PROJECT BASED LEARNING

IN ENGLISH READING CLASSROOM

(A Qualitative Case Study of Two Junior High Schools in Bogor)

THESIS

By
Vetty Kurnely
2112014000002

GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
 PROJECT BASED LEARNING
IN ENGLISH READING CLASSROOM
(A Qualitative Case Study of Two Junior High Schools in Bogor)

THESIS

Completed as Partial Requirements for a Completion of Master Degree

at Graduate Program of English Education Department
Faculty of Educational Sciences
Syarif Hidayatullah State Islamic University Jakarta

By
Vetty Kurnely
2112014000002

GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
i
 ABSTRACT

Vetty, Kurnely. Project Based Learning in English Reading Classroom (A Qualitative

Case Study of Two Junior High Schools in Bogor), 2017

This study was aimed to describe phenomena in teaching English reading using
project based learning (1) the application of project based learning in English reading
classroom (2) the difficulties that faced in applying project based learning, and (3) the
teachers overcome the problem in applying project based learning. The participants in this
study consist of three classes from SMPN 2 Gunungsindur in which each class had about
35-36 students while the others were three classes also from SMP Madania in which each
class had about 18-20 students. Both of them were in academic year 2017/2018 semester 1.
The research method used in this research is qualitative-descriptive. Instruments used in
this research were observation, interview, questionnaire, and documentation such as photo
camera, video recorder, syllabus and lesson plan. Techniques of collecting data were used
in this research namely observation, interview, and documentations. The result of this
research showed that (1) students were more interest and more active collaboratively when
the teacher applied project based learning in his teaching, (2) Some difficulties that
occurred when applying project based learning were some students just rely on their friends to
complete the task and the timing of the collectng the task was overtime, (3) it is necessary to divide
the groups according to their ability, students need to be reminded of the time limit and always
monitor the students work. The conclusion is the project based learning was found to improve the
students creativity, self-directed learning, confidence and collaborative learning skills. The result of
this research suggested to English teachers and other researchers are expected to dig up more
information about project based learning and select the materials that were suitable with this
method.

Key words: English reading, project based learning, collaborative skill

i
 ABSTRAK

Vetty, Kurnely. Pembelajaran Berbasis Proyek dalam Kelas Membaca Bahasa Inggris
(Penelitian Deskriptif di dua sekolah menengah pertama di Bogor), 2017

Tujuan penelitian ini menjelaskan fenomena dalam pembelajaran membaca bahasa

Inggris dengan menggunakan ppembelajaran berbasis proyek mencakup (1) penerapan
pembelajaran berbasis proyek dalam kelas membaca bahasa Inggris (2) kesulitan-kesulitan
yang dihadapi dalam menerapkan pembelajaran berbasis proyek, dan (3) pemecahan
masalah dalam menerapkan pembelajaran berbasis proyek. Partisipan dalam penelitian ini
terdiri dari tiga kelas dari SMPN 2 Gunungsindur yang masing-masing kelas terdiri dari
35-36 siswa dan tiga kelas lainnya berasal dari SMPn Madania yang masing-masing kelas
terdiri dari 18-20 siswa. Kedua sekolah tersebut memasuki tahun pelajaran 2017/2018
semester 1. Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif.
Instrumen yang digunakan untuk pengumpulan data dalam penelitian ini adalah observasi
kelas, wawancara, kuesioner dan dokumentasi seperti foto, video, silabus dan rencana
pembelajaran. Teknik pengambilan data yang digunakan adalah observasi, wawancara dan
dokumentasi. Hasil penelitian menunjukkan bahwa (1) siswa lebih tertarik dan lebih aktif
berkolaborasi ketika guru menerapkan pembelajaran berbasis proyek di dalam kelas, (2)
beberapa kesulitan yang muncul ketika menerapkan pembelajaran berbasis proyek adalah
beberapa siswa yang hanya mengandalkan teman satu kelompoknya dalam mengerjakan
tugas dan waktu penyerahan tugas yang melampaui batas yang ditentukan (3) perlu kiranya
membagi siswa-siswa dalam kelompok-kelompok yang sesuai dengan kemampuannya dan
siswa perlu diingatkan secara terus menerus tentang batas waktu pengumpulan tugas dan
harus selalu dipantau pekerjaannya.

Kata Kunci : Membabaca bahasa Inggris, Pembelajaran berbasis proyek, kemampuan

berkolaborasi

ii
 ‫يخ ز صشح َ جزح‬

‫ان قشاءح اإلَ غ ه ٍزٌ خ ان ه غخ ف ً ان ً شبسٌ غ ػ هى ان قبئ ى ان ز ؼ هى ‪.‬ك ٕسَ هً ف ٍ زً‪،‬‬

‫‪)،‬ث ٕعٕس ف ً ان ضبَ ٌٕ خ ان ًذاسس يٍ اص ُ ٍٍ يٍ َ ٕػ ٍخ حبن خ دسا صخ( ان ذسا ص ٍخ ان ف صٕل‬
‫‪2017‬‬

‫ان ز ؼ هى ث ب ص زخذاو اإلَ غ ه ٍزٌ خ ان قشاءح ر ذسٌ ش ف ً ان ظٕاْش ٔ صف إن ى ان ذسا صخ ْزِ ْذف ذ‬
‫ان قشاءح ف ً ان ً ششٔع ػ هى ان قبئ ى ان ز ؼ هى ر ط ج ٍق )‪ (1‬ششٔعان ى ػ هى ان قبئ ى‬
‫ان ز ؼ هى ر ط ج ٍق ف ً ٔاعٓذ ان زً ان ص ؼٕث بد )‪ (2‬ان ذسا ص ٍخ ان ف صٕل اإلَ غ ه ٍزٌ خ‬
‫ان ز ؼ هى ر ط ج ٍق ف ً ان ً ش ك هخ ػ هى ان ز غ هت ان ً ؼ هً ٍٍ )‪ ٔ (3‬ان ً ششٔع‪ ،‬ػ هى ان قبئ ى‬
‫‪.‬ان ً ششٔع ػ هى ان قبئ ى‬
‫ان زً غَٕ َٕ غ ض ٍ ُذٔس ‪ 2‬صًٍ يٍ ف ئبد ص الس يٍ ان ذسا صخ ْزِ ف ً ان ً شبسك ٌٕ ٌٔ ز كٌٕ‬
‫صًت يٍ أٌ ضب ف ئبد ص الس ك بَ ذ اَخ شٌ ٍ أٌ ح ٍٍ ف ً طبن جب ‪ 35-36‬حٕان ً ف ئخ ك م ك بٌ‬
‫ان ذسا ص ٍخ ان ض ُخ ف ً ك الًْب ٔك بٌ ‪.‬طبن جب ‪ 18-20‬حٕان ً ف ئخ ك م ك بٌ ان زً يبداَ ٍب‬
‫ان ُٕػً ْٕ ان جحش ْزا ف ً ان ً ض زخذيخ ان جحش طشٌ قخ ‪ 1.‬ان ذسا صً ان ف صم ‪2017/2018‬‬
‫ٔاال ص ز ج ٍبٌ‪ٔ ،‬ان ً قبث هخ‪ ،‬ان ًشاق جخ‪ ،‬ان جحش ْزا ف ً ان ً ض زخذيخ األدٔا د دٔك بٌ ‪.‬ان ٕ ص فً‬
‫ا ص زخذيذ ٔق ذ ‪.‬ان ذسس ٔخطخ ان ً ُٓظ ان ف ٍذٌ ٕ‪ٔ ،‬ي ضغم ان صٕس‪ ،‬ك بي ٍشا ي ضم ٔان زٕص ٍق‬
‫‪ٔ.‬ان زٕص ٍق ٔان ً قبث هخ ان ًشاق جخ ًْٔ ان جحش ْزا ف ً ان ج ٍبَ بد عًغ ر ق ُ ٍبد‬
‫ان ً ؼ هى ق بو ػ ُذيب َ شبطب ٔأك ضش اْ زًبيب أك ضش ك بَ ٕا طبن ت )‪ (1‬أٌ ان جحش ْزا َ زبئ ظ ٔأظٓشد‬
‫ان زً ان ص ؼٕث بد ث ؼض )‪ (2‬ر ؼ ه ًٍّ‪ ،‬ف ً ان ً ششٔع ػ هى ان قبئ ى ان ز ؼ هى ث زط ج ٍق‬
‫ف قظ ٌ ؼ زًذٌٔ ان ط الة ث ؼض ك بَ ذ ان ً ششٔع ػ هى ان قبئ ى ان ز ؼ هى ر ط ج ٍق ػ ُذ حذص ذ‬
‫ف ًٍ )‪ (3‬اإل ضبف ً‪ ،‬ان ؼًم ان ًًٓخ ك بَ ذ ععى ٔر ٕق ٍذ ان ًًٓخ ٔا ص ز كًبل أ صذق بئ ٓى ػ هى‬
‫ان ًٓ هخ يٍ ان ززك ٍش إن ى ان ط الة ٌ ح زبط ن قذسر ٓب‪ٔ ،‬ف قب ان ًغًٕػبد ر ق ض ٍى ان ضشٔسي‬
‫‪.‬ان ط الة ػًم دائ ًب ٔيشاق جخ‬
‫اإلث ذاع ان ط الة ن زح ض ٍٍ ان ً ششٔع ػ هى ان قبئ ى ان ز ؼ هى ػ هى ان ؼ ضٕس ر ى ْٕ اال ص ز ُ زبط‬
‫اق زشػ ان جحش ن ٓزا َٔ ز ٍغخ ‪.‬ر ؼبَٔ ًال ان ز ؼ هى ٔيٓبساد ٔان ض قخ رار ٍب ان ًٕعّ ٔان ز ؼ هى‬
‫يٍ ان ًزٌ ذ ح فش أٌ ان ً زٕق غ ٔيٍ ان جبح ض ٍٍ يٍ ٔغ ٍشْب اإلَ غ ه ٍزٌ خ ان ه غخ ن ً ؼ هًً‬
‫ْزِ يغ ي ُب ص جخ ك بَ ذ ان زً ان ًٕاد ٔر حذٌ ذ ان ً ششٔع ػ هى ان قبئ ى ان ز ؼ هى حٕل ان ً ؼ هٕيبد‬
‫ان طشٌ قخ‬

‫ان ز ؼبَٔ ٍخ ان ًٓبساد ٔع‪،‬ان ً شش ػ هی ان قبئ ى ان ز ؼ هى اإلَ غ ه ٍزٌ خ‪ ،‬ان قشاءح ‪:‬ان ذان خ ان ک هًبد‬

‫‪iii‬‬
 ACKNOWLEDGEMENT

Firstly, I would like to thank Allah Almighty, the Lord of the world, who has
given us health, knowledge, strength, blessing, and who has led me to complete this final
project. Shalawat and salam, let’s praise to our great prophet, Muhammad saw, who has
brought us from the darkness into the lightness, from jahiliyah era to Islamic period which
is full of knowledge and sciences.
Furthermore, it is a pleasure to thank for he help and contribution to all the
lectures, institutions, families and friends who have contributed so that the writing of this
thesis is completed and will be submitted to Graduate Program of English Education
Department Faculty of Educational Sciences as partial requirement for a completion of
master degree in English Education.
The writer expresses her deepest gratitude and respect for the thesis advisor, Dr.
Alek, M.Pd., who has given valuable guidance, advice, encouragement, and suggestion
which are very helpful in completing this thesis. The greetest gratitude and respect are also
dedicated to the examiners of thesis proposal, Dr. Fahriany, M.Pd., and Siti Nurul
Azkiyah, Ph.D, and to the examiners of seminar result, Dr. Fahriany, M.Pd., and Dr. Ratna
Sari Dewi, M.Pd., who had given constructive correction and suggestion, and the
examiners of the promotion defence, Dr. Fahriany, M.Pd., Dr. H. ATiq Susilo, M.A., Dr.
Ratna Sari Dewi, M.Pd and Dr. Alek, M.Pd., who gave precious advice in the process of
revising this thesis.
Furthermore the writer thanks and respects the beloved parents, H. Kundang and
Hj Nurlaily, for their praying, affection, support, advice, and guidance, their love is beyond
any words, and also thanks to beloved husband, Satari, and my son Fathur Rachman
Sikumbang, and my brothers and sisters, Sony Maulana, Rony Maulana, Shanty Kurnely,
Vitrina Kurnely, Rahmat Bulan, Yosika Zilna and Siti Khodijah for helping, praying and
motivating the completion of this thesis.
The writer’s thanks are also dedicated to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the dean of Educational Sciences Faculty.
2. Dr. Fahriany, M.Pd., the head of the magister program of English education, Faculty
of Educational Sciences.
3. All the lectures in magister program of English education for their guidance and
assistance during the writer’s study.
4. Dra. Rr. Purwani R. Y, S.Pd, MM.Pd, the principal of SMPN 2 Gunungsindur Kab.
Bogor
5. A. Firdaus, S.Pd, teacher of SMPN 2 Gunungsindur Kab. Bogor
6. Siti Hidayati, S.Pd, the principal of SMP Madania Parung
7. Bagus Rizky Pangestu, S.S, teacher of SMP Madania for their assistance during
collecting the research data.

Jakarta, January 2018

Vetty Kurnely

ix
 TABLE OF CONTENT

COVER PAGE .............................................................................................................. i

TITLE PAGE ................................................................................................................. ii
STATEMENT OF ORIGINALITY ............................................................................... iii
APPROVAL BY THESIS SUPERVISORS .................................................................. iv
APPROVAL BY THESIS EXAMINERS ..................................................................... v
ABSTRACT ................................................................................................................... vi
ACKNOWLEDGEMENT ............................................................................................. ix
TABLE OF CONTENT ................................................................................................. x
LIST OF TABLES ......................................................................................................... xii

CHAPTER I. INTRODUCTION ................................................................................ 1

A. Background of the Research .............................................................................. 1
B. Focus and Subfocus .......................................................................................... 5
C. Research Questions ........................................................................................... 5
D. Research Objectives .......................................................................................... 5
E. Research Significance ....................................................................................... 5

CHAPTER II. LITERATURE REVIEW ................................................................. 7

A. The Nature of Reading ...................................................................................... 7
1. The Concept of Reading ................................................................................ 7
2. The Purpose of Reading Comprehension ..................................................... 9
3. The Kinds of Reading ................................................................................... 10
4. Technique of Reading ................................................................................... 11
5. The Important Element of Reading .............................................................. 13
6. Level of Reading Comprehension ................................................................. 14
7. Reading Ability ............................................................................................. 14
B. The Nature of Teaching Reading ..................................................................... 15
1. Teaching Reading Principle ......................................................................... 15
2. The Strategies of Teaching Reading Comprehension .................................. 16
3. Classroom Procedure of Teaching Reading ................................................. 18
4. Type of Classroom Reading Performance .................................................... 19
C. Student Learning Style ...................................................................................... 21
1. The Concept of learning Style ...................................................................... 21
2. Classification of Learning Style ................................................................... 22
D. Test, Assessment and Technique ....................................................................... 22
1. The Concept of Test ..................................................................................... 22
2. The Concept of Assessment ......................................................................... 23
3. The Relationship among Teaching, Assessment and Test ............................ 24
4. The Principle of Assessment ........................................................................ 25
5. Reading Assessment ..................................................................................... 25
6. Purpose of Reading Assessment ................................................................... 29
7. Factors Affecting on Reading Test ............................................................... 30
E. Descriptive Text ................................................................................................ 31
1. Descriptive Text as a Genre ......................................................................... 31
2. Definition of Descriptive Text ...................................................................... 31
3. The Features of Descriptive Text .................................................................. 32
x
 F. Project Based Learning ..................................................................................... 34
1. The Concept of Project Based Learning ...................................................... 34
2. Model of Project Based Learning .................................................................. 35
3. Component of PBL ........................................................................................ 35
4. The Role of Project based Learning .............................................................. 36
5. The Relationship Between Project Based Learning and other
Pedagogical Approach ................................................................................... 37
6. Collaborative Learning .................................................................................. 38
7. Challenges in Implementing PBL.................................................................. 38
8. Phases of PBL in English Classes ................................................................. 39
9. The Step of PBL in English Reading Classroom .......................................... 43
9. Previous Related Studies ............................................................................... 45

CHAPTER III ............................................................................................................... 47

A. Research Setting ................................................................................................ 47
1. The Research Setting of Place ....................................................................... 47
2. Research Setting of Time ............................................................................... 47
B. Research Methods and research Design ............................................................ 47
C. Research Partisipants ......................................................................................... 47
D. Research Instrument .......................................................................................... 48
E. Data Collecting Prosedures ............................................................................... 48
F. Trustworthiness ................................................................................................. 50
G. Data Analysis Procedures .................................................................................. 51

CHAPTER IV. FINDING AND DISCUSSION ......................................................... 53

A. Research Finding ............................................................................................... 53
1. Data from Observation ................................................................................. 64
2. Data from Interview...................................................................................... 66
3. Data from Questionnaire ............................................................................. 67
B. Discussion ......................................................................................................... 70

CHAPTER V. CONCLUSION AND SUGGESTION ............................................... 75

A. Conclusion ......................................................................................................... 75
B. Suggestion ......................................................................................................... 76
C. . Implementation ....................................................................................... 76
References ..................................................................................................................... 77
Appendices ..................................................................................................................... 83

xi
 LIST OF TABLES

Table 2.1 Milsetone Table ............................................................................................. 42

Table 2.1 Table of Individual Tasks .............................................................................. 42
Table 2.3 Specific Language and Content Supporting Techniques or Method ............. 43
Table 3.1 Observation Guide ......................................................................................... 49
Table 3.2 Time of Observation ...................................................................................... 51

xii
 CHAPTER I
INTRODUCTION

A. Background of the Research

English is an international language which can be used for communication with
native-speakers and non-native-speakers in the worldwide. In education, English is needed
by all university students in order to search information and obtain knowledge. Therefore,
most universities need to include English language as one of their educational tool
requirement (Khader & Muhammad as cited in Souriyavongsa, 2013, p. 181).
There are many factors that influence the problems of learning English language.
As indicated by John & Ehow (2011, p. 182) that the problems derived from many
different factors in different environment such as school resources, class size, quality of
teachers and students‟ attendance. Andreasson (2012, p. 3) found that many Swedish
pupils got hard and/or bored in learning English, especially in reading skill. Some factors
such as reader‟s feelings, personal experiences, age, gender, ethnicity and class.
Cao (2011, p. 14) states in a study of challenges of learning English in Australia
towards students coming from selected Southeast Asian countries that the changing of
learners‟ habits, cultures and the structure of languages such as the pronunciation of their
mother tongue are the factors that affected the Asian students‟ weakness in learning
English. Hashemi (2011, p. 1811) , argues that the differences of social contexts and
cultural environment are causes of the students‟ weakness in English language learning.
For example, in the environments where the second or foreign language learning take
place such as Indonesia, Combodia, Thailand, Vietnam, Laos and others. In addition
Khattak et al., (as cited in Souriyavongsa et al., 2013, p. 183) state that being afraid of
making mistakes, failing the exams, as well as the poor socioeconomic background cause
of the poor performance in learning language.
Reading is one of the English language skills that should be mastered by the
students from the other four language skills namely Listening, Speaking, Reading, and
Writing. Reading becomes the prerequisite skill to acquire necessary information of
knowledge. Reading is one of the source of information processing as it is a skill to receive
and interpreting information (Linse, 2005, p.69). In another way of explaining, it is
reading, as one of the ways to fulfill someone‟s need for information. Therefore, reading
habit is one of the important points to be improved. Nuttal (2005, p.4) describes reading as
the process of the interaction between language perception and the reader‟s language skill,
cognitive skill, and the knowledge of the world. Reading can be defined as an active
process of interaction between the reader and the information which consist of the text. In
line with this, Bernhardt (2011, p. 7) states that reading is an act of taking in,
understanding and interpreting information. In other word, the ability to read will
contribute people‟ ability of writing.
The importance of reading English is not only for academic purposes, but also for
the students‟ career. Through reading students can develop their language acquisition.
Martin-Chang & Gould claimed that reading facilitates language development (as cited in
Peter Tze-Ming Chou, 2011, p. 108). In line with this, Harmer (2010, p. 99) states that
reading is also useful for langsuage acquisition. The more the students read, the better they
get at it. The positive effect on vocabulary knowledge, spelling and writing can be
achieved by the students through reading. To achieve this, the students have to
comprehend the text in order to get the information effectively.

1
2

Moreover, Lindeck (2011, p. 29) proposes two purposes, which are reading for
pleasure and reading to carry away information. Reading for pleasure focuses on the
thought, images, feelings, and associations during reading. While reading to carry away
focuses information focuses on the public, common referrences of the words and symbol
in the text. It is said that reading is the window of the world. As we can say that reading is
a mean to see the world. People can get the information from newspaper, magazine, books,
radio, television and internet.
However, despite reading a prominent role in improving language competencies,
skills and numerous benefit of information which human can have by reading, there are
still plenty of problems with reading. People still have lacked in reading habit. According
to Biancrosa and Snow (2006, p. 3) approximately 8 million students in grades 4-12 read
well below grade level. It is also reported that nearly 70% problems of the secondary
readers deal with „reading comprehension‟. Based on research conducted in provinces in
Indonesia, the result shows that Indonesian still has a low reading habit. The PISA study
reported Indonesia students‟ reading performance in 2012 and 2015 as follows: In 2012,
Indonesia ranked 64 of 65 countries; and in 2015, Indonesia ranked 62 of 70 countries.
The report shows that Indonesian students‟ reading performance have increased during the
periods but still considered as poor literacy country. The result correlates with the rate of
Indonesia‟s journal contribution. Seeing the correlation between reading habit and writing
then it could be supportive data about how reading and writing affecting one another.
From those opinions above, the writer sees that English language is very
important and one of the skills that taught in English language is reading. There are some
obstacles that faced by the students in some countries including Indonesia. The different of
social context and culture environment also affects the students‟ reading ability. The
students will not be able to understand the sentences of the text well if they have less
understanding the vocabulary.
The government of Indonesian Education has announced new regulation from
Ministry of Education No. 32 Year 2013 showing the changing from the previous
regulation (Ministry of Education No. 19 Year 2005) about the National Education
Standards. Almost all of schools in Indonesia was implemented the 2013 Curriculum after
the new regulation has announced. The changing influences the process of teaching-
learning all subjects in classroom.
Moreover Tantra (2015, p. 4) stated that K-2013 is designed in anticipation to
modern learning in the twientieth century. K-2013 focuses its learning on the attainment of
the core and basic competence. K-2013 characterizes its learning through modeling or
exemplar flavored with scientific processess, namely: (1) observing, (2) questioning, (3)
exploring and experimenting, (4) associating and analyzing, and (5) communicating. A
theme is chosen and presented in the perspective of texts. The texts include spoken and
written forms presented in social contexts. Learning a language in a social context will
enable learners to understand meanings of speech acts appropriately.
The base competence for reading skill in the syllabus for eight grade of the 2013
Curriculum as follow:
1. The students must be able to read and understand simple short of functional text such
as greeting card, announcement, notice and lyrics related to the teenage life
2. The students must be able to read and understand simple short of essay in descriptive
and recount
3. The students are intended to comprehend and respond the meaning of short written
text either in descriptive or recount
 3

For the learning activities, students are supposed to be active to find the
informastion from the text and answer the questions based on the text given. The students
are also supposed to be able to achieve the communicative goal whether in simple short of
functional text or in simple short of essay in descriptive and recount.
There are many factors that influence the learning outcomes of reading in the
classroom. Lack of vocabulary, identify the feature of the language, comprehend the text
and students bored during the class are most of the students problems in learning English
reading. As Ahmad (2011, p. 67) claims that “it is not possible to master language without
word knowledge”. It means that it is necessary to have a good knowledge of vocabulary
when we learn a foreign language. Besides from the students themselves, the factors of the
teacher's role in teaching are also influential. Sadoski (2004, p. 12) states that the
implementation of teaching reading is focused on conficting conceptualizations,
approaches, and methods, and their attendant jargon. It could be concluded that the used
of approaches, methods and the teacher attendant influences the success of classroom
learning. Teachers are demanded to apply new method in teaching reading. The teacher
should be able to motivate the student, create the the atmosphere of the class condusively,
make the students active and build the students interest during the lesson.
The writer has found the real fact about teaching and learning English reading
process at Junior High School SMPN 2 Gunungsindur for eight grades. This school has
been implemented the curriculum of K13 for English subject. Grade 7 and 8 have already
implemented the 2013 Curriculum since 2016 while grade 9 still uses School Based
Curriculum (KTSP). SMPN 2 Gunungsindur has three languages to learn, which are
Indonesian, Sundanese and English. With the class consist of 36-40 students the teacher
should extra patient and more creative in teaching them. Most of the students have some
problems in learning English reading. Here are some problems that writer saw in this
school:
Firstly, most of the students are lack of vocabulary. It is due to their vocabulary
acquisition. Almost all the students who study in SMPN 2 Gunungsindur have not got
English lesson in elementary school. They have difficulty in comprehend the text or
identify the grammar. So their laziness and no spirit are occur.
Secondly, not all of the students like reading. For them, reading is complicated and
bored. The students feel reluctant when seeing many words in a text. They think that
English is difficult so that they do not enjoy reading the text. Besides, they do not know
the meaning of the text and the ways on how to read it.
Thirdly, family economic background plays an important role in students learning.
The students do not have much money to buy dictionary as a tool of learning. This will
affect their ability to learn and understand English. This will minimaze their interest in
learning English
Fourthly, family education background of the students also plays the role in
students learning. They think that learning English is not important because English cannot
be applied for their daily conversation. In other words, they do not see directly any
advantage in learning English.
Finally, the teacher does not have much experiences in implemented the 2013
Curriculunm teaching and learning since this curriculum has just introduced in these two
years.
The other school is SMP Madania. This is a private school. It is an international
school and it is also an inclusive school. The school has been using the 2013 Curriculum
since 2013. Besides the school also uses Cambridge Curriculum. With this curriculum the
4

students can prepare well for further study and international diploma from Cambridge
enables students to study at selected overseas universities without having to take a basic
class. It has 3 classes for grade 8, which is consist of 20 students in each class. SMP
Madania has six languages to learn, which are Indonesian, English, Germany, Mandarin
and Arabic. The students should speak English during the lesson. The process of teaching
English is created to be effective and efficient. The various learning theories and concepts
are used to make the students familiar and enjoy learning English language. The teaching
learning process becomes effective because the students like studying English and want to
maximize their English skill ability. The writer has found the real fact about teaching and
learning English reading process at Junior High School SMP Madania for eight grades as
below:
Firstly, most of the students have vocabulary acquisition since they have got
English lesson when they are in elementary school, it could be from kindergarten. Most of
them are easy to comprehend the text or identify the grammar.
Secondly, only a few students do not like reading because since grade 7 every
students should finish at least 1 English story book. They get used to read. For the students
who do not like to read, they feel reluctant to do so. They feel that English is difficult so
that they do not enjoy reading the text. Besides, they do not know the meaning of the text
and the ways on how to read it.
Thirdly, family economic background plays an important role in students learning.
Almost the students have much money to buy dictionary and book of English as a tool of
learning. This will affect their ability to learn and understand English.
Fourthly, family education background of the students also plays the role in
students learning. The family support their children to learn English and they think that
learning English is very important.
Finally, the teacher have many experiences in implemented the 2013 Curriculunm
teaching and learning since this curriculum was introduced in their school about five years
ago.
Based on several problems which writer found above, implementing methods and
approaches will become a valuable way to revise the condition. The writer proposes
project based learning method to encouraged students‟ interest as one of the many methods
that are suggested by the 2013 Curriculum.
A number of studies found that project-based learning has been an effective
method to raise students‟ motivation. Eguchi & Eguchi (2006, p. 207) report that PBL
focuses on developing skills and collaborate among students in either small groups or as a
class. Neo and Neo (2009, p. 254) argue that PBL has been enhanced the students‟ interest,
critical thinking abilities, presentation skills, communicative skills and the ability to work
on a team. Based on the investigating teachers‟ perceptions of PBL and the use of PBL,
Akinoglu (2008, p. 9) claimed that the students‟ creative thinking skills developed as well
as their self-confidence and curiosity about the subject matter.
Markham et, al., (2003, p. 4) define project-based learning as “a systematic
teaching method that engages students in learning knowledge and skills through an
extended inquiry process structured around complex, authentic questions and carefully
designed projects and tasks” (p. 4). Project-based learning engages students in gaining
knowledge and skills through an extended inquiry process structured around complex,
authentic questions and carefully designed products and tasks (Thomas, Michealson, &
Mergendoller, 2002). As we can say that project based learning is a model of learning that
engage students to get knowledge through a social activity and collaborative learning.
 5

In this research, the writer observed descriptive text as a genre of reading text to
be researched on English reading classroom in SMP Madania and SMPN 2 Gunungsindur.
While in SMPN 2 Gunungsindur, the writer observed greeting card as a functional text to
be researched on English reading classroom.
Based on the some existing problems and some research results have been
conducted by some researchers not only in Indonesia but also foreigeners research in other
countries, this present investigation will be focused on project based learning (PBL) in
English reading classroom at schools in Bogor. The choice of this scope is based on the
consideration that this level of school is suitable, and the region has not yet been
investigated by the similar research on project based learning in English reading
classroom.

A. Focus and Subfocus

The focus of this research is the implementation of PBL in English reading
classroom and it is specified into five subfocuses namely: teaching materials, learning
activities, role of teachers and students and teachers‟ evaluation.

B. Research Questions
Based on the previous background, the researcher identifies the main problem as :
“How did the teachers in two schools in Kabupaten Bogor implement the use of PBL in
English reading classroom?”
This main research question is then specified into several research questions as
below:
1. How was Project Based Learning applied in SMPN 2 Gunungsindur and SMP
Madania?
2. What difficulties that faced in applying Project Based Learning?
3. How did the teachers overcome the problem in appying Project Based Learning?

C. Research Objectives
Mainly, this study is aimed to describe the implementation on the use of PBL for
English reading classroom in SMPN 2 Gunungsindur and SMP Madania in Kabupaten
Bogor, and specifically, this study is intended:
1. To describe the application of Project Based Learning in SMPN 2 Gunungsindur and
SMP Madania
2. To describe the difficulties that faced in applying Project Based Learning in SMPN 2
Gunungsindur and SMP Madania in Kabupaten Bogor
3. To desribe the teachers overcome the problem in applying Project Based Learning in
SMPN 2 Gunungsindur and SMP Madania in Kabupaten Bogor

D. Research Significance
The results of this research will expectedly give contribution to:
1. Theoretically
This research is expected to contribute and additional knowledge and information
about the application of Project Based Learning in English Reading Classroom.
2. Practically
The result of this research is hoped be useful not only for the researcher to fulfill
the requirement of master‟s degree but also for these stakeholders as below:
6

a. For teachers
This research is expected to develop teachers PBL method, selecting and
providing proper materials and to identify some difficulties that may
encounter. This research is also purposed to give additional knowledge for
other English teachers in applying PBL in English classroom.
b. For school
The result of this research is hoped to be useful for the school in having the
empiric data about the implementation of PBL in English reading classroom to
provide teachers with training or workshop of PBL.
c. For other researchers.
This research is hoped giving beneficial description to any other researcher
who wants to study the same case, so this research become helpful information
and useful reference for the next studies.
 CHAPTER II
LITERATURE REVIEW

This chapter provides the literature review of English reading classroom which
consists the nature of reading comprehension. This section consists of the concept of
reading, the purpose of reading comprehension, the kinds of reading, reading
comprehension strategies. The second section is the nature of the nature of teaching
reading which consist of teaching reading principles, the strategies of teaching reading,
testing, assessing and teaching, report text, project based learning (PBL) which consists of
the concept of project based learning, student characteristics in PBL, assessing in PBL.
A. The Nature of Reading
1. The Concept of Reading
There are many experts who show their views about the concept of reading. Some
of them have similar ideas but the others do not.
Harmer (2011, p. 190) says that reading is an activity that uses the eyes and the
brain in which the eyes have function to get the message or information and to send the
message to the brain, and then the brain gets the message from the eyes and manages the
message.
In line with Harmer, Lewin (2003, pp. 2-3)) states that reading comprehension is a
very complex activity, so much occurs inside the mind of a reader as the eyes glide over
the printed words. Accomplished readers (like most of us) have become so good at it
through a lifetime of practice that is easy to forget how tough it really is, how complicated
the comprehension process is. It means the mind and eyes cooperate to get a
comprehension.
Reading is also regarded as a decoding skill, that is interpreting codes into ideas.
Nunan (2003, p. 69) argues that reading is viewed as a process of decoding written
symbols, working from smaller units (individual letters) to larger ones (words, clauses and
sentences). In other words, we use strategies to decode written forms in order to arrive at
meaning.
Linse (2005, p. 69) quotes that reading is a set of skills that involves making sense
and deriving meaning from the printed word. In order to read, we must be able to decode
(sound out) the printed words and also comprehend what we read.
Similar with Linse, Snow (2002, p. 11) defines reading comprehension as the
process of simultaneously extracting and constructing meaning through interaction and
involvement with written language. According to Snow, there are three elements that
involve the comprehension;
a) The reader who is doing the comprehending
It is a must for the reader to have wide range of capacities and abilities in
comprehending the text, such as motivation (a purpose of reading, an interest in the
context being read, self-efficacy as areader), cognitive capacities (e.g., attention, memory,
critical analytic ability, inference, and visualization ability)and various type of knowledge,
such as linguistic, vocabulary, topic knowledge, discourse knowledge and knowledge of
reading,.
Kozminsky (2001, p. 189) argues that there are some factors that include in
knowledge of reading, such as knowledge of reading strategies, knowledge of the goals of
the reading, the various factors affecting the reading process, what and how reading
strategies should apply, when and why each strategy should be applied. Self evaluation by

7
8

asking some questions, summarizing and predicting of what is going to come in the next
text.
b) The text is to be comprehend
Comprehension does not occur by simply extracting meaning from the text. The
features of the text also influence in comprehension. The ease or the difficulty of the text is
depending on some factors, such as the text itself, the relationship between the text and the
knowledge and the abilities of the reader, the activities in which the reader is engaged, the
vocabulary and its linguistics structure, discourse style and genre also interact with the
reader‟s knowledge.
c) The activity in which comprehension is a part
A reader has one or more purposes in his reading activity. Those purposes can be
influenced by a cluster of motivational variables, such as interest and prior knowledge.
There are two types of reading activities (Harmer, 2007, pp. 13-15); intensive reading and
extensive reading.
Smith (2005, p. 12) states that comprehension is building understanding, both of a
particular text and the more global concepts around which it is built. It is an active and
demanding process, especially when students are reading to learn new and difficult
concepts. Furthermore, he also defines that reading comprehension is a process that begins
with word recognition. It does not end, however, until students derived meaning from the
ideas both stated implied in the text and have been able to evaluate and respond to these
ideas.
The ideas that prior knowledge is also important to comprehend on reading are
stated from some experts below.
McNamara (2006, p. 34) affirms that a general component in many definitions of
comprehension is the interpretation of the information in the text, the use of prior
knowledge to interpret this information and, ultimately, the construction of a coherent
representation or picture in the reader‟s mind of what the text is about.
Moreover Peregoy and Boyke (2008, p. 12) states that three different elements
which impact reading for second language learners are the child‟s background knowledge,
the child‟s linguistic knowledge of the target language, and the strategies or techniques the
child uses to tackle the text. For example if a child is going to learn how to decode letters,
she must understand what different symbol represents.
Cline, F. Johnstone, C., & King, T (2006, p. 6) state that reading is decoding and
understanding written text. Decoding requires translating the symbols of writing systems
(including braille) into the spoken words they represent. Understanding is determined by
the purposes for reading, the context, the nature of the text, and the readers‟ strategies and
knowledge. They also state that if reading is the extraction of meaning, reading
comprehension is a redundant phrase, because without comprehension, reading has not
truly happened.
Merisuo and Storm (2014, p. 124) note that reading comprehension is a complex
process in which the reader constructs the meaning by interacting with text using his or her
previous knowledge and experience and the information that can be found in the text.
In line with previous discussion, Grabe (2009, p. 4) states that the text provide
information that the author wants the reader to understand in certain ways. The reader also
brings a wide range of background knowledge to reading.
Furthermore Pang (2003, p. 6) states that reading is a complex activity that
involves both perception and thought. It consist of two related processes: word recognition
and comprehension.Word recognition refers to the process of perceiving how written
 9

symbols correspondend to one‟s spoken language. Comprehension is the process of

making sense of words, sentences and connected text. Readers typically make use of
background knowledge, vocabulary, grammatical knowledge, experience with text and
other strategies to help them understand written text.
Kozminsky (as cited in Cuevas, 2010, p. 2) finds that the prior knowledge of a given
topic can increase the quantity of remembered information in a text on that topic.
Kozminsky also finds that students with high prior knowledge perform better on open-
ended questions after reading texts with low coherence. It can be concluded that prior
knowledge is also related with text coherence.
Based on the theories above, the researcher assumes that reading is a complex
process of human‟s activity involving their eyes and brain to get the meaning of the
writer‟s message or interpret codes into ideas.

