A THESIS Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Bachelor of Education

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH NUMBER HEADS TOGETHER (NHT) TECHNIQUE (A Classroom Action Research at the Second years Students of SMPN 2 Lembang). A THESIS Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Bachelor of Education. MAHADIR 10535 2674 07. ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2014. i.

@. UNII,RRSITAS I}I,SA1I{MADIYAII. f"Tffi '.f*S,,*y*$-tr;ffi. $,TAKASSAR. *ENDTDTKAN. LEMBAR PENGESAIIAN Skripsi afas Nama Mahadir, Nim 10535 2674 ,Tditerima dan panitia ufian disahkan 'rleh skripsi u"rauru** Surat _ Keputurur"R.ttor universitas \{uhammadrvah Makas*i Non,o., satu syarat guna memperoreh ,n'i't1nr, ,n'u roiir* ,.ouuai sarah Gerar Sarjana *-rolo*", pada . -ol,Jurusan rnggris i"o,,ras Keguru* i;T:l;lfx ,ffl:X,--'radiyah Makassar pendidikan ,,,,, pada hari S"* 2014 ***rr 25. *,. r't. November. 3I Okrober 20t4I/.. Makassar, 07. UJIAN. Pengawas Umum. Sekretaris. ... Dr. --PANITIA H. Irwan Akib, nl.pa.. Ketua. Muharram 1436 H N]. Dr. Andi Sukri Syamsuri, M.Hum. Khaeruddin, S.Fd., NLpd.. Penguji 1.. ). Dr. Abd. Muin, M.Ifum Achmad Basir, SS., MBA Dra. Hasnawati Latief, M.pd. 4.. Farisha Andi Basoo S.pd.,lf4pd. \;6!. rn*r"aiu" i. rastitus. i.

UNIVERSITAS MUT{AMMAI}TYAII MAKASSAR FAI(ULTAS KEGI]RUAIY DAI{ ILMU PEIYDIDIKAII PROGRAM STT]I}I PENDIDIKAI\I BAHASA INGGRIS. APPROVAL SHEET Title. Improving the Studentsr Reading Comprehension through Number Heads Together G\rHT) Technique (A Classroom Action Research at the Second Years Students of SMpN 2 Lembang). \ame. Mahadir. Reg.Number. 10535 2674. Program. Eng$h E{ucation Department Strata I (Sl). Faculty. FacnSJ of Tpaeler Training and Education. W. kfakassarr' 27 Novcm b er 2A14. Approved by:. Consultant. II. NBM: 860 934. P. Terezditxi Inglausi.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221. SURAT PERJANJIAN Saya yang bertanda tangan di bawahini: Nama. : MAHADIR. NIM. : 10535 2674 07. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : IMPROVING THE STUDENTS READING SKILL. THROUGH NUMBER HEAD TOGETHER (NHT) TECHNIQUE. (A Classroom Action Research at the Second years Students of SMPN 2 Lembang) Dengan ini menyatakan perjanjian sebagai berikut: 1. Mulai dari penyusunan proposal sampai dengan selesaianya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam penyusunan skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku. Demikian perjanjian ini saya buat dengan penuh kesadaran.. Makassar,. 2014. Yang membuat perjanjian. MAHADIR. V.

UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221. SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini: Nama. : MAHADIR. NIM. : 10535 2674 07. Jurusan. : Pendidikan Bahasa Inggris. Judul Skripsi : IMPROVING THE STUDENTS READING SKILL. THROUGH NUMBER HEAD TOGETHER (NHT) TECHNIQUE. (A Classroom Action Research at the Second years Students of SMPN 2 Lembang) Dengan ini menyatakan: Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar. Makassar, 2014 Yang membuat pernyataan. MAHADIR.

ACKNOWLEDGMENT. Alhamdulillah Rabbil Alamin, the researcher praises his highest gratitude to Allah SWT who has given His blessing and mercy to him in completing this thesis. Salam and Salawat are due to the highly chosen Prophet Muhammad SAW, his families and followers until the end of the world. The researcher realizes that this thesis would have never been completed without the assistance of a number of people. Therefore, he would like to express his deepest appreciation and thanks to those people who have helped and involved in completing this thesis, for their useful motivation, guidance and sacrifices. Further, the researcher also expresses sincerely unlimited thanks to his beloved parents (Abd. Waris – Hj. Badaria), his beloved brother and sister (Harni, Haris, Herna, Muh. Nur, Ahmad Syam and Herma) who love him very much and always give the love sincerely and purely without time. Therefore, the researcher hopes that he can be always better and success in following his next life day by day to respond the love much more till their grand children born then grow up like their expectation. His family who has given supports to him every time and everywhere (Mariany S.Pd – Jamal, Ruswandi, Rusmansyah). Special thanks are given to Muhammadiyah University of Makassar because of giving an opportunity to the researcher in getting undergraduate. ii.

education. Therefore, the researcher also includes the thanks to the all people and instances that provide the best four years moment in this blue campus. 1.. Dr. Irwan Akib, M. Pd., the rector of Muhammadiyah University of Makassar.. 2.. Dr. A. Syukri Syamsuri, S. Pd., M. Hum, the dean of FKIP Unismuh Makassar. 3.. Erwin Akib, S. Pd., M. Pd, and his staff who have given me a great help particularly related to my academic affairs. Ummy Khaerati Syam, S.Pd The secretary of English Education Department Makassar Muhammadiyah University. 4.. Supervisors who help very much from the beginning to the end of this work (Dr. Abd Muin, M. Hum. and Ummi Khaerati Syam, S.Pd, M.Hum.). 5.. Head of Library, Muhammadiyah University of Makassar,. 6.. Head of Lembaga Penelitian Pengembangan dan Pengabdian Masyarakat (LP3M), Muhammadiyah University of Makassar, Ir. Abu bakar Idhan, MP.. 7.. The staff and all lecturers of the FKIP UNISMUH especially to the lectures of English Department who taught him for many years. In the process of this work, many friends also help the researcher by. collecting sources of information and making some best moments in his boring time. EDSA 07 (Muh. Amin Amal, Srina Abdillah, A. Dewi Mariana, Khaerul Anwar, Jaynuddin, Subaedah, Ratnawati, Rahmawati, Hasbi, Agussalim, Munir, Sudirman C, Irma Y, Henriani, Juwarni, Rudianto, Amirullah R, Fatmawati,. iii.

Kasma, Marlyn, Farid, Uni, All of 7H class, all of PPL and P2K friends and the others). Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been success to finish his work or research according to the target of time and also target of the research, nothing left or forgotten to do. Makassar,. The writers. iv. 2014.

