Submitted to the Faculty of Teachers Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan NURHAYATI IRWAN

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH INFORMATION TRANSFER ACTIVITY AT THE ELEVENTH GRADE STUDENTS OF SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR (A Classroom Action Research). A THESIS. Submitted to the Faculty of Teachers Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan NURHAYATI IRWAN 10535 5385 12. ENGLISH DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2016.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERNYATAAN. Saya yang bertanda tangan di bawah ini: Nama. : NURHAYATI IRWAN. NIM. : 10535 5385 12. Jurusan. : Pendidikan Bahasa Inggris. Judul skripsi. : Improving the Students’ Reading Comprehension Through Information Transfer Activity at The Eleventh Grade of SMK Muhammadiyah 2 Bontoala Makassar ( A Class Action Research ). Dengan ini menyatakan bahwa Skripsi yang saya ajukan di depan tim penguji adalah asli hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.. Makassar, 2016 Yang Membuat Pernyataan. NURHAYATI IRWAN NIM. 10535 5385 12.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERJANJIAN. Saya yang bertanda tangan di bawah ini: Nama. : NURHAYATI IRWAN. NIM. : 10535 5385 12. Jurusan. : Pendidikan Bahasa Inggris. Judul skripsi. : Improving the Students’ Reading Comprehension Through Information Transfer Activity at The Eleventh Grade of SMK Muhammadiyah 2 Bontoala Makassar ( A Class Action Research ). Dengan ini menyatakan perjanjian sebagai berikut: 1.. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan menyusun sendiri skripsi saya dan tidak dibuatkan oleh siapapun.. 2.. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbingan yang telah ditetapkan oleh pimpinan fakultas.. 3.. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.. 4.. Apabila saya melanggar perjanjian saya seperti butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai aturan yang ada.. Demikian perjanjian ini saya buat dengan penuh kesadaran. Makassar, 2016 Yang Membuat Perjanjian. NURHAYATI IRWAN NIM. 10535 5385 12.

MOTTO & DEDICATION “Manusia tidak hidup sendirian di dunia ini tapi di jalan setapaknya. masing-masing. Tiap manusia berjalan sendirian. Berjalan, berlari dan sesekali berhenti. Semua jalan setapak itu berbeda-beda namun menuju. kearah yang sama,mencari suatu hal yang sama dengan satu tujuan yang sama. Hingga semakin dekat ke tujuan, manusia semakin menyadari. bahwa di sepanjang jalan setapak yang sudah dilewati dia takkan pernah benar-benar sendiri. Manusia bersama apa yang apa yang dia cari ,bersama tujuannya yaitu TUHAN”. (Film “?”). “Do you Know why you are stupid?” Because you forget the Alhadist and Al-quran. (Novel “NEGERI 5 MENARA”). “Do something different, something crazy, take the risks, and you will come different as you wish”. This ordinary creation is dedicated for my extraordinary parents and sisters who always pray the best for me, Sacrifice and give me their sincere endless love and care which lead me to success, And also all people who love and pray for me . . ..

ABSTRACT Nurhayati Irwan. 2012. ”Improving the students Reading Comprehension through Information Transfer Activity at the Eleventh Grade Students of SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR” (A Classroom Action Research). Supervised by Erwin Akib and Farisha Andi Baso. A Thesis of English Department, the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar). The objective of the research was to find out the objectives of the student to comprehend reading before applying Information Transfer Activity and to find out the objectives of the students to comprehend reading after applying Information Transfer Activity by Information Transfer Activity at the eleventh grade students of SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR. The research used Classroom Action Research that consisted of two cycles. One cycle consisted of four meetings. This classroom action research was done at SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR for English subject. As subject in this research was IX TKM class in 2015-2016 academic years which consisted of 29 students. The instruments used were reading comprehension test and observation sheet. The results of the students’ reading test in cycle I and cycle II had significantly different scores. There was a better increase of gains by students at the end of action of the second cycle. The research findings indicated that the use of Information Transfer Activity method could increase the students’ reading comprehension and after evaluation in cycles I and II, the means scores increased from 6.87in the first cycle to 7.88 in the second one which was categorized good. It could be stated that the students’ reading comprehension at the second year students of SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR was in fairly good level after the test in the first cycle and increase to good level after the test in the second cycle..