2. The Purpose of Reading Comprehension

Lindeck (2011, p. 29) proposes two purposes of reading which are:
1) Reading for pleasure: reading for pleasure focuses on the lived-through experience
of reading. They concentrate on the thought, images, feelings and associations
evoked during reading.
2) Reading to carry away information: reading to carry away information
concentrates on the public, common referents of the words and symbol in the text.
People can get the information from various media of communication such as
internet, television, radio, newspaper, magazines and also books.

In line with Lindeck, Grellet (as cited in Karppinen, 2013, p. 5) states two purposes in
reading:

1) Reading for pleasure: reading for pleasure focus on getting pleasure by reading
some entertaining texts.
2) Reading for information: while reading for information focus on getting
information about knowledge by reading encyclopedia books, lesson book, and so
on

Grabe and Stoller (as cited in Karppinen, 2013, p. 5) describes the purpose of
reading into some points, which are:
1) Reading to search for simple information and reading to skim
Reading to search for simple information is a common reading ability. It s
used so often in reading tasks that it is probably best seenas a type of reading
ability. In reading to search, readers usually read the text for a specific information
or a specific word. It is different when readers face prose texts, they sometimes
read slowly and carefully to process and get the meaning of a sentence or two in
search of clues that might indicate the right page, setion, or chapter. Similarly,
reading to skim is a common part of many reading tasks and a useful skill. It
involves strategies for guessing where the important informations might be in the
text.
2) Reading to learn from texts
It usually occurs in academic and professional contexts when people need to
learn a number of information from a text. It requires abilities to remember and
10

underrstand where main ideas, topic sentence and supporting ideas in the text.
Then readres can recognize and build conceptual framework that organise the
information in the text, and the link the text to their knowledge. In doing this
purpose, slow readers usually need long time for understand the text.
3) Reading to integrate information, write and critique texts
This is the complex purpose. It requires critical evaluation of the information
being read so that the reader can decide what information to integrate and how to
integrate it for the reader‟s goal. Meanwhile, reading to write and reading to
critique texts may be task variants of reading to integrate information. Both of
them require abilities to compose, select, and critique information from text, and
readers redescribe information that they have gotten to integrate other information
in the text.
4) Reading for general comprehension
The notion of general reading comprehension has two reasons. First, it is the
most basic purpose for reading, underlying, and supporting most other purposes
for reading. Second, it is usually more complex than commonly assumed. It means
that the term of “general” here does not mean „simple‟ or „easy‟. Reading for
general comprehension, when done by a skilled fluent reader, it may requires very
rapid and automatic processing of words, strong skills in forming a general
meaning of text. It is sometimes more difficult to master generally than reading to
learn.

According to Nunan (2003, p. 72), the purpose of reading for the second language
learners are:
1) To obtain information for some purpose or because of curiousity about some topic.
2) To obtain instruction on how to perform some tasks for the work or daily life.
3) To act in a play, play a game or do a puzzle.
4) To keep in touch with friends by correspondence or to understand business letter.
5) To know where or when something will take place or what is available
6) To know what is happening or has happened
7) For enjoyment or excitement

Based on the explanation above, we can conclude that main purpose of reading is
to get information whether it is from encyclopedia, lesson book, newspaper, menu at the
restaurant, train or bus schedule and in many ways such as searching simple information,
skimming, taking lesson from the text, or making critical thinking, etc.

3. The Kinds of Reading

According to Harmer (2007, pp. 13-15) there are two kinds of reading,
a. Extensive reading
The term refers to reading in which students do often away from the classrooms.
Where possible, extensive reading should involve reading for pleasure or a joyful reading.
This is enhanced if students have a chance to choose what they are willing to read.
Harmer (2007, p. 17) proposes some activities that should be prepared by the
teachers in doing extensive reading;
1) Extensive reading materials
2) Setting up a library
3) The role of the teacher in extensive programmes
 11

4) Extensive reading tasks

Yamashita (2004, p. 12) suggest that Extensive reading is a good strategy to
improve reading proficiency. Furthermore, Greenberg, Berry, Brinck & Yoseph (2006, p.
32) confirm that extensive reading is effective in building linguistic competence (e.g.,
reading ability, vocabulary, writing and spelling skills). Nakamishi (2005, p. 17) describe
that numerous classroom activities using graded readers can be applied in extensive
reading activity.
Grabe & Stoller (2002, p. 9) define extensive reading as an approach to language
instruction in which students read a great deal of easy material for enjoyment, with the aim
of achieving general understand.

b. Intensive reading
It refers to the detailed focus on the construction of reading texts which takes
place usually (but not always) in classrooms. Teavhers may ask the students to look at
extracts frm magazines, poems, internet websites, novels, newspaper, play and wide range
of other text genres. Intensive reading is usually accompanied by study activities.
Harmer (2007, p. 21) proposes some teachers‟ roles in doing intensive reading;
1) Organiser ; the teachers tell the reading purpose and give the clear instructions to
achieve it and the duration to do it.
2) Observer; the teachers observe the activity during the students reading task.
3) Feedback organiser ; the teachers can lead a feedback session after the students
completed the task
4) Prompter ; the teachers can prompt what have the students read to notice language
features, directing to a certain features of text construction, clarifying ambiguities
and making them aware of issues of text structure which they had not come across
previously.
Grellet (2010, p. 25 ) proposes four kinds of reading:
1) Skimming : quickly running one‟s eyes over a text to get the gist of it
2) Scanning : quickly going through a text to find a particular piece of
Information
3) Extensive reading : reading longer texts, usually for one‟s own pleasure. This is a
fluency activity, mainly involving global understanding
4) Intensive reading : reading shorter texts, to extract specific information. This is
more an accuracy activity involving reading detail.

4. Technique of Reading
Beside as a means of communication, reading is the way of building knowledge
(Emilia, 2010, p. 34) but it can be difficult without knowing some specific reading
techniques especially reading in a foreign language like English. Mikulecky and Jeffries
(2004, p. 25) propose some techniques that can be used in reading which are:
a. Skimming
Skimming refers to looking only for the general or main ideas, and works best
with non- fiction (or factual) material. The readers read only what is important for the
purpose that is why the overall understanding reduced. The readers only look for details in
addition to the main ideas. It also means reading the text quickly. This activity requires
speed reading skill. The more frequent this activity the more familiar the readers with a
text.
12

Furthermore, Mikulecky and Jeffries (2004, p. 25) state that skimming is high-
speed reading and help the reader to get lots of material quickly. Unlike other kinds of
high-speed reading, such as previewing and scanning, skimming is “glancing rapidly
through a text to determine its gist, for example in order to decide whether a research
paper is relevant to our own work or to keep ourselves superficially informed about
matters that are not of great importance to us.” „Gist‟ is a major point of information of a
text.
Skimming is useful for answering cloze passages that test grammatical knowledge
and for reading passage in comprehension test. It is not appropriate to use for reading a
whole book. It is only use for academic articles or textbook chapters. Skimming can be
done in several ways, which are skimming to get an overall impression, skimming a text
using first line of paragraphs, skimming a text using a first and last paragraph and
skimming a text using a section heading.
b. Scanning

Scanning means reading slowly. It does not mean reading word by word, it just
means reading carefully and pick out specific information from a text. Scanning also
allows finding details and other information in a hurry. There are few ways to scan;
establishing the purpose, locating the appropriate material, and knowing how the
information is structured before start scanning. The scanned material is typically arranged
in the following ways: alphabetically, chronologically, non- alphabetically, by category, or
textually.
Alphabetical information is arranged in order from A to Z, while chronological
information is arranged in time or numerical order. Television listing, or by category,
listings of items such as an auto parts catalog are included in non- alphabetical order. A
textual sense as in an encyclopedia entry is information that is located within the written
paragraphs of text.
Moreover Mikulecky and Jeffries (2004, p. 25), states that “scanning is very high-
information. When you scan, you have a question in mind. You do not read every word,
only key words that will answer your question”. In addition, Brown (2011, p. 37) states
that scanning is quickly searching for some particular piece or pieces of information in a
text or passage. It means that the purpose of scanning is to extract some specific
information without reading through the whole text. There are a variety of texts suitable
for scanning; indexes, dictionaries, maps, advertisements, reference materials, and many
others.
c. Prediction
Duff (2008, p. 17) states that predicting is the strategy most relied upon as we
begin reading. The readers predict what they think is going to happen in the selection as
they read. They use their previous knowledge and experiences to make guesses about
material to be read. In other words, this strategy helps the readers make connection
between their prior knowledge and the text.
d. Previewing
Grellet (as cited in Karppinen, 2013, p. 5) argues that previewing is a very quick
reading technique to find out some information about a text. This technique involves using
the title of a text, the table of contents, the index, the appendix, the preface of the author of
publisher, headings or subtitles of chapters and paragraphs, information on the back cover,
acknowledgement, and so on.
 13

The purpose of previewing is to find out what readers going to be reading before
actually they are read. Preview before read is to get an idea of what will find in the text.
e. Making Inference
Making inference is described as making a logical guess or “reading between the
lines”. Readers make inferences when they are able to take their own experiences and
combine them with information they gather from what they read. The result is that they
create new meaning or draw a conclusion that isn't explicitly stated in the reading (Zwiers,
2005, p. 65). Mikulecky and Jeffries (2004, p. 27) state that good readers constantly make
inferences as they read. They think like a detective and look for clues in the text. Then
they use these clues to guess about the text and about the writer‟s ideas. But it is not easy
for the students to understand a text because it contains few linking words and few
signpost expressions. There are two kinds of to make sense of what we read. The first
information is from the text, i.e. clues from the words, sentences and ideas that make up
the text. The second information is provided by the readers, i.e. clues from outside the text,
from their own knowledge of the world.
f. Summarizing
Mikulecky and Jeffries (2004, p. 34) propose that summarizing is the process of
retelling the important parts of a passage in a much shorter form. Moreover they state
“Often you must read, understand, and remember information from several textbook
chapters. When you write summaries of your reading, the summaries can help you review
for examinations”. Palmer (2008, p. 41) concludes that if students can summarize well,
exactly, they improve their reading ability. Harvey & Goudvis (2007, p. 83) state that
summarizing is a strategy in which readers sort through the information presented in a text
in order to pull out and paraphrase the essential ideas. It requires readers to determine what
is important, to condense this information and to state it in their own words
Many researchers have found that summarization process connected with reading
and writing. Liu (2008, p. 15) proposes states that it is important to cultivate students‟
writing skill through reading. Sotiriou (2008, p. 32) states that summarizing is a valuable
practice for students in developing reading and writing skills. Palmer (2008, p. 41) stated
that summarizing is learning process in order to teach students to condense information in
a new piece of discourse.
Based on the discussion above, we can conclude that summarizing is sorted the
information and paraphrasing the ideas from the story or passage.

5. The Important Element of Reading

According to National Inquiry Into the Teaching of Literacy Report in Australia
(2005), there are five elements of reading, which are;
1) Phonemics awareness. Phonemics awareness is the ability to hear and manipulate
sounds in oral language
2) Phonics. Phonics is the relationship between letters and sounds
3) Vocabulary. Vocabulary is recognizing new words and what they mean
4) Text Comprehension. Text Comprehension an ability to understand what is being
read and developing higher order thinking skills
5) Fluency. Fluency is the ability to read quickly and naturally, recognize words
automatically and group with words quickly
14

6. Level of Reading Comprehension

Each student has a difference in understanding a reading text. It is based on the
intelligence, background knowledge and so forth. Gryas proposed that there are three level
of reading comprehension which are “reading the lines”, “between the lines”, and “beyond
the lines” (as cited in Alderson, 2005, pp. 7-8). “Reading the lines refers to literal meaning
of text, “between the lines” refers to inferred meaning and the last “beyond the lines”
refers to the readers‟ critical evaluation of text.
There are four levels of reading comprehension, which are literal comprehension,
interpretive comprehension,critical reading and creative reading (Burn, Roe, & Rose,
1990, p 117).
a. Literal Comprehension.
It refers to the ideas and the fact that directly stated on the text. The literal of level
comprehension is the lower level of reading comprehension. It is fundamental to all
reading skills at any level. Before the students can draw inference, the students must first
understand what the writer said.

b. Interpretive Comprehension.
This level is higher than literal level of comprehension. The question of this level
are concern with answer that is not directly stated in the text. The answer is implied.
Students must have ability and able to work at the various level of abstraction. This level
consist of (1) inferring main ideas of passage in which the main idea are not directly
stated, (2) inferring cause and effect relationship when they are not directly stated, (3)
inferring referent pronouns, (4) inferring referent adverb, (5) inferring omitted words, (6)
drawing conclusion. The point is that students should be able to connect each element to
get clear comprehension such as background knowledge, character, cause and effect and
consequences.

c. Critical Reading
In this level the students should be able to critisize and evaluate the text accurately
comparing the ideas in writing. Active students or readers who apply critical thinking to
the text are n this level.

d. Creative Reading
This level is the most highest level. It uses different thinking skills to go beyond
the literal comprehension, interpretive comprehension and critical reading level. In this
level the students try to come up with new or alternate solution to this presented by the
writer. The students are to be able to think as they read.
Based on the explanation above, it can be conclude that reading comprehension has
level of reading comprehension. Every level of reading comprehension has different level
of the reading ability. The more frequence the students read, their level of reading ability
will be higher.

7. Reading Ability
Reading is a receptive skills. In education, it is important for the learners. It is a
part of communication and the way of building kowledge, or even for pleasure. Here are
overviews of several definitions of reading; 1) The Qur‟an states “Read the name of your
lord who created, created man from clots of congealed blood. Read! Your lord is the most
beautiful one, who taught by the pen, taught man what he did not know.” (Quran surah Al-
 15

Alaq 1-5). 2) Grabe and Stoller (2002, p. 9) defined reading is the ability to draw meaning
from the printed page and interpret this information appropriately. 3) Caroline T. Linse
(2006, p. 69) defines that reading is a set of skills that involves making sense and deriving
meaning from the printed word. So, in reading activities there are two subjects involved in.
They are the writer and the reader. The writer tries to convey, to present his or her
messages through letters, words, phrases and their relationship, while the reader tries to get
the messages from the written verbal symbols.
Learning to read is a different process because it involves learning about a
symbolic system (writing) used to represent speech. So, there is close connection between
oral vocabulary, grammar and sound system of the oral language. The ability to attend the
individual sounds within words (phonological and phonemic awareness) is also in oral
skill that is closely associated with reading ability.
Moreover in the process of reading, there are some factors, which influence
reading comprehension;
1) Background experience
The knowledge backgrounds and the past experiences of the students are very
important in reading in order to anticipate the author‟s message. The ability to
reconstruct meaning from printed page, including various kinds of skills and style
the writer has, is based on the reader‟ s previous experience with a topic, his
familiarity with key concepts, and his knowledge of how language works. In
summary, readers must have ability to relate the text to their own background
knowledge efficiently.
2) Language abilities
Reading and language are two things that cannot be separated because reading
is one of the skills in learning a language. As a means of communication the
expresses ideas, thought, opinions, and feelings. Language abilities refer to the
abilities of students in using a language. It includes the ability to understand the
structure underlying the passage and the vocabulary of the language.
3) Thinking abilities
Thinking abilities refer to the students‟ ability to link their new experience
with their previous one. In this case, readers should think the act of recognizing
words, whereas, teachers give the appropriate questions to help the students
develop their thinking abilities.

Based on the definitions above, it can be concluded that reading is not merely as a
process of reading words by words of the printed page but it is also a collaboration of
thinking process, recollection of the past experience, interaction and it acquired language
faculty to interpret the author‟s intention. Reading is also a process of matching
information since the activity of reading is the reader matches his information that he
already had with the printed page in order to get the message. Reading ability will be
developed best in association with writing, listening, and speaking activities.
16

B. The Nature of Teaching Reading

1. Teaching Reading Principle
In reading instructional process, teachers need guidance to conduct reading
construction. Some researchers propose these following principles of teaching reading.
Nunan (2003, p. 72) proposes the principles for teaching reading as follows:
1) Exploiting the reader‟s background knowledge.
A reader‟s background knowledge can influence reading comprehension.
Background knowledge includes all the experiences that a reader brings to a text:
life expernces, educational experiences, and knowledge of how texts can be
organized. Comprehension can be enhances if background knowledge can be
activated by setting goals, asking questions, asking predictions, teaching text
structure, etc.
2) Building a strong vocabulary base.
3) Teaching for comprehension.
Monitoring comprehension is essential in successful reading, since in many
reading instruction programs, it more emphasize on testing reading comprehension
rather than on the readers‟ comprehension on reading materials and making use of
their cognitive and metacognitive skills.

Furthermore, Harmer (2007, pp. 15-17) proposed some principles of reading. They
are:
1) Reading is not passive skill.
Reading is incredibly active occupation. By understanding the meaning of the
words, the arguments and working out something that we agree wit, it means that
we have done successfully in reading.
2) Students need to be engaged with what they are reading. It means that students
who are not actively interested in what they are reading are less likely to benefit
from them.
3) Students should be encouraged to respond to the content of a reading text, not just
to a language. It is especially important that they should be allowed to express
their feelings about the topic.
4) Prediction is the major factor in reading. When we read texts in our own language,
we frequently have a good idea of the content before we actually read
5) Match the task to the topic. Once the decision has been taken about reading texts
the students are going to read, we need to choose good reading tasks – the right
kind of questions, engage useful puzzle, etc.
6) Good teachers exploit reading texts to the full. Good teacher integrate the reading
text into interesting class sequences, using the topic for discussion and further
tasks, using the language for study and later activation.

Based on the discussion above, teachers are supposed to know the students‟
background knowledge, do vocabulary building consistently in the class, monitor the
students‟ comprehend in reading, and encourage the students to read more. Moreover the
teachers are also supposed to develop their teaching technique in order to improve students
reading skill.
 17

2. The Strategies of Teaching Reading Comprehension

Some researchers (Hood et.al, 2005, p. 12; Gibbon, 2002, p. 5; Brown, 2001, p. 9)
into three stages. They are:
1. The Pre-Reading Stage
During this stage, Crawford et.al (2005, p. 18) some techniques and instructions;
brainstorming, encouraging the use of dictionaries, discussing text types, and predicting.
1) Brainstorming
Crawford et al (2005) define brainstorming as a method for creating many
ideas about topic. In this activity, students are invited to call out words, knowledge
and experience that relevant to the text, relevant language and an expectation
meaning (Hood et.al, 2005). Furthermore, Crawford et.al (2005) declared that
brainstorming can help to elicit background knowledge and to activate necessary
schemata.
2) Encouraging the Use of Dictionaries
The use of dictionaries in teaching reading comprehension can help the
students when they have problems in finding the meaning of the new or difficult
words in the pre-reading stage.
3) Discussing Text Types
Readers who are knowledgeable about text structures have an advantage in
comprehension and recall over readers who are not aware of the organization of
the texts. The reader‟s understanding of how the text are organized influences
reading comprehension.
4) Predicting
Predicting technique is also used in pre-reading stage. Writing the title is one
way of to ask students to predict the kind of text and what the text is about. It can
be assumed that students can give the title of the text by using predicting
strategies. In line with this, USA National Reading Panel (2000) argued that
prediction is one of the strategies to ensure the students‟ comprehension.

2. While-Reading Stage
There are some strategies used in the while-reading stage; reading aloud, reread
for cecking comprehension, direct reading activity, discussion the unknown words and
retelling the text.
1) Reading Aloud
Reading aloud plays an important role in the development of reading
competence and helps students in making meaning. Moreover, The National
Capital Language Resource Center (2007, p. 98) argues that a person who reads
aloud and comprehends the meaning of the text is coordinating word recognition
with comprehension in highly complex ways.
2) Reread for Checking Comprehension
NCLR proposes reread to check comprehension as one of while-activities in
reading comprehension.
3) Direct Reading Activity
Crawford (2005, p. 101) states that Direct Reading Activity (DRA) is a
strategy for directing the students‟ silent reading with comprehension-level
questions by guiding them to key points in the text and providing opportunities to
discuss its meaning with their classmates.
18

c. Post-Reading Stage
In this stage, NCLRC (suggests to evaluate the students‟ comprehension in
particular tasks. Moreover, Brown and Palinscar (as cited in Doolittle, 2006, p. 27) and
USA National Reading Panel (2000) propose predicting, questioning, clarifying,
summarizing, minitor comprehension, and justify comprehension in this post-reading
stage.

3. Classroom Procedure of Teaching Reading

Organize the class well is one of the teachers duty when conducting their reading
class. It is close its relationship to reading procedure. Philippot & Graves (2009, pp. 31-
40) propose three general framework of reading activities, which are pre-, during-, and
post-reading activity.
a. Pre-reading Activity
Pre-reading activities prepare the students‟ readiness to read and recall them to the
things they have already known. This activity will help the students to understand, get an
idea and information from the text, and to create a mental set for taking in and storing
information. There are some activities from this activities;
1) Motivating. In order to increase the students curiosity about the text, the teachers
shoud motivate the students and improve their interest of the text.
2) Activating or building background knowledge. By doing this, the teacher help the
students to get the most from what they read. By prompting the students to bring
to consciousness and it will help in understanding the upcoming text.
3) Pre-teaching vocabulary and pre-teaching concept refers to pre-teaching words
that are new label for concepts that students already know. Pre-teaching concept
refers to pre-teaching new and potentially challenging ideas, not just new labels
for idea that the students already understood. It takes amounts of time and requires
powerful instruction when the teacher teach new vocabulry.
4) Suggesting strategy initially teaching strategy-instructing students‟ attention in
how to do something they could not do previously-focus students‟ attention on
strategy rather than on the text itself.

b. During Reading Activity

This activity consist of some activities that students learn to use while they are
reading a text. These strategies should be influenced by the before-reading strategies
because they should be using or keeping in mind the previews, outlines, question,
predictions, etc. This strategies help the students focus on how to determine the writer
writes and the information that the students already knows.
During this activities, while the students are reading, the teachers do to assist the
students. They are some activities of during reading activities.
1) Silent reading.
This activity should be the most frequently used during reading activity. The
central long term goal of reading instruction is to prepare students to become
accomplished lifelong reader and most of the reading students will do once they
leave school as well as most of reading they‟ll do in college
2) Reading to students.
Listening story of piece of exposition read aloud is veru pleasurable
experience for the young and also serves as a model of good oral reading. Reading
to the students can make difficult material accessible to students who find certain
 19

text difficult, either because of their complex structure or difficult vocabulary.

3) Supporting reading.
It is an activity that the teachers uses to focus students‟ attention on particular
aspect of the text they read it. Supporting reading often begin as a pre-reading
activity – perhaps with teacher setting direction for reading- and then carried out
as students are actually reading.
4) Oral reading by students.
This is infrequent activity. Most of reading students do once when they leave
school is silent reading and thus doing a lot of silent reading is important.
Nevertheless, oral reading has its place such as reading poetry.

c. Post Reading Activity

These activities are used to help the students to “look back” and think about the
message of the text and determine the intended or possible meanings that might be
important. These strategies are used to follow up and confirm what we learned for the use
of before and during reading activity.
There are many purpose for the post reading activity which are; provide opportunity
for student to synthesize and organize information from the text so that they can
understand and recall important points, provide opportunity for students to evaluate writer
message, provide the teacher and the students to evaluate their understanding for the text,
etc.
1) Questioning.
Questioning activity gives the students an opportunity to encourage and
promote higher order thinking skills to nudge them to interpret, analyze and
evaluate what they read. Questioning either orally or in writing is a frequently
used and frequently warranted activity.
2) Discussion.
Discussion in pair or small group of discussion involve the entire class is also
frequent and often very appropriate. If there is a chance that some students did not
understand as much of a selection as they need to discussion is definitely
warranted.
3) Writing.
Writing is a post of reading task that should be more frequently than the task.
In recent year, the emphasis on the fact that reading and writing are
complementary activity that should be dealt with together. But sometimes, the
teacher emphasis that writing is often a challenging activity and to make sure that
students are adequately prepared for writing.
4) Drama.
By drama, students refer to any sort of production involving action and
movement. This activity offers the opportunity for the students to get involved in
responding to what they read.
5) Artistic, graphic and nonverbal activity.
These activities constitutes additional possibilities for pot reading endeavors.
Teachers include visual art graphic, music, dance, and media productions such as
video, slide show, audio tapes and work on the web, as well as constructive
activity.
20

Based on the explanation above it can be conclude that the all the activities of
reading are mutually sustainable. Each of the activity has function and it relate to other
activities.

4. Type of Classroom Reading Performance

The readers‟ comprehension are influenced by the classroom reading performance.
According to Brown, there are two kinds of classroom reading performance, which are
oral reading and silent reading.

a. Oral reading
The students of the beginner class read the text orally and loudly. From this
activity, the teacher can check students‟ pronunciation and stress of the sentence. On the
other hand, the students from upper class are less interesting in oral reading activity. To
solve this problem, when one student is reading, ask the other students to listen and focus
because the teacher will stop the student who is reading in the middle of reading.

b. Silent reading
Silent reading is the activity of reading without any sound and personally. Silent
reading may be subcategories into intensive reading and extensive reading.
1) Intensive reading needs the guidance of a teacher or a task which force the student
to focus on the text. The purpose of this activity is to get an understanding not
only of what the text means, but on how the meaning is produced. The “how” is as
important as the “what”, for the intensive lesson is intended primarily to train
strategies which the student can go on to use with other text.
2) Extensive reading assumed that in order to understand the whole (e.g., book),
students must first understand the parts (sentences, paragraph, chapter) of which it
is made up. Sometimes, the students understand a text without grapping every part
of it, so they have to be encouraged to develop this facility. The teachers are
suggested to have to pay attention to extensive as well as intensive reading.

There are some characteristic of extensive reading. These following characteristics

are the most important:
1) Reading materials vary in terms of topic and genre
2) The material that students read is within their level of comprehension
3) Students read large amount of material
4) Students usually take part in post reading activities
5) Students usually choose what they want to read
6) Teacher read with their students, thus modelling enthusiasm for reading
7) Teacher and students keep track of the student
According to Day & Bamford (as cited in Richard & Renandya, 2002, p. 298) the
benevits of extensive reading are:
1) Increased knowledge of the world
2) Greater enjoyment of reading
3) Higher possibility of developing a rading habbit
4) Enhanced language learning in such areas as spelling, vocabulary, grammar,
and text structure
5) Improved reading and writing skill
6) More positive attitude toward reading
 21

Skimming and scanning are both techniques of reading which are included into
extensive reading performance. Scanning is the technique of reading to find spesific
information while skimming is implemented when students want to understand overall the
content of the text.
Intensive reading involves the students reading in detail with specific learning aims
and tasks. It can be compared with extensive reading, which involves learners reading
texts for enjoyment and to develop general reading skills. Example of intensive reading
activities in the classroom skimming a text for specific information to answer true or false
statements or filling gaps in a summary, scanning a text to match headings to paragraphs,
and scanning jumbled paragraphs and then reading them carefully to put them into the
correct order.
Extensive reading involves the students reading for information, for example
reading a storybook with the aim of enjoying the reading without consciously knowing
they are learning.
According explanation above we can conclude that intensive reading and
extensive reading are complementary. Intensive reading introduces new language items to
the students, while extensive reading helps the students practice and gets a deeper
knowledge of them. The former can be compared with doing driving lessons at a school,
the latter with actually driving on the road. Both are necessary. Extensive reading is
usually done with graded readers.

C. Students Learning Style

1. The Concept of Learning Style
Learning style is one of aspects that effect students‟ performance in language
class. Ellis (1985, p. 99) argues that language learners vary on a number of dimensions to
do with personality, learning style, motivation, and aptitude and also age. The factors
affect the learning style is not only due to cognitive factors but also to affective factors of
the learners such as intelligence, aptitude, personality, motivation and attitude, learning
style and age of acquisition. In other words, it clearly stated that every student has
different methods of learning or understanding new information, the way a student interact
with and respond to the environment. One of the important aspects that influence the
students‟ performance in learning a language is the learning style.
Wang (2007, p. 409) defines “learning style is the habitual preference learners
demonstrate in their learning activities; formed from the interaction of factors such as
individual experience, cognition, personality and environment; and having the
characteristics of individuality, consistency and stability. Moreover Kolb (1984) and
Honey Mumford (as cited in Wang, 2007, p. 409) describe that learning style is an
individual‟s preferred or habitual ways of processing knowledge and transforming the
knowledge into personal knowledge. Kolb (as cited in Wang, 2007, p. 409) adds that
individual differences derive from the psychological attributes that determine the strategies
a person chooses while processing information. According to Pashler, McDaniel, Rohrer,
and Bjork (2008, p. 105), the term “learning styles” refers to the concept that individuals
differ in regard to what mode of instruction or study is most effective for them. While
Felder and Silverman (as cited in Shuib, 2015, p. 105) pointed out that, learners with
strong preference for a specific learning style may have difficulties in learning if the
teaching style does not match with their learning style.
22

Based on the explanation above, it is obvious that one of the important factors
determining the success of learning foreign language is learning style. Therefore
understanding and recognizing the students‟ learning style is very important for the
teachers.

2. Classification of Learning Style

Felder and Silverman divided learning style into four dimensions. This
classification of learning style is known as Felder-Silverman Learning Styles Model
(FSLSM). Felder (as cited in Shuib, 2015, p. 105) and Felder and Soloman (as cites in
Shuib, 2015, p. 111) explained each of the FSLSM learning style dimensions as below.
The first FSLSM dimension is Sensing/ Intuitive. Learners are classified based on
their perceptual behavior such as sensing or intuitive learners. The characteristics of
sensing learners are practical learners who like hands-on works, careful persons, learn
better if the information is factual patient with details. Meanwhile the characteristics of
intuitive learners are impatient in details, like innovative, dislike repetition, more
comfortable with mathematical formulations.
The second dimension is Visual/Verbal. Learners are classified based on the
preference input information to be presented. The characteristics of visual learners are that
they prefer information in the form pictures, diagrams, films and demonstrations. On the
contrary, verbal learners learn better through words and explanations that are written or
spoken.
The third dimension is Active/ Reflective. Learners are classified based on the
way of the information processing. The characteristics of active learners are social
oriented, active in-group discussion, role-play and explain to others. While the
characteristics of reflective learners are impersonal oriented, learn alone, tend to examine
and employ knowledge introspectively.
The fourth dimension is Sequential/ Global. Learners are classified based on the
way they achieve understanding. The characteristics of sequential learners are feeling
comfortable when the teacher divides passages and sentences into parts dealing with
lexicon, grammar and structure, respectively. On the other hand, the characteristics of
global learners are prefer holistic understanding of the broad context of knowledge and
ignore trivial details.
Based on the discussion above, we can conclude that determining students‟
learning style is important in order to facilitate students in identifying the most effective
way for them to gain a deeper understanding on certain subjects and make the learning
process easier for them.

