my family went to cinema. I was the only one who did not want to go with them for one reason, I already watched the movie with my friend last week. Suddenly, there was a blackout in the neighborhood, it was so quiet and so dark, and a little bit creepy.
I was laying on the couch when the blackout happened. The first thing I did was grabbing my cell phone and turn it on. I was lucky that I had a flashlight function on my phone, so I turned it on and use it to light the room. I tried to find a candle in the cabinet and I found one. I lit the candle and place it on a small plate. After that I put the candle on the table so the light can spread all over the room. Then I went to my room and took my blanket and went back to the couch where I stayed and waited for my family to return home. I covered all of my body with my blanket and hide underneath it because I was scared. That was an unforgettable night, where I was alone at home in the darkness.
A. METODE PEMBELAJARAN Save the Last Word for Me
B. MEDIA dan ALAT BELAJAR
Media, alat : Whiteboard, board marker, dictionary