ABSTRACT. MAHADIR, 2014. Improving The Students’ Reading Comprehension Through Number Heads Together (NHT) Technique(A Classroom Action Research At The Second Years Students of Smpn 2 Lembang), under the thesis of English Education Department the Faculty of Teachers Training and Education, Makassar Muhammadiyah University (under graduate by Abd. Muin, and Ummi Khaerati Syam). This research aimed to explain the improvement of the students’ reading comprehension in terms of literal comprehension dealing with main ideas and sequence of details. To explain the improvement, the researcher used a classroom action research (CAR) which was conducted in two cycles in which every cycle consisted of four meetings. The location of this research was taken at the second year students of SMPN 2 Lembang Pinrang with a number of the subject were 42 students. The research findings indicated that the application of Number Head Together (NHT) Technique was significant in improving the students’ reading comprehension in terms of literal comprehension and interpretive comprehension. It was proved by the mean score of cycle I was 61.19. It was classified as fair then improved to be 77.85. It was classified as good in cycle II. They are higher than the mean score of diagnostic test namely 55.83 that classified as poor. Therefore there was the improvement of the students’ reading comprehension in terms of literal comprehension dealing with main ideas and sequence of details. Based on the research findings above, the research make conclusion that teaching reading through Number Head Together (NHT) Technique is a good way to improve the students’ reading comprehension.. viii.

TABLE OF CONTENTS Page TITLE PAGE ......................................................................................................... i ACKNOWLEDGMENT ....................................................................................... ii TABLE OF CONTENTS ....................................................................................... v LIST OF TABLE ................................................................................................. vii ABSTRACT ....................................................................................................... viii CHAPTER I : INTRODUCTION A. Background ................................................................................................ 1 B. Problem Statement ..................................................................................... 2 C. Objective of the Study ............................................................................... 3 D. Significance of the Study ........................................................................... 3 E. Scope of the Study ..................................................................................... 3 CHAPTER II : REFIEW OF RELATED LITERATURE A. Previous Finding ........................................................................................ 4 B. Concepts of Number Head Together (NHT) Technique 1. Definition of Number Head Together (NHT) Technique .................... 6 2. The procedures of structuring NHT ..................................................... 7 C. Concept of reading ..................................................................................... 8 D. Concepts of teaching reading ................................................................... 10 E. Reading Comprehension .......................................................................... 11 v.

F. Concepts of Main Idea and Sequence details ........................................... 15 G. Narrative Material .................................................................................... 16 H. Conceptual Framework ............................................................................ 19 CHAPTER III : RESEARCH METHOD A. Research Design ....................................................................................... 19 B. Research Procedure .................................................................................. 19 C. Research Variables and Indicators ........................................................... 23 D. Research Instrumen t................................................................................. 24 E. Data Collection.......................................................................................... 25 F. Technique for Data Analysis .................................................................... 25 CHAPTER IV : FINDINGS AND DISCUSSION. A. Findings .................................................................................................... 28 B. Discussion ................................................................................................. 38 CHAPTER V : CONCLUSION AND SUGGESTION. A. Conclusion ................................................................................................ 41 B. Suggestion ................................................................................................ 41 BIBLIOGRAPHY APPENDICES CURRICULUM VITAE. vi.

LIST OF TABLES Page Table 1 : The Students’ Active Participation ....................................................... 25 Table 2 : Rubric of Literal Reading Comprehension ........................................... 26 Table 3 : The Improvement of the Students’ Main Idea ...................................... 30 Table 4 : The Improvement Of The Students’ Sequence Details ......................... 31 Table 5 : The Improvement Of The Students’ Reading Comprehension ............. 33 Table 6 : The Students’ Tabulation of Main Ideas ............................................... 35 Table 7 : The Students’ Tabulation of Sequence Details ..................................... 36 Table 8 : The Result of the Students’ Activeness in Each Meeting ..................... 38. vii.

LIST OF TABLES Page Table 1 : The Students’ Active Participation ………….................................... 25. Table 2 : Rubric of Literal Reading Comprehension …………........................ 26. Table 3 : The Improvement of the Students’ Main Idea …………………….. 30. Table 4 : The Improvement Of The Students’ Sequence Details .................... 31. Table 5 : The Improvement Of The Students’ Reading Comprehension .......... 33. Table 6 : The Students’ Tabulation of Main Ideas ………………...……......... 35. Table 7: The Students’ Tabulation of Sequence Details ……………………… 36 Table 8: The Result of the Students’ Activeness in Each Meeting …………… 38. vii.

CHAPTER I INTRODUCTION A. Background In learning English, there are four skills we must study. They are listening, speaking, reading, and writing. The four skills mentioned are divided into receptive and productive skills. Speaking and writing are productive skills, while listening and reading are receptive skills. Besides the four language skills above, reading is of great importance to students show mother tongue is not English, because they almost do not have opportunity to hear or speak that language. Comprehending English is difficult things for students if they do not have basic knowledge, especially in comprehending reading text. Reading, which belongs to receptive skill, can be defined as a process whereby one looks at and understands what has been written (Williams, 1999: 2). It means that, when someone reads, he looks at something written and tries to get the meaning to understand it. Reading can also be described as a mental or cognitive process which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time (Davies, 1973: 1). It means that reading activity connects the reader and the writer although they are in different time and place. In teaching reading, the teacher should introduce other materials as an alternative to give various situations to student in classroom process. These materials can be a medium it can be create a comfortable atmosphere interest and. 1.

2. to stimulate the students motivation during the classroom process. in the other hand, high motivation is needed to learn reading. They should have an effective. Based on the diagnostic test result at VIII class of SMPN 2 Lembang the students still low to find out main ideas and sequens details that the mean score of the students’ achievement in reading English is very low, it is about 50 mean score but standart of curriculum 65 and the target score is 75. In this case, the students have to read critically, and the teacher must select the suitable technique or strategy to teach it. Numbered Heads Together (NHT) is another small group learning method using student teams. NHT is similar to STAD because heterogeneous groupings of students are used (Bawn. S. 2007 : 43-44). Arrangement of four students per learning team, with each team counting off from one to four is the beginning of Numbered Heads Together. There is one high achieving student, one low achieving student and two average achieving students on a learning team. By looking this fact, English teachers are expected to always think and variation of teaching strategy in reading. In this case, the writer is going to discuss one variation in teaching strategies namely Number Head Together (NHT) Technique.. B. Problem Statements Based on the background above, the research question is formulated as follows: How is the students. proficiency in literal comprehension of the. paragraph in the text through Number Head Together (NHT) Technique at the second years students of SMPN 2 Lembang..

3. C. Objectives of the Study Based on the research question above, the objective of the research is to find out the improvement of the students literal comprehension through Number Head Together (NHT) Technique at the second years students of SMPN 2 Lembang. D. Significance of the Study The significance of the research is expected to be useful information to the English teacher, English students and those who concern with the language learning process. It is hoped that the learning strategy will be considered as a better strategy to improve the students comprehension in reading. E. Scope of the Study This research will focus on the study to improve the students reading comprehension through Number Head Together (NHT) Technique at the second years students of SMPN 2 Lembang. Literal comprehension here covers main idea and sequence details..

4. CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Finding The research reports the identification of using several techniques to increase the students reading comprehension. Some research conducted research on the use of Number Head together (NHT) technique which shows the positive attitude of the students. The result of the researchers is cited below: Japar. A. (2008) in his thesis, “Improving the Reading Comprehension of the Second Year Students of Mts N Model Samarinda through Numbered Heads Together Technique”. He found the results indicated that NHT Technique was successful in improving students reading comprehension. The improvement could be seen from the increase of students average reading score from 50.58 in the pre test, 60.44 in the first quiz, and 74.44 in the second quiz to 76.23 in the third quiz. Besides, the finding indicated that NHT technique was effective clarifying the difficult words, predict the content and conclusion. With the findings, NHT technique is not only effective in improving the students reading comprehension but also in enhancing their participation in the learning process, particularly in responding to the teachers questions. Therefore, it is suggested that the English teachers apply the NHT technique since it is beneficial not only in improving the reading comprehension but also in motivating students to read and work together to answer the reading questions. 4.

5. Hatiningsih M. (2011) in her thesis, “Improving Students Reading Comprehension by Using Numbered Heads Together A Classroom Action Research at the Eighth Grade of Smp Negeri 1 Jaten Karanganyar.” She found the results are teaching reading by Numbered Heads Together can improve students reading comprehension. From the observation, the researcher found to involve more students in the review of materials covered in a lesson and to check their understanding of a lesson’s content more by worked in group so that they could share their knowledge. From the reading comprehension test, the students pre-test mean score was 60.2, increasing to 74.8 in the post-test 1 and increasing to 80.2 in the post-test 2. Besides, the students motivation and the students participation also improve. It can be seen from the students behavior. Before the research, the students were passive in the lesson. After the research, all of the students were involved in the teaching and learning process. They can share their knowledge and help each other in understanding the lesson material. The students not only learn from the teacher explanation, but they can learn from their friends who also learn the same thing. Based on the previous findings above, the researcher can explain that this research is different from Jafar and Hataningsih. in Japar’s research focused on word meaning, prediction out comes and conclusion. Hataningsih focused on review and content the materia. It can be seen from the students behavior and the student passive in lesson. The researcher focus on the main idea and sequence details in narrative marerial..

6. B. Concepts of Number Head Together (NHT) Technique 1. Definition of Number Head Together (NHT) Technique According to Jacobs. G and Hall. Y (1994: 2) that Numbered Heads Together encourages successful group functioning because all members need to know their group’s answers and because when students help their groupmates, they help themselves and the whole group. Lou. M. M, (2005: 7) states this versatile can be used effectively for both memory level and higher order thinking activities. Instead of answering questions, learners can brainstorm ideas, solve a problem, draw a diagram, invent a product, etc. In addition Harper, Maheady & Mallette, (1994: 32) states Number Head Together is one of the cooperative learning structures designed to engage all students to promote their academic and social interactions. According to Kagan in Andari A. W. D, (2012: 7) Numbered Heads Together is a cooperative learning strategy, that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). Based on the defenition above, the writer concludes that Number Head Together (NHT) is a technique to improve the students ability with make a group, the students will understand about the material given..

7. 2. The Procedures of Structuring NHT Bawn. S. (2007: 44) states students sit with their small team while the teacher conducts the lesson. The teacher gives a question to the class and students confer with their team. Student teams make sure that all students in their group understand the answer. The teacher then asks, for example, how many twos know the answer, and then selects at random one of the students with the number two to respond. After the first student provides an answer, the teacher asks additional questions to students of that particular number asking for further details. All students that have responded correctly or that provided additional explanations receive recognition or are rewarded by the teacher. Kagan, (1989: 31) the procedures of structuring NHT are described as below: a. Students are put into heterogeneous teams and each has a number. b. Students sit together in a circle when the instructor implements the whole class teaching. c. The instructor asks the whole class a question, which is usually a high consensus one. Students actually put their heads together to think of the best answers and make sure every group member can answer the question. d. The instructor randomly chooses a number, and only students with that number can respond to the question. e. The instructor evaluates the answers and rewards specific teams accordingly..

8. In addition Jacobs G. And Hall S (1994: 2) There are four steps in doing Numbered Heads Together: 1. Each student in a group of four gets a number: 1, 2, 3, or 4. 2. The teacher or a student asks a question based on the text the class is reading. 3. All members in the group put their heads together to come up with an answer or answers. They should also be ready to supply support for their answer(s) from the text and/or from other knowledge. 4. The teacher calls a number from one to four. The person with that number answers for the group. “Numbered. Heads. Together”. encourages. successful. group. functioning be-cause all members need to know their group’s answer(s) and because when students help their group mates, they help themselves and the whole group.. C. Concepts of Reading 1. Definition of Reading Alyousef (2006: 64) states that reading is interactive process between a readers and a text to automaticity or (reading fluency). In this process, the reader interacts and tries to get information of various kinds of knowledge. Law & Brothers (1982: 89) state that reading is ability to recognize word, phrases, sentences, and paragraphs..

9. Anderson, et al. (1985: 17) state that reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information Flesch in Burns (1984: 26) defines reading as getting meaning from certain combination of letters. Teach the child what each letter stands for and he can read. Based on the definition above, the researcher concludes that the definition of reading is interactive process of getting information and ideas from the writer with the writing text.. 2.. Steps of Reading a. Skimming William (1999: 26) skimming is a useful skill to be applies in reading. Skimming is the ability to read a text quickly in order to find the general idea or the gist of the text. A skimming reader can take the main ideas quickly by collecting words, phrases and main sentences. b. Scanning Serge Mikhailov in Riswandi (2011: 12) states that scanning is done quickly to locate specific information, for example, scanning telephone books, catalogs, dictionaries, event calendars, book indexes, etc c. Extensive Reading Barfield. A. (1996: 2) defines the extensive reading use to obtain a general understanding of a subject and includes reading longer texts for.

10. pleasure, as well as business books. Use extensive reading skills to improve your general knowledge of business procedures. d. Intensive Reading Anita (2010: 1) defines intensive reading also called study reading. This involves closed reading of the text as the amount of comprehension should be high. The speed of reading is correspondently slower The intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail. Use intensive reading skills to grasp the details of a specific situation.. D. Concepts of teaching reading According to Harmer‘s (2002) and Brown‘s (2000) in Palupiningsi A. (2011: 26) it can be inferred that language teaching and learning consist of materials, methods, teachers, students, and finally they are evaluated by. language. investigate. testing.. difference. However, testing. because techniques. the researcher applied. in. wants a. to. reading. comprehension, this study only discusses materials (reading skill), students as the object, and language testing (here, particularly on testing reading). Harmer says that teenagers are a period where someone is searching for individual identity and that this search provides the key challenge for this age group. Identity has to be forged among classmates and friends (2001:39). Harmer (2001:30) argues that teenagers, if they were engaged, had a great capacity to learn, a great potential for creativity, and a passionate commitment to things, which interested them..