D. Test, Assesment and Teachingue

1. The Concept of Test
Almost every students are likely to be unpleasant and scared when they hear about
test. The word a test is almost related to the feelings of anxiety and self-doubt. Brown
(2010, p. 3) proposes that a test as a method of measuring a person‟s ability, knowledge, or
performance in a given domain. Moreover, Brown explains more detail about this
definition of a test. First, a test is a set of techniques, procedures, or performance which
designed in a such a way such as multiple-choice questions, essay, interview and a
checklist or expected responses.
Second, a test must measure. Measurement can be focus on general ability or very
specific competencies or subjects. Measurement on general ability can be done by giving
 23

a multi-skill proficiency test while measurement on specific knowledge can be done by

giving a quiz on recognizing correct use of definite articles. There are many ways to report
the result or measurement, such as instructor‟s or teacher‟s comment, some subscores, a
total numerical score, and a ercentiles rank. It can be defined as a test if an instrument
specifies a form of reporting measurements.
Next, the explanation for a test measures an individual‟s ability, knowledge, or
performance is that testers need to understand who the test-takers are, the test-takers‟
experiences and background, the compatibility between the test and the test-takers‟ ability,
and the interpretation of the score.
The results on measuring performance imply the test-takers‟ ability to perform
language, that is, to speak, write, read or listen to a subset of language. On the other hand,
a test on test-taker‟s knowledge about language such as defining a vocabulary item,
reciting a grammatical rule, or identifying a rhetorical feature in
written discourse is not uncommon in the teaching of language. Performance-based tests
take the test-taker‟s use of language. For example, a test of reading comprehension may
consist of several short reading passages with some questions – a small sample of learner‟s
reading behavior, but from the result of that test, the tester may conclude a certain level of
general reading ability.
At last, a test measures a given domain means that the test involves only a
sampling of skills, that domain is overall proficiency in a language. For example, a test of
pronunciation might well be a test of only a limited set of phonemic minimal pairs. A
vocabulary test may focus on only the set of words covered in a particular lesson or unit.
Based on the discussion above, it can be concluded that a test is an instrument that
provoides an accurate measure to measure the student‟s ability on listening, speaking,
reading or writing that apropriate with the grade of the students. The results of the test can
be either teacher‟s comment, some subscores, a total numerical score, or a percentiles
rank.

2. The Concept of Assessment

Most people think that test and assessment are synonymous terms, but they are
not. Brown (2010, p. 4) states that tests are prepared administrative procedures to measure
and evaluate the student‟s performance while assessment is an ongoing process that cover
a much wider domain. The teacher makes an assessment of the student‟s activity such as
answering a question or offering a comment. Assessement can be done by the teacher in
every teaching he or she has done wheter those assessments are incidental or intended.
Assessment also can be done by self, teacher and other students for some kinds of activity
such as in reading, writing or listening.
Clay (2002, p. 144) proposes using assessments to determine students needs to
improve their performances and its relating between one area of competency to anothar
Clay also suggests in providing intensive and expert tutoring to the lowest achieving first
graders in each school. The purpose is to accelarate the students reading development, so
can catch up to their normally achieving peers.
Grabe (2009, p. 361-362) proposes some ways in order to operate the informal
assessment:
1) Have students read aloud in class and evaluate their reading
2) Keep a record of student responses to questions in class after a reading
3) Keep notes on student participation in class discussions on a reading
24

4) Observe what reading material is read during free reading

5) Observe how much time students spend on tasks during free reading
6) Have students do paired readings and observe
7) Observe students reading with an audiotape or listen to an audiotaped reading
8) Have students list strategies they have used while reading
9) Have students list words they want to know after reading and why
10) Have students keep diaries or reading journals
11) Have students write simple book reports
12) Have students recommend books
13) Ask students about their reasons for choosing certain answers in reading tasks and
activities
14) Ask students about their reading progress
15) Ask students about their goals for reading with various texts and tasks
16) Keep charts of student readings
17) Keep charts of student reading-rate growth
18) Record how far a student reads on an extended reading task
19) Have a student read and then have a discussion on the text (one-on-one)
20) Have a student read aloud for the teacher / tester and make notes, or use a
checklist or note miscues on the text (one-on-one)
21) Have students do think-alouds while reading (one-on-one)
22) Have students enact a scene / episode / event from a text
23) Note the uses of texts in a multistep project and discuss
24) Have students fill out simple questionnaires of interests and engagement levels in
various tasks
25) Create student portfolios of reading activities or progress indicators

On the other hand, Brown (2010, p. 6) states that formal assessment is designed
systematically, planned and constructed in order to give teacher and students an appraisal
of student achievement. Moreover, Brown states that all tests are formal assessments but
not all formal assessments are testing. A student‟s journal or portofolio of material can be
used as a formal assessment of a certain course objectives, but this is hardly to say that as a
test. A test is usually in a class period and describe on a limited sample of behavior.
Moreover Brown (2010, p. 6) claims that in term of function, there are two
kinds of assessment; formative and summative assessment. Formative assessment
evaluates students in the process of forming their competencies and skills. This kind of
assessment is mostly used in the classroom. For all practical purposes, almost all kinds of
informal assessment are formative; they have focus the current improvement of the
student‟s language. For example when we give a comment or a suggestion to a student, or
call attention to an error, that feedback is proposed in order to improve the student‟s
language ability.
The purpose of summative assessment is to measure, or summarize a student
understanding that occurs at the end of a course or unit of instruction. The summative
assessment implies on how well that the student has a complised objectives. Final exams
in a mid semester test, a semester test or final exams in a course and general proficiency
exams are examples of summative test.
 25

3. The Relationship among Teaching, Assessment and Test

According to Brown (2010, p. 3) in his book, ”Language Assessment: Principles
and Practices” mentioned that assessment consist of two major testing concepts which are
testing and assessing. Testing is to measure a language learner‟s ability, knowledge, or
performance in given domain. During the learning process teachers can do assessing to
evaluate or appraise a learner‟s level. Moreover, Brown explains that testing is not only a
method for test-takers to qualify a test but also measures a test-taker‟s performance in
setting instrument. Through assessing, teacher does not only apply the subject of study but
also adapts techniques of teaching along with amount of performance to a class. It means
that any language-skill related activities with teacher‟s observation are part of assessment
in teacher‟s teaching practice. Therefore, assessment and test are interrelated to teaching.
Below is a figure that tells a relationship between teaching, assessment and test.
Based on the discussion above, it can be concluded that a test is one of many form
of assessment that the teachers can make. Test is not only one among many procedures
that teachers can be used to assess students but also to measure the process of teaching in
the classroom.

4. The Principle of Assessment

Serafini (2010, p. xiii) states that the process of getting information through
assessment is as important as on how the teacher reflects on the information and how he
use this information to guide his teaching and instructional decision. Therefore Serafini
proposes four basic principles for assessment framework as follows:
a. Assessment must help children learn more effectively
Any assessment framework that does not help children learn is destined to be more
concerned with teacher accountability and the comparison of students rather than with
individual student learning and development. The primary goal of any assessment
framework should be to improve student learning and willingness to engage in the learning
experiences we provide in our classrooms, and to improve students‟ attitudes toward
learning and school.

b. Assessment must help learner to get fair in scoring

Assessment frameworks should be used to help teachers make better instructional
decisions. In order to help children learn, we need to have a more complete understanding
of the learners in our charge. We cannot teach children effectively if we don‟t get to know
them as readers and as individuals.

c. Assessment must be efficient

Our assessments need to interrupt teaching and learning as little as possible
without reducing the constructs we are assessing. In other words, we can‟t reduce reading
to something other than making sense of texts if we are going to effectively assess what
we need to know about our students as readers.
Moreover, Serafini (2010, p. xiv) explains that many assessment programs such as
Accelerated Reader, Reading 180, and numerous Informal Reading Inventories often
define reading as literal recall, decoding, reading accuracy, reading rate, or vocabulary
knowledge other than constructing meaning in transaction with text.
26

In other words, the assessment in reading should focus on reading as a meaning-

making process. Knowing as much as possible about how students make sense of the texts
they are reading and the images they are viewing are also important.

5. Reading Assessment
Brown (2010, p. 189) proposes classroom reading assessment as what it called as
reading performance. There are many types of reading performance that can be done by
the teacher. He states that “variety of reading performance is derived more from the
multiplicity text types (genres) than from the variety of overt types of performance”. In
addition, Brown proposes several types of reading performance that typically identified
and these will serve as organizers of various assessment task.
a. Perceptive
Perceptive reading tasks involve attending to the components of larger stretches of
discourse: letters, words, punctuation, and other graphemic symbols. Bottom up
processing is implied. There are a number of different ways in assessing basic reading
skills for the perceptive task:
1) Reading Aloud: The student sees separate letters, words, and/ or short sentences
and reads them aloud one by one. Since the assessment is reading comprehension,
any recognizable oral approximation of the target response is considered correct.
2) Written Response: The same stimuli are presented and the student‟s task is to
reproduce the probe in writing.
3) Multiple choice: Multiple choice responses are not only a matter of choosing one
of four or five possible answers. Other formats for low levels of reading include
same/ different, circle the answer, true/ false, choose the letter and matching.
4) Picture-Cued Items: Test-takers are shown a picture, such as the one on the next
page, along with written text and are given one of a number of possible tasks to
perform.

b. Selective
In order to ascertain one‟s reading recognition of lexical, grammatical or discourse
features of language within a very short stretch of language. The certain typical tasks that
are used as follow: picture-cued task, brief paragraphs and simple charts and graphs. A
combination of bottom up and top down processing may be used.
1) Multiple Choice: this format is one of the popular methods of testing a reading
knowledge of vocabulary and grammar. The reasons because of practicality; it is
easy to administer and can be scored quickly.
2) Matching Tasks: matching is an appropriate format. The test-taker‟s task is
simply to respond correctly.
3) Editing Tasks: editing for grammatical or rhetorical errors is a widely used test
method for assessing linguistic competence in English.
4) Picture-Cued Tasks: picture and photographs may be equally well utilized for
examining ability at the selective level. Several types of picture-cued methods are
commonly used.
5) The students read a sentence or passage and choose one of four pictures that is
being described.
6) The students read a series of sentences or definitions, each describing a labeled
part of a picture or diagram. Their task is to identify each labeled. item.
 27

7) Gap-Filling Tasks: gap-filling gap can be also said as fill in the blank items. The
student‟s response is to write a word or phrase. An extension of simple ga-filling
tasks is to create sentence completion items where the students read part of a
sentence and then complete it by writing a phrase.

c. Interactive
Interactive reading tasks have a combination of form-focused and meaning-
focused objectives with more emphasis on meaning. The focus of interactive task is to
identify relevant features (lexical, symbolic, grammatical, and discourse). Interactive
tasks show more a little more focus on top-down processing than on bottom up. Texts are a
little longer, from a paragraph to a page o so in the ordinary prose. There are a number of
different ways in assessing basic reading skills for the interactive tasks:
1) Cloze Tasks: cloze task is the ability to fill in gaps in an incomplete image (visual,
auditory or cognitive) and supply omitted details. Cloze tests are usually a
minimum of two paragraphs in length in order to account for discourse
expectancies. There are two approaches to the scoring of cloze test.
2) The exact word method. This method gives credit to students only if they insert
the exact word that was originally deleted.
3) The appropriate word method. This method gives credit to the students for
supplying any word that is grammatically correct that makes good sense in the
context. This method takes more time because the teacher must determine whether
each response is appropriate, but the students will perceive the test as being fairer.
4) Impromptu Reading Plus Comprehension Questions: the most common technique
for assessing reading is read a passage and answers some questions technique.
5) Short Answer Tasks: a popular alternative to multiple choice questions following
reading passages is the age-old short-answer format. The student read questions
that must be answered in a sentence or two from a given reading passage.
6) Editing: in editing tasks, there are several advantages gained in the longer format.
They are authenticity is increased, the task simulates proofreading one‟s own
essay, the task designer can draw up specification for a number and rhetorical
categories that match the content of the courses.
7) Scanning: scanning is a strategy used by all readers to find relevant information in
a text. This kind of assessment is done by presenting students with a text (prose or
chart or graph format) and requiring rapid identification of relavant information.
Some examples of text for assessment of scanning are a one- to two page news
article, an essay, a chapter in a textbook, a technical report, a table or chart
depicting some research findings, a menu, an application form. From those kind of
text, the students are suppost to locate a date, name, or place in an article; the
setting for a narrative or story; the principal divisions of a chapter; the principal
research finding in a technical report; a result reported in a specified cell in a
table; the cost of an item on a menu; and specified data needed to fill out an
aplication. Timing may also be calculated into a scoring procedure due to one of
the purposes of scanning is to quickly identify important elements.
8) Ordering Tasks: this is also called strip story technique. That is assembling little
strip of paper with a sentence on it into a story. This task can serve as an
assessment of global understanding of a story and the cohesivedevices that signal
the order of events or ideas.
28

9) Information Transfer: this is a technique to comprehend charts, maps, graphs,

calendars, diagrams, etc. To comprehend information in this medium. Students
must be able to comprehend specific conventions of the various types of graphics;
comprehend labels, headings, numbers, and symbols; comprehend the possible
relationships among elements of the graphics; and make inferences that are not
presented overtly.

d. Extensive
Extensive reading applies to texts of more than a page, up to and including
professional articles, essays, technical reports, short stories and books. These reading
activities are usually done outside classroom hour. Top down processing is assumed for
most extensive tasks.
1) Skimming Tasks: skimming is the process of rapid coverage of reading matter to
determine its gist or main idea. Assessment of skimming strategies is usually
straightforward
2) Summarizing and Responding: one of the most common means of assessing
extensive reading is to ask the test-taker to write a summary of a text.
3) Note-Taking and Outlining: readers comprehension of extensive texts can be
assessed through an evaluation of a process of note taking and/ or outlining.

Some researchers such as Hughes (2003, p. 73), and Weir and Milanovic (2003, p.
19) use the term standardized reading assessment task formats for the reading performance
as follow:
1) Cloze
2) Gap-filling formats (rational cloze formats)
3) C-tests (retain initial letters of words removed)
4) Cloze elide (remove extra word)
5) Text segment ordering
6) Text gap
7) Choosing from a “heading bank” for identified paragraphs
8) Multiple-choice
9) Sentence completion
10) Matching (and multiple matching) techniques
11) Classification into groups
12) Dichotomous items (T / F / not stated, Y / N)
13) Editing
14) Short answer
15) Free recall
16) Summary (1 sentence, 2 sentences, 5–6 sentences)
17) Information transfer (graphs, tables, flow charts, outlines, maps)
18) Project performance
19) Skimming
20) Scanning

Grabe (2009, pp. 356-357) assumpts that standardized reading assessment is an

effort to reflect the construct of reading-comprehension abilities in one form or another. It
makes a serious effort to capture crucial aspects of the component abilities of
 29

comprehension. Moreover based on these assumptions, Grabe states some major abilities
for reading comprehension There are some major abilities for reading comprehension.
1) Fluency and reading speed
2) Automaticity and rapid word recognition
3) Search processes
4) Vocabulary knowledge
5) Morphological knowledge
6) Syntactic knowledge
7) Text-structure awareness and discourse organization
8) Main-ideas comprehension
9) Recall of relevant details
10) Inferences about text information
11) Strategic-processing abilities
12) Summarization abilities
13) Synthesis skills
14) Evaluation and critical reading

6. Purpose of Reading Assessment

We have already discussed about the definition of an assessment. Rini (2013, p.
72) proposes that evaluation of a student to determines his progress in all areas of reading
is called reading assessment. Moreover, Rini (2013, p. 73)states some purposes of reading
assessment.
The first is to identify skills that need to review. By doing reading assessment, the
teachers know the information on what skills that the students have and have not mastered.
It helps the teachers knowing the skill level of their students since the students have
varying and experiences and knowledge.
The second purpose is to monitor student progress. Reading assessment is used to
learn which students are ready to move forward and which students need review before
covering additional content. It is as a measurable progressof the students‟ ability.
The third purpose is as an instruction guide by the teacher. Teacher can make
decision about instruction that appropriate for each student and also understood by the
students.
The fourth purpose is to demonstrate the effectiveness of instruction. Therefore
teachers have to be knowledgeable about the students readiness and their knowledge. By
getting information from assessment, it allows teachers to create instruction from their
students.
The fifth purpose of is to provide teachers with information on how insruction can
be improved. By giving good instruction, students‟ reading performance can be developed.
While Grabe (2009, pp. 356-357) states the purposes for reading assessment as
follows
a. Reading-proficiency assessment (standardized testing)
This kind of assessment is referred to as standardized testing. It is important as a
way to understand students‟ overal reading abilities and to determine if students are
suitably prepared for further learning and educational advancement. In most respects,
proficiency assessment represents
high-stakes testing because decisions are often made about students‟ future educational
goals and opportunities. Reading- proficiency assessment is also sometimes used for
30

student placement, for policy decisions, for curriculum changes, or for program, teacher,
or institutional evaluations.

b. Assessment of classroom learning

This kind of assessment involves the measurement of skills and knowledge gained
over a periode of time and usually called as summative or achievement testing. It uses
tasks that reflect the material taught in class and the skills practiced. The teacher, teacher
groups, or curriculum groups (or textbook-materials writers) develop these tests, and they
are responsible for deciding what represents a measure of success, as well as what steps to
take as a result of assessment outcomes. Teachers use some techniques such as end-ofunit
tests, quizzes of various types, postreading comprehension questions, etc. While Informal
and alternative assessment options are central for the effective assessment of learning. The
example for these are student observations, self-reporting measures, progress charts,
engagement and group work, group outcomes assessment, interviews), and they usually
provide converging evidence over time for the appropriate summative assessment at the
end of the school year.

c. Assessment for learning (supporting student learning is the purpose)

Assessment for learning is known as formative assessment. It is an approach to
reading instruction where the teacher gathers feedback on student‟s performance (e.g., on
reading-related activities) and engages students in improving their learning based on
teacher responses. (Wiliam et al., 2004, p. 49). Through observations and students‟ week
performance outcomes teachers can learn to respond to student signals of
noncomprehension.
Assessment for learning engages students in their own learning and responds to
indicators of nonunderstanding or weak performances with ongoing remediation and fine-
tuning of instruction. There are two general types of “assessment for learning” practices:
the first involves the use of recognizable classroom assessment activities to provide
helpful feedback for learning; the second involves specific assessment for learning
practices to support students directly in their day-to-day learning. Therefore, the teachers
should (a) encourage student awareness of what successful outcomes would look like, (b)
provide opportunities to help students become more successful, (c) address skills needed to
improve learning.

d. Assessment of curricular effectiveness

This kind of assessment is relevant for the development and / or review of reading
curicula. Assessment outcomes for this kind of assessment is standardized testing,
cumulative records over years that indicate gains or losses in student outcomes, interviews
with teachers, students, and school administrators on summative test performance,
feedback from institutions that receive graduates from the program or school, and
innovative assessments that highlight specific school or program goals such as project
work, motivation, extensive reading, writing skills, or collaboration and group work.

e. Assessment for research purposes

This kind of research is very important not only for reading research results
awareness but also for their implications for reading instruction. Research studies
sometimes use standardized assessment instruments to measure student levels or student
instructional outcomes. The measures should be valid: reliable, construct-relevant, useful,
 31

fair, and responsible. Reading research can have a powerful impact on teaching and on
students‟ learning experiences (Grabe, 2009, pp. 353-356).

7. Factors Affecting on Reading Test

According to Alderson (2001), there are some factors affecting on reading test.
a. Factors affecting the difficulty of reading test items
1) Language of questions: fairly obviously, if the language of the questions is harder
to undersatnd than the passages themselves, the reader is presented with an
additional layer of difficulty, and we cannot tell whether poor performance is due
to the passage difficulty or to that of the questions. The usual advice to test writers
is to ensure that the language of the questions is simple, and certainly easier than
the passage. This is often difficult for tests for beginning first-language readers.
2) Types of questions: it is fairly commonplace to distinguish items that focus
explicitly on one part of a text from those that cover more of a passage. There are
three different types of questions (1) Textually explicit question are those where
both the question information and the correct answer are found in the same
sentence (2) Textually implicit questions, on the other hand, required respondents
to combine information across sentences (3) Script-based questions (sometimes
called scriptally implicit questions) require readers to integrate text
3) information with their background knowledge since correct responses to the
questions cannot be found in the text itself.
4) Testing Skills
5) Role of grammar in reading tests
6) Role of vocabulary in reading tests
7) Use of dictionaries in reading tests
8) Reading and intelligence

b. Factors affecting the difficulty of reading test texts

1) Background knowledge versus text context
2) Presence of text while answering questions
3) Text length

Based on the discussion above we can conclude that assessing reading is not a
simple one but by applying the appropriate technique, the teacher are able to measure the
teaching process and the student can get fair result or score. Besides, teachers are able to
measure the success of the teaching process and the result of teaching itself.

E. Descriptive Text
1. Descriptive as a Genre
As it was mentioned above, one of factors affecting the readers‟ understanding
when they read is the text type. Thus, knowing the characteristics of the text being read is
very important. Hazel (2005, p. 27) states that the term genre is from French for a type,
species or class composition. It is used to distinguished a broad range of different kinds of
writing from non-literary to the literary. Genre is characterized by different codes and
conventions. Moreover, Knapp & Watkins (2005, p. 16) declare that providing students
with the ability to use the codes of writing (the genre and grammar) effectively and
efficiently is the purpose of the genre, text and grammar. Texts are always produced in a
32

context. While texts are produced by individuals, individuals always produce those texts as
social subjects; in particular, social environments. In other words, texts always have to do
with a social environment and to other texts, they are never entirelly individual or original.

2. Definition of Descriptive Text

We use and find many kinds of text in our daily life. We read a text of the
information of something for example a text about natural disaster, computer etcetra. So,
what is a text exactly?
Mark and Kathy (2003, p. 1) state that “we live in a world of words”. We put the
words together to create a text to communicate a meaning. We construct a text when we
speak or write to communicate a message. We interpret a meaning of text when we read
and listen to or a view a text.
Creating a text requires us to make choices about the words we use and how we
put them together. If we make the right choices then we can communicate with others. Our
choice of words will depend on our purpose and our surroundings (context).
There are two main categories of texts – literary and factual. Within these are
various text types. Each text type has a common and usual way of using language. Literary
texts include Aboriginal Dreaming stories, movie scripts, limericks, fairy tales, plays,
novels, song lyrics, mimes and soap operas. They are constructed to appeal to our
emoticaons and imagination. Literary texts can make us laugh or cry, think about our own
life or consider our belifs. There are three main text types in this category: narrative, poetic
and dramatic. Media texts such as films, videos, television shows and CDs can also fall in
this category. While factual text include advertisements, announcements, internet web
sites, current affairs shows, debates, recipes, reports and instructions. They present
information or ideas and aim to show, tell or persuade the audience. The main text types in
this category are recount, response, explanation, discussion, information report, exposition
and procedure (Anderson, 2003, pp. 1-2). In other words, the purposes of the text are to
persuade, to inform and to construct the reader.
In this research the writer only focuses on descriptive text. Descriptive text is “a
factual description describe the parts of a particular person, place, or thing without
containing individual view” (Anderson, 2003, p. 26)
Based on the explanation above, descriptive text is description of someone or
something or a place that described into words. It includes details as real as possible which
make the reader easy to imagine what text is being described. The writer of the text has to
select an appropriate word to describe the object in order to make the readers are able to
imagine the object being described.
The types of text that are taught for junior high school in Indonesia are:
descriptive, report, procedure, recount, and narrative. In this case, the research discusses
about one type of the text which is descriptive text. As well as its name descriptive text is a
kind of text that describes an object, such as a person, an animal, a plant or other kinds of
object that can be described in detail.

3. The Features of Descriptive Text

There are some features of descriptive text as follows;
a. Purpose
As it was mentioned above, it is said by Anderson (2003, p. 26) that the purpose of
descriptive text is describing its details without containing individual view. Dietsch
proposes the purpose of as follows:
 33

1) To create imaginary, a mood, or an aura of place

2) To stimulate understanding and convince
3) To urge the listener to action
In other words, by describing details the readers‟ emotional expressions are guided
to create impression of readers‟ main idea.

b. Linguistic Features
Descriptive text usually includes the linguistic features. According to Anderson
(2003, p. 26), the linguistics features of descriptive text are as follow:
1) Verbs in the present tense
2) Adjectives to describe the features of the subject
3) Topic sentence to begin paragraphs and organize the various aspects of the
description

In line with Anderson, Knapp (2005, p. 98-100) proposes the linguistic features as
below:
1) When describing things from a technical or factual point of view, the present tense
is predominantly used; for example, has, eats, sings, lays, swim
2) Relational verbs are used when classifying and describing appearance/qualities
and parts/functions of phenomena (is, are, has, have); for example,
 My favourite toy is a teddy bear because it is cuddly and friendly
 Turtle do not have teeth, they have a sharp beak instead
3) Action verbs are used when describing behaviours/uses; for example,
 An ant has three body parts
 Some ants have wings
 The queen ant lays the eggs
 Ants live in colonies
4) Adjectives are used to add extra information to nouns and may be technical, every
day or literary, depending on the text; for example,
 Possums are nocturnal (technical)
 It is grey and brown (everyday)
 Her appearance was majestic (literary)
5) Adverbs are used to add extra information to verbs to provide more detailed
descriptions; for example,
 Turtles swim slowly
 She was always hassling her mother
 He could think clearly
6) Adverbial phrases are used in descriptions to add more information about the
manner, place or time; for example,
 Walruses have hair on their lips (place)
 The student only worked diligently just before exams (time)
7) Sentences and paragraphs are thematically linked to the topic of description; for
example,
 The moon is a lump of rock that goes around the Earth
 It is grey and brown
 It is bumpy and has craters
34

8) Personal and literary descriptions generally deal with individual things; for
example, my favourite toy, my house, my big bear
9) Technical descriptions generally deal with classes of things, rather than individual
things, for example, snails, turtles, volcanoes.

On the other hand, Buscemi (2002, p. 263-264, 267) claims that linguistic features
are:
1) Using concrete and proper nouns
2) Using effective verbs
3) Including specific details

c. Generic Structures
According to Mark and Kathy Anderson (2003, p. 5) in their book mentioned the
three generic structures of descriptive text as followed:
1) Identification covers (a) the paragraph introduces the subject of the description to
the audience identifies and (b) it gives the audience brief details about the when,
where, who, or what of the subject
2) Description that descriptive text (a) consists of several paragraphs, (b) each
paragraph usually begins with a topic sentence, (c) each paragraph in this part
should describe one feature of the subject, and (d) all of the paragraphs in this part
build the detailed description of the subject.
3) Conclusion (optional) means that the concluding paragraph signals the end of the
text.

Based on the discussion above we can conclude that descriptive text is a text that
describe a person or a thing is like. Its purpose is to describe and reveal a particular person,
place, or thing. Descriptive text has two structured which are identification; identifying the
phenomenon to be described and description; describing the phenomenon in parts,
qualities, or/and characteristics.

F. Project Based Learning

1. The Concept of Project Based Learning
There are many ways that defines about Project-based learning. Some researchers
refer project-based learning to a “model,” “method,” “approach,” or a“technique”.
According to Ozdemir (2006), project-based learning is a “model”. Ozdemir claims that
project-based learning is an effective model for producing gains in academic achievement.
PBL has been considered as an “approach” (Demirham , 2002; Gultekin, 2005). Demirham
(2002) claims that PBL is a comprehensive approach to classroom teaching and learning
that is designed to engage students in investigation of complex, authentic problems and
carefully designed products and tasks. According to Sidawi (2005, p. 25) project-based
learning is an approach that creates a bridge between knowledge and action. Danford
(2008, p. 8) claims that “PBL is an effective methodology which can enhance the
international business course experience for students”. As long with Danford, Doppelt
(2003, p. 255) argues that “Project-based learning (PBL) is a well-known method for
imparting thinking competencies and creating flexible learning environments”.
Project Based Learning can be seen as a pedagogical innovation which integrates
theory and practice by means of problem solving of working life issues (Tynjala, et al.,
2003, p. 21).
 35

In Project-based learning, students will read through a vast area of reading

materials, for the sources ranging over books, magazines, newspapers, articles to surfing
the net. In addition, the use of computers and technology in learning activities has been
shown to have a positive correlation with higher reading comprehension ability. (Chu, Tse,
Loh, & Chow, 2011, p. 67).
In the relationship with English teaching and learning especially in reading, it
seems to match the Project-based learning. Project-based learning is simply defined as “an
instructional approach that contextualizes learning by presenting learners with problems to
solve or products to develop” (Moss, D., & Van Duzer, C, 2010, p. 1). In particular,
project based learning activities can be characterized as follows (Simpson, 2011, p. 76;
Srikrai, 2008, p. 36):
1) Student-centered so the teacher becomes facilitator or coach
2) Leads to the authentic integration of language skills and processing information
from multiple sources
3) Focuses on content learning rather than on specific language patterns
4) Encourages collaboration among students
5) Allows learners to demonstrate their understanding of content knowledge through
an end product (e.g., an oral presentation, a poster session, a bulletin board
display, etc)
6) Bridges using English in class and using English in real life contexts

It can be concluded that project based learning is a teaching approach that engages
students continuously, collaborative real-world investigations. Usually the project is given
during or after the learning process that focuses on content learning.

2. Model of Project Based Learning

Morgan (1983, p 19), for example, described three general models of project work
for educational purposes:
1) Project exercise: The aim of this type of project is that students should apply
knowledge and techniques already acquired to an academic issue in a subject area
already familiar to them. This represents the most traditional kind of project-based
learning. (Authors' note: the idea of applying knowledge is still prevalent as a
central feature of project work in course descriptions of project based courses in
post-secondary education).
2) Project component. In this type of project work, the aims are broader and the
scope is larger; the project is more interdisciplinary in nature and often related to
"real world" issues; the objectives include developing problem-solving abilities
and a capacity for independent work. Often, traditionally taught courses are
studied in parallel with the project course.
3) Project orientation: This term denotes the entire curriculum philosophy of a
programme of study; the projects that students complete form the entire basis of
their university education, while instructional teaching is provided only to
supplement the requirements of the project topics. The subject material studied is
determined by the demands of the project topics.
36

Project exercises are typically a part of teacher-centred project pedagogy. The

project exercise is the "capstone" event designed to integrate the subject material learnt
during a specific course. On the other hand, project components and project orientation
tend to leave more scope for student centeredness. However, project components and
project orientation can also be work-based, which serves to introduce an extra element into
the control in the learning process. Ideally, this results in a three-way partnership between
the client, the student and the teacher.
Based on the discussion above we can conclude that there are three models of
project based learning for educational purposes. Each of the model has purpose therefore
every model of project-based learning should be appropriated with the level of the
learners.