ACKNOWLEDGEMENT. Alhamdulillahi Rabbil ‘Alamin, the writer express gratitude to the Almighty Allah Subhanahu Wata’ala that has given his guidance, mercy and health to complete writing of this thesis. Shalawat and Salam are addressed to the final and chosen messenger, the prophet Muhammad Shallallahu ‘Alaihi wa Sallam. The writer realized that in writing this thesis, many people have given their help, motivation, suggestion and useful advice. Therefore, the writer would like to express his appreciation to them. Firstly, the writer would like to dedicate her deepest appreciation, love and thanks to her beloved parents, Irwan and Hj.Saripa, who always give her love, financial, support, motivation, advice for success in her life and continually seeking way to develop her education and his brothers Safri, Supardi, Syakir, Sukri, Syarif, Nursida also her sisters Syafitri and all her family for their help, support, pray and encouragement. Very great thanks and most appreciation is due to Erwin Akib. M.Pd.,Ph.D, his first consultant. He generally spend his time to guide, assist, and encourage, to finish this thesis by giving useful suggestion, motivation and correction since preliminary draft of this research report until the completing of this thesis. Her depply felt thanks also given to Farisha Andi Baso, S.Pd., M.Pd as a second consultant, without her patience, support, correction and guidance, this thesis would not have completed. Deeply indebted and most grateful are given to Dr. Andi Sukri Syamsuri, M.Hum, the dean of teacher training and Education Faculty of Unismuh Makassar, Head of English Department, Erwin Akib, S.Pd.,M.Pd and his vice.

Amar Ma’ruf, S.Pd.,M.Hum, and all the staff of Unismuh Makassar who help her in completing the prerequisite administrations. Thanks also are given to the headmaster of SMK MUHAMMADIYAH 2 BONTOALA MAKSSAR. Abdul Munir, S.Pd.,M.,Ag, teachers and students. especially in the Eleventh Grade students in 2015-2016 academic years for their help and partcipantion during the research. Special appreciations are given to the friends “Marwani Umar and Marlina” on MUHAMMADIYAH UNIVERSITY OF MAKASSAR, also my beloved Classmate on Class H and all friends whose name cannot be mentioned one by one who always give help, attention, motivation, support for ideas prayer and encouragement to finish this thesis. Jazaakumullahu Khairan May Allah Subhanahu wa Ta’ala always bless and with us, give us power and guidance to keep our believe till the end of our life. Aamiin. Makassar, October 2016 The Writer. Nurhayati Irwan.

TABLE OF CONTENTS Page TITLE PAGE ................................................................................................ i. APPROVAL SHEET .................................................................................... ii. COUNSELLING SHEET ............................................................................ iii. TABLE OF CONTENTS ................................................................................. v. CHAPTER I : INTRODUCTION A. Background ...................................................................................... 1. B. Problem Statement ............................................................................ 3. C. Objective of the Study ...................................................................... 3. D. Significance of the Study .................................................................. 4. E. Scope of the Study ............................................................................ 4. CHAPTER II : LITERATURE RIVIEW A. Concept of Reading Comprehension................................................. 5. 1. Definition of Information Transfer Activity Method................. 5. 2. Reading Procces ........................................................................ 6. 3. Reading Comprehension.............................................................. 7. 4. Level of Comprehension.............................................................. 8. 5. Factor Effecting Reading Comprehension................................... 9. 6. Technigue of Improving Reading Comprehension...................... 11. B. Concept of Information Transfer Actiivity......................................... 13. 1. Definition of Information Transfer Activity................................. 13. 2. Procedure of Information Transfer Activity................................ 14. 3. Advantages of Information Transfer Activity.............................. 15. C. Concept of Main idea and Conclusion............................................... 16. 1. Main Idea ................................................................................... 16. v.

2. Conclusion ................................................................................... 16. D. Concept of Descriptive Text ............................................................ 17. 1. Definition of Descriptive Text ................................................... 17. 2. Type of Description ................................................................... 17. E. Conceptual Framework..................................................................... 19. CHAPTER III : RESEARCH METHOD. A. Research Design................................................................................. 21. B. Research subject................................................................................. 21. C. Research procedure............................................................................ 21. D. Research Variable and Indicators .................................................... 25. E. Instrument of Research....................................................................... 26. F. Scoring Criteria of Reading Comprehension..................................... 26. G. Procedure of Collecting Data............................................................ 27. H. Scoring Criteria of Reading Comprehension.................................... 27. CHAPTER IV: FINDINGS AND DISCUSSION A. Findings ..................................................................................... 27 1. The Improvement of Students’ Reading Comprehension in term of Sequence Events or Idea ……........................................... 29 2. The Improvement of Students’ Reading Comprehension in Conclusion.................. ………............................................. 31 3. The Improvement of Students’ Reading Comprehension in term of Literal. Reading. Comprehension. and. Interpretative. Reading. Comprehension..................................................................... 33 4. The Percentage of the Students’ Reading Comprehension in term of Sequence Events or Idea ……............................................ 36 5. The Percentage of the Students’ Reading Comprehension in Conclusion........................ ……………………………………. 38. vi.