11. Harmer also states that diagnosis of teenagers is complicated by the fact that characteristics of secondary school students in general do not necessarily apply to every teenager’s boy and girl (2001:39). The characteristics of every individual are very heterogeneous. Teenagers like to spend their time for hanging around, friends, peers and often disruptive behavior in class. However, they have a great capacity in learning if the teacher can engage them. Based on the reality above there must be variety in the classroom, such as variety of activity and variety of organization. On this assumption, during the teaching learning process, the teacher should sometimes let the learners work individually, sometimes in pair and sometimes in group.. E. Reading Comprehension 1. Definition of Reading Comprehension Reading comprehension is the activity between the reader and the writer’s idea. Where the writer sends his/her idea in the written symbols and then the reader catches the idea it. Reading is on activity cognitive process of interactive with printing and monitoring comprehension to establish meaning (Kustaryo in Hasriani, 2006:22). Nurhadi in Hasriani (2006: 19) states that to comprehend a text is an interactive process between the reader background knowledge and the text. This means that comprehension requires the ability to relate the textual material to one’s own knowledge.

12. Comprehension is based on knowledge that reading makes sense, readers' prior knowledge, information presented in the text, and and the use of context to assist recognition of words and meaning and to make sense of what one reads and hears. Comprehension is specific kinds of thinking process.. 2. Reading Comprehension Levels Burns in Lutfiah (2003: 16) states four levels of reading skills. They are literal reading, interpretive reading, and creative reading. Each of these skills could be explained as follows: 1). Literal Reading Literal reading refers to the acquisition of meaning of ideas or information that is explicitly stated in the text. Some specific reading skill at the literal level of comprehension are: identifying specific information or nothing details, sequencing ideas when explicitly signal are given, and following instructions. These skills, specially the first two are scanning skill. a) Identifying Specific Information This reading requires one to focus his attention only on one or some particular information or detail which he need form a text; the rest of the text may not be read anymore. That information may be a name, a date, a scientific term, or a place or just anything, the search for which motivates the person to read. In looking for a detail, the reader must look for signals in the environment of the needed information or in the information itself..

13. b) Sequencing Events or Ideas Meaningful reading results from the reader’s ability to follow the flow of thought of the writer. This is so because any discourse is made up of words and sentences which are not only grammatically linked to one another,. but are also logically related and sequence of ideas as. presented by the writer enables him to summarize, outline and infer correctly. c) Following Instructions Students can take the lesson and knowledge from the reading. 2). Interpretative Reading Interpretative reading involves reading between the lines or making inferences. It is the process of deriving ideas that are implied rather than directly stated. This level demands higher level of thinking ability because the question in the category of interpretation are concerned with answer that are not directly stated in the text but are suggested or implied. Smith (1980:218) state that in interpretation the readers read between the lines, make connections among individuals’ states ideas, make inferences, draw conclusion, read between the lines to get inferences, or implied meaning from the text. a). Implication Implication is any inference expectancy that maybe logically implied or understood, bur not directly stated, form the author’s arguments in a text or utterance..

14. b). Conclusion Conclusion draws together factual evidence into a statement about the nature of phenomenon. c). Generalization Generalization is statement about the behaviour of a large population based on the observable behaviour of a similar but smaller sample group. d). Prediction Prediction is a statement about future behaviour or action. 3). Critical Reading Critical reading is evaluating written material comparing the ideas discovered in the material with known standard and drawing conclusion about their accuracy, appropriateness, and timeliness. McCarty (1999: 201). Critical reading compares previous experience to element in the new material such as content style, expression, information, and ideas or values of the author, in this level of reading skill. The reader must be an active reader, questioning, searching for fact, and suspending judgment until her or she has considered all the material. 4). Creative Reading Creative reading involves going beyond the material presented by the author, creative reading require the readers to think as they read just a s critical reading and it also require the reader to use their imagination, in creative solution to those by the writer..

15. F. Concepts of Main Idea and Sequence details 1. Main Idea According to Hariming (2010: 15-16) the main idea is the most important piece of information the author wants you to know about the concept of that paragraph. When authors write they have an idea in mind that they are trying to get across. This is especially true as authors compose paragraphs. An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it. The main idea is very commonly found at the beginning and is followed by supporting sentence. Very often the writer begins with supporting evidence and places the main idea in the last sentence. Sometimes the writer uses a few sentences to introduces the topic, places the main idea in the middle and follows it with supporting sentences. So, the main idea may be stated at the beginning, in the middle, or at the end of the paragraph. 2. Sequence Details Astriani (2006: 10 ) defines Sequence is require knowledge of events in order of occurrence. Sequence refers to the identification of the components of a story, such as the beginning, middle, and end, and also to the ability to retell the events within a given text in the order in which they.

16. occurred. The ability to sequence events in a text is a key comprehension strategy, especially for narrative texts.. G. Narrative Material New. (2009: 2) defines that narrative is the ability to tell a story, whether spoken or written, is a common and often complex form of communication. The primary purpose of narrative to describe an experience, event, or sequence of events in the form of a story and set the story up for your listener, describing the time, place, and your own involvement. Sarbin (1986: 9) also stresses the organizational aspect of narrative. The narrative is a way of organizing episodes, actions, and accounts of actions. It is an achievement that brings together mundane facts and fantastic creations; time and place are incorporated. The narrative allows for the inclusion of actors’ reasons for their acts, as well as the causes of happening.. Characteristics of Narrative. 1. Characteristics of Narrative Materials Ely, S (2010: 2) divides the characteristics of narrative as follows: a. Use storyline in chronological order (time order) b. The point is what the writer or character learned from what happened c. Heavy on description, setting, plot and character d. Easy to visualize.

17. 2. Generic Structure of Narrative Materials Milan. (2009: 2) states that the of narrative reading as follow a. Orientation, introduction of the story in which the characters, setting and time of the story are established. Usually answers who? when? where? and it is stated in the beginning of the story. b. Complication or problem, the complication usually involves the main character(s) (often mirroring the complications in real life). c. Resolution, there needs to be a resolution of the complication. The complication may be resolved for better or worse/happily or unhappily. Sometimes there are a number of complications that have to be resolved. These add and sustain interest and suspense for the reader. The most important of the structures of narrative materials as a key to find out the information of the text. 3. The Language Features of Narrative Materials According to Ministry of Education (2010: 98-106). The classification the features of the narrative text follows: a.. Usually use simple past tense,. b.. Using action verb in the story related to the chronologically arranged of the story. c.. Using Connectives, linking words to do with time such as once upon a time, on the next day, etc and. d. Using imagery such as metaphor for example "She has a heart of stone".