3. Component of PBL
When the teacher wants to implement the Project Based Learning, he should know
about the component of PBL. There are four components of PBL as follow:
a) The role of teacher
Jezberová et al. (2011, p. 77) stated that the teacher‟s role is very
important in learning process. Nowadays teacher is not only a person who
distributes the information and knowledge but also helps students in their learning
activities. The basic teacher‟s role changes as a guide, facilitator, manager,
counselor, or an evaluator, depending on the teaching context and the PBL stage
(as cited in Kalabzova, 2015, 19).

b) The role of students

In order to make PBL work well all of students should be participated in
learning activities whether in the classroom or outside the classroom. It is a duty
of a teacher to arrange activities of the students so that the students can do their
best work. The students should know why they learn something or why they learn
it. By knowing what to do, the students will become active part of the project.

c) The Content of Curriculum

The material should be related with the content of curriculum. On the
other hand, Dvořáková (as cited in Kalabzova, 2015, p. 19) stated that PBL can be
aimed only or mainly at training key competencies and concentrating on teaching
factual knowledge may become subsidiary.

d) Symbolized by surrounding
The place in which PBL carried out. PBL can be done in the classroom
but it is much more useful if the realization is outside the school. The aim of this is to
connect the reality as a source for various authentic materials

4. The Role of Project Based Learning

Nowadays most of children are familiar in using and applying technology such as
computer or smartphone whether it is for playing game or using other applications.
Generally, they are users‟ technology with little trouble in developing their skills needed
for participating in a society. Therefore, the teachers are expectated to have competency
not only in pedagogy but also in technology. Dooly & Masats (2011, p. 42) argue that
“Technological advances that today‟s children are experiencing have had an impact on
 37

expectations of teacher competences; it is becoming more and more commonplace that

teacher training curricula include information and communication technologies (ICT)
knowledge and skills”.
Therefore teachers should have such competences not only in methodology but
also technology in their teaching practices. Teacher training programmes should ensure
that, upon the completion of their pre-service education, future teachers possess such
competences, along with methodological tools to integrate language and technology in
their teaching practices.We believe that project-based learning (PBL), based on tasks and
subtasks, provides an ideal approach to achieve this.
Moreover, Mishra and Koehler (2006, p. 54) argue that a teacher who is able to
negotiate the relationships between content, pedagogy, and technology develops a form of
expertise greater than the knowledge of a disciplinary expert, a technology expert, and an
educator.
Teacher training programmes should ensure that, upon the completion of their pre-
service education, future teachers possess such competences, along with methodological
tools to integrate language and technology in their teaching practices.We believe that
project-based learning (PBL), based on tasks and subtasks, provides an ideal approach to
achieve this.
Teacher education (especially in specialized language teaching areas) needs to
provide future teachers with the methodological means to integrate language, technology,
and media education.
School teachers can enable learners to develop audiovisual and linguistic
competences (and the content knowledge inherent to both language systems),
ICTcompetences (and the associated procedural knowledge), and inter- and intra-personal
competences (and the skills necessary to learn in joint collaboration with others). Teacher
training programmes should ensure that, upon the completion of their pre-service
education, future teachers possess such competences, along with methodological tools to
integrate language and technology in their teaching practices.
It can be concluded that the role of project-based learning is crucial for developing
the learners‟ skill needed for participating in a society. The use of technology in making
the project should be continuously applied in order to prepare the learners in facing
globalization. Therefore teachers should have such competences not only in methodology
but also technology in their teaching practices

5. The Relationship Between Project Based Learning and other pedagogical

approaches
What is the relationship between project-based learning and other pedagogical
conceptualisations such as problem-based learning, experiential learning, experimental
learning, work-based learning and service learning? We start by examining the
relationship between project-based learning and problem-based learning (incidentally both
abbreviated"pbl"). In problem-based learning, according to Norman and Schmidt (1992), a
collection of carefully constructed problems is presented to small groups of students. The
problem usually consists of a description of a set of observable phenomena or events that
need explanation in terms of underlying processes and mechanisms. What is essential is
that students' prior knowledge of the problem is insufficient for them to properly
understand the phenomena in question. The students then decide upon learning goals, after
which they study the problems on their own. They may also attempt to solve the problem,
38

but this is not a goal in itself. For a description of the stages of problem-based learning
(Boud and Feletti 1999). Consequently, the two key features of project-based learning are:
1) the presence of a problem or a question, which serves to drive activities that result
in a series of artefacts or products
2) culminate in a final product which addresses the driving question (Blumenfeld et
al. 1991), it is obvious that problem-based learning does not necessarily
"culminate in an end-product". In other words, the starting point in both
approaches is a problem but in problem based learning, students' activity is
directed to "studying", whereas in project-based learning, students' activity is
directed to constructing the product. Interestingly, experiential learning as learning
from experience bears a resemblance to the original model of project-based
learning dating back more than a hundred years.

According to the legendary pioneer of project-based learning, William Heard

Kilpatrick (1921), there are four types of projects.
1) The first type represented those experiences in which the dominating purpose was
to do, to make, or to effect: to embody an idea in "material" form. Writing letters
and composing symphonies were activities that represented projects of type 1.
2) The second type involved purposeful enjoyment or appropriation of an experience,
for instance, a boy enjoying a piece of music or fireworks.
3) In the third type of project the dominating purpose was to solve a problem.
4) The fourth type, the learning project, included experiences in which the purpose
was to acquire some item or degree of knowledge or skill.

The project of type 2 are no longer considered suitable for project-based learning,
since they are passive experiences, which do not require conscious reflection and action.
Interestingly, the elements of projects 1 and 3 are subsumed under Blumenfeld's definition
of project-based learning.

6. Collaborative Learning
Collaborative learning or cooperative learning are also concepts often mentioned
in connection with student projects. The distinction between these two terms is often
defined on the basis of the extent of shared activity: characteristic of cooperation is the
effective division of labour, while collaboration requires participants to solve a problem or
perform a task together (Teasley and Roschelle 1993, Littleton and Hakkinen 1999).
Project work is usually divided among participants but, at the same time, the aim is to
construct a shared outcome. Thus, project-based learning involves both cooperative and
collaborative elements. Furthermore, a project task is usually planned so that it could not
be performed without the common efforts of the participants.
The theoretical basis of collaborative learning can be traced back to two main
sources: the Neo-Piagetian research tradition on the one hand and the Vygotskyan view of
learning as a basically social activity on the other hand. Piaget's idea of cognitive conflict
or Neo-Piagetians' concept of socio-cognitive conflict refer to the mechanism through
which an individual realises that her thoughts or ideas are inconsistent with other people's
views or new information. This internal conflict leads the individual to reflect on her
thinking and may serve to initiate conceptual change. The Vygotskyan argument for
collaborative learning is based on Vygotsky's view of the social nature of learning.
According to Vygotsky, learning takes place primarily on the social, interpsychological
 39

plane, and only secondarily on the intrapsychological plane when a learner internalises
what has first been experienced in social interaction. The ideal state for learning is what
Vygotsky called the zone of proximal development. This concept refers to the distance
between the learner's actual state of development determined by independent problem-
solving and the potential level of development that he or she can reach through the
guidance of adults or collaboration with peers. Thus, Vygotsky argued that through social
interaction students may reach a higher state of development than they would achieve by
working and studying on their own. Dillenbourg has emphasised that collaboration itself is
neither a learning mechanism nor a method. Rather, collaborative learning is an interactive
situation which may trigger specific cognitive learning mechanisms (such as induction,
deduction, compilation, knowledge elicitation, internalisation, etc.).

7. Challenges in Implementing PBL

There are certain challenges that might be faced by the teachers who use PBL in
their classroom (Kolodner et al., 2003; Mitchell, Foulger, Wetzel, & Rathkey; 2009).
These challenges are taking on the constructivist approach, adopting new instructional
strategies, curriculum and selection of topic, management and design of PBL, assessing
PBL, and the nature of collaboration.
a) Taking on the Constructivist Approach
It need time for the tecahers to transition towards the constructivist
approach of PBL, whether it is in sharpening their skills or changing their beliefs.
Grant and Hill (2006) discussed at great length the influential factors that play a
role in a student-centered pedagogy. The teachers must be able to recognize and
accept a shift in their function and become comfortable with implementing
student-centered pedagogies. The ambiguity and flexibility of the environment
created by the student-centered approach should be tolerated by the teachers.
Therefore, to achieve the goals of PBL with its student-centered approach,
teachers of PBL have to be motivated, open to a change in their teaching practices,
and ultimately allow for flexibility in planning the learning experiences of the
students (Hertzog, 2007).

b) Adopting new instructional strategies

Park Rogers, Cross, Gresalfi, Trauth-Nare, and Buck (2010, p. 905)
reported that the teachers needed guidance on using instructional startegies to
implement PBL due to the difference views on their roles, difference views on the
compatibly of PBL with their views on teaching and learning, and difficulties in
helping students to adjust to a new style of leaning.

c) Assessing PBL
Clear expectations about the project requirements should be announce to
the students in order to get better assessment (Grant, 2011).The assessment should
include several learning products such as portfolio, rubrics, whole class
discussion, performance assessment, written journals, weekly reports and self-
assessment (Grant & Hill, 2006, p. 36; Barron & Darling-Hammond, 2007).
40

d) The Nature of Collaboration

As a model of constructivist instruction, PBL involves group working as a
process of learning. Kapp (2009, pp. 139-143)) observed that the most difficult
aspect of PBL is the ability of students to work together. While Kolodner et al.
(2003, p. 495) claimed that classroom culture of collaboration is created where
students feel responsible to help each other and doing trial and error. Therefore,
collaboration is an important aspect of PBL and teachers need to ensure that the
process results in a positive and rewarding experience that enhances learning and
performance.

8. Phases of PBL in English Classes

There are some phases of PBL that the teacher should aware before implementing
PBL as below:
a) Preparation Phase
Miller (2011, p. 35) claimed that in order to help students to create authentic,
engaging and relevant projects, the teachers should guide the students through
sequence of preparation steps. These should be a logical farmwork such as:
1) Selecting the purpose
Lamer and Mergendoller (2012, p. 47) advised that it would be better
if the teacher show the “entry event” such as featuring film, music or
lively discussion to arouse the students interest and initiates their
questioning before introducing the project work. This stage will activate
the students‟ prior knowledge and personal experiences.
2) Determination of the educational aims.
Patton (2012, p. 64) advised that teachers shoud carry out “backward
planning” so that the students agree on the choice of suitable title for the
project.in all conditions. This can be stated that everything students are
expected to learn in the project from the knowledge to specialist skills or
competencies and thin the ways of assessing them.
3) Selecting the final product
Patton (2012, p. 64) argued that there were three main types of final
product which may be a product, a performance or a
service. The choice was depended on the students‟ interest, style of
learning, experience or creativity. Moreover Mergendoller (2012, p. 47)
claimed that the students should have a right to “Voice and Choice” in
products. The aims were to enables students to personalize the learning
and makes project meaningful to them. In addition Mergendoller and
Thomas (2003, p. 32 ) stated that by getting involved in developing the
rubric, the students would be able to restate it in their own words. If the
students created their own product, they would conduct easily. According
to Patton (2012), the students will have a clear vision about the product
and also can be used a basis for assessment criteria.
4) Creating a general structure, timeline and regular check-ins.
In this stage according to Mergendoller and Thomas (2003, p. 32) the
teacher gave some questions to brainstorm before completing a research
plan. Similarly, students gathered, compiled and analyzed the information.
Then students defined several project milestones and filled a Milestones
Table. The table contain the coloumn of name of project, deadline, goals
 41

of project, team members and outcomes. Then the students would create a
Table of Individual Tasks that has to be carried out to meet the
educational goals. The tables as shown below:

Table 2.1 Milestones Table

MILESTONE TABLE NAME OF STUDENT:

NAME OF THE PROJECT:
START: FINISH:
GOALS OF THE PROJECT:
TEAM MEMBERS:
OUTCOMES: SMART criteria:

Task description

Signatures of team members:

Adapted from Svobodova et al. (2010)

Table 2.2 Tbale of Individual Tasks

TABLE OF INDIVIDUAL NAME OF THE PROJECT:

TASKS
Author: Date: Version:
Task (structure) Materials: Place: Person – doer
Outcome:
Deadline: Notes:
of the task:

Adapted from Svobodova et al. (2010)

5) Forming teams.
Forming teams could be done by intructor-formed tems, self-selection
teams, or spontaneous group formations. The last form mentioned can be
based on specific interest or frienship. Some students favoured
establishing group by the teacher‟s choice. There are several benefits if
the teacher choiced. Firstly, teachers were able to place uncooperative,
popular or unpopular students in appropriate groups. Secondly, they can
match the grouping pattern to the educational context or goal. Thirdly,
weak students are tutoring from srong students. The last, the student do
not cover up his cheating friends. According to Svobodová et al (2010)
later the students can compile their working teams when they master PBL
process.
42

6) Producing the final written logical framework.

In this stage, the teachers fill in the logical framework where the
students have their specify individual project stages and milestones
b) Realization Phase
This phase covers stages of launching project work; planning and realizing
concrete activities along with project finishing. This phase consist of:
1) Information gathering cycle.
Allan and Stoller (2005, p. 18) claimed that at this phase teachers
should prepare students for the language, skill and strategy demands
connected with following information gathering. Stoller (2013, p. 43) lists
six potential different sources for the information gathering as shown
below:

Table 2.3 Specific Lannguage and Content Supporting Techniques or Method

Interviews Reading Websearch Correspondence Video/You tube
Question Establishing a Establish a Contrast Establish a
formation purpose for purpose language in purpose for
Pronunciation reading Pose guiding formal letters listening
Gambits to Make and later questions and emails Pose questions
request, check Select key Contrast format Review key
repetition predictions words of formal letters words&important
Clarification Skim for main Preview to and emails signal words
Elaboration ideas determine Review Review words
Recasts Scan for suitablity conventional that might be
Listening & particular Skim for main opening and misunderstood
Note taking details ideas closing phrases Listen for the gist
Language of Jot down notes Scan for Brainstorm or specific details
openings and in the margins particular Draft Decide how to
closings Fill in an details Revise:
 -word take notes
Topic-related outline Take notes choice - Notetaking
vocabulary Read between Use gramatital Listen again to
Key the lines vocabulary structures - fill in missing
grammatical Use learning organizations information
structure organizational strategies Peer edit / edit - Review key
Que structure for Pursue other spelling - grammar
main idea links to punctuation structures
comprehension determine
Review key suitability and
vocabulary extensions
Review
transition
words
Navigate the
Web

Adapted from a video conference (Stoller, 2013)

 43

2) Information processing cycle

Teachers had the opportunity to teach them how to process the
information when the students collected the information using diverse
methods of gathering.

c) Presentation Phase
Stoller (2015, p. 43) describes this stage as Information reporting cycle, where
teachers create language activities helping students successfully present the final
project outcomes

d) Evaluation Phase
PBL assessment does not concern only the final product, in fact students are
assessed throughout the process of PBL, which stresses formative assessment and
accepts the necessity of final summative assessment. There are four main sources
of the assessment in PBL like self-assessment, peer assessment, teacher or outside
expert/audience assessment (Patton, 2012, p. 64)

9. The Step of PBL in English Reading Classroom

Kavlu (2016, p. 9) proposed the step of PBL in English reading. The steps are
follow:
a. Step of Reading Strategies
1) The Pre-Reading Stage
During this stage, Crawford et.al (2005, p. 18) some techniques and instructions;
brainstorming, encouraging the use of dictionaries, discussing text types, and predicting.
a) Brainstorming
Crawford et al (2005) define brainstorming as a method for creating many
ideas about topic. In this activity, students are invited to call out words, knowledge
and experience that relevant to the text, relevant language and an expectation
meaning (Hood et.al, 2005). Furthermore, Crawford et.al (2005) declared that
brainstorming can help to elicit background knowledge and to activate necessary
schemata.
b) Encouraging the Use of Dictionaries
The use of dictionaries in teaching reading comprehension can help the
students when they have problems in finding the meaning of the new or difficult
words in the pre-reading stage.
c) Discussing Text Types
Readers who are knowledgeable about text structures have an advantage in
comprehension and recall over readers who are not aware of the organization of
the texts. The reader‟s understanding of how the text are organized influences
reading comprehension.
d) Predicting
Predicting technique is also used in pre-reading stage. Writing the title is one
way of to ask students to predict the kind of text and what the text is about. It can
be assumed that students can give the title of the text by using predicting
strategies. In line with this, USA National Reading Panel (2000) argued that
prediction is one of the strategies to ensure the students‟ comprehension.
44

2) While-Reading Stage
There are some strategies used in the while-reading stage; reading aloud, reread
for cecking comprehension, direct reading activity, discussion the unknown words and
retelling the text.
a) Reading Aloud
Reading aloud plays an important role in the development of reading
competence and helps students in making meaning. Moreover, The National
Capital Language Resource Center (2007, p. 98) argues that a person who reads
aloud and comprehends the meaning of the text is coordinating word recognition
with comprehension in highly complex ways.
b) Reread for Checking Comprehension
NCLR proposes reread to check comprehension as one of while-activities in
reading comprehension.
c) Direct Reading Activity
Crawford (2005, p. 101) states that Direct Reading Activity (DRA) is a
strategy for directing the students‟ silent reading with comprehension-level
questions by guiding them to key points in the text and providing opportunities to
discuss its meaning with their classmates.

3) Post-Reading Stage
In this stage, NCLRC (suggests to evaluate the students‟ comprehension in
particular tasks. Moreover, Brown and Palinscar (as cited in Doolittle, 2006, p. 27) and
USA National Reading Panel (2000) propose predicting, questioning, clarifying,
summarizing, minitor comprehension, and justify comprehension in this post-reading
stage.

b. Steps of reading project development

There are some steps in the reading project development.:
a) Start the project
This steps illustrates the ongoing process which is undertaken by students with
support provided by the teacher in the process of project preparation. The nature of the
projects is varied, due to which various language skills are aimed to enhance.
b) Develop the project
The main steps of project development process, whether it is a reading, writing,
listening, or speaking project are almost the same.
It should be emphasized that while fulfilling the project steps‟ requirements, the
accomplishment process goes through the exposure to the target English language skill.
Steps in the project development are the sequence of principles which lead learners and
teachers to the tangible outcome.
c) Present the project
This is the step where the students perform their project. The skill that are getting
involved can be reading, speaking and writing.
d) Assessment the project
Compared to the traditional learning assessment, Project-Based Learning
assessment is different as well as challenging. Various types of assessments are used for
Project-Based Learning assessment, such as process self-assessment, peer assessment,
case-based, performance-based assessment and portfolio assessment. Comparison of
 45

assessment types which have been accepted substantial are generated by the researcher in
the table 2.4 below

Table 2.4 Comparison of self-assessment, peer–assessment and tutor,

facilitator assessment

criteria of assessment / Self–Assessment Peer–Assessment Tutor, Facilitator

types of assessment Assessment

Popularity of reading Increases Increases Is obligatory

Assessment Form Authentic, alternative, Authentic, alternative, Traditional, evaluates

evaluates one’s own evaluates peer work learners’ personal
work effort and teamwork

Learner Active performer in Interactive and active Feedback and

the assessment performer in the evaluation receiver
process. Learner assessment process. (student is passive)
autonomy increases Learner autonomy
increases

Approach Student – centered Student – centered According to the

implemented
assessment form, it
can be teacher–
centered or the
equilibrium mixture of
a teacher and a
student-centered

It can be concluded that there are some steps of project-based learning in

reading English classroom. The teacher should more active in finding the suitable material
that related to the learning process. Preparation should be done from the step of reading
strategy until the assessment. The assessment is not only self-assessment but also peer-
assessment. The teacher as well as the students can do assessment.

10. Previous Related Studies

As reinforcing material for this research, the writer cites several researches that are
relevant include:
Aiedah A.K. & Audrey Lee K.C. in their study entitled “ Application of Project-
Based Learning in Students‟ Engagement in Malaysia Studies and English Language” (an
exploratory study that looks at the application of project-based learning on student
engagement in learning the particular subjects at Taylor‟s College, School of Hospitality
and Tourism, 2012). The findings demonstrate that project-based learning can improve
student engagement in subjects such as Malaysian Studies and English language but
collaborative learning in which is one of the aspects of student engagement is the most
challenging part for instructors and students.
46

Jantima Simpson in his study entitled “Integrating Project-Based Learning in an

English Language Tourism Classroom in Thai University” (a mixed research study
utilizing both quantitative and qualitative instrument, 2011). The result of the study
showed that PBL had a statistically significant effect on the development of low and
medium achievers‟ English language skills, with exception of the structure and written
expression of the low achievers.
Wei-Jane Lin, Hsiu-Ping Yueh, Masayuki Murakami & Michihiko Minoh in their
study entitled “Exploring Students‟ Communication and Project_Based Learning
Experience in an International Distance Course,” (A Case Study conducted by three
universities across Japan and Taiwan, 2009). Result of the study showed that students of
different countries actually demonstrated different degrees and perception of how useful
technologies were in their learning experiences.
Srikrai, in his study entitled “Project-based learning in an EFL classroom” (2008).
The result of the study showed that the students perceived the value and the benefits of
completing the project. The students gained more motivation and confidence in using
English especially in listening and speaking.
Chayanuvat, in her study entitled “Developing a PBL English course: A discovery
journey” (the implementation of PBL in a basic English course aiming to develop
students‟ four skills for communicative purposes, 2007). The result of the study showed
that more than 50% of the students were confident that PBL can help improve their
English although most of them (74%) were not ready for PBL in their English class.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses methodological phases applied in this study. It provides six
main points (a) setting; time and place, (b) research design; approach and method, (c)
instrument of the research, (d) data and resource of data, (e) data collection, (f) technique
of collecting data, and (g) technique of data analysis.

A. Research Setting
1. Research Setting of Place
This research will be conducted at SMP Madania, Parung, Bogor, Jawa Barat and
SMPN 2 Gunungsindur, Guungsindur, Bogor, Jawa Barat. To be more specific, the
researcher will observe an English reading classroom at grade eight at those schools
mention above. The reason for choosing this setting is because the teachers from those
schools have already implemented PBL.

2. Research Setting of Time

Referring to the time of the research, this research was conducted from 6th
October 2017 until 17th November 2017. The reason why the researcher chooses this
periode is because the students still havety an active teaching and learning activities.

B. Research Methods and Research Design

This research is a kind of case study. It is aimed to gain the data on the
implementation of PBL method in English reading classroom. Richards (2011, pp. 208-
211) states that there are essential characteristics of a case study, which are bounded,
contextualized, and draws on multiple data sources. Based on these characteristics, this
case study, can also be regarded as a naturalistic study since the researcher is interested in
the process of teaching and learning in English reading classroom of grade eight of SMP
Madania and SMPN 2 Gunungsindur without taking any intervention in the process.
Moreover, Duff (2008, p. 101) states that case study may be exploratory,
descriptive, relational, explanatory, evaluative, confirmatory or some combination of these.
Therefore, this study is focused on the implementation of PBL method in English reading
classroom in which attempted to describe the real condition happened in those two schools
in Kabupaten Bogor and it has several sub focuses such as teaching materials, learning
activities, role of teacher and students, and kind of evaluation that teachers made during
their teaching and learning activities in the class. In this study, the researcher only coped
by doing investigation on how the teachers implement PBL method in English reading
classroom, on how the teachers lead the students to reach the goal by doing teaching and
learning activities based on the materials stated in the syllabus for grade eight at English
reading classroom. The researcher also investigated on how the role of the teacher and
students were in the classroom activities, and how the teachers do the evaluation during
teaching and learning activities. The result thus is not intended to generalize as general
conditions with any other schools in varied areas in Indonesia.

C. Research of Participants
The research investigated the implementation on the use of PBL method in English
reading classroom in one private school and one state school in Kabupaten Bogor area:

47
48

SMP Madania, Parung and SMPN 2 Gunungsindur. Those school were selected because
they have already implemented PBL method in their English subject and the teachers from
those schools were willing to be researched.
The participants consists of two class eight English teachers, one teacher from
each school, and the students from three classes of grade eight taught by those teachers.
Grade eight students were chosen in this research based on the assumption that they have
experienced in English lesson longer than grade seven students. While the grade nine
students would not be able to participate because they were preparing the National
Examination (UN).

D. Research Instrument
To collect the data needed in the study, the researcher used some kind of tools in
order to work more efficiently, systematically and completely (Arikunto, 2013, p. 203). In
line with this opinion, Sukardi (2013, p. 75) states that the functions of the instrument of
research is to get the important data when the researcher is collecting information in the
field. He adds that in qualitative research, instruments can be designed by the researcher
that is suitable with the condition in the field.
In this study, the researcher used the questionnaire sheet adapt from Ade Amalia
The Use of Language Laboratory (2014, pp. 237-242) and the interview fom in order to
get further information about the implementation of PjBL method in English reading
classroom.

E. Data Collecting Prosedures

The data collection of this research has been conducted by observation, interview,
questionnaire and documentary studies. The observation which took field note on the
teaching and learning activities in the class, interview has been conducted by recording and
answering the interview questions, questionnaire was given to the students, while
documentary studies are collecting some documentations for additional information.
This study employed four techniques of collecting data as below:
1) Classroom Observation
The researcher observed the teaching and learning process at grade eight in
two schools. Each school consists of three classes which has one teacher
conducting for each school. Each classes consist of less than 20 students at SMP
Madania and the other school, at SMPN 2 Gunungsindur consists of around 30
students. The observation was intended to capture teaching and learning process in
English reading classroom that used PjBL method.
The researcher observed two times for each class. The observation was carried
out from September 25th 2017 until October 31th 2017. The researcher recorded
and transcribed to get the detailed information needed in the research. The
transcription was done in Bahasa Indonesia. The aim is to check the note easily
for every teacher who involved in this research as an attempt of member checking
and to show the origin version of the process.
The observation is aimed to find out the data from five specific focuses of the
research based on this guideance:
 49

Table 3.1 Observation Guidance

Object Observed Aspects to observe

A. Teaching materials 1. Kind of learning materials
2. Kinds of authenthic materials
3. Source
4. Lesson plan
B. Learning Activities 1. Kinds of learning activities
2. The step of larning activities
C. Teacher’s role 1. The role of teacher throughout learning
activities
2. The activities of teacher during teaching and
learning activities
D. Students’ role 1. The role of students throughout learning
activities
2. The activities of students during teaching and
learning activities
E. Evaluation 1. Language skill
2. Kinds of evaluation
Techniques of evaluation

The researcher then classified the data into those five focuses of the research
and make coding using these following abbreviations:
a) O stands for observation, O1 means the first observation and so on
b) M stands for SMP Madania
c) G stands for SMPN 2 Gunungsindur
d) TM stands for teaching materials, TM1 means the first teaching material and
so forth
e) LA stands for learning activities, LA1 means the first learning activity and so
forth
f) TR stands for teacher’s role, TR1 means the first teacher’s role and so forth
g) SR stands for students’ role, SR1 means the first students’ role and so forth
h) TE stands for teacher’s evaluation, TE1 means the first teacher’s evaluation
and so forth

2) Interview Manual
After observing the class, the researcher interviewed the teachers to get
teachers’ perspective on the implementation of PBL method in English reading
classroom. Interview were conducted in unstructured questions of learning
activities, teacher’s role, students’ role, teaching materials and evaluation. See
appendix 13 for further information on the interview.
The interview was also recorded and made transcript in Bahasa Indonesia to
avoid language barriers and allowed teachers to check the transcription as an
attempt of member checking.
50

The researcher then classified the data into those five focuses of the research
and make coding using these following abbreviations:
a) I stands for interview,
b) M stands for SMP Madania
c) G stands for SMPN 2 Gunungsindur
d) TM stands for teaching materials, TM1 means the first teaching material and
so forth
e) LA stands for learning activities, LA1 means the first learning activity and so
forth
f) TR stands for teacher’s role, TR1 means the first teacher’s role and so forth
g) SR stands for students’ role, SR1 means the first students’ role and so forth
h) TE stands for teacher’s evaluation, TE1 means the first teacher’s evaluation
and so forth

3) Questionnaire
The researcher distributed the questionnaire after the class was observed. The
questionnaire was given to 143 class eight students, 41 students from class 8N, 8P
and 8T SMP Madania and 102 students from class 8C, 8E and 8F. The purpose of
the questionnaire was to know the students’ responses on the implementation of
PjBL method in English reading classroom based on their experience during the
observation.
There were five focuses of the research that was classified in the
questionnaire: teaching materials, learning activities, roles of teacher, roles of
students, and kind of evaluation of the teachers made during the teaching and
learning activities in English reading clssroom. See appendix 16 for further
information on the questionnaire.
The questionnaire was given to those students in Bahasa Indonesia in order to
avoid language barriers.

4) Documentation
The researcher collected and studied some documents that entailed teaching
materials, evaluation instrument and also lesson plan regarding the use of PjBL in
English reading classroom.

F. Trustworthiness
Rallis and Rossman (2009, p. 284) defined trustworthiness as “a set of standars
that demontrates that a reserach study has been conducted competently and ethically”.
Moreover, they stated that trustworthiness can be reached through prolonged engagement
and triangulation.
This study held trustworthiness through these two variant attempts:
1) Prolonged engagement
This was the effort to gain the valid data needed in the study in which the
reseracher was actively involved the observation that was done at least six timein
each school. The schedule of the observation was as below
 51

Table 3.2 Time of observation

NO. NAME OF SCHOOLS TIME OF OBSERVATION

1. SMPN 2 GUNUNGSINDUR 6th October – 10 th November 2017

2. SMP MADANIA PARUNG 23th October – 17th November 2017

2) Triangulation
The research applied source triangulation. This was an effort to check the
validity of the data by comparing it to various sources of informants, such as
teachers, students, and documents.

G. Data Analysis Procedures

Data analysis in this research is conducted over the study. Data analysis and
interpretation is done based on the data from document analysis including observations,
interviews and questionnaire. For the result of classroom observation, the researcher made
an interpretation of what happened during teaching and learning activities on the field note.
For the result of interview, the reseracher transcribed the data from the recording. After
collecting the data, the researcher analyzed the data.
According to Miles and Huberman (1994, p. 11) there were three steps of
analysing the data:
1) Data Display
In this first step, the data was presented by transcribing all the result of data
collection. The data from classroom observation was displayed in a transcript that
revealed things related to the teaching and learning activities in English reading
classroom using PjBL method. The reseracher, then made coding and tabulation
to the data based on certain categories (see appendix 1-12). The data from
interview was displayed in the form of tables and brief description (see appendix
14-15). While the data from questionnaire was displayed in the form of tables
and brief description (see appendix 16).

2) Data Reduction
Data reduction means summarizing, selecting basic things, focus on the things
that are important, look for themes and patterns. The data collected that appeared
but were not related to the research question were reduced through transcribing
the observation, transcribing the interviews, analyzing the questionnaire given to
the students, arranging the documents systematically and classifying them into
specific focuses of the research and were code by previous coding. The analysis,
then, was done qualitatively to answer the main research questions on the
implementation of PjBL in English reading classroom.

3) Verification for Making Conclusions

The analysis was briefly explored by comparing the data gained through the
instruments and by contrasting the real condition in the two schools with the ideal
52

concept of PjBL as discuss in chapter two and by adding some ideas from other
scholars.
 CHAPTER IV
FINDING AND DISCUSSION

A. Research Finding
1. Data from Observation
a. SMPN 2 Gunungsindur
SMPN 2 Gunungsindur is located in jalan Murai II Pengasinan Gunungsindur,
kab. Bogor. This school has three levels which are grade 7, grade 8 and grade 9. There are
six classes in every level. The school has 18 classes. Every level has been taught by one
English teacher. Most of the students are from Gunungsindur. They didn‟t get English
lesson when they were in elementary school. They didn‟t also take English course after
school.
The English teacher involved in this research had completed his S1 degree in
IAIN Jakarta majoring English. He has been teaching English since 2004 and started
teaching in this school in 2008.
Having six times observation in this school, the writer found the following fact:

1) Teaching Materials
The teacher in SMPN 2 Gunungsindur taught two different materials during
the observation that he got from “Modul Bahasa Inggris”. The modul is written by
some teachers and used by public school in kabupaten Bogor for Junior High
School grade 8 semester 1.
The first teaching material could be considered as a kind of descriptive text
telling students daily routines that the teacher told them (O1GTM1). He made five
questions concerning about daily activity. In this task, students had to answer
orally during the teaching and learning process. The questions were shown as
below:
1. Do you take a bath every night?
2. Does Rani sleep every night?
3. Do Reza and Rifky drink juice?
4. Does your mother cook every day?
5. Does your father work?

The teacher asked the students to answer the question orally. The questions
were written on the whiteboard. The teacher then gave ten minutes for the students
to discuss with their riends.
After doing the assignment and being involved in discussing their work, the
teacher gave the second learning material.
This second teaching material was presented in questions with some words as
a clue. The students were asked to make a sentences based on the words provided.
(O1GTM2, O2GTM2). The teacher got from the English modul as shown below:
1. (she – breakfast – every morning) ............................................................
2. (father – car – usually – Sundays) ............................................................
3. (study – never – Sunday afternoon) .........................................................
4. (often – watch – in the evening) ...............................................................
5. (mother – in the kitchen) ..........................................................................
(Source : Hj. Ihat, M.Pd et.al, Modul Bahasa Inggris untuk Kelas VIII Semester 1,
Milik Dinas Pendidikan Kabupaten Bogor)

53
54

Time was out before the students finishing their assignment. The teacher
asked them to continue at home as a homework and they would discuss at the next
meeting. The third material was presented in a conversation of two people. The
topic was “what do you do every day?” (O2GTM3). The teacher assigned the
tstudents by answering some questions. The teacher got from the English modul
as shown below:

A reporter interviews a young entrepreneur, Harli Jordean. He is only 11 years

old, but he has his own business. He is the Marble King.
Reporter : Good morning, Harli.
Harli : Good morning, sir
Reporter : You are famous as a young entrepreneur. Congratulations!
Harli : Thank you
Reporter : What do you sell, Harli?
Harli : I sell marbles. My customers are from many countries all around the
world.
Reporter : You must be very busy.
Harli : Yes, I have a lot of orders from the customers
Reporter : Wow! How do you manage your time?
Harli : Well, I usually start my day at six. I take a bath and have breakfast
with my parents.
Reporter : What time do you go to school?
Harli : I usually go to school at a half past six. School starts at seven and
finishes at two.
Reporter: What do you usually do after school?
Harli : Well, I‟m back to business. I check my website to see the orders.
Reporter : Who helps you?
Harli : My mother helps me. She manages the delivery. We deliver our
marbles twice a week.

(Source : Hj. Ihat, M.Pd et.al, Modul Bahasa Inggris untuk Kelas VIII Semester 1,
p.46. Milik Dinas Pendidikan Kabupaten Bogor).

The teacher then assigned the students to answer some questions from the
conversation. The questions as below:

Answer the questions based on the conversation about Harli.

1. How many person do you find in the dialogue?
2. Who speak in the dialogue?
3. What is Harli?
4. What does Harli sell?
5. How does Harli manage his time?
6. What time does Harli go to school?
7. What does Harli do after school?
8. Who helps Harli?
 55

The fourth teaching material was to change the verbs in the brackets into
correct form of Present (O2GTM4) as below:

1. Dina ... (buy) a magazine in the bookstore.

2. They ... (finish) the job on Fridays.
3. Maya and Rosa ... (like) enjoying sunset at the hill.
4. We ... (deliver) the packages around the town.
5. Siska‟s brother ... (wash) his motorcycle every Sunday.
6. The students ... (pass) the street together.
7. I ... (have) breakfast at home.
8. Mother ... (go) to the market every morning.