6. The Result of the Students’ Activeness in Teaching and Learning Process ……............................................................. 40 B. Discussion................................................................................ 43 CHAPTER V: CONCLUSIONS AND SUGGESTION A. Conclusions ............................................................................. 45 B. Suggestion ..............................................................................46 BIBLIOGHRAPHY APPENDIXES LIST OF APPENDIXES CURRICULUM VITAE. vii.

LIST OF APPENDICES. 1. APPENDIX A. : Research Instrument. 2. APPENDIX B. : Lesson Plan. 3. APPENDIX C. : The Result of Diagnostic Test (D-Test). 4. APPENDIX D. : The Result of Cycle I. 5. APPENDIX E. : The Result of Cycle II. 6. APPENDIX F. : The Students’ Activeness in Teaching Learning Process. 7. APPENDIX G. : The Calculation of the Students’ Improvement.

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH INFORMATION TRANSFER ACTIVITY AT THE ELEVENTH GRADE STUDENTS OF SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR (A Classroom Action Research). A THESIS. Submitted to the Faculty of Teachers Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan NURHAYATI IRWAN 10535 5385 12. ENGLISH DEPARTMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2016.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERNYATAAN. Saya yang bertanda tangan di bawah ini: Nama. : NURHAYATI IRWAN. NIM. : 10535 5385 12. Jurusan. : Pendidikan Bahasa Inggris. Judul skripsi. : Improving the Students’ Reading Comprehension Through Information Transfer Activity at The Eleventh Grade of SMK Muhammadiyah 2 Bontoala Makassar ( A Class Action Research ). Dengan ini menyatakan bahwa Skripsi yang saya ajukan di depan tim penguji adalah asli hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.. Makassar, 2016 Yang Membuat Pernyataan. NURHAYATI IRWAN NIM. 10535 5385 12.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. SURAT PERJANJIAN. Saya yang bertanda tangan di bawah ini: Nama. : NURHAYATI IRWAN. NIM. : 10535 5385 12. Jurusan. : Pendidikan Bahasa Inggris. Judul skripsi. : Improving the Students’ Reading Comprehension Through Information Transfer Activity at The Eleventh Grade of SMK Muhammadiyah 2 Bontoala Makassar ( A Class Action Research ). Dengan ini menyatakan perjanjian sebagai berikut: 1.. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan menyusun sendiri skripsi saya dan tidak dibuatkan oleh siapapun.. 2.. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbingan yang telah ditetapkan oleh pimpinan fakultas.. 3.. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.. 4.. Apabila saya melanggar perjanjian saya seperti butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai aturan yang ada.. Demikian perjanjian ini saya buat dengan penuh kesadaran. Makassar, 2016 Yang Membuat Perjanjian. NURHAYATI IRWAN NIM. 10535 5385 12.

MOTTO & DEDICATION “Manusia tidak hidup sendirian di dunia ini tapi di jalan setapaknya. masing-masing. Tiap manusia berjalan sendirian. Berjalan, berlari dan sesekali berhenti. Semua jalan setapak itu berbeda-beda namun menuju. kearah yang sama,mencari suatu hal yang sama dengan satu tujuan yang sama. Hingga semakin dekat ke tujuan, manusia semakin menyadari. bahwa di sepanjang jalan setapak yang sudah dilewati dia takkan pernah benar-benar sendiri. Manusia bersama apa yang apa yang dia cari ,bersama tujuannya yaitu TUHAN”. (Film “?”). “Do you Know why you are stupid?” Because you forget the Alhadist and Al-quran. (Novel “NEGERI 5 MENARA”). “Do something different, something crazy, take the risks, and you will come different as you wish”. This ordinary creation is dedicated for my extraordinary parents and sisters who always pray the best for me, Sacrifice and give me their sincere endless love and care which lead me to success, And also all people who love and pray for me . . ..