18. The language features of narrative text used to identifying the characteristics of the text and make the reader easy to understanding to materials. H. Conceptual Framework. READING. NUMBER HEAD TOGETHER (NHT) TECHNIQUE. CLASSROOM ACTION RESEARCH Material. Observation. Reflection Cycle I. Action. Planning. Observation. Reflection Cycle II. Action. Revised Planning. ? Improving the Students Reading comprehension.

19. CHAPTER III RESEARCH METHOD A. Research Design. This research used a classroom action research (CAR). It covers research location, research time and classroom action research cycles as follows: 1. Research Location The research was done at Junior High School of SMPN 2 Lembang and the subject of the research is the eighth grade class VIII for 2012/2013 academic year and consists of 23 students 2. Research Time This researcher began on Augustus until September 2013 academic year. 3. Classroom Action Research Cycles This classroom action research conducted in two cycles and each cycle consist of four meeting. It was aim to observing the improving students reading comprehension through Number Head Together (NHT) Technique.. B. Research Procedures In this Classroom Action Research (CAR), the researcher used the CAR principle with some cycle in procedure planning, action, observation, and reflection.. 19.

20. Planning Reflection. Cycle I. Action. Observation Re-Planning Cycle II Reflection. Action. Observation. ?. 1. Cycle I a. Planning 1) Understand the curriculum of the school that it used for the school in the second year 2012/2013. 2) The teacher prepared the material about reading comprehension will give the students that have the relation with Number Head Together (NHT) Technique. 3) The teacher made lesson planning for the first meeting, the second meeting, the third meeting, the fourth meeting, and the fifth meeting about reading comprehension material. 4) prepared observation paper to observe the students activity 5) Made instrument of teaching materials.

21. b. Action 1) Students were put into heterogeneous teams and each has a number. 2) Students sit together in a circle when the instructor implements the whole class teaching. 3) The instructor asked the whole class a question, which is usually a high consensus one. Students actually put their heads together to think of the best answers and make sure every group member can answer the question. 4) The instructor randomly chooses a number, and only students with that number can respond to the question. 5) The instructor evaluates the answers and rewards specific teams accordingly. c. Observation Basically, the step of observation done since research by using observation paper that has made. Things observation as follow: 1) Students presence 2) Students learning process 3) The students response of the material 4) The students active in doing the task d. Reflection and Evaluation The result of implementation Number Head Together (NHT) technique the data have been done in cycle I the mean score of reading comprehension.

22. still low, it is means still low so the researcher prepared and repair the implementation and continue to the next cycle. 2. Cycle II a. Revised Planning In cycle II was the same with cycle I that conducted four times meeting included once time for test in cycle II. The main activities were: 1) In the planning section, the teacher prepared material to students about reading comprehension materials 2) Arrange lesson planning, for the first meeting, the second meeting, the third meeting and the fourth meeting 3) Preparing the second observation paper to observe the students activity b. Action In the stage, action was done improve the result based on the cycle reflection I; the stages are done the same with the previous cycle that to say, to do improvement of the applied teaching strategy. The researcher repair the action in cycle II 1) Students Count Off In each group, students count off by the number of students in the group. If you have groups of six students, students count off 1-6. They do this in whatever order they choose. If there is a group with only five students in it, one student will have two numbers. 2) Pose a question/problem - The teacher poses a question or problem to the class and tells groups they have a specific amount of time to come to consensus on an answer. The amount of time allotted will depend on.

23. whether the question is one with a specific “right” answer or a more openended question. 3) Students put heads together – The students put their heads together to make sure that everyone in the group has the answer or answers. 4) Teacher calls a number – The teacher calls a number from 1-6. All the students with that number stand. One of the standing students is called upon to give their group’s answer. Standing students with different answers can be called upon to explain their group’s thinking. In implementation of action that applies the Number Head Together (NHT) technique is same to each meeting in learning process at the classroom. c. Observation In generally, this section observation of the second cycle continues action in the first section. d. Reflection and Evaluation According to the achieved result of the observation that had been collected and analyzed. From the result of the research, the researcher can make conclusion that Number Head Together (NHT) technique can improve the students reading comprehension.. C. Research Variables and Indicators The variables and indicators of the research as follow: 1. Research Variables There are two variables in this research. The first variable is dependent variable and the second variable is independent variable..

24. Dependent variable is Number Head Together (NHT) technique, while narrative material is independent variable. 2. Indicators The indicators of literal reading skill in narrative materials are the main ideas and sequence of details.. D. Research Instrument Based on the paradigm of classroom action research, there are two main instruments which used to collect data, they are observation list and reading test result. The functions of each research are: 1. The observation to watch out the situation of teaching and learning. The data was take from the observation, the researcher identify through the students participation in teaching and learning process by checklist. Table 1 : The Students Active Participation No 4 3 2 1. The students active participation. Indicator. Very Active. Students respond the material very actively. Active. Students respond to the material actively. Fairly Active. Students respond the material just one or twice. Not Active. Students just sit down during the activity without doing something.. 2. Reading test result would used to know the concept of understanding achievement and mastering material after following learning activity..

25. Table 2: Rubric of Literal Reading Comprehension 1. Main Ideas Indicators Attempts to identify the main idea(s); however, the main idea may be stated incorrectly or may be missing Identifies the main idea(s), and includes some supporting details. Identifies the main idea(s) correctly, and includes many supporting details. Clearly and accurately identifies the main idea(s), and includes most of the relevant supporting details 2. Sequences Details. Score 4 3 2 1. Indicators Score May contain few, incorrect or irrelevant details 4 Much of the response is copied directly from the text. May contain 3 major inaccuracies Response is written mostly in the student’s own words. May contain 2 minor inaccuracies Response is written in the student’s own words. 1 (Dianne McKay, 2007: 9). E. Data Collection. The technique of data collection would use in this research is as follows: 1. Checklist observation, it aimed to find out the students participation during the teaching and learning process. 2. Test, it aimed to find out the students increasing reading comprehension by Number Head Together (NHT) technique.. F. Technique for Data Analysis The data get of from cycle I and cycle II is analyzed through the following steps. Test aim to get information about students improvement of reading skills after teaching learning process ends..