(Source : Hj. Ihat, M.Pd et.al, Modul Bahasa Inggris untuk Kelas VIII Semester 1,
p. 49. Milik Dinas Pendidikan Kabupaten Bogor).

The fifth teaching material was presented in two cards. The topic was “Please
come to my birthday party!” (O3GTM5, O5GTM5). The teacher prepare the
material with his own. The teacher assigned the students to answer the questions
based on the invitation card and the greeting card as below:

Congratulation

To : Amina
Congratulation on your success as
the winner of cooking Contest 2017.
We are proud of you

Best love,
Vetty & Eulis

Answer these questions:

1. Who send the card?
2. Who received the card?
3. What is the card about?
4. What did Amina win?

Let’s Have Party

Please come to my bitrthday party.
Date : December 28th 2017
Time : 5 p.m
Place : McDonald Restaurant Pamulang

Best Regard,
Dewi
56

Answer these questions:

1. Who sent the invitation?
2. Who receive the invitation?
3. What is the invitation about?
4. What is the time?
5. Where is the place?

The sixth teaching material was presented in two letters; the invitation card
and the reply. The topic was “Please come to my birthday party!” (O3GTM6,
O5GTM6). The teacher got from the English modul as shown below:

Please Come to
My Birthday Party

This is a party invitation from GABRIEL and me.

Please come and join the celebration on my birthday
To: Nabila
Date: July 26th
Time : 7 p.m
Place: Gubi-Gubi Restaurant

Best regards,
Nova

Dear Nova,
Thanks very much for the invitation to celebrate your birthday
on July 26th. I would love to come. I am looking forward to seeing
you on the happiest day in your life.

Love,
Nabila

Answer the following questions about the letters above:

1. Who is having party?
2. What party is it?
3. When is the party?
4. Where is the party at?
5. Whom are the invitation to?
6. Will Nabila go to the party?

(Source : Hj. Ihat, M.Pd et.al, Modul Bahasa Inggris untuk Kelas VIII Semester 1,
p. 39-40. Milik Dinas Pendidikan Kabupaten Bogor).
 57

The seventh teaching material was presented in greeting cards. The topic was
“Please come to my birthday party!” (O4GTM6, 65GTM6). The teacher got from
the English modul as shown below:

Read the cards and answer the following questions.

Home Sweet Home

To Diana
Leaving : April 2000
Home : April 2007

The house was so quiet without your laughter.

Your book on the shelves kept reminding me of you!.
Finally you are here.
Welcome home, sis!
I love you

1. Who is Diana?
2. Why does Anita write the card?
3. Can you guess what Diana‟s hobby is? How do yu know it?
4. Why do Sinta‟s parents write the cards?
5. How was the synopsis written by Sinta?

Congratulation!
Dear Sinta,

Congratulations on your success as the second winner of

the synopsis writing competition. Your choice of novel was good.
Your writing is touching and arouses the reader‟s curiosity.
We are proud of you.

Much love,
Your parents

(Source : Hj. Ihat, M.Pd et.al, Modul Bahasa Inggris untuk Kelas VIII Semester 1,
p. 42. Milik Dinas Pendidikan Kabupaten Bogor).

2) Learning Activities
The teacher arranged the learning activites for class 8.E into the following
sequence: (1) the teacher discussed with the student about daily activity
(O1GLA1, O1GLA2, O1GLA3), (2) the teacher told the students the aim of the
lesson (O1GLA4), (3) the teacher drilled the students (O1GLA5, O1GLA6), (4)
58

the teacher wrote the questions on the board, and the students copied and
answered them (O1GLA7), (5) the teacher discussed the task with the students
(O1GLA 8), (6) the teacher asked the students to do the task 2 (O1GLA9).
For the next two observations were in class 8.F and 8.C. The activities were
arranged as follow: (1) the teacher told the students the aim of the lesson
(O3GLA1, O5GLA1), (2) The teacher wrote the questions on the board, and the
students copied and answer them (O3GLA2, O5GLA4), (3) the teacher discused
with the students about the invitation card (O5GLA2), (4) the teacher discused
with the students about the greeting card (O5GLA3), (5) he teacher read the text
followed by the students (O3GLA3), (4) the teacher discussed the task with the
students (O3GLA4, 05GLA5).

3) Teacher’s Roles
The teacher played his role in class 8.E as follow: he began the lesson
(O1GTR1), asked the student about daily activities (O1GTR2), wrote the words
from the students‟ answer (O1GTR3), explained about the word “push” and “pull”
(O1GTR4), told the students the aim of the lesson (O1GTR5), explained abot the
subject of the sentence (O1GTR6), discussed about the subject and the verb in
Simple Present Tense (O1GRT7), asked the students to mention some verbs that
has already discussed (O1GTR8), discussed about the form of the negative
sentence (O1GTR9), wrote the questions on the board (O1GTR10), involved
students in discussing their task (O1GTR11), asked the student to analyze the
incorrect answered (O1GTR12), ended the lesson by giving students home
assignment (O1GTR13).
For the next two observations in class 8.F and 8.C, the teacher played the
following roles: he began the lesson (O5GTR1), told the students the aim of the
lesson (O3GTR1, O5GTR2), asked the students to make a simple sentence
(O3GTR2), explained the invitation card (O3GTR3, O5GTR3), discussed about
the material (O3GTR4, O5GTR4), wrote the questions about invitation card on the
board, and asked students to copied and answered (O3GTR5), discused with the
students about the greeting card (O5GTR5), involved students in discussing their
task (O3GTR7, O5GTR6), made conclusion with the students (O3GTR8).

4) Students’ Roles
The students played their role in class 8.E as follow: were involved in
discussing about daily activities (O1GSR1, O1GSR2), answered the teacher
question (O1GSR3), discussed about the subject of the sentence (O1GSR4),
discussed about the subject and the verb in Simple Present Tense (O1GSR5),
mentioned some verbs that has already discussed (O1GSR6), discussed with
teacher about the form of the negative sentence (O1GSR7), did the task
(O1GSR8), involved discussing about their task (O1GSR9), analyzed the incorrect
answered (O1GSR10), did assigment from the teacher (O1GSR11).
For the next two observations in class 8.F and 8.C, the students played the
following roles: listened to the teacher about the aim of the lesson (O5GSR1),
made a simple sentence (O3GSR1), listened the expalantion from teacher
(O3GSR2, O5GSR2), discussed about the material (O3GSR3, O5GSR3), wrote on
did the task (O3GSR4, O5GSR4), discused with the students about the invitation
 59

card (O5GSR5), read the text with the teacher (O3GSR5), were involved in
discussing the task (O3GSR6).

5) Teacher’s Evaluation
The teacher applied oral and written evaluation during teaching in class 8.E.
He did oral evaluation by asking students to change the positif sentences into
negative sentences (O1GTE1) and answered “yes/no question” (O1GTE2).
Besides, he did written evaluation also by asking the students to answered the
questions about daily activities (O1GTE3, O1GTE4).
For the next two observations in class 8.F and 8.C, the teacher also applied
oral evaluation by asking the student to make a simple sentence (O3GTE1,
O3GTE2). These questions were guided the students into the lesson about daily
activities. Besides, he also did written evaluation by asking the students to
answered answered the questions about daily activities (O3GTE3, 03GTE4,
05GTE1, O5GTE2).

b. SMP Madania
SMP Madania is located Telaga Kahuripan Parung, Bogor. This school has three
levels which are grade 7, grade 8 and grade 9. There are three classes in every level. Each
class consist of not more than 20 students. Every level has been taught by one English
teacher. Most of the students are live far from the school. They have got English lesson
when they were in elementary school. The school applies Cambridge Curriculum and The
2013 Curriculum.
The English teacher involved in this research had completed his S1 degree Jakarta
majoring English. He has been teaching English since 2009 and started teaching in this
school in 2015.
Having four times observation in this school, the writer found the following fact:

1) Teaching Materials
The teacher in SMP Madania taught the same materials during the
observation that he got from “Success International English Skills for IGCSE”.
The book is written by Marian Barry and published by Cambridge University
Press.
The first teaching material could be considered as a kind of descriptive text
about travel and the outdoor life. The teacher asked students to answer based on
the text (O7MTM1, O9MTM1). The text was shown as below:

ENGLISH IN ACTION!
Camp Beaumont ha s a superb reputation for leading the way in
integrated language and activity camps. No one else manages to combine, so
successfully, quality English teaching with an action-packed programme of
sports and activities- all set in holiday centres that UK youngsters also love to
visit.
Every minute of the day is filled with fun, excitement and activities
galore. You never have time to be bored at Camp Beaumont.
60

The programme at Camp Beaumont is a terrific opportunity to make new

friend fro, Britain and around the world. Speak Englsih all day while you
swim, sail, go climbing or horse riding, paly tennis, enjoy watersports.
It doesn‟ matter whether you are an absolute beginner or already quite
fluent. In both cases, we help yu to make great progress during the holiday, so
you return home speaking English with more confidence than ever.
Our teachers are hand-picked for their teaching ability and friendly,
outgoing personalties. They always take the time to explain things carefully
and to bring the language to life. The daily English lssons help you to
understand the kind of practical language that is used in everyday situations.
Our language courses are taught at three residential centres on the
English coast. Runton Sands and „The House‟ are near Cromer in Norfolk,
while „The Island‟ is near Bembridge on the beautiful Isle of Wight.
Students have the chance to visit England‟s capital city for a fun day
visit. Choose from our London Experience and London Experience Plus
excursions to visit the world-famous landmarks and attractions, at a
supplement (Contact the office for prices).
All our residential centres offer excellent accommodation and good food,
including vegetarian options.
Every year hundreds of children use our travel service for international
campers arriving in the UK by air or Eurostar. All students are met and
escorted to their camp by Camp Beaumont staff.

Answer these questions

1. Apart from foreign students, who else goes on Camp Beaumont holidays?
2. What kind of activities can you do in this camp?
3. How do the teachers in the Camp Beaumont?
4. Mention three residential centres of the language course
5. Where can you speak English during the programme at Camp Beaumont?
(Source : Marian Barry, Success International English Skills-Student’s Book,
p. 107#2)

The second teaching material was about the shifting stress. The teacher
assigned the student to mark the stress in the words in italics (O8MTM1). The
sentences were shown as:
1. The farmer sell their produce in the market .
2. The factories produce spare parts for cars.
3. Please record all accidents in the accident book.
4. His ambition is to break the world record for athletics.
5. I object to people smoking on public transport.
6. She brought many strange objects back from her travels.
7. Black and red make a striking contrast.
8. If you contrast his early work with his later work, you will see
how much it has changed.
9. I can‟t get a work permit
10. The teacher does not permit talking in class.
11. I bought Dad a birthday present yesterday
12. The artist will present his work at the next exhibition.
 61

The next teaching material was about the homophones. The students were
asked to find the homophones of some words. (O10MTM1). The words were
shown as:
Work with partner to try to find a homophones for each of these words.
1. Real
2. Boar
3. Sea
4. Two
5. Herd
6. Scene
7. flower
8. right
9. Soar
10. blue
11. sail
12. Deer

(Source : Marian Barry, Success International English Skills-Student’s Book,

p. 118#41)

The fourth teaching material was the exercise about words from names.
(O10MTM2). The students were asked to match the names to the people as shown
below:

Morse Volta Cardigan Fahreinheit Marx

Pasteur Diesel Sandwich

1. Lord ………. didn‟t have time for a proper meal so he divised a way of
eating meat between two slices of bread.
2. Lord ………. was the first person to wear a long-sleeved jacket made of
Wool
3. Louis ………. invented a method of making milk safe to drink
4. Gabriel ………. developed a thermometer which showed boiling and
freezing points
5. Samuel ………. invented a secret code to be used for sending messages
6. Alessandro ………. invented the electric battery
7. Karl ………. developed the idea of communism
8. Rudolf ………. devised a special type of oil-burning engine

(Source : Marian Barry, Success International English Skills-Student’s Book,

p. 118#40)

The fifth teaching material was about adjectives and noun (O10MTM3). The
teacher got the material from the internet. The students were asked to do like the
example as shown below:
62

For example:
The green alien walked out of the spaceship.
The adjective green describes the alien

1. The shiny spaceship landed in my yard.

The adjectives ………. describes ………

2. An alien with big eyes walked out the ship

The adjectives ………. describes ………

3. It waved its tiny hand in the air

The adjectives ………. describes ………

4. The alien said, “Earth is such a beautiful planes.”

The adjectives ………. describes ………

5. A brown rabbit hopped into the yard and scared the alien
The adjectives ………. describes ………

The next teaching material was about vocabulary of the water (O10MTM4).
The students were asked to decide whether the following statemnets are true or
false :
1. I was pleased to find a lot of slush when I went skiing
2. The blizzard made driving home easy
3. Early in the morning the grass is wet with dew
4. People usually switch on the light at dusk
5. I put on my sunglasses because the sky was overcast
6. The weather was so mild that we did not need coats
7. It‟s not worth hanging out the washing as it has begun to drizzle
8. The gale blew several trees over
9. Constant low temperatures and hard frosts meant there was no chance of a
thaw
10. Farmers are very happy about the recent drought

(Source : Marian Barry, Success International English Skills-Student’s Book,

p. 119#45)

The last teaching material was concerning about spelling. The students were
asked to practice recognising these following words by memorising them. Then
the teacher gave dictation (O10MTM5).
1. Mediterranean
2. restaurant
3. separate
4. separation
5. glamour
6. exhilarating
7. jewel
8. jewellery
 63

9. confidence
10. accommodation

2) Learning Activities
The teacher arranged the learning activites for class 8.P into the following
sequence: the teacher began the lesson (O8MLA1), the teacher warned the
students to be more dicipline entering the English class and reminded again about
the Class Belief (O8MLA2), he explained about the stress and asked the students
to determine the stress and also to identify whether the italic word was Noun or
Verb (O8MLA3), the teacher discussed the difference stress between Noun and
Verb (O8MLA4), the teacher drilled the the words stress followed by the students
(O8MLA5).
For the next observations was in class 8.T. The activities were arranged as
follow: the teacher discussed with the students about homophones (O10MLA1),
he asked the students to do the exercise by matching the names to the people.
(O10MLA2), the teacher asked the students to identify adjective and noun
(O10MLA3), the teacher discussed with the students about the weather
(O10MLA4, O10MLA5), he asked the students to memorise the words before
doing dictation (O10MLA6), the last activity was that he discussed with the
students some dictate words (O10MLA7).

3) Teacher’s Roles
The teacher arranged the learning activites for class 8.P into the following
sequence: the teacher began the lesson (O8MTR1), the teacher asked warn the
students to be more dicipline entering the English class and reminded again about
the Class Belief (O8MTR2), the teacher told the students about the aim of the
lesson (O8MTR3), he explained about the stress (O8MTR4), the teacher walked
around the class during group discussion to check the sudents‟ works (O8MTR5),
the teacher drilled the the words stress (O8MTR6).
For the next observations was in class 8.T. The activities were arranged as
follow: the teacher began the lesson (O10MTR1), the teacher discussed with the
students about homophones (O10MTR2), he asked the students to do the exercise
by matching the names to the people. (O10MTR3), the teacher asked the students
to identify adjective and noun (O10MTR4), the teacher discussed with the
students about the weather (O10MTR5), he asked the students to memorise the
words before doing dictation (O10MTR6), the last activity was that he discussed
with the students some dictate words (O10MTR7).

4) Students’ Roles
The teacher arranged the learning activites for class 8.P into the following
sequence: students made a group discussion (O8MSR1), discussed with group to
identify the word stress (O8MSR2), the students put the dot on the syllable that
suitable with the stress (O8MSR3), identified the italic words whethit is Noun or
Verb (O8MSR4), the students drilled the the words stress (O8MSR5).
For the next observations was in class 8.T. The activities were arranged as
follow: discussed about the homophones (O10MSR1), did the exercise exercise by
matching the names to the people (O10MSR2), students identified adjective and
64

noun (O10MSR3), discussed the difficult about the weather (O10MSR4),

identified True or False statement (O10MSR5), he asked the students to memorise
the words before doing dictation (O10MSR6), the last activity was that he
discussed with the students some dictate words (O10MSR7)

5) Teacher’s Evaluation
The teacher applied oral and written evaluation during teaching in class 8.P.
He did oral evaluation when discussion about the words stress (O8MTE2).
Besides, he did written evaluation also by asking the students to identify the
words stress (O8MTE1).
For the next observations in class 8.T, the teacher also applied oral evaluation
when discussing about homophones (O1MTE1) and discussed adifficult words
about the weather (O10MTE5). Besides, he also did written evaluation in
eexercise on matching the names to the people (O10MTE2), identified adjective
and noun (O10MTE3), identified whether the statement was True or False
(O10MTE4), dictated some difficult words (O10MTE6)

6) The Use of Technology

The teacher used technology in his learning activities. He used in focus and
laptop when he explained about the materials.

2. Data from Interview

a. SMPN 2 Gunungsindur
The English teacher in SMPN 2 Gunungsindur said that method in language
teaching was very important because the achivement of leaning objectives is the
indication whether the method is good or not (IG1). He said that he had been
attended project based learning worksop in a group of subject teachers in Bogor
(IG2). He admitted that he sometimes faced the obstacles in applying project
based learning method. He noticed that there were two obstacles which were the
difficulty of students in mastering vocabulary and the lack of learning media at
school because our school is located in rural area (IG3). He said that almost every
lesson he apply the project based learning method (IG4). According to him, we
can apply this method in all of the materials (IG5).

1) Teaching Materials
The teacher said that the teaching material can be facilitated by the
government, school or we can find many from the internet (IGTM1). If the
teacher prepared for the materials it could ease the students to receive the lesson
better based on their ability (IGTM2). There are also some materials that were
modified to make them simple in order (IGTM3). He said that he usually
reviewed the materials in order to reminds the students about the lessons that they
have alredy learned (IGTM4).

2) Learning Activities
The first time the teacher did when he designed learning activities was by
preparing the lesson plan, the teaching material and the method which suitable for
the lesson. He usually did this on June every academic year (IGLA1). He said that
the triggers to apply the project based learning was that this method has already
 65

syncronized with the development of today (IGLA2). He thought that this

method makes the teacher easier for in teaching and learning and the product
could be the one or two language skills. (IGLA3).
He hoped that the students got the good score and they enjoyed in learning so
that the target learning was achieved (IGLA4). He said that event we taught
reading, it is possibly that the product would be in speaking or writing or even
both. It depends on the teachers‟ assessment (IGLA5) and there is no target
whether one language skill is better than the others. It depends on the teacher‟s
assessment (IGLA6). The 2013 Curriculum asked the teachers to apply the project
based learning method. This method is a kind of scientific approach (IGLA7). The
teacher argued that he also asked the students to collaborate in teaching and
learning process (IGLA8). He gave an example of the use of technology in
applying this method. He used in focus in teaching (IGLA9).

3) Teachers’ Roles
The teacher said that the roles of the teachers were as facilitators (IGTR1)
and he demanded the students to be active so that the students were the center and
the teachers were as a facilitators (IGTR2).

4) Student’s Roles
The teacher explained that the students were colaborated amongs the other to
do some tasks. The teacher asked the students to make a group (IGSR1) and they
were very anthusiastic in doing some work together with their friends and the
class became more active (IGSR2). A few stuudents seem more anthusiastic in
this activity but because they were in group so that the active students were
support the others (IGSR3).

5) Teaching Evaluation
According to the teacher, the succesfull of the project based learning was
depend on the final product that the students summitted (IGTE1). To assess this
method was by giving evaluation and then gave scoring. The assessment was not
only in the final product but also in process of learning (IGTE2). He said in order
to evaluate the reading skill, he gave the students a kind a text then asked them to
answer the questions (IGTE3). He explained more that to assess reading therea
were to kind of assessment, which were multiple choice and essay (IGTE4). For
the learning outcomes, almost all the students got the score above creterion
(KKM) (IGTE5). The teacher hoped that this method was supported by the
school. The learning media are complemented so that the teacher has many
options in applying them in class (IGTE6).

6) The Use of Technology

The teacher claimed that he sometimes used internet when he need to find
materials and media. He always used his laptop to arrange his lessons plan and
administration.
66

a. SMP Madania
The English teacher in SMP Madania said that method in language teaching was
very important because the achivement of leaning objectives is the indication whether
the method is good or not (IM1). He said that he had been attended project based
learning worksop in a group of subject teachers in Bogor (IM2). He admitted that he
sometimes faced the obstacles in applying project based learning method. He noticed
that there were two obstacles which were the difficulty of students in mastering
vocabulary and the lack of learning media at school because our school is located in
rural area (IM3). He said that almost every lesson he apply the project based learning
method (IM4). According to him, we can apply this method in all of the materials
(IM5).

1) Teaching Materials
The teacher said that the teaching material can be facilitated by the
government, school or we can find many from the internet (IMTM1). If the
teacher prepared for the materials it could ease the students to receive the lesson
better based on their ability (IMTM2). There are also some materials that were
modified to make them simple in order (IMTM3). He said that he usually
reviewed the materials in order to reminds the students about the lessons that they
have alredy learned (IMTM4).

2) Learning Activities
The first time the teacher did when he designed learning activities was by
preparing the lesson plan, the teaching material and the method which suitable for
the lesson. He usually did this on June every academic year (IMLA1). He said that
the triggers to apply the project based learning was that this method has already
syncronized with the development of today (IMLA2).
He thought that this method makes the teacher easier for in teaching and
learning and the product could be the one or two language skills. (IGLA3).
He hoped that the students got the good score and they enjoyed in learning
so that the target learning was achieved (IMLA4). He said that event we taught
reading, it is possibly that the product would be in speaking or writing or even
both. It depends on the teachers‟ assessment (IMLA5) and there is no target
whether one language skill is better than the others. It depends on the teacher‟s
assessment (IMLA6). The 2013 Curriculum asked the teachers to apply the project
based learning method. This method is a kind of scientific approach (IMLA7).
The teacher argued that he also asked the students to collaborate in teaching and
learning process (IMLA8). He gave an example of the use of technology in
applying this method. He used in focus in teaching (IMLA9).

3) Teachers’ Roles
The teacher said that the roles of the teachers were as facilitators (IMTR1) and
he demanded the students to be active so that the students were the center and the
teachers were as a facilitators (IMTR2).

4) Student’s Roles
The teacher explained that the students were colaborated amongs the other to
do some tasks. The teacher asked the students to make a group (IMSR1) and they
 67

were very anthusiastic in doing some work together with their friends and the
class became more active (IMSR2). A few stuudents seem more anthusiastic in
this activity but because they were in group so that the active students were
support the others (IMSR3).

5) Teaching Evaluation
According to the teacher, the succesfull of the project based learning was
depend on the final product that the students summitted (IMTE1). To assess this
method was by giving evaluation and then gave scoring. The assessment was not
only in the final product but also in process of learning (IMTE2). He said in order
to evaluate the reading skill, he gave the students a kind a text then asked them to
answer the questions (IMTE3). He explained more that to assess reading therea
were to kind of assessment, which were multiple choice and essay (IMTE4). For
the learning outcomes, almost all the students got the score above creterion
(KKM) (IMTE5). The teacher hoped that this method was supported by the
school. The learning media are complemented so that the teacher has many
options in applying them in class (IMTE6).

3. Data from Questionnaire

a. SMPN 2 Gunungsindur
1) Teaching Materials
From the questionnaire, the students in these school were given eight
questions that they had to share their opinions based on their experience learning
in using project based learning method in the classroom. The students‟ responses
were given below:
1. 22.5% students strongly agree and 77% agree that the materials taught by the
teacher are in the classroom are interested while 2% of them hesitate.
2. 274.5% students strongly agree and 50.0% agree that the materials taught by using
project based learning method skill the students to express the opinions while
24.5% of them hesitate, 2.0% strongly do not agree.
3. 22.5% students strongly agree and 53% agree that the materials taught by using
project based learning method are suitable with the students need skilled while
17.6% of them hesitate, 6.9% do not agree.
4. 23.5% students strongly agree and 55.0% agree that the materials taught by using
project based learning method skill the students to express the opinions while
21.6% of them hesitate.
5. 30.4% students strongly agree and 44.1% agree that the materials taught by using
project based learning method are reflected the real world while 20.6% of them
hesitate.
6. 29.4% students strongly agree and 55.9% agree that the materials taught by using
project based learning method increased the students‟ creativity while 12.7% of
them hesitate, 1.0% do not agree and 1.0% strongly do not agree.
7. 28.4% students strongly agree and 57.8% agree that the materials taught by using
project based learning method develop the comunication skills while 13.7% of
them hesitate, 1.0% do not agree.
68

8. 30.4% students strongly agree and 53.0% agree that the materials taught by using
project based learning method help the students more active in learning while
13.7% of them hesitate, 1.0% do not agree.
9. 17.6% students strongly agree and 47.0% agree that the materials taught by the
teacher use pictures, infocus and internet while 25.4% of them hesitate, 10.0% do
not agree.
10. 14.7% students strongly agree and 55.9% agree that the materials taught by using
project based learning method are suitable with the students‟ English skills while
19.6% of them hesitate, 6.9% do not agree, 2.9% strongly do not agree.

3) Learning Activities
The students were given six questions concerning their learning activities suing
project based learning, and they responded as below:
1. 25.4% students strongly agree and 49.0% agree that learning using project based
learning method motivate the students while 23.5% of them hesitate, 1.0% do not
agree, 1.0% strongly do not agree.
2. 29.4% students strongly agree and 50.0% agree that learning using project based
learning method encourage me to have new ideas while 19.6% of them hesitate,
1.0% do not agree.
3. 24.5% students strongly agree and 56.9% agree that learning using project based
learning method is fun while 17.6% of them hesitate, 1.0% strongly do not agree.
4. 22.5% students strongly agree and 60.8% agree that learning using project based
learning method supports the development of my ability in understanding a
reading text while 15.7% of them hesitate, 1.0% do not agree
5. 32.8% students strongly agree and 44.1% agree that learning using project based
learning method supports the students to communicate with their friends and
teachers while 16.7% of them hesitate, 1.0% do not agree
6. 25.4% students strongly agree and 49.0% agree that learning using project based
learning method are systematically designed starting with explanations, exercises
and continued with the final project while 21.6% of them hesitate, 3.9% do not
agree and 2.0% strongly do not agree.

3) Teacher’s Roles
The students were given six questions concerning their teacher‟s role during
teaching and learning process using project based learning method and they responded as
below:
1. 47.0% students strongly agree and 44.1% agree that the teacher help the students
who find difificulties in understanding the material while 4% of them
hesitate,1.0% do not agree
2. 20.6% students strongly agree and 45.1% agree that the teacher get involved the
students in discussing the material while 30.4% of them hesitate, 3.9 do not agree
3. 30.4% students strongly agree and 49% agree that the teacher are play active role
in learning using project based learning method while 17.6% of them hesitate,
2.9% do not agree.
4. 34.3% students strongly agree and 42.1% agree that the teacher focus on the
students mistake and trry to fix it while 23.5% of them hesitate.
 69

5. 47.0% students strongly agree and 35.3% agree that the teacher give a chance for
the students to ask about the difficult material while 12.7% of them hesitate, 4.9%
do not agree.
6. 19.6% students strongly agree and 52% agree that the teacher play as facilitators
during teaching and learning process using project based learning method while
22.5% of them hesitate, 3.9% do not agree and 2.0% strongly do not agree.

4) Students’ Roles
For this section, the students were given four questions concerning their role
during teaching and learning process using project based learning and they responded as
below:
1. 17.6% students strongly agree and 55.9% agree that the students are focus of
attention during teaching and learning process using project based learning
method while 21.7% of them hesitate, 4.9% do not agree.
2. 16,7% students strongly agree and 65.0% agree that they have a chance to practice
the material they have got from the teacher while 16.7% of them hesitate, 2.0% do
not agree.
3. 23.5% students strongly agree and 41.2% agree that the students have got a big
responsibility during teaching and learning process using project based learning
method while 29.4% of them hesitate, 4.9% do not agree.
4. 35.3% students strongly agree and 48.0% agree that the students have a chance to
ask questions about the material during teaching and learning process using
project based learning method while 9.8% of them hesitate, 1.0% strongly do not
agree.

5) Teacher’s Evaluation
In this focus of research, the students were given seven questions concerning their
experience in having kinds of assessment during teacing and learning process
using project based learning and they responded as below:
1. 24.5% students strongly agree and 49% agree that the teacher gives assignment to
the students to pay attention with the pronunciation during teaching and learning
process using project based learning method while 19.6% of them hesitate, 6.9%
do not agree
2. 25.4% students strongly agree and 65.7% agree that the teacher gives assignment
to the students to answer the questions based on the text while 6.9% of them
hesitate2% do not agree.
3. 24.5% students strongly agree and 51.0% agree that the teacher gives assignment
to the students to hear a text then the students rewrite the text or words while
18.6% of them hesitate, 4.9% do not agree, 1.0% strongly do not agree.
4. 21.% students strongly agree and 63% agree that the teacher evaluates the students
orally while 14.7% of them hesitate, 1.0% strongly do not agree.
5. 24.5% students strongly agree and 48% agree that the teacher evaluate the
students writtenly while 18.6% of them hesitate, 6.9% do not agree, 2.0% strongly
do not agree.
6. 25.4% students strongly agree and 48.0% agree that the teacher gives assignment
to the students to make summary based on the material taught while 18.6% of
them hesitate, 6.9% do not agree, 2.0% strongly do not agree.
70

7. 20.6% students strongly agree and 55% agree that the teacher evaluate the four
language skills (listening, speaking, reading and writing) while 16.7% of them
hesitate, 4.9% of do not agree and, 2.0% strongly do not agree.

B. Discussion
Based on the data that had been presented, further verification was to make
conclusions. The writer verified the research by making conclusion of data finding. From
this initial conclusion, there is still a possibility of changes if other facts found.

1. The suitability of PBL method with English syllabus and lesson plan
The syllabus and lesson plan can not be separated from teaching and learning
process. Teaching and learning process at school can not be separated from the syllabus.
Nunan (2002, p. 6) proposed syllabus as a statement of content which is used as the basis
for planning courses of various kinds, and the task of the syllabus designer is to select and
grade this content.
The lesson plan is one of the key factors in the educational process. A lesson plan
is a teacher‟s detailed description of the course of instruction for one class. It consist of
teacher‟s detailed description of the course of instruction. As Nesari et.al., (2014, p. 25)
defined lesson plan is a written in which it is shown what, when, where, and with which
method learners should learn and how they should be assessed. By making a lesson plan
and apply that lesson plan, the teacher will be more ready in handling the classroom.
There are some differences between syllabus and lesson plan. Syllabus consists of
list of subject, Core Competence (KI), Basic Competence (KD), indicator, list of subject,
content outline for each subject, time allocation, and media sources. Whereas lesson plan
is detailed description of subject of instruction for the students in order to achieve the goal
of teaching and learning that made by the teacher. Lesson plan consist of title, time
allocation, material listed, set of objectives, method of teaching and media sources and
evaluation.
Based on the explanation above, the process of teaching and learning with PBL
method at eight grade of SMPN 2 Gunungsindur and SMP Madania Bogor could not be
separated with English syllabus and lesson plan. Based on the interview with the teachers
from both of schools, they always create and develop the lesson plan. As the teacher said
that SMP Madania used the 2013 Curriculum and The Cambridge Curriculum with the
rasio 20% ; 80% while SMPN 2 Gunungsindur used the 2013 Curriculum 100% so it
means that the syllabus and lesson plan of SMP Madania and SMPN 2 Gunungsindur
suitable with the PBL.

2. The suitability of PBL method with teaching materials

The English materials presented in the teaching and learning process with PBL for
eight grade of SMPN 2 Gunungsindur students is based on the modul with title Modul
Bahasa Inggris untuk Kelas VIII Semester 1 written by Hj Ihat Solihat M.Pd and Dr. Hj
Nanik Retnowati. When the writer observed the class, teacher considered continued the
lesson, which was based on the syllabus for semester 1. The material was about the
Greeting card. While the English materials for eight grade of SMP Madania students is
based on the course book with title Success International English Skills for IGCSE which
written by Marian Barry. When the writer observed, the teacher considered continued the
lesson from the course book. The material was about Travel and The Outdoor Life.
 71

In term of delivering English materials, teacher should consider about the type of
materials whether it was an authentic materials or non-authentic one. Martinez (as cited in
Khoshbakht & Gorjian, 2017, p. 48) defines authentic-based materials as the materials
which are prepared for native speakers and not designed to be used for teaching purposes.
According to Calpro (2007, p. 1) there are two main categories of authenthic materials;
print and auditory. Some example of the many types of authentic print materials include;
utility bills, packing slips, order forms, street signs, greeting cards, magazines, newspaper,
brochure, etc. Moreover, Calpro (2007, p. 1) stated that authentic materials help students
bridge the gap between the classroom and the outside world. In addition, Simpson (as
cited in Kavlu, 2017, p. 69), states that the PBL approach opens the door to:
communicative competence, authentic learning, learner autonomy, cooperative and
collaborative learning, higher-order thinking skills, language proficiency, self-efficacy and
self-esteem.
Based on the explanation above, the English materials that used by the teachers of
SMPN 2 Gunungsindur and SMP Madania were greeting card and brochure. Those
materials are authentic materials. The authentic materials are in accordance with the
characteristics of project based learning. It means that the English materials suitable with
PBL.