ABSTRACT Nurhayati Irwan. 2012. ”Improving the students Reading Comprehension through Information Transfer Activity at the Eleventh Grade Students of SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR” (A Classroom Action Research). Supervised by Erwin Akib and Farisha Andi Baso. A Thesis of English Department, the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar). The objective of the research was to find out the objectives of the student to comprehend reading before applying Information Transfer Activity and to find out the objectives of the students to comprehend reading after applying Information Transfer Activity by Information Transfer Activity at the eleventh grade students of SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR. The research used Classroom Action Research that consisted of two cycles. One cycle consisted of four meetings. This classroom action research was done at SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR for English subject. As subject in this research was IX TKM class in 2015-2016 academic years which consisted of 29 students. The instruments used were reading comprehension test and observation sheet. The results of the students’ reading test in cycle I and cycle II had significantly different scores. There was a better increase of gains by students at the end of action of the second cycle. The research findings indicated that the use of Information Transfer Activity method could increase the students’ reading comprehension and after evaluation in cycles I and II, the means scores increased from 6.87in the first cycle to 7.88 in the second one which was categorized good. It could be stated that the students’ reading comprehension at the second year students of SMK MUHAMMADIYAH 2 BONTOALA MAKASSAR was in fairly good level after the test in the first cycle and increase to good level after the test in the second cycle..

ACKNOWLEDGEMENT. Alhamdulillahi Rabbil ‘Alamin, the writer express gratitude to the Almighty Allah Subhanahu Wata’ala that has given his guidance, mercy and health to complete writing of this thesis. Shalawat and Salam are addressed to the final and chosen messenger, the prophet Muhammad Shallallahu ‘Alaihi wa Sallam. The writer realized that in writing this thesis, many people have given their help, motivation, suggestion and useful advice. Therefore, the writer would like to express his appreciation to them. Firstly, the writer would like to dedicate her deepest appreciation, love and thanks to her beloved parents, Irwan and Hj.Saripa, who always give her love, financial, support, motivation, advice for success in her life and continually seeking way to develop her education and his brothers Safri, Supardi, Syakir, Sukri, Syarif, Nursida also her sisters Syafitri and all her family for their help, support, pray and encouragement. Very great thanks and most appreciation is due to Erwin Akib. M.Pd.,Ph.D, his first consultant. He generally spend his time to guide, assist, and encourage, to finish this thesis by giving useful suggestion, motivation and correction since preliminary draft of this research report until the completing of this thesis. Her depply felt thanks also given to Farisha Andi Baso, S.Pd., M.Pd as a second consultant, without her patience, support, correction and guidance, this thesis would not have completed. Deeply indebted and most grateful are given to Dr. Andi Sukri Syamsuri, M.Hum, the dean of teacher training and Education Faculty of Unismuh Makassar, Head of English Department, Erwin Akib, S.Pd.,M.Pd and his vice.

Amar Ma’ruf, S.Pd.,M.Hum, and all the staff of Unismuh Makassar who help her in completing the prerequisite administrations. Thanks also are given to the headmaster of SMK MUHAMMADIYAH 2 BONTOALA MAKSSAR. Abdul Munir, S.Pd.,M.,Ag, teachers and students. especially in the Eleventh Grade students in 2015-2016 academic years for their help and partcipantion during the research. Special appreciations are given to the friends “Marwani Umar and Marlina” on MUHAMMADIYAH UNIVERSITY OF MAKASSAR, also my beloved Classmate on Class H and all friends whose name cannot be mentioned one by one who always give help, attention, motivation, support for ideas prayer and encouragement to finish this thesis. Jazaakumullahu Khairan May Allah Subhanahu wa Ta’ala always bless and with us, give us power and guidance to keep our believe till the end of our life. Aamiin. Makassar, October 2016 The Writer. Nurhayati Irwan.

TABLE OF CONTENTS Page TITLE PAGE ................................................................................................ i. APPROVAL SHEET .................................................................................... ii. COUNSELLING SHEET ............................................................................ iii. TABLE OF CONTENTS ................................................................................. v. CHAPTER I : INTRODUCTION A. Background ...................................................................................... 1. B. Problem Statement ............................................................................ 3. C. Objective of the Study ...................................................................... 3. D. Significance of the Study .................................................................. 4. E. Scope of the Study ............................................................................ 4. CHAPTER II : LITERATURE RIVIEW A. Concept of Reading Comprehension................................................. 5. 1. Definition of Information Transfer Activity Method................. 5. 2. Reading Procces ........................................................................ 6. 3. Reading Comprehension.............................................................. 7. 4. Level of Comprehension.............................................................. 8. 5. Factor Effecting Reading Comprehension................................... 9. 6. Technigue of Improving Reading Comprehension...................... 11. B. Concept of Information Transfer Actiivity......................................... 13. 1. Definition of Information Transfer Activity................................. 13. 2. Procedure of Information Transfer Activity................................ 14. 3. Advantages of Information Transfer Activity.............................. 15. C. Concept of Main idea and Conclusion............................................... 16. 1. Main Idea ................................................................................... 16. v.