26. a. To calculate the students scoring essay test. Score . Student ' s Answer  100 Total Number of Item. (Gay 1981:298).. b. Calculating the mean score of students by applying the following formula. =. ∑. Where : X = Mean Score. ∑ X = Total Score. N = Total Respondent (Gay, 1981: 298).. c. Scoring the student’s answer by using the following formula: Categorizing the whole of score into the following classification 1. 96 - 100 is classified as Excellent 2. 86 - 95 is classified as Very Good 3. 76 - 85 is classified as Good 4. 66 - 75 is classified as Fairly Good 5. 56 - 65 is classified as Fairly 6. 46 - 55 is classified as Poor 7. 0 - 45 is classified as Very Poor (Depdikbud, 1985:6). d. From the table classification, the researcher calculates the value of percentage gets test through the following formula : P=. x 100. P = Percentage F = Number of correct N = Number of sample (Sudjana in Anita 2010: 28)..

27. Percentage the students participation through the following formula: P=. X 100%. Where: P = Percentage F. = Sum of all the students score. N. = Total students (Sudjana, 1990:85)..

28. CHAPTER IV FINDINGS AND DISCUSSION This chapter presents the finding and discussion of the research. The findings consist of the data obtained through achievement test to see the students achievement after being taught the materials of reading comprehension through Number Head Together (NHT) Technique and data collected through observation sheet and test to see the students improvement in learning reading comprehension after being given treatment in the first and second cycle of the research. A. Findings. The results of the data findings found that teaching Reading Comprehension through Number Head Together (NHT) Technique can improve the students achievement in literal comprehension and also can improve the students achievement in interpretative comprehension. In the further interpretation of the data analysis were given below: 1.. The Improvement of the Students Reading Comprehension Through Number Head Together (NHT) Technique.. The improvement of the students literal comprehension, which focused on main ideas and sequence of details as indicators in VIII class of SMPN 2 Lembang as result of the students assessment of Diagnostic-Test, cycle I and cycle II can be seen clearly in the following table:. 28.

29. Table 3. The Improvement of the Students Main Idea. Mean Score. Improvement (%). Main Idea Cycle I. Cycle II. CI CII (%). Score 61.19. 77.85. 27.22%. The table above indicates the significant improvement of the students Main Idea from cycle I to cycle II where the students literal comprehension in cycle I is 61.19 and in cycle II is 77.85. Thus, the improvement of students literal comprehension achievement from cycle I to cycle II is 27.22%. To see clearly the improvement of the students Main Idea, the following figure is presented:. 100,00 80,00 60,00 40,00 20,00 0,00. 61.19. test of cycle I. 77.85. test of cycle II improvement 27.22%. MAIN IDEA. Figure 1: The Improvement of the Students Main Idea The figure above shows the improvement of the students Main Idea in which cycle II was higher (77.85) than that in cycle I (61.19). (77.85>61.19)..

30. After evaluation in cycle I and cycle II, there is significant improvement of the students Main Idea where the result of cycle I is categorized as fair and cycle II categorized as good. The improvement is shown clearly in the chart above that was 27.22%. Table 4. The Improvement of the Students Sequence Details. Mean Score. Improvement (%). The Sequence Cycle I. Cycle II. CI. CII (%). Details Score 64.76. 76.90. 18.75%. The table 4 above indicates the significant improvement of the students Sequence Details from cycle I to cycle II where the students literal comprehension in cycle I is 64.76 and in cycle II is 76.90. Thus, the improvement of students Sequence Details achievement from cycle I to cycle II is 18.75%. To see clearly the improvement of the students Sequence Details, the following chart is presented:.

31. 100,00 test of cycle I. 80,00 60,00 40,00. 64.76. 76.90. test of cycle II improvement. 20,00 0,00. 18.75%. Sequence Details. Figure 2: The Improvement of the Students Main Idea The figure above shows the improvement of the students Sequence Details in which cycle II is higher (76.90) than that in cycle I (64.76). (76.90>64.76). After evaluation in cycle I and cycle II, there is significant improvement of the students Sequence Details where the result of cycle I is categorized as fair and cycle II categorized as good. The improvement is shown clearly in the chart above that is 18.75%. 2. The Improvement of Students Reading Comprehension Through Number Head Together (NHT) Technique. The improvement of the students reading comprehension Through Number Head Together (NHT) Technique, which focused on literal comprehension and interpretive comprehension as variables in VIII class of SMPN 2 Lembang as result of the students assessment of Diagnostic-Test, cycle I and cycle II can be seen clearly in the following table:.

32. Table 5: The Improvement of the Students Reading Comprehension. Reading. Mean Score. Improvement (%). Comprehensi Cycle I. Cycle II. 62.97. 77.38. CI. CII %. on Score 22.89%. The table 5 above indicates that there is improvement of the students reading comprehension from cycle I and cycle II, which in evaluation in cycle I the students reading comprehension indicate the significant improvement of students reading comprehension from cycle I to cycle II where the students reading comprehension in cycle I is 62.97 The students achievement in cycle I categorized as fair, and in cycle II is 77.38. The students achievement in cycle II is categorized as good. The table above proves that the use of Number Head Together (NHT) Technique in teaching and learning process is able to improvement of students reading comprehension after taking action in cycle I and cycle II where the students achievement in cycle II is the highest (77.38> 62.97) and the improvement of students reading ability from cycle I to cycle II is 22.89%. To see clearly the improvement of the students reading comprehension, following chart is presented:.

33. 100,00 test of cycle I. 80,00 60,00. 62.97. test of cycle II. 77.38. improvement. 40,00 20,00. 22.89. 0,00. READING COMPREHENSION. Figure 3: The Improvement of the Students Reading Comprehension The figure above shows the improvement of the students reading comprehension in cycle II is higher (77.38) than that in cycle I (62.97), (77.38> 62.97). It also shows that the result of evaluation in cycle I and cycle II, there is significant improvement of the students reading comprehension where the result of cycle I is categorized as fair and cycle II categorized as good. The improvement is shown clearly in the chart above that is 22.89%. 3. The Students Tabulation of Literal Comprehension with Main Ideas and Sequence Details A. Main Ideas. The following table showed the percentage of student’s tabulation of main ideas.

34. Table 6. The Students Tabulation of Main Ideas No.. Classification. Score. Cycle I. Cycle II. F. %. F. %. 1.. Excellent. 96-100. -. -. -. -. 2.. Very good. 86-95. -. -. 2. 4.76%. 3.. Good. 76-85. 1. 2.38. 21. 50%. 4.. Fairly Good. 66-75. 14. 33.33%. 18. 42.86%. 5.. Fair. 56-66. 21. 50%. 1. 2.38%. 6.. Poor. 36-55. 6. 14.28%. -. -. 7. Very Poor. 0-35. -. -. -. -. 42. 100. 42. 100. Total. The data above can also be shown from the chart below 100,00% 80,00% 60,00% 40,00% 20,00%. 50% 33.33% 14.28% 2.38%. 0,00%. VERY GOOD GOOD. 50% 42.86% 4.76%. FAIRLY 2.38%. FAIR. TEST OF CYCLE I TEST OF CYCLE II. Figure 4: The Percentage of the Students Main Idea in Reading Based on the data of the results observation indicated that some students still lack of main idea in cycle I, where as 6 students (14.24%) got poor, 21 students (50%) got fair and 14 students (13.33%) fairly good and one of student (2.38%) got good . Therefore, after action again and evaluation in the cycle II that.