3. The suitability of PBL method with learning activities

During the teaching and learning process with PBL method in English reading
classroom, the teacher from SMPN 2 Gunungsindur introduced the lesson by showing an
invitation card. Then discussed with the students about the invitation card. During the
discussion, the teacher noted and gave score to who can answer the questions. After that,
the students did silent reading. Some questioned are given to the students. At the last, the
students were asked to make a project. The project was making an invitation card or
greeting card. This is a kind of individual project. The deadline for submitting the project
was one week.
Based on the activities above, the students of SMPN 2 Gunungsindur did
classroom procedure of learning reading. As Philippot & Graves (2009, pp. 104-131)
propose three general framework of reading activities, which are pre-, during-, and post-
reading activity. By showing the invitation card, the students were supposed to recall to
the things they have already known. This activity wold help the students to understand, get
an idea and information from the text, and to create a mental set for taking in and storing
information. This activity was called as pre-reading activity. The next activity was silent
reading. This stage belongs to the during activity. The last stage was post reading activity
where the students were supposed to answer the questions.
The activities in SMP Madania as follow; the teacher divided the students into 5
group. Each group consist of 4-5 students. The teacher showed a travel brochure.
Discussed with the students about that brochure. The teacher gave a text. Then the
students were asked to do silent reading. In group they have to answer the questions. At
last the students were asked to submit the writing about the placed that they have already
visisted.
Based on the activities above, the students of SMP Madania did classroom
procedure of learning reading. As Philippot & Graves (2009, pp. 104-131) propose three
general framework of reading activities, which are pre-, during-, and post-reading
activity. By showing the brochure, the students were supposed to recall to the things and
72

activities they have already known. This activity would help the students to understand,
get an idea and information from the text, and to create a mental set for taking in and
storing information. This activity was called as pre-reading activity. The next activity was
silent reading. This stage belongs to the during activity. The last stage was post reading
activity where the students were supposed to answer the questions and discussed.
Based on the explanation above, SMPN 2 Gunungsindur and SMP Madania used
PBL in teaching and learning as a project exercise. According to Morgan (1993) there are
there general models of project work which are; (1) project exercise. The aim of this type
is that the students apply knowledge and techniques already acquired to an academic issue
in a subject area already familiar to them, (2) project component. The aims of this type is
to developing problem-solving abilities and a capacity for independent work, (3) project
orientation. This project demands the students complete form the entire basis of their
university education, while instructional teaching is provided only to supplement the
requirements of the project topics. The subject material studied is determined by the
demands of the project topics. Moreover, project exercises are typically a part of teacher-
centred project pedagogy. The project exercise is the "capstone" event designed to
integrate the subject material learnt during a specific course. Ideally, this results in a three-
way partnership between the client, the student and the teacher.

4. The difficulties that faced in applying PBL

The difficulties that faced in applying PBL in SMPN 2 Gunungsindur, as follow;
(1) difficult to control the activities of students in making the project especially when the
project was done at home. Whether the project was done by the student himself or
somebody did it for him, (2) most of the students made the same projects. It seemed that
they imitated each other, (3) arranging the chair and the table in making groups took time,
(4) not all of the students worked in the group. They relied on the other friends to do so,
(5) the teacher did not prepare well in preparing the kind of project, (6) the teacher did not
use the steps in applying PBL in English reading classroom. While the difficulties that
faced the difficulties faced by Madania Junior High School are not too many as faced by
SMPN 2 Gunungsindur. Actually the teacher prepared well in his teaching and learning
except that he did not use the steps in applying PBL in English reading classroom. As
Kavlu (2016, p. 9) proposed the steps of PBL in English reading classroom. The first step
is called as Step of Reading Stage (1) the pre-reading stage (1.1) brainstorming; as
Crawford et.al (2005) define brainstorming as a method for creating many ideas about
topic. In this activity, students are invited to call out words, knowledge and experience that
relevant to the text, relevant language and an expectation meaning (Hood et.al, 2005).
Furthermore, Crawford et.al (2005) declared that brainstorming can help to elicit
background knowledge and to activate necessary schemata (1.2) encouraging the use of
dictionaries; the use of dictionaries in teaching reading comprehension can help the
students when they have problems in finding the meaning of the new or difficult words in
the pre-reading stage, (1.3) discussing text types; readers who are knowledgeable about
text structures have an advantage in comprehension and recall over readers who are not
aware of the organization of the texts. The reader‟s understanding of how the text are
organized influences reading comprehension, (1.4) predicting; predicting technique is also
used in pre-reading stage. Writing the title is one way of to ask students to predict the kind
of text and what the text is about. It can be assumed that students can give the title of the
text by using predicting strategies. (2) while-reading stage (2.1) reading aloud; reading
aloud plays an important role in the development of reading competence and helps
 73

students in making meaning. Moreover, The National Capital Language Resource Center
(2007, p. 98) argues that a person who reads aloud and comprehends the meaning of the
text is coordinating word recognition with comprehension in highly complex ways, (2.2)
reread for checking comprehension; NCLR proposes reread to check comprehension as
one of while-activities in reading comprehension, (2.3) direct reading activity; Crawford
(2005, p. 101) states that Direct Reading Activity (DRA) is a strategy for directing the
students‟ silent reading with comprehension-level questions by guiding them to key points
in the text and providing opportunities to discuss its meaning with their classmates, (3)
post-reading stage; in this stage, NCLRC (suggests to evaluate the students‟
comprehension in particular tasks. Moreover, Brown and Palinscar (as cited in Doolittle,
2006, p. 27) and USA National Reading Panel (2000) propose predicting, questioning,
clarifying, summarizing, minitor comprehension, and justify comprehension in this post-
reading stage. The second step is called Steps of reading project development. There are
some step in this reading project development; (1) Start the project; this steps illustrates
the ongoing process which is undertaken by students with support provided by the teacher
in the process of project preparation. The nature of the projects is varied, due to which
various language skills are aimed to enhance;(2) develop the project; the main steps of
project development process, whether it is a reading, writing, listening, or speaking project
are almost the same. It should be emphasized that while fulfilling the project steps‟
requirements, the accomplishment process goes through the exposure to the target English
language skill. Steps in the project development are the sequence of principles which lead
learners and teachers to the tangible outcome, (3) Present the project; this is the step where
the students perform their project. The skill that are getting involved can be reading,
speaking and writing, (4) assessment the project; compared to the traditional learning
assessment, Project-Based Learning assessment is different as well as challenging.
Various types of assessments are used for Project-Based Learning assessment, such as
process self-assessment, peer assessment, case-based, performance-based assessment and
portfolio assessment.

5. The solution for the problem in applying PBL

From the difficulties that faced in applying PBL, the teachers should read more
about management class and how to apply PBL in the classroom. By applying what has
been read, so that the teacher has more experience in handling, controlling and applying
PBL, which material are suitable and which are not suitable with PBL method. The more
the teacher read and enhance their knowledge, the more they can apply in the classroom.
74
 CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents the final conclusion of the research. The researcher presents
the conclusion in a brief statement in order to facilitate the readers who want to study this
piece of writing.

A. Conclusion
Based on the explanation in previous chapters, in terms of applying project based
learning in English reading classroom at SMPN 2 Gunungsindur and SMP Madania, the
writer concluded the research into several points based on the finding and discussion.
The process of teaching and learning with PBL method at eight grade of SMPN 2
Gunungsindur and SMP Madania Bogor could not be separated with English syllabus and
lesson plan. Based on the interview with the teachers from both of schools, they always
create and develop the lesson plan. As the teacher said that SMP Madania used the 2013
Curriculum and The Cambridge Curriculum with the rasio 20% ; 80% while SMPN 2
Gunungsindur used the 2013 Curriculum 100% so it means that the syllabus and lesson
plan of SMP Madania and SMPN 2 Gunungsindur suitable with the PBL.
The English materials that used by the teachers of SMPN 2 Gunungsindur and
SMP Madania were greeting card and brochure. Those materials are authentic materials.
The authentic materials are in accordance with the characteristics of project based learning.
It means that the English materials suitable with PBL.
SMPN 2 Gunungsindur and SMP Madania used PBL in teaching and learning as a
project exercise. The aim of project exercise is that the students apply knowledge and
techniques already acquired to an academic issue in a subject area already familiar to them.
The project exercise is the "capstone" event designed to integrate the subject material
learnt during a specific course.
The difficulties that faced in applying PBL in SMPN 2 Gunungsindur, as follow;
(1) difficult to control the activities of students in making the project especially when the
project was done at home. Whether the project was done by the student himself or
somebody did it for him, (2) most of the students made the same projects. It seemed that
they imitated each other, (3) arranging the chair and the table in making groups took time,
(4) not all of the students worked in the group. They relied on the other friends to do so, (5)
the teacher did not prepare well in preparing the kind of project, (6) the teacher did not use
the steps in applying PBL in English reading classroom. While the difficulties that faced
the difficulties faced by Madania Junior High School are not too many as faced by SMPN
2 Gunungsindur. Actually the teacher prepared well in his teaching and learning except
that he did not use the steps in applying PBL in English reading classroom.
From the difficulties that faced in applying PBL, the teachers should read more
about management class and how to apply PBL in the classroom. By applying what has
been read, so that the teacher has more experience in handling, controlling and applying
PBL, which material are suitable and which are not suitable with PBL method. The more
the teachers read and enhances their knowledge, the more they can apply in the classroom.

75
76

B. Suggestion
Based on the conclusion above, the writer promoted some suggestions. First, for
the English teacher, it is important to create enjoyable and suitable activities in applying
PBL. Having a competition among the group of students enhance motivation for the
students. More often applying PBL are very useful for both the teacher and the students.
Even there are many barrier in applying PBL but if the teachers prepare well, so
the teaching and learning will be fun. It is necessary for teachers to take a kind of
workshop of PBL. An important aspect of their role in PjBL was their collaboration with
other teachers and their effort to integrate different subject matters in one project.
The further researcher who are interested in carrying out the similar issue about
applyng project based learning in English reading classroom , are expected to do
observation more profoundly, and to dig up more information concerning teaching and
learning English especially in reading.

C. Implementation
From the conclusion discussed, it can be delivered several implication, as follow:
Firstly, for English teachers who want apply PBL in their classroom expected to be
more creative in finding the suitable material and prepare their teaching and learning
proces well. The teacher also expected to enhance their knowledge about PBL.
Secondly, for the instituion should be facilitate the school with more media such as
pictures, laptop, tap recorder, infocus. So that the teacher can develop their creativities in
preparing their teaching and learning process.
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82
 83

Appendix 1

Observation Class of SMPN 2 Gunungsindur

(1st Observation)

Theme : What do you usually do?

Genre : Descriptive Text
Resource : Hj. Ihat Solihat, M.Pd, Dr. Hj. Nanik Retnowati, Dra, M.Hum,
Modul Bahasa Inggris untuk Kelas VIII Semester 1
Class : 8E
Day/Date : Wednesday, 11 October 2017

Activities Code
Guru mengawali pembelajaran pada hari itu dengan O1GTR1
mengkondisikan siswa
G : Good morning
S : Good morning
G : Good morning. How are you?
S : I am fine, thank you. and you?
G : I am fine too, thanks
G : Students
S : Yes
G : yang tidak masuk siapa?
S : M. Nazril, Rivanto, Rini, Ilham
G : Ok. Listen to me. Dengarkan
Lihat sini.
Coba kamu sebutkan kegiatan yang paling sering kamu
lakukan atau pun kerjaan O1GTR2 O1GLA1
S : ball
S : play station O1GSR1
G : „ball”, “play station” itu bukan pekerjaan. Dalam bahasa
Inggris disebut Verb atau kata kerja. Kata kerja yang sering
kamu lakukan itu apa?
S : play
G : play, ok
Guru menuliskan kata “play” di papan tulis.
G : Play itu nanti bersambung ya, bisa “play football”, play O1GTR3
anything. Bisa “play football”, “play softball”.
Apa lagi? Next.
S : study
G : study, ok. Next O1GSR2
Guru menuliskan kata “study” di papan tulis.
G : play, study, and next O1GLA2
S : eat
G : eat,
 84

Activities Code
Guru menuliskan kata “eat” di papan tulis.
G : eat, and …
S : drink
Guru menuliskan kata “drink” di papan tulis.
G : drink, and….. next
S : sleep
Guru menuliskan kata “sleep” di papan tulis.
G : play, study, eat, drink, sleep. Ada lagi?
G : take a bath
Guru menuliskan kata “take a bath” di papan tulis.
G : do you know “take a bath”?
Guru kemudian memperagakan gerakan membuka baju dan
menyiramkan badan dengan gayung. Siswa tertawa riang.
Guru mengambil hp nya dan mulai browsing di hp nya untuk
memperlihatkan video lucu tentang mandi. Siswa tertawa geli
melihatnya
G : that is a kind of take a bath
G melihat ke papan tulis dan mulai menyebutkan yang sudah
ditulis di papan tulis
G : Hhhhmmmm….. play, study, eat, drink, sleep, take a bath.
And what? Apa lagi?
S : breathe
G : breathe? Bernapas?
Guru memperagakan orang sedang bernapas, menghirup udara
S : iya
G : what next? Yang pekerjaan rutin
G : This usually…. Hhhmmmm this is kind of verb. Ok
Guru menghampiri pintu kelas. Kemudian membuka pintu
sambil berkata
G : What is it?
S : open
G : and then?
Guru memperagakan menutup pintu
S : close
G : close, open, and close
Guru memperagakan mendorong pintu
G : What do you say in English?
S : push
Guu memperagakan menarik pintu
G : and …..
S : apa yaaa
S : pull
G : pull
G : When you go to alfamart.
Guru menunjuk salah satu siswa
 85

Activities Code
G : Pernah gak ke alfamart?
S : Yes. Pernah
G : di Alfa itu kamu akan lihat, di pintunya ada tulisan “open” O1GTR4 O1GLA3
dan “close” atau biasanya “push” dan “pull”. Kalo tulisannya
“push” kamu tarik ya gak akan ke buka pintunya. Ada juga
pintu tidak ada tulisan “push” atau “pull”. Di dorong tidak
terbuka, ditarik tidak terbuka juga. Ternyata bisa terbuka ketika
pintunya di dorong ke samping.
Kemudian guru memperagakan gerakan mendorong dan
menarik pintu yang tidak bisa juga terbuka, dan memperagakan
pintu yang di dorong ke samping yang terbuka. Peragaan ini
membuat siswa tertawa senang
Kemudian guru menambahkan catatan tulisan di papan tulis
dengan kata kerja “push, pull, open, close”.
G : When you sleep at the night and you ? what do you say in
English?
Guru memperagakan gerakan bangun tidur
S : Wake up O1GSR3
G : Wake up
Guru menambahkan kata “wake up” di papan tulis
G : ini adalah salah satu kegiatan kita sehari-hari
G : Nah, tujuan pembelajaran kita hari ini adalah bagaimana O1GTR5 O1GLA4
kamu bisa menuliskan semua kegiatan kamu dari bangun tidur
sampai tidur lagi. Bisa?
S : belum
S : bisa
G : Ok, yang sekaligus juga bisa berkomunikasi dengan teman
kamu, bagaimana cara menanyakan kegiatan mereka sehari-
hari. Sebetulnya sederhana untuk membuat kalimat seperti ini.
Kalau dalam bahasa Inggris kita sebut sebagai “usual activity”
G : Apakah “usual activity”?
S diam mendengarkan penjelasan guru
G : Usual activity yaitu kegiatan yang usual, yang
berkelanjutan atau dalam tense disebut sebagi “present tense”.
Tense hhmmm kegiatan yang biasa kita lakukan. Kalau
misalkan begini, kalau kamu ingin membuat sebuah kalimat
dalam bahasa Inggris, tentunya kelas tujuh kamu pernah belajar
tentang “subject”.
G : What do you say?
Guru menunjuk pada dirinya sendiri
S:I
G:I
Kemudian guru menunujuk pada salah seorang siswa
S : you
G : you
 86

Activities Code
Guru memperagakan mengembangkan kedua tangannya
S : they
G : no
S : we
G : we
Guru menunjuk ke banyak siswa
S : they
G : they
Guru menunjuk ke seorang siswi
S : she
G : she
Guru menunjuk ke seorang siswa
S : he
G : he
Guru menunjuk ke papan tulis
S : it
G : it
G : Coba ulangi lagi. Once more
Guru mengulang memperagakan gerakan tangan dan siswa
menjawab
S:I
G:I
S : you
G : you
S : they
G : no… no
Siswa memperbaiki jawabannya
S : we
G : we
S : they
G : they
S : she
G : she
S : he
G : he
S : it O1GTR6
G : it O1GSR4
Coba ulangi lagi. Repeat once more
S : I, you, we, they, she, he, it
G : do you understand the meaning?
G : I?
S : saya
G : you?
S : kamu
G : we?
 87

Activities Code
S : kami
G : they?
S : mereka
G : she?
S : dia perempuan
G : he?
S : dia laki-laki
G : it?
S : dia benda
G : nah kalau kita membuat kalimat, kita mulai dengan subject.
What do you say in English?
Guru memperagakan gerakan tangan sedang makan
G : What?
S : eat
G : ok, coba
Guru memperagakan gerakan tangan
S : I eat you
G : no…
Siswa tertawa
G : we make a sentence. kita membuat sebuah kalimat O1GTR7
menggabungkan “subject” dan “verb”, itu adalah sebuah O1GSR5
aktivitas, kan? Ok. Biasanya apa yang kamu makan? What do
you say in English?
S : rice
G : ok, rice. Coba
S : I eat rice
G : ok
S : you eat rice
G : ok
S : we eat rice
G : ok
S : they eat rice
G : ok
S : she eat rice
G : Ingat kalau sudah “she, he, it” maka “verb” nya mesti kamu
tambahkan “s”. Jadi “eats”
She eats rice.
Guru kemudian mengulang memperagakan gerakan menunjuk
seorang siswi
S : She eats rice
G : She eats rice. Ok
S : He eats rice
S : It eats rice.
G : ok. Tapi papan tulis tidak makan nasi kan?
Do you understand?
 88

Activities Code
S : yes
Guru memperagakan gerakan meminum
G : oke. What do you say in English?
S : drink
G : what do you drink?
S : water
G : water. Ok. Coba ulangi
S : I drink water
G : ok
S : you drink water
G : ok
S : we drink water
G : ok
S : they drink water
G : ok
S : She drinks water
G : ok
S : he drinks water
G : ok
S : it drinks water
G : eat rice, drink water. And what do you know?Apa lagi kata
kerja yang lain?
S terdiam. Beberapa siswa terlihat mengipas2 dengan bukunya.
Udara saat itu panas. Kipas angina di dalam kelas memang
sedang rusak.
Guru memperagakan gerakan tidur
G : Do you sleep every night?
S : yes
S : I sleep every night
S : You sleep every night
S : we sleep every night
G : ok
S : they sleep every night
G : ok
S : she sleeps every night
S : he sleeps every night O1GTR8
S : it sleeps every night
G : sudah berapa kegiatan itu yang sudah kita ucapkan?
Guru membimbing siswa untuk mengingat kata kerja yang O1GSR6 O1GLA5
sudah mereka ucapkan
S : eat rice, drink water, sleep every night
G: ok, and every morning what do you do?
Guru memperagakan gerakan mandi
S : take a bath
G: ok, take a bath. Coba
 89

Activities Code
S : I take a bath
G : I take a bath every morning. Coba ulang
S : I take a bath every morning
G : ok
S : you take a bath every morning
G : ok
S : we take a bath every morning
G : ok
S : they take a bath every morning
G : ok
S : she takes a bath every morning
G : ok, “take” nya tambahkan “s” ya.
S : he takes a bath every morning
S : it takes a bath every morning.
G : ok, “it” nya apa?
Siswa terdiam
G : Ok, kalo burung misalnya bisa ya “takes a bath every
morning”. Kamu punya burung?
Guru menunjuk salah seorang siswa
S : Tidak pak
G : ok, kata-kata apa saja tadi? Eat, drink, sleep, take a bath
G : Ada lagi kata yang sering kamu lakukan di rumah misalnya.
Apa itu?
Siswa memberikan jawaban beragam
S : watch tv
G : ok, watch tv
S : I watch tv
G : ok
S : you watch tv
G : ok
S : we watch tv
G : ok
S : they watch tv
G : ok
S : she watches tv
G : ok
S : he watches tv
G : ok. itu yang biasa yang biasa kamu lakukan. Sekarang
adalah kegiatan yang tidak kamu lakukan. Kalau kamu makan
nasi, apa yang tidak kamu makan?
S terdengar gaduh memberikan berbagai jawaban.
G : bread? Roti. Kamu makan roti?
S : tidak
 90

Activities Code
G : kamu pernah makan roti tapi kamu tidak biasa makan roti
karena kamu biasa makan nasi. Bagaimana cara buat
kalimatnya?
S : I don‟t eat bread
G : Ulangi
S : I don‟t eat bread
Guru memperagakan gerakan yang menunjukkan “subject” dan
gerakan untuk “verb” dalam bentuk kalimat negatif
S : You don‟t eat bread
G : ok
S : we don‟t eat bread
G : ok
S : they don‟t eat bread
G : ok
S : she don‟t eat bread
G : “she” bukan don‟t”. She doesn‟t
S : She doesn‟t
G : Ok, coba ulangi lagi
S : she doesn‟t eat bread. O1GTR9
S : he doesn‟t eat bread O1GSR7
G : do you understand? Kamu tidak makan roti, maksudnya roti
tidak makanan pokok kamu
G : apa yang tidak kamu minum setiap hari?
S : susu
G : Ok
Guru memperagakan gerakan yang menunjukkan “subject” dan
gerakan untuk “verb” dalam bentuk kalimat negative
S : I don‟t drink milk
G : ok
S : you don‟t drink milk
G : ok
S : we don‟t drink milk
G : ok
S : they don‟t drink mik
G : ok
S : She doesn‟t drink milk
G : ok
S : he doesn‟t drink milk
G : ok. Itu yang tidak kamu lakukan. Kamu tambahkan “don‟t”
dan “doesn‟t”. bisa?
S : yes
G : saya akan coba rubah menjadi sebuah pertanyaan yang akan
kamu jawab dengan “yes” atau “no”. Perlu saya tulis? O1GLA6
Guru menghapus papan tulis
 91

Activities Code
G : Kamu perlu tahu yang kita pelajari hari ini adalah “habitual
activity” atau aktivitas yang biasa dilakukan.
Guru menuliskan apa yang sudah dipelajari di papan tulis yaitu
bentuk kalimat (+), dan kalimat (-).
G : yang terakhir adalah kita bisa bertanya pada orang lain
tentang kegiatan yang biasa atau tidak biasa mereka dilakukan.
G : saya coba tanya kamu
G: Do you sleep every night?
S : yes. I sleep every night
G : Do you sleep every morning?
S : No, I don‟t sleep every morning
G : Mulai paham nih. Ok.
Do they sleep every morning?
S : No, they don‟t sleep every morning
G : Ok, ulangi lagi ya.
Do they sleep every morning?
S : No, they don‟t sleep every morning
G : ok. Do you sleep every morning?
Guru memperagakan “subject we”
S : No, we don‟t sleep every morning
G : Does she sleep every morning?
S : No, she doesn‟t sleep every morning
G : Does he sleep every morning?
S : No, he doesn‟t sleep every morning
G : ok. Understand?
S : yes O1GTR10 O1GLA7
G : now I write the question. You answer. Saya tuliskan O1GTM1
pertanyaan di papan tulis. Kamu jawab ya
S : yes
Guru menuliskan lima pertanyaan di papan tulis
1. Do you take a bath every night?
2. Does Rani sleep every night?
3. Do Reza and Rifky drink juice? O1GSR8
4. Does your mother cook every day?
5. Does your father work?

G : You can discuss with a friend next to you. I give you Boleh
diskusi dengan teman sebangku. Waktunya sepuluh menit ya.
Siswa diskusi dengan teman sebangkunya untuk menjawab
pertanyaan yang diberikan guru
Sepuluh menit berlalu.
G : Ok, students. Finish?
Beberapa siswa ada yang menjawab sudah dan ada yang
menjawab belum. O1GTR11
Guru memberikan tambahan waktu lima menit. O1GSR9
 92

Activities Code
G : ok, students. Who can answer number 1?
S : Saya pak.
G : Ok, Dimas. Please answer
S : No, I don‟t take a bath every night
G : Good. Next.
Seorang siswa mengangkat tangan dengan ragu-ragu
G : Ya, Stevi. Jawabannya apa?
S : Yes, she sleeps every night
G : Ok, very good. Next
Siswa terdiam. Belum ada yang berani angkat tangan untuk
menjawab.
G : Wildan? Can you answer the question?
S : Reza and Rifky drinks juice
G : Masih kurang tepat. Siapa yang bisa membetulkan? O1GTR12
Siswa terdiam beberapa saat.
G : Perhatian. Coba perhatikan pertanyaannya. Ada berapa O1GSR10 O1GLA8
subjek di pertanyaan tersebut?
S : dua
G : ok. Coba sebutkan
S : Reza and Rifky
G : Good. Reza and Rifky bisa diganti subjeknya menjadi apa?
They, we, I, you, he, she, atau it?
S : mereka pak. They
G : ok. Good. Nah. Sekarang siapa yang mau coba jawab lagi?
Gemuruh suara siswa mencoba menjawab
G : Eka coba jawab ya
S : Yes, they sleep every night
G : Good. Perhatikan “verb”nya ya. Ada tambahan “s” atau
tidak?
S : no
G : good. Next number 4
S : Yes, she cooks every day
G : good. Now number 5. Who can answer?
S : Saya pak
G : ok, Dela.
S : Yes, he works every day O1GTR13 O1GTM2
G : good. Ok, students.
Now let we see our book. Please open page 49 task 2.
Guru menunjukkan buku yang akan digunakan.
Siswa mulai terdengar gaduh. Mereka mulai mengambil buku
dari tasnya masing-masing.
G : Ok. On task 2 there is a picture. Below each picture there
are some words. What you have to do is to make a sentence
based on the picture and the words below the picture.
Look at number 1. Number 1 is an example. Can you read it?
 93

Activities Code
S : Yes, sir. “She always has breakfast every morning”
G : Ok, good. Now please do task 2 until number 5. Can you
do that?
S : yes, sir. Dimana mengerjakannya pak?
G : on your exercise book O1GSR11 O1GLA9
S : di buku latihan ya pak?
G : yes.
Siswa mulai mengerjakan tugas task 2
Tidak berapa lama kemudian bunyi bel terdengar 2 kali
pertanda waktunya istirahat
G : Finish for today. Task 2 dilanjutkan di rumah ya
S : PR ya pak.
G : Yes, for homework. We will discuss the answer next
meeting.
Jangan lupa untuk tetap berlatih penggunaan bahasa Inggris
untuk kegiatan yang biasa dilakukan ya. Good bye
S : good bye, sir
Jam pelajaran bahasa Inggris telah selesai. Guru meninggalkan
kelas 8E
 94

Apenndix 2

Observation Class 8F
SMPN 2 Gunungsindur
(3th Observation)

Theme : Invitation card and Greeting Card

Genre : Functional Text
Resource : Hj. Ihat Solihat, M.Pd, Dr. Hj. Nanik Retnowati, Dra, M.Hum,
Modul Bahasa Inggris untuk Kelas VIII Semester 1
Class : 8F
Day/Date : Wednesday, 18 October 2017

Activities Code
G : Good morning
S : Good morning
G : How are you?
S : I am fine thank you, and you?
G : I am fine, too. Ok, Pernah ulang tahun?
S : pernah
G : kamu pernah ulang tahun?
Guru menunjuk salah satu siswa
S : pernah
G : dirayakan?
S : iya
G : di mana?
S : di rumah
G : Pernah ngundang?
S : pernah
G : ok, materi kita kali ini berkaitan dengan bagaimana cara O3GTR1 O3GLA1
kita mengundang orang lain. Bisa?
S : bisa
G : Dalam bahasa Inggris undangan disebut sebagai invitation.
Coba ikuti kata-kata bapak. Invitation
S : invitation
G : invitation dari kata invite. How to invite another.
Mengundang bisa untuk berbagai macam acara mulai dari
birthday, new house, wedding party, dan lain-lain.
Caranya bagaimana?
Siswa terdiam menyimak.
G : Caranya adalah sederhana, bagaimana cara membuat
undangan, atau minimal kamu bisa memahami isi undangan
yang orang berikan. Jadi ketika kamu diberikan suatu undangan
dalam bahasa inggris, kamu tahu when you are invited, kapan
kamu diundang, where you are invited, dimana kamu
diundang, biasanya disitu ada tambahan catatan misalnya harus
 95

Activities Code
menggunakan seragam berwarna hitam atau putih dan lain
sebagainya.
Guru menuliskan kata invitation di papan tulis
G : Bagaimana membuat kalimat untuk mengundang ke rumah
kamu dalam bahasa Inggris? Kalimat yang sederhana saja O3GTR2 O3GTE1
S : please come O3GSR1
G : ok
Guru menuliskan kata-kata come di papan tulis
G : ok, please come to my house to celebrate my fourteen
birthday party, misalnya. Datang ke rumahku untuk celebrate,
apa celebrate?
S : merayakan
G : ok. To celebrate my fourteen birthday party, apa artinya? O3GTR3 O3GTE2
S : merayakan pesta ulang tahun yang ke 14 O3GSR2
G : ok. Selain come kita bisa juga menggunakan kata visit.
Please visit my house, misalnya. Apa arti kata visit?
Siswa terdiam menyimak
G : visit artinya mengunjungi. Please visit my house to
celebrate my graduation, misalnya.
Guru menuliskan kata visit di papan tulis.
Kemudian guru menuliskan kata invite
G : invite, apa artinya?
S : mengundang
G : misalnya I invite you to come to my house to celebrate my
wedding party. Di dalam suatu undangan, biasanya ada bagian-
bagiannya. Pertama adalah kalau day, harinya. Kedua, date,
tanggal. Ketiga adalah place, tempat.

Kemudian guru menempelkan karton ke papan tulis. O3GTR4

G : Perhatikan. Ini adalah contoh invitation card dan greeting O3GSR3
card. What is greeting card?
S : kartu ucapan
G : ok. Ini contohnya. Untuk siapa?
S : Amina
G : ok. From who? Dari siapa?
S : Vetty and Eulis
G : ok. Isinya tentang apa?
S : ucapan selamat
G : yes. Isinya adalah ucapan selamat. Congratulation on your
success of the winner of cook contest. Paham maksudnya?
S : paham
G : kemenangan dalam hal apa?
S : lomba masak
G : Ketika kita mengidentifikasi sebuah teks, apakah itu
invitation atau greeting card, yang mesti kamu pahami adalah:
 96

Activities Code
who; pertama who invite the invitation; siapa yang
mengundang, yang kedua adalah who is invited; siapa yang
diundang, selanjutnya adalah who receive invitation,
what; what is the invitation about,
when; when is the invitation-time and place.
Kemudian siswa memperhatikan contoh invitation yang ada di
papan tulis

Let’s Have Party O3GTM5

Please Come to my birthday party.
To : Ari
Date : December 28th, 2017
Time : 5 p.m
Place : McDonald Restaurant
Pamulang

Best regards,
Dewi

Guru menuliskan pertanyaan dari contoh invitation card yang di O3GTR5 O3GLA2
tempel di papan tulis. O3GTE3
1. Who sent the invitation?
2. Who receive the invitation?
3. What is the invitation about?
4. What is the time?
5. Where is the place?

G : nah, coba di jawab pertanyaan ini ya. 10 menit bisa selesai

ya
S : Insha Allah
S : di buku apa pak?
G : di buku latihan O3GSR4
Siswa mengerjakan soal yang diberikan guru.

Sepuluh menit berlalu.