2. Conclusion ................................................................................... 16. D. Concept of Descriptive Text ............................................................ 17. 1. Definition of Descriptive Text ................................................... 17. 2. Type of Description ................................................................... 17. E. Conceptual Framework..................................................................... 19. CHAPTER III : RESEARCH METHOD. A. Research Design................................................................................. 21. B. Research subject................................................................................. 21. C. Research procedure............................................................................ 21. D. Research Variable and Indicators .................................................... 25. E. Instrument of Research....................................................................... 26. F. Scoring Criteria of Reading Comprehension..................................... 26. G. Procedure of Collecting Data............................................................ 27. H. Scoring Criteria of Reading Comprehension.................................... 27. CHAPTER IV: FINDINGS AND DISCUSSION A. Findings ..................................................................................... 27 1. The Improvement of Students’ Reading Comprehension in term of Sequence Events or Idea ……........................................... 29 2. The Improvement of Students’ Reading Comprehension in Conclusion.................. ………............................................. 31 3. The Improvement of Students’ Reading Comprehension in term of Literal. Reading. Comprehension. and. Interpretative. Reading. Comprehension..................................................................... 33 4. The Percentage of the Students’ Reading Comprehension in term of Sequence Events or Idea ……............................................ 36 5. The Percentage of the Students’ Reading Comprehension in Conclusion........................ ……………………………………. 38. vi.

6. The Result of the Students’ Activeness in Teaching and Learning Process ……............................................................. 40 B. Discussion................................................................................ 43 CHAPTER V: CONCLUSIONS AND SUGGESTION A. Conclusions ............................................................................. 45 B. Suggestion ..............................................................................46 BIBLIOGHRAPHY APPENDIXES LIST OF APPENDIXES CURRICULUM VITAE. vii.

LIST OF APPENDICES. 1. APPENDIX A. : Research Instrument. 2. APPENDIX B. : Lesson Plan. 3. APPENDIX C. : The Result of Diagnostic Test (D-Test). 4. APPENDIX D. : The Result of Cycle I. 5. APPENDIX E. : The Result of Cycle II. 6. APPENDIX F. : The Students’ Activeness in Teaching Learning Process. 7. APPENDIX G. : The Calculation of the Students’ Improvement.

APPENDIX 1 RENCANA PELAKSANAAN PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu. : SMA Negeri 3 Sungguminasa : Bahasa Inggris : XI IPA2 /I (Ganjil) : 4 X 45 Menit. I.. Standar Kompetensi. :. II.. Kompetensi Dasar. :. III. Indikator. :. Writing 6. Mengungkapkan makna dalam teks esei berbentuk report, narrative, dan analytical exposition dalam konteks kehidupan seharihari 6.2. Mengungkap-kan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk: report, narrative, dan analytical exposition  Mengembangkan ide berdasarkan topik yang diberikan.  Menghasilkan teks paragraf. IV. Tujuan Pembelajaran - Siswa mampu mengembangkan ide berdasarkan topik yang mereka dapatkan. - Siswa mampu menulis teks paragraf. - Siswa mampu bekerja sama - Siswa mampu mandiri V.. Materi - Writing processes - Chaotic processes technique. VI. Metode Pembelajaran : ­ Cooperative Learning.

VII. Kegiatan pembelajaran A. Pertemuan Pertama a. Kegiatan awal  Salam dan tegur sapa  Guru mengecek kehadiran siswa  Guru memberikan apersepsi dan motivasi b. Kegiatan inti  Guru menjelaskan materi tentang paragraf  Guru memberikan contoh sederhana paragraf inductive dan deductive  Guru bertanya kepada siswa untuk mengetahui sejauh mana pemahaman siswa tentang paragraf  Guru melanjutkan pembelajaran dengan menjelaskan meteri writing processes.  Guru menjelaskan tentang Chaotic Processes. c. Kegiatan akhir  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai materi yang telah dipelajari.  Guru memberikan jawaban dan menyimpulkan materi yang telah dipelajari  Guru menutup pembelajaran B. Pertemuan Kedua a. Kegiatan awal  Salam dan tegur sapa  Guru mengecek kehadiran dan kesiapan siswa untuk belajar  Guru memberikan apersepsi dan motivasi b. Kegiatan inti  Guru menjelaskan materi tentang Brainstorming.  Guru mencontohkan langkah-langkah penggunaan brainstorming  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai brainstorming  Guru membentuk sebuah kelompok  Guru memberikan sebuah topik  Guru menginstruksikan siswa untuk mengembangkan ide dari topik yang diberikan secara berkelompok  Siswa mempresentasekan hasil kerja dan guru memberikan komentar untuk hasil kerja siswa.