35. there is significant improvement, where as one of Students’ (2.38%) got fair, 18 students’ (42.86%) got fairly good, 21 students’ (50%) got good, and 2 students (4.76) got very good, B. Sequence Details The application of Number Head Together (NHT) Technique in improving the students contents in reading comprehension could be seen the difference clearly by considering the result of the students Diagnostic Test and result of the students test in cycle I and II. Table 7. The Students Tabulation of Sequence Details. No.. Classification. Score. 1.. Excellent. 2.. Cycle I. Cycle II. F. %. F. %. 96-100. -. -. -. -. Very good. 86-95. -. -. 3. 7.14%. 3.. Good. 76-85. 2. 4.76%. 13. 30,95%. 4.. Fairly good. 66-75. 16. 38.09%. 25. 59.52%. 5.. Fair. 56-66. 19. 45.23%. 1. 2.38%. 6.. Poor. 36-55. 5. 11.90%. -. -. 7.. Very Poor. 0-35. -. -. -. -. 42. 100. 42. 100. Total. The data above can also be shown from the chart below.

36. 100,00% 80,00% 60,00% 40,00% 20,00%. 4.76%. VERY GOOD. 59.52%. 45.23% 38.09% 11.90%. 0,00%. GOOD FAIRLY. 30.95% 7.14%. FAIR 2.38%. POOR. TEST OF CYCLE I TEST OF CYCLE II. Figure 5:The Percentage of the Students sequence details in Reading Based on the data of the results observation indicated that in cycle I, 2 students (4.76%) got good,16 students (38.09%) got fairly good, 19 students (45.23) got fair and 5 students (11.90%) got poor. In cycle II, indicated that some of the students have improvement of content in reading comprehension, than the first cycle, but in the cycle II become improve 3 students (7.14%) got very good, 13 students (30.95%) got good, and 25 students (59,52%) got fairly good and one of the students (2.38) got fair. 4.. The Result of the Students Activeness in Learning Process. The result of observation of the students activeness in teaching and. learning process during 8 meetings was taken by the observer through observation sheet. It could be seen clearly through the following table:.

37. Table 8. The Result of the Students Activeness in Each Meeting Cycle. Meetings. Average. I. II. III. IV. Score. I. 53.57%. 64.88%. 70.23%. 78.57%. 66.81%. II. 75%. 78.57%. 81.55%. 85.11%. 80.06%. Improvement. 21.43%. The table 8 above explains about the average of the students activeness in teaching and learning process through observation sheet by observer. The table above shows the process the students activity in each meeting. The percentages of the cycle I from the first meeting to the fourth meeting are 53.57%, 64.88%, 70.23% and 78.57%. Moreover, the percentage of the cycle II from the first meeting to the fourth meeting are 75%, 78.57%, 81.55% and 85.11%. In addition, the average score in every cycle, in cycle I is 66,81% and in cycle II is 80.06%. Hence, the improvement of the students activity is 21.43%. To know the improvement clearly, look at the following chart:.

38. 100,00 90,00 80,00 70,00 60,00 50,00 40,00 30,00 20,00 10,00 0,00. 80.06%. CYCLE I. 66.81%. CYCLE II IMPROVEMENT 21.43%. STUDENTS ACTIVENESS. Figure 7: The students observation in learning reading skills. The figure above, presented the students situation during teaching and learning process in reading from cycle I to the cycle II. From the graphic it is known that there is a changing of students situation in learning reading is 66,81% and the changed to be 80.06% with improvement 21.43% B. Discussions. In this part, discussion deals with the interpretation of findings derived from the result of findings about the students literal reading comprehension consist of main ideas and sequence details. The application of Number Head Together (NHT) Technique in teaching reading comprehension at the VIII class of SMPN 2 Lembang can improve the students achievement and their ability to understand the material of reading comprehension in cycle I and cycle II inside the learning process and KKM in SMPN 2 Lembang specially English subject is 6,5..

39. Before taking a classroom action research through Number Head Together (NHT) Technique, the researcher hold diagnostic test to measure the students prior knowledge in English reading. After gave diagnostic test, the researcher found that the students reading comprehension at the second years of SMPN 2 Lembang was very poor, so it must be improved. The diagnostic tests score was that all of students got very poor it is the mean score for diagnostic test was 55.34. To improve the students reading comprehension, the researcher decided to use Number Head Together (NHT) Technique and then prepared to do cycle I that consisted of 4 phases namely: planning, action, observation, and reflecting. In cycle I, the researcher found that the students still difficult and confused to comprehend the text. The difficulty of the students in reading had been analyzed, so the researcher had to think the solution of the problem. The researcher decided to do cycle II by doing revision in the lesson plan. In cycle II, the researcher got a good response from the students. Students are fair active in classroom. They can enjoy the teaching and learning process, and their score was improved in cycle II. The mean score of the students Main Idea in cycle I was 61,19 and in cycle II was 77,85. The students improvement was from cycle I to cycle II was 27.22% and the mean score of the students Sequence Details in cycle I was 64,76 and in cycle II was 76,90. The students improvement from cycle I to cycle II was 18.75%. Finally the mean score of reading comprehension through Number Head Together (NHT) Technique in cycle II 77.38 and 62.96 in cycle I with the.

40. students improvement from cycle I to Cycle II 22.89%. It means that the students reading comprehension improved significantly through Number Head Together (NHT) Technique. The observation result of students activeness in teaching and learning process improved significantly through Number Head Together (NHT) Technique in improving the students reading comprehension. It was proved by the improvement of the mean score of the students activeness in cycle I namely 66.81% became 80.06% in cycle II with improvement 21.43%. It also means that there is improvement of the students activeness in learning reading through Number Head Together (NHT) Technique. Based on the discussion above, it can known that there was different result between cycle I and cycle II in teaching reading through Number Head Together (NHT) Technique. The researcher may say that teaching reading through Number Head Together (NHT) Technique is a good way to improve the students reading comprehension..

41. CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion. Based on the research findings and discussion in the previous chapter, the researcher comes to the following conclusions. The use of Number Head Together (NHT) Technique in presenting the reading comprehension material at the VIII class students of SMPN 2 Lembang, improves the students achievement significantly. The findings indicate that the mean score of the students main idea in cycle I was 61,19 and in cycle II was 77,85. The students improvement was from cycle I to cycle II was 27.22% and the mean score of the students sequence details in cycle I was 64,76 and in cycle II was 76,90. The students improvement from cycle I to cycle II was 18.75%. The mean score of test for cycle II is greater than the mean score of test for cycle I. B. Suggestion. Based on the conclusion above, the researcher addresses the following suggestion and recommendation. 1. It is suggested that the teachers should use Number Head Together (NHT) Technique as the alternative among to be used in teaching reading comprehension. 2. It is suggested that the English teachers should use Number Head Together (NHT) Technique in presenting the reading comprehension materials, because it is effective to improve the students achievements.. 41.