G : Sudah selesai?
S : belum pak
G : ayo dikerjakan. Kalo ada kesulitan boleh bertanya
S : Pak, receive itu artinya menerima ya?
G : yes
Suasana kelas hening tapi di ldari kelas sebelahnya terdengar
suara gaduh.
G : Finish?
S : Finish
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Activities Code

G : Ok. Let’s we read the text. Kita baca dulu ya text nya
bersama-sama.
Guru membacakan teks kemudian diikuti oleh siswa. Guru O3GTR6 O3GLA3
membetulkan kesalahan yang diucapkan siswa. O3GSR5

G : who want to answer number 1? Raise your hand. Ayoo

angkat tangannya

Tidak ada seorangpun siswa yang mengangkat tangan

G : Erika, number 1. Who sent the invitation?
S : Dewi
G : Good. Next number 2. Who receive the invitation? Irfan,
please answer the question
S : Ari, pak
G : ok. Next question. What is the invitation about?
S : birthday party
G : ok. What is the time?
S : Five
G : ok, five pm. The last, where is the place?
S : McDonald restaurant
G : Good. Do you understand now?
S : yes
G : Now let we do another exercise
Guru menempelkan contoh greeting card

Congratulation
To : Amina

Congratulation on your success as

the winner of Cooking Contest 2017.
We are proud of you

Best love,
Vetty & Eulis

Kemudian guru menuliskan pertanyaan dari contoh invitation

O3GTR7 O3GTE4
card yang di tempel di papan tulis

1. Who send the card?

2. Who receive the card?
3. What is the card about?
4. What did Amina win?
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Activities Code
G : Ok, I give you ten minutes to answer these question
Siswa mulai sibuk mengerjakan tugas yang diberikan guru O3GSR6 O3GLA4

G : Finish?
S : Yes, sir
G : Who send the card? Siapa yang mengirim ?
S : Vetty and Eulis
G : Ok. Soal yang kedua. Who receive the card?
S : Amina
G : Ok. Good. Number 3? What is the card about?
Siswa menjawab dengan beragam jawaban
G : Ayooo. What is the answer?
S : win the cook
G : Ok. Vetty and Eulis congratulate Amina for the winning of
cooking contest
G : Ok. Any question?
S : No
G : Next. What did Amina win?
S : Amina won cooking contest
G : Do you understand?
S : Yes
G : Yang terpenting adalah yang pertama kamu mesti tahu who O3GTR8
writes a card atau pertanyaannya who send the card. Yang
kedua adalah who receive the invitation. Yang ketiga adalah
what is the time? Waktunya kapan. Where is the place?
Tempatnya dimana. Kemudian what is the invitation about.
Kalo kalian sudah dapat memahami text invitation nanti kamu
bisa membaca text itu secara utuh.
Do you understand?
S : yes, sir.
G : Ok. For the next meeting. Kalian bawa kertas berwarna,
karton warna, lem, gunting, dan pita kalo ada ya.
S : untuk apa pak?
G : Kita akan membuat sesuatu yang seru.
S : apa itu pak?
G : Nanti bapak jelaskan. Time is up. Waktunya istirahat.
Sebentar lagi bel berbunyi
Tidak berapa lama kemudian bel berbunyi 2x tanda waktu
istirahat pertama.
G : Good bye, class
S : Good bye, pak
 99

Appendix 3

Observation Class 8C
SMPN 2 Gunungsindur
(5th Observation)

Theme : Invitation card and Greeting card

Kind of Text : Functional Text
Resource : Hj. Ihat Solihat, M.Pd, Dr. Hj. Nanik Retnowati, Dra, M.Hum,
Modul Bahasa Inggris untuk Kelas VIII Semester 1
Class : 8C
Day/Date : Monday, 13 Novemver 2017

Activities Code
Guru mengawali pembelajaran pada hari itu dengan O5GTR1
mengkondisikan siswa
G : Good afternoon
S : Good afternoon
G : Good morning. How are you?
S : I am fine, thank you and you?
G : I am fine too, thanks
G : Students
S : Yes
G : Pernah ulang tahun?
S : Pernah
G : Kalau pernah ulang tahun terus dirayakan itu bagus juga.
Ok, listen to me. And look at me. This afternoon we will learn O5GTR2 O5GLA1
about how to invite..., you know invite? Invitation do you
know?
S : no
G : Invite. When do you want to celebrate your birthday party, O5GSR1
you have to write to your friend. Misalnya namanya
Guru menunjuk salah satu siswa
G : What is your name?
S : Tarisma
G : Invitation itu adalah bagaimana cara kita mengundang,
misalnya undangan ulang tahun, mau mengisi rumah, misalnya O5GTR3
kamu mau pindah rumah, mau mengundang teman-teman ke
rumah baru, bisa itu kita undang
Pertama adalah kalau kita ingin membuat sebuah undangan.
Dalam bahasa Inggris If we want to invite someone and we
would like to write the invitation, undangan, pertama yang akan
kamu lakukan adalah kepada siapa undangan itu ditujukan. To
Tarisma Please come to my house, misalnya. Do you
understand?
S : yes ORGSR2
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Activities Code
G : Please come to my house, to celebrate my fourteen
birthday. Untuk merayakan ulang tahun yang ke-14. Nah
kepada siapa surat undangan diberikan?
S : Tarisma
G : to celebrate my fourteen birthday.
Do you understand fourteen birthday?
S : yes
Hanya beberapa siswa yang menjawab. Guru mengulangi lagi
pertanyaan dengan suara yang volume suara yang lebih keras
G : Do you understand fourteen birthday?
S : Yes
Hampir semua siswa menjawab
G : Fourteen birthday adalah ulang tahun yang ke-14.
Kemudian yang kedua adalah what is the invitation about.
Tentang apa? Birthday party. Kemudian yang berikutnya
adalah “when” you will invite friends. Waktunya kapan.
Misalnya on Sunday, at five pm. Kemudian, place, where will
you gather? Misalnya at my home, atau misalnya di KFC atau
di McDpnald, kamu tulis di invitation card nya. Yang terakhir
you have to write “the closing words”, kata-kata penutupnya.
Misalnya, “Sincerely yours”, atau “thanks”, kemudian tulis
nama kamu di situ, “Markonah” misalnya

Siswa tertawa mendengar penjelasan guru yang lucu.

G : Sudah paham?
S : ya pak
Kemudian guru mengambil contoh undangan yang dituliskan di
karton dan menempelkannya di papan tulis.
G : Nah, ini contoh undangan. Coba perhatikan O5GTR4 O5GLA2
Kepada siapa undangan ditujukan? O5GTM5
S : Kepada Ari O5GSR3
G : what is invitation about?
S : Birthday party
G : ok, good. When will the party be held?
S : December
G : Ok. December. Repeat after me. October
S : October
G : November
S : November
G : December
S : December
G : December twenty eight, two thousand and seventeen.
And then time, five pm. Jam 5 apa? Pagi?
S : sore
G : Ok
 101

Activities Code
Siswa tertawa riang mendengar perkataan guru.
G : Kemudian place; McDonald. Pernahkan kalian ke
McDonald?
Siswa ada yang menjawab pernah ada yang menjawab belum.
Kemudian guru menunjuk salah satu siswa dan bertanya
G : Kamu pernah ke McD?
S : belum ke lima kalinya pak
G : Sudah pernah belum
S : sudah, pak
G : McD itu memangnya tempat apa?
S : tempat makan, pak
G : ok. Kemudian ada kata penutup “best regards” itu sama
dengan “salam hormat”.
Ok. Bisa kah kalian buat seperti ini?
S : bisa, pak
G : Ok. Nanti dibuat ya. Itu contoh dari invitation.
Nah, sekarang kita pelajari greeting card atau kartu ucapan. O5GLA3
Misalnya saya ingin membuat kartu ucapan ke…. What’s your
name?
S : Rinto
G : To Rinto. Congratulation on your birth, misalnya.
Nah, ini contoh yang lain lagi. Look at the whiteboard. Ini dari
siapa?
S : Vetty
S : Amina
G : Ayoo dari siapa? Biasanya orang yang menulis sebuah
kartu atau undangan, namanya tertulis di bawahnya. Nah, ini
dari siapa?
S : dari Vetty and Eulis
G : Kepada siapa?
S : Amina
G : Apa yang diucapkan?
S : ucapan selamat
G : Congratulation on your success of the winner of cook
contest 2017. We are proud of you. Best Love, Vetty and Eulis.
Bisa juga misalnya kamu ingin mengirim sebuah kartu ke
teman kamu yang baru lulus dari SMP. Bagaimana caranya?

Siswa terdiam menyimak

G : sama ya. Congratulation on your success in graduation
from senior high school, misalnya.
Do you understand?
Nah yang terpenting, pelajaran kali ini adalah membaca atau
Reading, goal nya adalah ketika kamu mendapatkan undangan
dalam bahasa Inggris atau invitation dari salah seorang teman
 102

Activities Code
kamu, kamu memahami isinya. Jadi dari siapa, kapan, dimana,
tentang apa, kemana? Jadi kamu paham ya. Nah, nanti kalian
buat undangan dalam bahasa Inggris ya. Mudah ya. Kamu bisa
menggunakan kata “please come”, “please visit my house to
celebrate my birthday”, misalnya untuk melaksanakan atau
merayakan ulang tahunku. Mudah kan? Bisa kan membuatnya?
S : Ya bisa
G : Nah sekarang perhatikan teks di papan tulis. Jawab
pertanyaan berikut ya

Guru menuliskan beberapa pertanyaan dari teks yang tertulis di O5GTR5 O5GLA4
selembar karton yang ditempel di papan tulis. O5GSR4 O5GTE1
1. Who sent the card?
2. Who received the card?
3. What is the card about?
4. What did Amina win?
G : ok, coba jawab ya. Number 1. Who sent the card?
S : Vetty and Eulis
G : Ok, good. And then the second question. Who received the
card?
S : Amina
G : Ok. And then next, what is the card about?
Siswa terdiam
G : tentang apa kartu itu?
S : tentang kemenangan
G : kemenangan apa?
S : kemenangan mobil
G : Itu tentang … it is about Vetty and Eulis congratulate
Amina.
Ok. What did Amina win?
S : cook
G : ok, Amina won the cook contest.
Do you understand?
S : yes
G : ok. Teks berikutnya. Coba perhatikan.

Guru menulis kan pertanyaan berdasarkan teks

1. Who sent the invitation? O5GTR6 O5GLA5
2. Who received the invitation? O5GTE2
3. What is the invitation about?
4. What is the time?
5. Where is the place?
 103

Activities Code
G : Ok, please discuss and answer the question

Siswa diskusi dengan temannya untuk menjawab pertanyaan O5GSR5

yang diberikan guru.

G : Ok. Number 1. Who send the invitation?

S : Dewi
G : good. Who received the invitation?
S : Ari
G : ok. Next, what is the invitation about?
S : ulang tahun
G : yes, it’s about Dewi’s birthday.
Kemudian, what is the time?
S : December
G : December. Repeat again
S : December
G : December, twenty eight, two thousand and seventeen
S : December, twenty eight, two thousand and seventeen
G : Ok, what time?
S:
G : ok, where is the place?
S:
G : ok. Do you understand?
S : yes.
G : Ok. Besok tolong bawa kertas warna, karton, gunting, lem
dan pita kalo ada ya
S : Untuk apa pak?
G : Besok kita akan mengerjakan sesuatu yang seru.
S : ok, pak

Bel berbunyi tanda pergantian pelajaran.

G : yes. Ok, good bye class
S : Good bye, pak
 104

Appendix 4

Observation Class 8P
SMP Madania
(8th Observation)

Theme : Travel and the Outdoor Life

Genre : Descriptive Text
Resource : Marian Barry, Success International English Skills for IGCSE,
(Student’s Book)
Class : 8P
Day/Date : Thursday, 26 October 2017

Activities Code
Guru mengawali pembelajaran pada hari itu dengan O8MTR1 O8MLA1
mengkondisikan siswa

G : Good morning
S : Good morning
G : Good morning. How are you?
S : I am fine, thank you. and you?
G : I am fine too, thanks
G : Who is absent today?
S : No absent today, sir
G : Good. Ok, listen to me. Please manage your time when you O8MTR2
are finishing from other lesson. Today you are late for about 20
minutes.

Guru mengingatkan siswa untuk datang tepat waktu pada saat

pelajaran bahasa Inggris. Sekolah ini menerapkan moving class,
yaitu siswa yang berpindah-pindah ke kelas-kelas mata
pelajaran.

Guru mengingatkan kembali tentang Class Beliefs: O8MLA2

1. timing : tolerance 15 menutes
2. no speak other than English (if the teacher speak
Indonesian, the students can take 10 point from the
teacher. The teacher 5 words (+10 points for students
while the students 3 words (-1)
3. Follow your own Class Beliefs
G : Ok, today we will study about 1) How to read shifting stress
(Noun vs Verb), 2) reading aloud, and 3) collaborative learning O8MTR3
S : Ok
G : Please make the class into four groups.
Siswa beranjak dari tempat duduknya dan mulai bersatu
dengan teman satu kelompoknya O8MSR1
 105

Activities Code
G : ok, class. Please open page 108 no 8 Shifting stress. The
pattern of stress in some words alters when they are used as
different parts of speech. For example, the words progress and
escort found in the text can have different stress depending on
whether they are used as nouns or verbs:

You’ll make good progress on the course. (noun)
The stress is on the first syllable if the word is a noun


You can progress to a higher level. (verb)
The stress is on the second syllable if the word is a verb

Ok. Please repeat after me

You’ll make good progress on the course O8MTR4 O8MLA3
S : You’ll make good progress on the course
G : You can progress to a higher level O8MSR2
S : You can progress to a higher level
G : Please discuss with your group. Mark the stress in the
words in italics in the following sentence as you listen.

Page 108 8 Shifting stress

1. The farmer sell their produce in the market . O8MTM1
2. The factories produce spare parts for cars. O8MTE1
3. Please record all accidents in the accident book.
4. His ambition is to break the world record for athletics.
5. I object to people smoking on public transport.
6. She brought many strange objects back from her travels.
7. Black and red make a striking contrast.
8. If you contrast his early work with his later work, you will
see how much it has changed.
9. I can’t get a work permit
10. The teacher does not permit talking in class.
11. I bought Dad a birthday present yesterday
12. The artist will present his work at the next exhibition.

Siswa mengerjakan latihan yang diberikan guru. Siswa terlihat

sibuk meletakkan tanda lingkaran hitam (dot) pada suku kata O8MSR3
yang tepat sesuai dengan ‘stress’ atau penekanan kata.

G : o ya, don’t forget to identify whether the italic word is

Noun or Verb
S : where should I write the Noun or Verb, sir?
G : after each sentence
S : Ok, sir
 106

Activities Code
Guru berkeliling kelas memeriksa hasil pekerjaan siswa. Setiap O8MTR5
kali ada siswa yang bertanya atau meminta bantuan, guru
mendatangi meja siswa.

G : Ok, finish?
S : Yes, sir
G : Group 1, number one. The word produce, Noun or Verb? O8MSR4 O8MLA4
S : Noun.
G : the stress is in the first or the second syllable?
S : second, sir
G : correct. How do you say it?

S : produce
G : Ok, Number two, group 4?

S : Verb. Stress in the second syllable, produce
G : correct. Number 3, group 2?
S : Record, sir?
G : yes
S : Noun, sir
G : are you sure?
S : Hhhmm…. Ehhh. Verb, sir
G : ok. Say it.

S : Record
G : Number 4, group 3?

S : Noun, record
G : ok. Next, number 5, what is the answer?

S : Verb, object
G : Ok, next

S : Number 6, Noun, sir. Object
G : correct. What about number 7?
S : Verb…. Or…. Errrr Noun?
G : You are not sure the answer, Dila

S : Noun, sir. Contrast
G : ok. The verb in that sentence is the word make. Understand,
Dila?
D : yes, sir
G : next,

S : It should be verb, sir. Contrast
 107

Activities Code
G : yes, it is a verb. Next

S : Noun. Permit
G : correct

S : Number 10 is verb, sir. Permit
G : yes, right. Next

S : Next is noun. Present
G : Correct. The last number is…?

S : It sould be verb, sir. Present

G : yes, correct. Now, please repeat after me. O8MTR6 O8MLA5

Guru meminta siswa mengikuti ucapan dari tugas no 1-12. O8MSR5

Bel berbunyi. Pelajaran hari ini selesai. Guru meminta siswa

merapikan kursi-kursi dan meminta siswa untuk berdiri dan
mereka berdoa bersama. Ketika akan keluar kelas, setiap siswa
mengeluarkan sebuah buku agenda dan guru menanda tangani
buku agenda tersebut. Buku agenda berisi materi yang telah
dipelajari siswa setiap harinya.
 108

Appendix 5

Observation Class 8T
SMP Madania
(12nd Observation)

Theme : Travel and the Outdoor Life

Genre : Descriptive Text
Resource : Marian Barry, Success International English Skills for IGCSE
(Student‟s Book)
Class : 8T
Day/Date : Wednesday, 11 November 2017

Activities Code
Guru mengawali pembelajaran pada hari itu dengan O12MTR1
mengkondisikan siswa

G : Good morning
S : Good morning
G : Good morning. How are you?
S : I am fine, thank you. and you?
G : I am fine too, thanks
G : Students
S : Yes
G : who are absent today?
S:
G : Ok. Listen to me.

G : Ok, open page 118. I will try to ask you one by one. Which O12MTR2
one will get the mark and which one will not get the mark, I O12MLA1
mean the poin will be in the class.
Ok, It‟s about homophones. What is homophones?
Look at this.
Guru menuliskan dua kata di papan tulis
Eyes ice
Ok. Look at this. Read this

Siswa membaca dua kata yang tertulis di papan tulis.

G : Homophones is the same sound but different ….

S : different meaning O12MTE1
G : ok, what else? Different….. O12MTR3
S : Different spelling O12MSR1
G : ok. Starting from Adrian. You just need to tell me the same
sound with the word real. You have to spell it O12MSR2
O12MTR4
 109

Activities Code
Adrian : r-e-e-l O12MTM1
G : correct. Ok, write it in your book.
Next, Najwa no 2. The same sound with the word boar
Guru tidak lupa memberikan mark pada aplikasi dojo yang
terinstal di hp guru.
Najwa : b-o-a-r
G : The same sound with that one. Look, Najwa. Like this
example. So, the same sound with the word boar.

Najwa tidak bisa menjawab. Guru masih memberi waktu

hitungan sampai 5 bagi Najwa untuk mencoba tapi ternyata
Najwa belum bisa menjawab juga. Guru melempar pertanyaan
tesebut pada siswa lainnya.
G : C‟mon. Who can answer it?
Beberapa siswa ragu-ragu untuk menjawab
G : let me tell you the answer. B-o-r-…..
S:e
G : Ok. What is the answer?
S : b-o-r-e
G : next, no 3 Karen. sea
Karen : s-e-e
G : correct. Next. Abel?
Abel : s-o-r-e
G : sore throat for example. Good job. Next, Ril
Rilo : Number?
G : number 5. Two
Rilo : t-o-o
G : correct. Next, herd, Ardhan
Ardhan : h-e-a-r-t
G : No. sorry, next. Sekar
Sekar : h-e-a-r-d
G : correct. Next, scene, Annit
Annit : s-e-e-n
G : correct. Next, flower, Winda
Winda : f-l-o-u-r
G : Next, right, Beka
Beka tidak bisa menjawab, diberi waktu sampai dengan
hitungan 5 tapi tetap belum bisa menjawab.
G : Joshia, please try right
Joshia : w-r-i-t-e
G : correct. Hendry next. Blue
Hendry tidak bisa menjawab, diberi waktu sampai dengan
hitungan 5 tapi tetap belum bisa menjawab.

G : next, Aliya.
Aliya : b-l-e-w
 110

Activities Activities
G : yes, good. Akila, next sail
Akila : s-a-l-e
G : ok, good. Now, dear
Siswa menjawab serempak
S : d-e-e-r
G : good. Ok, as we learn that I haven‟t got your academic O12MTR5
mark, so now I will take it as a quiz, you do it by your own,
number 40. The clue is in the end of the sentence
S : Is it a quiz?
G : Yes, I consider it as a quiz.
S : Oooo I see
G : Should I give you number 1 as a bonus?
S : No, number 2
Siswa mengerjakan tugas yang diberikan guru. O12MSR3

Page 118 no 40. Words from names

The island of Sardinia gave its name to sardines. Many words
in English are derived from the names of people or places.

Try to match these names to the people in the sentences below. O12MLA2
Check the meaning of any unfamiliar words.

Morse Vodka Cardigan Fahrenheit Marx O12MTM2

Pasteur Diesel Sandwich O12MTE2

1. Lord ………. didn‟t have time for a proper meal so he

divised a way of eating meat between two slices of bread.
2. Lord ………. was the first person to wear a long-sleeved
jacket made of wool
3. Louis ………. invented a method of making milk safe to
drink
4. Gabriel ………. developed a thermometer which showed
boiling and freezing points
5. Samuel ………. invented a secret code to be used for
sending messages
6. Alessandro ………. invented the electric battery
7. Karl ………. developed the idea of communism
8. Rudolf ………. devised a special type of oil-burning
engine

Beberapa siswa maju ke meja guru untuk diperiksa hasil O12MSR4

kerjaannya. Guru memberi nilai.
Kemudian guru membahas bersama-sama siswa.

G : Ok, class. What is the answer for number 1?

S : sandwich
 111

Activities Activities
G : good. Next
S : Cardigan
G : ok. Number 3?
S : Pasteur
G : Correct. Next
S : Fahrenheit
G : Ok. Next
S : Morse
G : Good. Number 6?
S : Vodka
G : ok. Next
S : Marx
G : Good. The last number?
S : Rudolf Diesel.
G : Yes, correct

Kemudian guru menggunakan infocus. Guru menayangkan 5 O12MTR6

soal tentang kata sifat (adjectives) dan kata benda (noun) yang
harus dikerjakan siswa secara individual

G: Ok, This is what you gonna do. You need to write the O12MLA3
question as well. What you need to do is circle the adjective
that noun is describing. So I suppose you don‟t need more time
to answer. Ok. You need to write it down on your book and
then do as written.

For example:
The green alien walked out of the spaceship.
The adjective green describes the alien

1. The shiny spaceship landed in my yard. O12MTM3

The adjectives ………. describes ……… O12MTE3

2. An alien with big eyes walked out the ship

The adjectives ………. describes ………

3. It waved its tiny hand in the air

The adjectives ………. describes ………

4. The alien said, “Earth is such a beautiful planes.”

The adjectives ………. describes ………

5. A brown rabbit hopped into the yard and scared the alien
The adjectives ………. describes ………
 112

Activities Activities
G : write the sentence and then circle the adjectives and then
underlines the noun. Only do until number 5.
S : circle the andjective, sir?
G : Yes. Write the sentence. Circle the adjective and then
underline the noun. If you finish, you don‟t have to submit your
work because we have another job to do.
S : ooooh

Kemudian siswa mengerjakan soal yang diberikan guru. O12MSR5

G : Finish?
S : Yes
G : Ok, our next activity is I want you to do in group for O12MTR7
discussing about the Weather. Decide whether the following
statements about the weather are likely to be true or false.
So in your group, please move to your group

page 119 number 45 Vocabulary : The Weather

The weather, particularly on holiday, is a popular topic of
conversation among English people. Decide whether the
following statements about the weather are likely to be true or
false.
1. I was pleased to find a lot of slush when I went skiing O12MTM4
2. The blizzard made driving home easy O12MTE4
3. Early in the morning the grass is wet with dew
4. People usually switch on the light at dusk
5. I put on my sunglasses because the sky was overcast
6. The weather was so mild that we did not need coats
7. It‟s not worth hanging out the washing as it has begun to
drizzle
8. The gale blew several trees over
9. Constant low temperatures and hard frosts meant there was
no chance of a thaw
10. Farmers are very happy about the recent drought

Siswa mulai berpindah tempat duduk bergabung dengan

grupnya masing-masing.

G : Now, in your group, let‟s discuss this. You are needed to

write true or false. Number 1 for example:
1. I was pleased to find a lot of slush when I went skiing
What is the meaning of slush? O12MSR6
S : liquid water
G : ok, slush means a lot of snow. So is it true or false?
 113

Activities Activities
S : true
G : right. That is true. Another example : I was pleased to go to
Bogor when it is raining
S : raining?
S : no….. no… no..
G : and you are riding a motor cycle. So?
S : false
G : ok, false. Understand?
S : yes

Siswa mengerjakan tugasnya secara berkelompok. O12MSR7

Sebelumnya guru berdiskusi tentang vocabulary yang ada di
tiap kalimat.
G : what is blizzard mean? O12MLA4
S : some kind storm?
G : right. Storm with strong winds and snowfalls. Number 3,
what is dew?
S : water in the morning?
G : well…. Ok. Dew means condensed water or embun
S : dusk?
G : who knows the meaning of dusk?
S : before night
G : ok, or after sunset. Number 5. Overcast?
S : mendung
G : yes, cloudy or mendung. Mild?
S : hahaha….. mild cigarette
G : yeah…. You know mild in cigarette. The weather was so
mild. What is mild?
S : so so
G : not too hot, not to cold. That‟s mild. Number 7. What is
drizzle?
S : slightly rain
G : ok. Number 8, gale?
S tidak ada yang bisa menjawab. Guru memberitahukan arti
gale.
G : heavy rain, windy. That‟s gale. Number 9, thaw?
S : I know…. I know….hhhmmmm ice….. ice
becomes….hhhmmm
G : yes…. Ice that becomes liquid. Mencair. Thaw can be Noun
can be Verb. Next, number 10. Drought, c‟mon, what is
drought?
S : in Africa
G : in Africa. Drought means dryness. Ok, finish?
S : Yes
 114

Activities Activities
G : Ok, please change your answer with another grup. Ok, let‟s O12MTR9
answer together. Number 2, Arya O12MSR9
Arya : The blizzard made driving home easy. True O12MLA5
G : true or false?
Arya : true… true…mister
G : ok. Number 3, Yoshia
Yoshia : Early in the morning the grass is wet with dew. True
G : True. Ok. Number 4, Najwa
Najwa : People usually switch on the light at dusk. False
G : what is the meaning of dusk, Najwa?
Najwa : before you leaving
G : What is dusk ?
S : before night.
G : ok. True or false?
S : true
G : ok, number 5. Andrian
Andrian: I put on my sunglasses because the sky was overcast.
False
G : Yes, correct. Next number 6. Akila
Akila : The weather was so mild that we did not need coats.
True
G : ok. Next number 7. Aliya
Aliya : It’s not worth hanging out the washing as it has begun
to drizzle. True
G : ok, correct. Number 8, Karen
Karen : The gale blew several trees over. True
G : what is the meaning of gale?
S : heavy rain
G : ok, heavy rain. True. Next number 9, Beka
Beka : Constant low temperatures and hard frosts meant there
was no chance of a thaw. True
G : ok. Ryan, number 10
Ryan : Farmers are very happy about the recent drought. False
G : ok, Ryan. Now, how many correct answer group A?
S : Group A nine corrects
G : ok. Group B?
S : Group B all corrects
G : Group C how many correct?
S : nine corrects
G : group D? delta?
S : group D nine corrects

G : Now, this is more challenging. Because it is harder. Each

group will have one book only.
 115

Activities Activities
Kemudia guru mengambil buku siswa di setiap kelompok dan O12MTR10
hanya menyisakan satu buku saja.
G : please open next page. Number 50. Look at the words, and
then we say together, and then you cover your book, and then
you rewrite it on your notebook.
S : so I look at my book, sir.
G : together. 1 book for 1 group. You look together.
S : I see
G : ok, can we start now?
S : yes, sir

Siswa mulai melihat tulisan yang ada di buku. Mencoba untuk 012MSR10
mengingat tulisan yang ada di buku. Guru memberikan waktu O12MLA6
sekitar 3 menit.

G : ok. Stop. Close your book. Repeat after me. Meditrranean.

S : Mediterranean
G : ok, please write

Guru dan siswa melakukan hal tersebut hingga 10 nomer.

Kemudian guru mendiktekan k10 kata tersebut

page 120 No 50 Look, say, cover, write, check

The following words are problematic to spell. Most of them
come from various exercises in the unit. Use the „look, say,
cover, write check‟ method to help you learn them.
1. Mediterranean O12MTM5
2. restaurant O12MTE5
3. separate
4. separation
5. glamour
6. exhilarating
7. jewel
8. jewellery
9. confidence
10. accommodation

Siswa dan guru mengecek hasil tulisan siswa. Kemudian guru

meminta siswa untuk melakukan dikte. O12MTR11
G : Now we will do a kind of dictation. So please listen O12MSR11
carefully.
S : Ok, sir
Guru mulai mengucapkan kata-kata yang berbeda yang akan O12MTE6
didiktekan. O12MTR12
1. preserve O12MSR12
O12MTM5
 116

Activities Activities
2. terraces
3. acapella
4. secluded
5. overcast
6. enigmatic
7. soar
8. astonishing
9. enthusiatic
10. frequently

Kemudian guru mendiskusikan kata-kata yang sudah O12MTR13

didiktekan. O12MSR13
Guru mengakhiri pelajaran dengan meminta siswa O12MLA7
membereskan kursi-dan meja, berdoa sebelum pulang dan
memberi salam . Di depan pintu kelas guru menandatangani
buku agenda siswa.
 117

Appendix 6

Interview Manual for Teachers

A. Introductory Questions
1. Menurut Bapak/Ibu, apa peranan metode pembelajaran dalam pembelajaran
bahasa Inggris?
2. Apakah Bapak/Ibu pernah mengikuti pelatihan tentang pembelajaran model
Project Based Learning?
3. Adakah kesulitan yang Bapak/Ibu alami dalam menerapkan pembelajaran model
Project Based Learning? Jika ada, bisa tolong ceritakan kesulitan yang dihadapi.
4. Seberapa sering Bapak/Ibu menggunakan model Project Based Learning dalam
pembelajaran bahasa Inggris?

B. Questions about Teaching Materials

1. Darimana Bapak/Ibu mendapatkan materi ajar untuk pembelajaran model Project
Based Learning?
2. Apa pertimbangan Bapak/Ibu dalam memilih materi ajar untuk pembelajaran
model Project Based Learning?
3. Adakah modifikasi yang Bapak/Ibu lakukan terhadap materi tersebut atau
langsung menggunakannya?
4. Apakah materi ajar yang disampaikan sudah dijelaskan di kelas sebelumnya?

C. Question about Learning Activities

1. Kapan Bapak/Ibu memilih menerapkan kegiatan pembelajaran model Project
based Learning?
2. Apa yang memicu keputusan Bapak/Ibu untuk menerapkan kegaiatn pembelajaran
model Project Based Learning?
3. Bagaimana Bapak/Ibu merancang kegiatan pembelajaran model Project Based
Learning?
4. Apa yang Bapak/Ibu harapkan dalam kegiatan pembelajaran model Project Based
Learning?
5. Keterampilan berbahasa apa yang Bapak/Ibu ajarkan dalam pembelajaran model
Project Based Learning?
6. Adakah skill atau keahlian tertentu yang menjadi target Bapak/Ibu? Berikan
contohnya
7. Apakah kurikulum meminta Bapak/Ibu untuk menggunakan model Project Based
Learning dalam kegiatan pembelajaran Bapak/Ibu?
8. Apakah Bapak/Ibu meminta siswa untuk melakukan kolaborasi dalam kegiatan
pembelajaran model Project Based Learning?

9. Apakah penggunaan teknologi mendukung kegiatan pembelajaran model Project

Based Learning? Bisakah Bapak/Ibu memberikan contohnya

D. Questions about Teacher’s Roles

1. Bagaimana peranan Bapak/Ibu dalam pembelajaran model Project Based
Learning?
 118

2. Apakah Bapak/Ibu menuntut peran aktif siswa dalam pembelajaran model Project
Based Learning?

E. Questions about Students’ Roles

1. Bagaimana peran siswa dalam pembelajaran model Project Based Learning?
2. Bagaimana antusiasme siswa dalam pembelajaran model Project Based Learning?
3. Bagaimana cara Bapak/Ibu melibatkan siswa secara aktif dalam pembelajaran
model Project Based Learning?

F. Question about Evaluation

1. Bagaimana menurut Bapak/Ibu pembelajaran model Project Based Learning yang
berhasil atau sukses?
2. Bagaimana cara Bapak/Ibu mengukur keberhasilan kegiatan pembelajaran model
Project Based Learning?
3. Bagaimana Bapak/Ibu mengevaluasi kemampuan membaca bahasa Inggris siswa
dalam pembelajaran model Project Based Learning?
4. Jenis alat penilaian apa yang Bapak/Ibu gunakan?
5. Bagaimana hasil belajar membaca bahasa Inggris siswa Bapak/Ibu dengan
menerapkan pembelajaran model Project Based Learning?
6. Apa harapan dan keinginan Bapak/Ibu untuk mengembangkan dan
memaksimalkan pembelajaran model Project Based Learning?
 119

Appendix 7

KUESIONER SISWA

Adik-adik pelajar pelajar yang terhormat, dimohon kesediaan adik-adik untuk

berpartisipasi dengan mengisi angket ini secara lengkap yang menggambarkan
pengalaman dan keadaanmu selama belajar bahasa Inggris dengan menggunakan model
Project Based Learning.
Perlu saya informasikan bahwa tidak ada yang dinilai benar atau salah, pilih sesuai
dengan apa yang diketahui atau dirasakan. Akhir kata saya ucapkan banyak terima kasih
atas perkenan adik-adik berpartisipasi dalam survey ini.

Nama : ………………………………………………………..
Kelas : ……….………………………………………………..
Sekolah : …………………………………………………………

Berikan tanda (  ) pada kolom yang sesuai dengan jawaban adik-adik.