c. Kegiatan akhir  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai materi yang telah dipelajari.  Guru dan siswa menyimpulkan materi  Guru menutup pembelajaran C. Pertemuan Ketiga a. Kegiatan awal  Salam dan tegur sapa  Guru mengecek kehadiran dan kesiapan siswa untuk belajar  Guru memberikan apersepsi dan motivasi b. Kegiatan inti  Guru memberikan beberapa topik kepada siswa dan memberitahukan siswa untuk mengembangkan ide dari setiap topik yang diberikan  Guru mengintruksikan siswa untuk mengembangkan ide menggunakan teknik brainstorming.  Siswa mempresentasekan hasil pengembangan ide dari topik yang telah diberikan  Guru memberikan komentar mengenai hasil kerja siswa c. Kegiatan akhir  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai materi yang telah dipelajari.  Guru memberikan jawaban dan menyimpulkan materi  Guru menutup pembelajaran D. Pertemuan Keempat a. Kegiatan awal  Salam dan tegur sapa  Guru mengecek kehadiran siswa dan kesiapan siswa untuk belajar  Guru memberikan apersepsi dan motivasi b. Kegiatan inti  Guru menjelaskan materi tentang Freewriting dan menjelaskan mengenai langkah-langkahnya.  Guru memberikan beberapa topik kepada siswa dan memberitahukan siswa untuk memilih satu topik yang menarik bagi mereka.  Guru memberitahukan siswa untuk mengembangkan ide menggunakan teknik freewriting..

. Guru membimbing siswa dalam menggunakan teknik freewriting khususnya bagi siswa yang kurang paham.  Guru memberitahukan siswa untuk mendiskusikan hasil dari freewriting mereka kepada rekan atau teman sebangkunya.  Guru memberikan komentar mengenai hasil kerja siswa c. Kegiatan akhir  Siswa diminta untuk menulis paragraf berdasarkan hasil freewriting yang telah dibuat.  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai materi yang telah dipelajari.  Guru memberikan jawaban dan menyimpulkan materi  Guru menutup pembelajaran E. Pertemuan Kelima a. Kegiatan awal  Salam dan tegur sapa  Guru mengecek kehadiran siswa dan kesiapan siswa untuk belajar  Guru memberikan apersepsi dan motivasi b. Kegiatan inti  Guru menjelaskan materi tentang Clustering.  Guru mencontohkan langkah-langkah penggunaan Clustering  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai Clustering  Guru membentuk sebuah kelompok  Guru memberikan sebuah topik  Guru menginstruksikan siswa untuk mengembangkan ide dari topik yang diberikan secara berkelompok  Siswa mempresentasekan hasil kerja dan guru memberikan komentar untuk hasil kerja siswa c. Kegiatan akhir  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai materi yang telah dipelajari.  Guru dan siswa menyimpulkan materi  Guru menutup pembelajaran F. Pertemuan Keenam a. Kegiatan awal  Salam dan tegur sapa  Guru mengecek kehadiran dan kesiapan siswa untuk belajar  Guru memberikan apersepsi dan motivasi.

b. Kegiatan inti  Guru memberikan beberapa topik kepada siswa dan memberitahukan siswa untuk mengembangkan ide dari setiap topik yang diberikan  Guru mengintruksikan siswa untuk mengembangkan ide menggunakan teknik Clustering.  Siswa mempresentasekan hasil pengembangan ide dari topik yang telah diberikan  Guru memberikan komentar mengenai hasil kerja siswa c. Kegiatan akhir  Guru memberikan kesempatan kepada siswa untuk bertanya mengenai materi yang telah dipelajari.  Guru memberikan jawaban dan menyimpulkan materi  Guru menutup pembelajaran VIII. Sumber dan Media Pembelajaran - Sumber : Buku Introduction to Academic Writing; Buku Paket SMA; Internet - Media Pembelajaran : Papan tulis, Spidol, Laptop, Kamus, Lembar instrument materi pembelajaran. IX. Penilaian a. Content. Teknik : Penugasan Bentuk : Writing paragraph. Classification. Score. Excellent. 5.  . 4.  . 3.  . Very good. Good. Poor. 2. Fairly. 1.    . Criteria Meaning is conveyed effectively Show a clear understanding of writing topic and main idea Meaning is conveyed but breaks down at items. Show a good understanding of writing topic and main idea Meaning is frequently clear Show some understanding of writing topic and main idea, less development Meaning is unclear Show little evidence of discourse understanding No complete sentence are written No evidence of concept of writing.