42. 3. For the teachers, they attempt to call up all the abilities to increase the learning process quality as responsibility by doing or using a Classroom Action Research in many classes. 4. For next researcher, they use Number Head Together (NHT) Technique in doing researchers, because it can give enough opportunity to the students to practice their reading comprehension 5. It is suggested that the teacher should help the students enrich their literal reading comprehension of main ideas and sequence details. The students are expected to improve their reading comprehension in learning reading with through Number Head Together (NHT) Technique..

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APPENDIX A THE INSTRUMENT FOR DIAGNOSTIC TEST Read the text quickly and answer the quetions!. “Golden Eggs” Long time ago a remote village, in central China was inhabited mainly with farmers and hunters. One day, a poor farmer lost his entire livestock to flood. He prayed hard to God for help or his family would die of starvation. Few days later, an old man with long grey beard, passed by his house took pity on him. He gave him a goose and said “I don’t have any expensive thing to give you and hope this goose will help you to ease your hardship.” A week later to almost surprise the farmer found an egg in his yard. This was no ordinary egg. It was a golden egg. He was suddenly overcome with joy. Thereafter, his livelihood had rapidly improved but the farmer had forgotten his earlier hardship. He became lazy, arrogant and spendthrift. Strangely, the goose only laid one golden egg every six months. The greedy farmer lost his patient and slaughtered his goose thinking there were plenty of golden eggs inside its stomach. Though he very much regretted for his foolishness, it’s already too late A. Answer the following questions! 1. Find out the main ideas of each paragraph? 2. What did the old man gave? 3. Where does the story take place? 4. Why did the old man become to the farmer? 5. How did he speak when he passed the farmer? 6. Why the farmer almost surprise? 7. Why the farmer lost his patient? 8. What is the main problem in the story? 9. Write down the list of chronological on the story! 10. Explain about the resolution in the end of the story?.

Key Answer D-Test 1. First paragraph : a poor farmer lost his entire livestock to flood Second paragraph: the farmer found a golden egg Third paragraph : the farmer became lazy, arrogant and spendthrift 2. The old man gave a golden egg 3. The story take place In the remote village, in central China 4. The old man took pity on him 5. The old man said “I don’t have any expensive thing to give you and hope this goose will help you to ease your hardship.” 6. The farmer almost surprise when he knew the egg is not ordinary egg but it is golden egg 7. The farmer los his patient because the goose only laid one golden egg every six months 8. The farmer became lazy, arrogant and spendthrift. 9. The list of chronological on the story a. a poor farmer lost his entire livestock to flood. b. He prayed hard to God for help or his family would die of starvation. c. an old man with long grey beard, passed by his house took pity on him d. He gave him a goose e. A week later to almost surprise the farmer found a golden egg in his yard f. He became lazy, arrogant and spendthrift. Strangely g. The greedy farmer lost his patient and slaughtered his goose thinking there were plenty of golden eggs inside its stomach. h. Though he very much regretted for his foolishness, it’s already too late 10. The resolution in story above when the greedy farmer lost his patient and slaughtered his goose thinking there were plenty of golden eggs inside its stomach. Though he very much regretted for his foolishness, it’s already too late.

THE INSTRUMENT FOR CYCLE I TEST THREE FISH Three fish lived in a pond. One evening, some fishermen passed by the pond and saw the fish. ‘This pond is full of fish’, they told each other excitedly. ‘we have never fished here before. We must come back tomorrow morning with our nets and catch these fish!’ So saying, the fishermen left. When the eldest of the three fish heard this, he was troubled. He called the other fish together and said, ‘Did you hear what the fishermen said? We must leave this pond at once. The fishermen will return tomorrow and kill us all!’ The second of the three fish agreed. ‘You are right’, he said. ‘We must leave the pond.’ But the youngest fish laughed. ‘You are worrying without reason’, he said. ‘We have lived in this pond all our lives, and no fisherman has ever come here. Why should these men return? I am not going anywhere – my luck will keep me safe’. The eldest of the fish left the pond that very evening with his entire family. The second fish saw the fishermen coming in the distance early next morning and left the pond at once with all his family. The third fish refused to leave even then. The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not help him – he was caught and killed.. Answer the question below! 1. Write down the main ideas of each paragraph! 2. Write down the characters and setting of the story! 3. Explain about the orientation or beginning of the story! 4. What is the complication or main problem from the story above! 5. How is your prediction outcome of the test above? 6. List the storyline in chronological order in your own words! 7. What is the end of the story? 8. Make the conclusion of the test above based on your own words?.

Key Answer Test cycle I 1. First paragraph : the fisherman must come back tomorrow morning with our nets and catch these fish Second paragraph: We must leave this pond at once. Third paragraph: the youngest fish not going anywhere Fourth paragraph: The third fish’s luck did not help him – he was caught and killed 2. The characters of the story are fisherman and three fish and his family The settings of the story are evening and next morning (time) and in the pond (place) 3. Some fishermen passed by the pond and saw the fish. ‘This pond is full of fish’, they told each other excitedly. ‘we have never fished here before. We must come back tomorrow morning with our nets and catch these fish!’ So saying, the fishermen left. 4. The youngest fish not going anywhere 5. If the three fish didn’t left the pond they will died 6. a. Some fishermen passed by the pond and saw the fish b. We must come back tomorrow morning c. The three fish must leave this pond at once d. The youngest fish not going anywhere e. The third fish’s luck did not help him – he was caught and killed. 7. The third fish refused to leave even then. The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not help him – he was caught and killed. 8. When trouble come we must discuss to solve it and take a good way.

THE INSTRUMENT FOR CYCLE II TEST THE LEGEND OF SURABAYA A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in a sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up. After several hours, they were very tired. Sura had a plan to stop their bad behavior. Share their territory and promise that Sura live in the water, so I look for food in the sea. And baya live on the land look for the food also on the land. The border is the beach, so we will never meet again. Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. Sura and Baya fought again. Finally sura gave up. He went back to the sea. Baya was very happy. He had his place again. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya and symbol of Surabaya city. Answer the question below! 1. What is the main idea of the text above! 2. Find out the characters and setting of the story! 3. Why sura broke the promise? 4. What is the main problem from the story! 5. List the storyline chronological time order! 6. Give your opinion about this story? 7. How is your prediction outcome of the test above? 8. Make the conclusion of the text base on your own words? 9. What are you doing if you to be like a. Sura. b. baya.