b. Organization Classification. Score. Criteria . Excellent. 5. Very good. 4. .    Good. 3.  . Poor. Fairly. Events are organization logically, but some part of the sample may not be fully developed. Some transition of idea evidence. Organization may be extremely simple or there may be evidence of disorganization. There are few transitional markers or repetitive transitional markers.. . Sample is compared if only a few disjoined sentence. No transitional marker..  . No complete sentences are written. No evidence of concept of writing.. 2. 1. Organization is appropriate to write assignment and contains clear introduction, development of idea and conclusion. Transition from one idea to another idea is smooth and provides rider with clear understanding the topic is changing..

APPENDIX 2 RESEARCH INSTRUMENT A. Pre-Test Choose one of the topics below that you think interesting and make paragraph by your own words! . About yourself. . School (SMA Negeri 3 Sungguminasa). . Your Class. . Your Home. . Makassar city. B. Post-Test Choose one of the topics below that you think interesting and then write down anything at all that comes into your head about your topic on a piece of paper by using one of the three techniques of Chaotic Processes (Brainstorming, Freewriting, or Mind mapping). After that develop your ideas become paragraph in your sheet! . Indonesia. . Your hometown. . Your family or your friends. . Your school. . Your favorite (Artist, Sport, Food, etc.).

APPENDIX 3. A. The Students’ Score. No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30. Students’ Name Alham Alfiri Miftahul Jannah Andika Ahmad Yani Apriansyah. A. Bagaz Januar Efriyanti Mandasari Fikri Ali Abrianto Geovanius Wilsoan P. Hasmia Arifuddin Indra Wahyudi Inez Clarissa T. Irmalasanti Irmayana Ismawati Muhammad Noer M. Muh. Arfah Muh. Nurul Hidayatullah Nirwana Nur Asmawati Nur Rezky Damayanti Nurhikmah Nurul Alfiani Retno Nurlita Sari Rezky Adrian B Ria Gatria Risaldy Sirhan Hilal Nodjeng Sumarni Titing Wahyuni Total Mean Score. Content PrePosttest test 10 30 10 20 20 20 10 20 20 30 10 30 20 20 20 30 20 40 20 30 10 20 20 20 20 30 30 40 10 20 10 30 20 30 10 20 20 20 20 40 20 30 10 20 30 40 30 40 20 40 20 30 40 40 20 20 10 30 10 20 540 850 18 28.33. Organization PrePosttest test 10 20 20 20 20 20 10 20 10 30 10 20 10 20 20 30 10 20 10 20 10 20 20 20 20 20 20 30 10 20 10 20 20 20 10 20 10 20 10 20 10 30 10 20 10 30 20 30 10 20 10 20 30 40 10 20 10 30 10 20 400 690 13.33 23. Final Score PrePosttest test 2 5 3 4 4 4 2 4 3 6 2 5 3 4 4 6 3 6 3 5 2 4 4 4 4 6 5 7 2 4 2 5 4 5 2 4 3 4 3 6 3 6 2 4 4 7 5 7 3 6 3 5 7 8 3 4 2 6 2 4 94 155 3.13 5.17.

B. The Students’ Gain Score. No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30. Students’ Name Alham Alfiri Miftahul Jannah Andika Ahmad Yani Apriansyah. A. Bagaz Januar Efriyanti Mandasari Fikri Ali Abrianto Geovanius Wilsoan P. Hasmia Arifuddin Indra Wahyudi Inez Clarissa T. Irmalasanti Irmayana Ismawati Muhammad Noer M. Muh. Arfah Muh. Nurul Hidayatullah Nirwana Nur Asmawati Nur Rezky Damayanti Nurhikmah Nurul Alfiani Retno Nurlita Sari Rezky Adrian B Ria Gatria Risaldy Sirhan Hilal Nodjeng Sumarni Titing Wahyuni Total. Pre test (X1) 2 3 4 2 3 2 3 4 3 3 2 4 4 5 2 2 4 2 3 3 3 2 4 5 3 3 7 3 2 2 94. Post test (X2) 5 4 4 4 6 5 4 6 6 5 4 4 6 7 4 5 5 4 4 6 6 4 7 7 6 5 8 4 6 4 155. D. (D)2. 3 1 0 2 3 3 1 2 3 2 2 0 2 2 2 3 1 2 1 3 3 2 3 2 3 2 1 1 4 2 61. 9 1 0 4 9 9 1 4 9 4 4 0 4 4 4 9 1 4 1 9 9 4 9 4 9 4 1 1 16 4 151.

APPENDIX 4 Data Analysis. A. The Calculating of the Mean Score of Pre-Test. =. 1. ∑. =. = 3.13. B. The Calculating of the Mean Score of Post-Test. =. 2. ∑. =. = 5.17. C. The Mean Score of the Mean Score of Gain (D). =. ∑. =. = 2.03. D. Improvement P= = =. x 100 . . .. .. .. x 100. x 100. = 0.65 x 100 = 65 E. The Calculating of t-test Value t= ∑. ∑. .. =. =. .. .. =. =. .. √ .. =. .. =. .. = 9.23. .. .. ..

APPENDIX 5 Distribution of t-Table. df 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28. 29 30 40 60 120. 0,5 0,25 1.000 0.816 0.765 0.741 0.727 0.718 0.711 0.706 0.703 0.700 0.697 0.695 0.694 0.692 0.691 0.690 0.689 0.688 0.688 0.687 0.686 0.686 0.685 0.685 0.684 0.684 0.684 0.683 0.683 0.683 0.681 0.679 0.677. Level of Significance for two-tailed test 0,2 0,1 0,02 0,05 Level of Significant for one-tailed test 0,1 0 0,025 0,01 3.078 6.314 12.706 63.657 1.886 2.920 4.803 9.925 1.638 2.353 3.182 5.841 1.533 2.132 2.776 4.604 1.476 2.015 2.571 4.032 1.440 1.943 2.447 3.707 1.451 1.895 2.365 3.499 1.397 1.860 2.306 3.355 1.383 1.833 2.262 3.250 1.372 1.812 2.228 3.169 1.363 1.796 2.201 3.106 1.356 1.782 2.179 3.055 1.350 1.771 2.160 3.012 1.345 1.761 2.145 2.977 1.341 1.753 2.131 2.947 1.337 1.746 2.120 2.921 1.333 1.740 2.110 2.898 1.330 1.734 2.101 2.878 1.328 1.729 2.093 2.861 1.325 1.725 2.086 2.845 1.323 1.721 2.080 2.831 1.321 1.717 2.074 2.819 1.319 1.714 2.069 2.807 1.318 1.711 2.064 2.797 1.316 1.708 2.060 2.787 1.315 1.706 2.056 2.779 1.314 1.703 2.052 2.771 1.313 1.701 2.048 2.763 1.311 1.699 2.756 2.045 1.310 1.697 2.750 2.042 1.303 1.684 2.704 2.021 1.296 1.671 2.660 2.000 1.289 1.658 2.617 1.980. 0,01 0,005 636.619 31.598 12.921 8.610 6.809 5.959 5.408 5.041 4.781 4.587 4.437 4.318 4.221 4.110 4.073 4.025 3.965 3.922 3.883 3.850 3.819 3.792 3.767 3.745 3.725 3.707 3.690 3.674 3.659 3.646 3.551 3.460 3.373.

APPENDIX 6. The Documentation of Teaching and Learning Process. 1. Pre-Test Process. 2. Treatment. 3. Post Test Process.

APPENDICES.

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CURRICULUM VITAE. MARWANI UMAR was born on May 24th 1995 in Teamate (Pattallassang), the country side in Gowa regency. She is the first child in family from the marriage Umar Daeng Tunru and his wife Nursiah Daeng Singara. She has one young brother. She finished her elementary school at the SDI Teamate in 2006. She then continued her study at SMP Negeri 1 Pattallassang in 2006, but she moved to SMP Negeri 2 Pattallassang in 2007 when she was at eighth grade and graduated in 2009. Then she continued her study at SMA Negeri 1 Bajeng and graduated in 2012. In same year she continued her study at University and she accepted at English Educational Department Muhammadiyah University of Makassar. At the end of her study, she could finish her thesis with title “Implementing Chaotic Processes to Develop Idea in Writing Paragraph at the Eleventh Grade Students of SMA Negeri 3 Sungguminasa (Pre-experimental Research)”.