SS : Sangat setuju
S : Setuju
R : Ragu-ragu
TS : Tidak setuju
STS : Sangat Tidak Setuju

Pertanyaan Tentang Materi Ajar

No Pernyataan SS S R TS STS
1 Menurut saya, materi ajar dengan model pembelajaran
Project Based Learning yang disampaikan guru
menarik
2 Menurut saya, materi ajar dengan model pembelajaran
Project Based Learning melatih saya untuk bisa
mengemukakan pendapat
3 Berdasarkan pengalaman saya, materi ajar dengan
model pembelajaran Project Based Learning yang
disampaikan guru sesuai dengan kebutuhan siswa
dalam pelajaran bahasa Inggris
4 Menurut saya, materi ajar dengan model pembelajaran
Project Based Learning yang disampaikan guru jelas
dan mudah dipahami
5 Berdasarkan pengalaman saya, materi ajar dengan
model pembelajaran Project Based Learning
mencerminkan dunia nyata

6 Menurut saya, materi ajar dengan model pembelajaran

Project Based Learning meningkatkan daya kreatif
siswa
 120

Pertanyaan Tentang Materi Ajar

No Pernyataan SS S R TS STS
7 Berdasarkan pengalaman saya, materi ajar dengan
model pembelajaran Project Based Learning
mengembangkan kemampuan berkomunikasi (lisan
maupun tulisan)
8 Menurut saya, materi ajar dengan model pembelajaran
Project Based Learning membantu saya lebih aktif
dalam belajar
9 Menurut saya, materi ajar dengan model pembelajaran
Project Based Learning yang disampaikan guru
menggunakan media gambar, infokus atau internet
10 Berdasarkan pengalaman saya, materi ajar dengan
model pembelajaran Project Based Learning sesuai
dengan kemampuan siswa berbahasa Inggris

Pertanyaan Tentang Kegiatan Pembelajaran

No Pernyataan SS S R TS STS
1 Berdasarkan pengalaman saya, pembelajaran dengan
model Project Based Learning membuat saya lebih
termotivasi
2 Menurut saya, pembelajaran dengan model Project
Based Learning mendorong saya menemukan ide-ide
baru
3 Menurut saya, pembelajaran dengan model Project
Based Learning menyenangkan
4 Menurut saya, pembelajaran dengan model Project
Based Learning mendukung pengembangan
kemampuan saya dalam pemahaman suau bacaan
5 Berdasarkan pengalaman saya, pembelajaran dengan
model Project Based Learning mendorong siswa untuk
berkomunikasi dengan teman dan guru
6 Menurut saya, pembelajaran dengan model Project
Based Learning dirancang secara sistematis, dimulai
dengan penjelasan, latihan-latihan dan dilanjutkan
dengan projek akhir

Pertanyaan Tentang Peran Guru

No Pernyataan SS S R TS STS
1 Menurut saya guru membantu siswa yang kesulitan
untuk memahami materi ajar
2 Berdasarkan pengalaman saya, guru melibatkan siswa
untuk mendiskusikan materi ajar
 121

Pertanyaan Tentang Peran Guru

No Pernyataan SS S R TS STS
3 Menurut saya, guru berperan aktif dalam pembelajaran
dengan model Project Based Learning
4 Menurut saya, guru focus pada kesalahan siswa dan
upaya memperbaikinya
5 Menurut pengalaman saya, guru memberikan
kesempatan kepada siswa untuk bertanya tentang
materi ajar yang sulit
6 Menurut saya, guru berperan sebagai fasilitator yang
memfasilitasi siswa selama pembelajaran dengan
model Project Based Learning

Pertanyaan Tentang Peran Siswa

No Pernyataan SS S R TS STS
1 Menurut saya, siswa menjadi fokus perhatian guru
selama pembelajaran dengan model Project Based
Learning
2 Berdasarkan pengalaman saya, siswa memiliki
kesempatan untuk mempraktekkan materi yang
disampaikan guru
3 Berdasarkan pengalaman saya, siswa mendapat
tanggung jawab yang besar selama pembelajaran
dengan model Project Based Learning
4 Menurut saya, siswa memiliki kesempatan untuk
bertanya tentang materi yang disampaikan guru selama
pembelajaran dengan model Project Based Learning

Pertanyaan Tentang Evaluasi

No Pernyataan SS S R TS STS
1 Berdasarkan pengalaman saya, guru menugaskan siswa
untuk memperhatikan pelafalan akan kata tertentu
dalam bahasa inggris selama pembelajaran dengan
model Project Based Learning

2 Berdasarkan pengalaman saya, guru menugaskan siswa

untuk menjawab pertanyaan terkait informasi yang
terdapat di dalam teks

3 Berdasarkan pengalaman saya, guru menugaskan siswa

untuk mendengarkan sebuah cerita atau teks kemudian
siswa menulis komentar atau pendapatmengenai cerita
atau teks tersebut
 122

Pertanyaan Tentang Evaluasi

No Pernyataan SS S R TS STS
4 Berdasarkan pengalaman saya, guru mengevaluasi
materi yang disampaikan secara lisan
5 Berdasarkan pengalaman saya, guru mengevaluasi
materi yang disampaikan secara tulisan
6 Berdasarkan pengalaman saya, guru menugaskan siswa
untuk membuat tulisan berdasarkan materi yang
disampaikan guru
7 Berdasarkan pengalaman saya, guru mengevaluasi
keempat keterampilan bahasa (mendengarkan,
berbicara, membaca dan menulis)
 123

Appendix

Interview Manual for Teachers

A. Introductory Questions
1. Menurut Bapak/Ibu, apa peranan metode pembelajaran dalam pembelajaran
bahasa Inggris?
2. Apakah Bapak/Ibu pernah mengikuti pelatihan tentang pembelajaran model
Project Based Learning?
3. Adakah kesulitan yang Bapak/Ibu alami dalam menerapkan pembelajaran
model Project Based Learning? Jika ada, bisa tolong ceritakan kesulitan
yang dihadapi.
4. Seberapa sering Bapak/Ibu menggunakan model Project Based Learning
dalam pembelajaran bahasa Inggris?

B. Questions about Teaching Materials

1. Darimana Bapak/Ibu mendapatkan materi ajar untuk pembelajaran model
Project Based Learning?
2. Apa pertimbangan Bapak/Ibu dalam memilih materi ajar untuk
pembelajaran model Project Based Learning?
3. Adakah modifikasi yang Bapak/Ibu lakukan terhadap materi tersebut atau
langsung menggunakannya?
4. Apakah materi ajar yang disampaikan sudah dijelaskan di kelas
sebelumnya?

C. Question about Learning Activities

1. Kapan Bapak/Ibu memilih menerapkan kegiatan pembelajaran model
Project based Learning?
2. Apa yang memicu keputusan Bapak/Ibu untuk menerapkan kegaiatn
pembelajaran model Project Based Learning?
3. Bagaimana Bapak/Ibu merancang kegiatan pembelajaran model Project
Based Learning?
4. Apa yang Bapak/Ibu harapkan dalam kegiatan pembelajaran model Project
Based Learning?
5. Keterampilan berbahasa apa yang Bapak/Ibu ajarkan dalam pembelajaran
model Project Based Learning?
6. Adakah skill atau keahlian tertentu yang menjadi target Bapak/Ibu? Berikan
contohnya
7. Apakah kurikulum meminta Bapak/Ibu untuk menggunakan model Project
Based Learning dalam kegiatan pembelajaran Bapak/Ibu?
8. Apakah Bapak/Ibu meminta siswa untuk melakukan kolaborasi dalam
kegiatan pembelajaran model Project Based Learning?
 124

9. Apakah penggunaan teknologi mendukung kegiatan pembelajaran model

Project Based Learning? Bisakah Bapak/Ibu memberikan contohnya

D. Questions about Teacher’s Roles

1. Bagaimana peranan Bapak/Ibu dalam pembelajaran model Project Based
Learning?
2. Apakah Bapak/Ibu menuntut peran aktif siswa dalam pembelajaran model
Project Based Learning?

E. Questions about Students’ Roles

1. Bagaimana peran siswa dalam pembelajaran model Project Based
Learning?
2. Bagaimana antusiasme siswa dalam pembelajaran model Project Based
Learning?
3. Bagaimana cara Bapak/Ibu melibatkan siswa secara aktif dalam
pembelajaran model Project Based Learning?

F. Question about Evaluation

1. Bagaimana menurut Bapak/Ibu pembelajaran model Project Based
Learning yang berhasil atau sukses?
2. Bagaimana cara Bapak/Ibu mengukur keberhasilan kegiatan pembelajaran
model Project Based Learning?
3. Bagaimana Bapak/Ibu mengevaluasi kemampuan membaca bahasa Inggris
siswa dalam pembelajaran model Project Based Learning?
4. Jenis alat penilaian apa yang Bapak/Ibu gunakan?
5. Bagaimana hasil belajar membaca bahasa Inggris siswa Bapak/Ibu dengan
menerapkan pembelajaran model Project Based Learning?
6. Apa harapan dan keinginan Bapak/Ibu untuk mengembangkan dan
memaksimalkan pembelajaran model Project Based Learning?
 125

Appendix 8

Interview Manual for Teachers

A. Introductory Questions
1. Menurut Bapak/Ibu, apa peranan metode pembelajaran dalam pembelajaran
bahasa Inggris?
2. Apakah Bapak/Ibu pernah mengikuti pelatihan tentang pembelajaran model
Project Based Learning?
3. Adakah kesulitan yang Bapak/Ibu alami dalam menerapkan pembelajaran model
Project Based Learning? Jika ada, bisa tolong ceritakan kesulitan yang dihadapi.
4. Seberapa sering Bapak/Ibu menggunakan model Project Based Learning dalam
pembelajaran bahasa Inggris?

B. Questions about Teaching Materials

1. Darimana Bapak/Ibu mendapatkan materi ajar untuk pembelajaran model Project
Based Learning?
2. Apa pertimbangan Bapak/Ibu dalam memilih materi ajar untuk pembelajaran
model Project Based Learning?
3. Adakah modifikasi yang Bapak/Ibu lakukan terhadap materi tersebut atau
langsung menggunakannya?
4. Apakah materi ajar yang disampaikan sudah dijelaskan di kelas sebelumnya?

C. Question about Learning Activities

1. Kapan Bapak/Ibu memilih menerapkan kegiatan pembelajaran model Project
based Learning?
2. Apa yang memicu keputusan Bapak/Ibu untuk menerapkan kegaiatn pembelajaran
model Project Based Learning?
3. Bagaimana Bapak/Ibu merancang kegiatan pembelajaran model Project Based
Learning?
4. Apa yang Bapak/Ibu harapkan dalam kegiatan pembelajaran model Project Based
Learning?
5. Keterampilan berbahasa apa yang Bapak/Ibu ajarkan dalam pembelajaran model
Project Based Learning?
6. Adakah skill atau keahlian tertentu yang menjadi target Bapak/Ibu? Berikan
contohnya
7. Apakah kurikulum meminta Bapak/Ibu untuk menggunakan model Project Based
Learning dalam kegiatan pembelajaran Bapak/Ibu?
8. Apakah Bapak/Ibu meminta siswa untuk melakukan kolaborasi dalam kegiatan
pembelajaran model Project Based Learning?

9. Apakah penggunaan teknologi mendukung kegiatan pembelajaran model Project

Based Learning? Bisakah Bapak/Ibu memberikan contohnya
 126

D. Questions about Teacher’s Roles

1. Bagaimana peranan Bapak/Ibu dalam pembelajaran model Project Based
Learning?
2. Apakah Bapak/Ibu menuntut peran aktif siswa dalam pembelajaran model Project
Based Learning?

E. Questions about Students’ Roles

1. Bagaimana peran siswa dalam pembelajaran model Project Based Learning?
2. Bagaimana antusiasme siswa dalam pembelajaran model Project Based Learning?
3. Bagaimana cara Bapak/Ibu melibatkan siswa secara aktif dalam pembelajaran
model Project Based Learning?

F. Question about Evaluation

1. Bagaimana menurut Bapak/Ibu pembelajaran model Project Based Learning yang
berhasil atau sukses?
2. Bagaimana cara Bapak/Ibu mengukur keberhasilan kegiatan pembelajaran model
Project Based Learning?
3. Bagaimana Bapak/Ibu mengevaluasi kemampuan membaca bahasa Inggris siswa
dalam pembelajaran model Project Based Learning?
4. Jenis alat penilaian apa yang Bapak/Ibu gunakan?
5. Bagaimana hasil belajar membaca bahasa Inggris siswa Bapak/Ibu dengan
menerapkan pembelajaran model Project Based Learning?
6. Apa harapan dan keinginan Bapak/Ibu untuk mengembangkan dan
memaksimalkan pembelajaran model Project Based Learning?
 127

Appendix 8

Interview Manual for Teachers

A. Introductory Questions
1. Menurut Bapak/Ibu, apa peranan metode pembelajaran dalam pembelajaran
bahasa Inggris?
2. Apakah Bapak/Ibu pernah mengikuti pelatihan tentang pembelajaran model
Project Based Learning?
3. Adakah kesulitan yang Bapak/Ibu alami dalam menerapkan pembelajaran model
Project Based Learning? Jika ada, bisa tolong ceritakan kesulitan yang dihadapi.
4. Seberapa sering Bapak/Ibu menggunakan model Project Based Learning dalam
pembelajaran bahasa Inggris?

B. Questions about Teaching Materials

1. Darimana Bapak/Ibu mendapatkan materi ajar untuk pembelajaran model Project
Based Learning?
2. Apa pertimbangan Bapak/Ibu dalam memilih materi ajar untuk pembelajaran
model Project Based Learning?
3. Adakah modifikasi yang Bapak/Ibu lakukan terhadap materi tersebut atau
langsung menggunakannya?
4. Apakah materi ajar yang disampaikan sudah dijelaskan di kelas sebelumnya?

C. Question about Learning Activities

1. Kapan Bapak/Ibu memilih menerapkan kegiatan pembelajaran model Project
based Learning?
2. Apa yang memicu keputusan Bapak/Ibu untuk menerapkan kegaiatn pembelajaran
model Project Based Learning?
3. Bagaimana Bapak/Ibu merancang kegiatan pembelajaran model Project Based
Learning?
4. Apa yang Bapak/Ibu harapkan dalam kegiatan pembelajaran model Project Based
Learning?
5. Keterampilan berbahasa apa yang Bapak/Ibu ajarkan dalam pembelajaran model
Project Based Learning?
6. Adakah skill atau keahlian tertentu yang menjadi target Bapak/Ibu? Berikan
contohnya
7. Apakah kurikulum meminta Bapak/Ibu untuk menggunakan model Project Based
Learning dalam kegiatan pembelajaran Bapak/Ibu?
8. Apakah Bapak/Ibu meminta siswa untuk melakukan kolaborasi dalam kegiatan
pembelajaran model Project Based Learning?

9. Apakah penggunaan teknologi mendukung kegiatan pembelajaran model Project

Based Learning? Bisakah Bapak/Ibu memberikan contohnya
 128

D. Questions about Teacher’s Roles

1. Bagaimana peranan Bapak/Ibu dalam pembelajaran model Project Based
Learning?
2. Apakah Bapak/Ibu menuntut peran aktif siswa dalam pembelajaran model Project
Based Learning?

E. Questions about Students’ Roles

1. Bagaimana peran siswa dalam pembelajaran model Project Based Learning?
2. Bagaimana antusiasme siswa dalam pembelajaran model Project Based Learning?
3. Bagaimana cara Bapak/Ibu melibatkan siswa secara aktif dalam pembelajaran
model Project Based Learning?

F. Question about Evaluation

1. Bagaimana menurut Bapak/Ibu pembelajaran model Project Based Learning yang
berhasil atau sukses?
2. Bagaimana cara Bapak/Ibu mengukur keberhasilan kegiatan pembelajaran model
Project Based Learning?
3. Bagaimana Bapak/Ibu mengevaluasi kemampuan membaca bahasa Inggris siswa
dalam pembelajaran model Project Based Learning?
4. Jenis alat penilaian apa yang Bapak/Ibu gunakan?
5. Bagaimana hasil belajar membaca bahasa Inggris siswa Bapak/Ibu dengan
menerapkan pembelajaran model Project Based Learning?
6. Apa harapan dan keinginan Bapak/Ibu untuk mengembangkan dan
memaksimalkan pembelajaran model Project Based Learning?
 129

Appendix 9

Transcript of Interview with the Teacher

from SMPN 2 Gunungsindur

P = Peneliti
R = Responden

Utterance Code
P Menurut Bapak, apa peranan metode pembelajaran dalam pembelajaran IG1
bahasa Inggris?
R Ketercapaian tujuan pembelajaran selalu diindikasikan dengan bagus
tidaknya sebuah metode. Makanya metode sangat diperlukan dalam
proses tersebut
P Apakah Bapak pernah mengikuti pelatihan tentang pembelajaran model IG2
Project Based Learning?
R Saya pernah mengikutinya di Musyawarah Guru Mata Pelajaran Bahasa
Inggris di kab Bogor
P Adakah kesulitan yang Bapak alami dalam menerapkan pembelajaran IG3
model Project Based Learning?
R Ya ada
P Bisa tolong ceritakan kesulitan yang dihadapi
R Kesulitannya lebih kepada para siswa dalam menguasai materi karena
sedikitnya jumlah vocabulary yang mereka miliki sampai akhirnya bisa
menghambat proses belajar itu sendiri. Yang kedua adalah media belajar
yang sngat kurang karena kita belajar di daerah perkampungan
P Seberapa sering Bapak menggunakan model Project Based Learning IG4
dalam pembelajaran bahasa Inggris?
R Hampir setiap pembelajaran kita menggunakan metode tersebut.
P Apakah semua materi bisa menggunakan model Project Based Learning? IG5
R O ya, semua materi hampir bisa menggunakan metode tersebut
P Darimana Bapak mendapatkan materi ajar untuk pembelajaran model IGTM1
Project Based Learning?
R Materi ajar itu sendiri difasilitasi oleh pemerintah, oleh sekolah dan
media-media online juga sudah banyak yang memfasilitasi sendiri
P Apa pertimbangan Bapak dalam memilih materi ajar untuk pembelajaran IGTM2
model Project Based Learning?
R Intinya kita akan mencoba memudahkan siswa menerima pelajaran
dengan sebaik-baiknya dengan menggunakan materi yang disesuaikan
dengan kemampuan mereka
P Adakah modifikasi yang Bapak lakukan terhadap materi tersebut atau IGTM3
langsung menggunakannya?
R Ada beberapa materi yang kita modifikasi menjadi lebih sederhana
misalnya ketika ada materi-materi yang dikira terlalu sulit diterima oleh
siswa maka kita akan merubah sedikit materi tersebut sehingga mudah
disampaikan
 130

Utterance Code
P Apakah materi ajar yang disampaikan sudah dijelaskan di kelas IGTM4
sebelumnya?
R Biasanya kita mereview, mereview materi-materi yang akan kita
sampaikan minggu berikutnya kita sdh berikan clue sebelumnya ke anak
biar ketika kita sampai pada materi tsb mereka sudah mempunyai
gambaran tentang materi yang akan dipelajari
P Kapan Bapak memilih menerapkan kegiatan pembelajaran model Project IGLA1
Based Learning?
R Biasanya kita menyusun program pembelajaran itu sblm KBM itu
dimulai. Kalau tahun ajaran baru pada bulan Juli biasanya bulan Juni kita
sudah menyiapkan semuanya, jd beberapa, ya salah satu metode yang kita
gunakan adalah metode Project Based Learning tersebut
P Apa yang memicu keputusan Bapak untuk menerapkan kegiatan IGLA2
pembelajaran model Project Based Learning?
R Saya pikir metode ini sudah sinkron dengan keadaan sekarang. Sinkron
dengan kondisi siswa, kondisi sekolah gitu dan bisa diterapkan di materi
apapun terkait dengan bahasa Inggris
P Bagaimana Bapak merancang kegiatan pembelajaran model Project Based IGLA3
Learning?
R Maksudnya?
P Bagaimana bapak merancang, mksdnya apa yang bapak ingin ke depannya
itu, misalnya ini materi, terus bapak merancangnya akan diapakan.
Adakah step-step tertentu dan seperti apa step-stepnya?
R Saya melihat dengan metode ini memudahkan guru juga sebetulnya. Kalau
dalam bahasa Inggris kan ada empat aspek, mulai dari aspek listening,
speaking, reading dan produknya adalah writing. Jadi sangat simetris
sebetulnya, jadi memudahkan guru juga
P Apa yang Bapak harapkan dalam kegiatan pembelajaran model Project IGLA4
Based Learning?
R Ya harapan guru semua sama, agar materi terserap sempurna, mereka
mendapatkan nilai yang maksimal, dalam proses pembelajaran siswa juga
enjoy menerima materi, intinya tercapailah goal dari sebuah pembelajaran
itu sendiri
P Keterampilan berbahasa apa yang Bapak ajarkan dalam pembelajaran IGLA5
model Project Based Learning?
R Ya pastinya bahasa Inggris ya.
P Kan ada empat aspek ya. Nah Kira-kira yang mana yang dominan
digunakan?
R Kalau untuk di SMP saya pikir mereka cukup sampai di reading
sebetulnya,lebih ke kalaupun speaking kita ajarkan tapi penekanan lebih
kepada reading.
P Tapi kalo misalnya hasil penerapan dalam Project Based Learning berarti
kan ada produk akhir, nah itu misalnya awalnya bapak mengajarkan
dengan reading, nah bisakah akhirnya keterampilan berbahasa lain keluar
atau terimplementasi dalam tugas akhir itu?
 131

Utterance Code
R Bahasa lain maksudnya selain bahasa Inggris?
P Bukan maksudnya dari empat aspek. Bapak pertama kan mengajarkan
reading, kemudian Bapak berikan tugas Project based Learning.
R Saya pikir keefektifan metode ini sendiri kalaupun misalnya kita
mengajarkan, goalnya misalnya reading tapi endingnya mereka bisa
speaking karena memang semuanya selalu berkaitan, bisa juga bentuk
writing
P Adakah skill atau keahlian yang menjadi target Bapak? IGLA6
R ehem
P Kan Bapak memberikan tugas Project Based Learning. Skill atau aspek
berbahasa apa yang menjadi target Bapak ?
R Ya kalau proses pembejaran itu kan jelas ya. Ada tujuan pembelajaran.
Kalo indikator pembelajaran misalnya menuntut mereka untuk bisa
reading pada salah satu materi maka kita akan lebih pressure ke reading itu
sendiri kalaupun nanti ada beberapa aspek yang mengikuti sebetulnya.
Jadi kadang-kadang materi yang kita berikan hari ini bisa jadi menjadi
penopang untu materi berikutnya kalaupun aspeknya berbeda
P Apakah Kurikulum 2013 meminta Bapak untuk menggunakan Project IGLA7
Based Learning dalam kegiatan pembelajaran Bapak?
R O ya. Kur 2013 meminta kita sebagai guru untuk menggunakan metode
tersebut dalam proses pembelajaran bahasa Inggris. Metode ini merupakan
salah satu yang menggunakan pendekatan scientific approach
P Apakah Bapak meminta siswa untuk melakukan kolaborasi dalam IGLA8
kegiatan pembelajaran model Project based Learning?
R O ya, selalu
P Apakah penggunaan teknologi mendukung kegiatan pembelajaran model IGLA9
Project Based Learning?
R O ya pastinya
P Bisakah Bapak memberikan contohnya?
R Ketika saya mengajarkan tumbuhan misalnya, reading descriptive text,
kemudian saya membawa alat seperti infokus kemudian mereka melihat
gambar sambil kita jelaskan, itu sangat efektif sekali. Teknologi sangat
berperan

P Bagaimanakah peranan Bapak dalam pembelajaran model Project Based IGTR1

Learning?
R Saya lebih cenderung sebagai fasilitator dan siswa sebagai pemeran
langsung di dalam kelas
P Apakah Bapak menuntut peran aktif siswa dalam pembelajaran model IGTR2
Project Based Learning?

R O ya saya menuntut siswa aktif makanya saya lebih memposisikan sebagai

student center dan guru sebagai fasilitator

P Bisa memberikan contoh yang dimaksud dengan fasilitator?

 132

Utterance Code
R Misalnya saya mengelompokkan beberapa siswa kemudian kita mencoba
memberikan clue ke siswa untuk dikembangkan, jadi saya guru atau
sebagai fasilitator di dalam kelas hanya sebatas mendampingi saja
sebetulnya dan memberikan penjelasan-penjelasan yang dinilai tidak
dipahami oleh siswa
P Bagaimana peranan siswa dalam pembelajaran model Project Based IGSR1
Learning?
R Siswa sangat aktif saya pikir ya karena diberikan ruang lebih dalam proses
pembelajaran tersebut
P Kalo menurut bapak, peranan siswa itu, adakah mereka bisa berkolaborasi
dalam kegiatan di Project Based Learning ini?
R Di Project Based Learning itu sendiri kita berupaya sebagai fasilitator aja
sebetulnya biar anak-anak, siswa menjadi lebih aktif
P Ok, Terus dalam hal peranan siswa sendiri, apakah Bapak memfasilitasi
mereka berkolaborasi, bekerja sama?
R O ya, kita biasa membuat kelompok-kelompok utk menyelesaikan project
yang kita berikan ke mereka biar materi itu yang tidak bisa menjadi bisa
dikelompokkan secara acak agar semuanya berjalan secara maksimal
P Bagaimana antusiasme siswa dalam pembelajaran model Project Based IGSR2
Learning?
R Siswa sangat antusias karena mereka aktif langsung di dalam proses KBM
P Adakah siswa yang tidak tertarik dengan model pembelajaran ini?
R Ada beberapa siswa yang kurang tertarik sebetulnya tapi karena kita
menggunakan student center dan mencoba mengkelompok-kelompokkan
siswa yang mampu dengan yang tidak mampu akhirnya mereka akan
terpengaruh dengan sendirinya
P Bagaimana cara Bapak melibatkan siswa secara aktif dalam pembelajaran IGSR3
model Project Based Learning?
R Melibatkan siswa secara aktif adalah siswa itu sendiri sebagai subjek
adalah siswa itu sendiri sebagai subjek bukan sebagai objek dan guru
sebagai fasilitator dan kita lebih kepada problem solving dalam
menyelesaikan masalah sehingga siswa terlibat langsung
P Bagaimana menurut Bapak/Ibu pembelajaran model Poject Based IGTE1
Learning yang berhasil atau sukses?
R Kalau menurut saya adalah jika siswa mampu menghasilkan produk hasil
dari pembelajaran tersebut
P Bagaimana cara Bapak mengukur keberhasilan kegiatan pembelajaran IGTE2
model Project Based Learning?
R Mengukur keberhasilan itu ya dengan memberikan evaluasi kemudian kita
nilai, apakah kemudian nilai mereka sesuai dengan kriteria nilai yang kita
buat. Saya pikir ukurannya adalah di penilaian
P Kalo menurut Bapak produk akhir dari model Project Based Learning
yang dikerjakan siswa itu seperti apa penilaian yang Bapak anggap
berhasil? Apakah sekedar siswa hanya mengumpulkan tugas ataukah ada
kriteria-kriteria dalam penilaian project?
 133

Utterance Code
R O ya ada. Aspek penilaiannya tugas mereka kita analisa, kita teliti agar
terlihat sebetulnya dimana kekurangan mereka, kemudian apa materi yang
belum bisa dipahami, ya selain penilaian ada evaluasi juga. Kadang-
kadang kita juga melanjutkan dengan remedial juga untuk memastikan
bahwa materi itu betul-betul terserap.
P Jika seorang siswa mengumpulkan produk akhir dari pembelajaran model
Project Based Learning, misalnya hasil akhirnya tidak memuaskan Bapak,
apakah Bapak anggap siswa tersebut masih nilainya kurang padahal dia
sudah memberikan produk akhirnya atau bagaimana?
R Makanya itulah fungsi dari remedial untuk memastikan bahwa semua
siswa mampu menguasai materi tersebut. Jadi kita tidak stuck sampai di
evaluasi sebetulnya, masih ada evaluasi-evaluasi susulan
P Bagaimana Bapak mengevaluasi kemampuan membaca bahasa Inggris IGTE3
siswa dalam pembelajaran model Project Based Learning?
R Cara mengevaluasinya kan biasanya kita berikan sebuah teks yang hampir
sama sebetulnya tapi tidak sama dengan yang sudah kita ajarkan. Nah
disitu ada beberapa pertanyaan terkait dengan teks tersbut. Sebetulnya
lebih kepada pengulangan materi. Nanti akan terlihat sejauh mana
keberhasilan mereka dengan menjawab pertanyaan-pertanyaan terkait teks
yang kita berikan.

Evaluasi pembelajaran itu selalu diindikasikan dengan ketercapaian nilai

anak yang kita harapkan. Kalau misalnya KKM nya diangka 70 kemudian
kita memberikan materi dan mereka bisa mencapai nilai diatas KKM
tersebut maka kita anggap berhasil
P Jenis alat penilaian apa yang Bapak gunakan? IGTE4
R Kalo untuk reading biasanya ada dua jenis yaitu penilaian ganda dan
essay.
P Bagaimana hasil belajar membaca bahasa Inggris siswa Bapak dengan IGTE5
menerapkan pembelajaran model Project Based Learning?
R Hampir semua nilainya memenuhi kriteria KKM dan di atas KKM tp ada
juga beberapa yang nilainya masih di bawah KKM

P Apa harapan dan keinginan Bapak untuk mengembangkan dan IGTE6

memaksimalkan pembelajaran model Project Based Learning?

R Saya sangat berharap metode ini didukung oleh sekolah kemudian

difasilitasi oleh sekolah. Media-media pembelajaran dilengkapi lagi
sehingga guru memiliki banyak pilihan dalam mengaplikasikannya di
kelas
 134

Appendix 10

Transcript of Interview with the Teacher

from SMP Madania

P = Peneliti
R = Responden

Utterance Code
P Menurut Bapak, apa peranan metode pembelajaran dalam pembelajaran
bahasa Inggris?
R Peranan metode pembelajaran sangat penting dalam mengajar bahasa
Inggris, siswa akan lebih percaya diri untuk berbicara dan menulis ketika
metode pembelajaran yang diaplikasikan di kelas menimbulkan suasana
nyaman dan membangun siswa untuk melakukan kegiatan yang produktif
P Apakah Bapak pernah mengikuti pelatihan tentang pembelajaran model
Project Based Learning?
R Ya
P Adakah kesulitan yang Bapak alami dalam menerapkan pembelajaran
model Project Based Learning?
R Ya, tapi tidak banyak
P Bisa tolong ceritakan kesulitan yang dihadapi
R Tidak banyak kesulitan yang dialami, hanya saja ketika siswa telat
mengumpulkan project-nya pembelajaran jadi tertunda bahkan teralihkan
ke materi lain
P Seberapa seiring Bapak menggunakan model Project Based Learning dalam
pembelajaran bahasa Inggris?
R 2 minggu sampai dengan 1 bulan sekali
P Darimana Bapak mendapatkan materi ajar untuk pembelajaran model
Project Based Learning?
R In-House Training di sekolah tempat mengajar
P Apa pertimbangan Bapak dalam memilih materi ajar untuk pembelajaran
model Project Based Learning?
R Materi yang membutuhkan riset
P Adakah modifikasi yang Bapak lakukan terhadap materi tersebut atau
langsung menggunakannya?
R Ada, disesuaikan dengan background knowledge siswa dan up-to-date
P Apakah materi ajar yang disampaikan sudah dijelaskan di kelas
sebelumnya?
R Hanya sekedar pengenalan, penjelasan lanjutan dilakukan siswa ketika
siswa presentasi

Utterance Code
P Kapan Bapak memilih menerapkan kegiatan pembelajaran model Project
Based Learning?
R Ketika ditemukan materi yang sesuai dang menggugah semangat siswa
P Apa yang memicu keputusan Bapak untuk menerapkan kegiatan
 135

pembelajaran model Project Based Learning?

R Siswa merasa lebih cepat memahami materi dan proses belajar yang
aplikatif membuat mereka lebih kreatif
P Bagaimana Bapak merancang kegiatan pembelajaran model Project Based
Learning?
R Langkah-langkah yang saya lakukan yaitu menentukan materi yang sesuai,
melakukan riset lanjutan mengenai materi tersebut, membuat presentasi
menggunakan contoh-contoh yang memberi ide pada siswa dan
mempresentasikannya pada siswa dan memfasilitasi kelompok atau
individual dalam mengerjakan projectnya
P Apa yang Bapak harapkan dalam kegiatan pembelajaran model Project
Based Learning?
R Harapan saya adalah siswa sapat memperdalam materi. Melalui riset yang
siswa lakukan sendiri, materi akan lebih difahami serta siswa dapat
mengaplikasikan materi di kehidupan sehari-hari
P Keterampilan berbahasa apa yang Bapak ajarkan dalam pembelajaran
model Project Based Learning?
R Keterampilan berbahasa dalam pembelajaran Project Based Learning ini
adalah public speaking dan formal writing
P Adakah skill atau keahlian yang menjadi target Bapak?
R Ya ada.
P Bisa tolong berikan contohnya?
R Target saya adalah siswa akan lebih produktif, mempunyai imajinasi yang
tinggi dan kreatif
P Apakah kurikulum meminta Bapak untuk menggunakan model Project
Based Learning dalam kegiatan pembelajaran Bapak di kelas?
R Ya
P Apakah Bapak meminta siswa untuk melakukan kolaborasi dalam kegiatan
pembelajaran model Project based Learning?
R Ya, jika projectnya berskala besar
P Apakah penggunaan teknologi mendukung kegiatan pembelajaran model
Project Based Learning?
R Ya, tentu saja
P Bisakah Bapak memberikan contohnya?
R Contohnya adalah penggunaan projector, internet dan berkolaborasi
menggunakan pesan singkat

Utterance Code
P Bagamanakah peranan Bapak dalam pembelajaran model Project Based
Learning?
R Peranan saya hanya sebagai fasilitator yang memberikan gambaran materi
yang nantinya akan dibuat project oleh siswa
P Apakah Bapak menuntut peran aktif siswa dalam pembelajaran model
Project Based Learning?
R Ya, siswa dituntut untuk aktif dalam proses pembelajaran PjBL ini bahkan
yang cenderung pendiam dituntut oleh kelompoknya untuk ikut
 136

berkonstrubusi karena masing-masing diberikan tanggungjawab

P Bagaimana peran siswa dalam pembelajaran model Project Based
Learning?
R Peran siswa lebih aktif dalam pembelajaran daripada guru, guru hanya
memberikan gambaran tentang materi yang perlu dilakukan penelitian
sebelumnya dan seterusnya siswa yang mengusulkan ide-ide project yang
memungkinkan untuk materi tersebut
P Bagaimana antusiasme siswa dalam pembelajaran model Project Based
Learning?
R Antusiasme siswa sangat tinggi
P Bagaimana cara Bapak melibatkan siswa secara aktif dalam pembelajaran
model Project Based Learning?
R Saya meminta siswa untuk membuat grup atau kelompok yang terdiri dari
tiga siswa. Masing-masing grup mendiskusikan spesifikasi project masing-
masing kelompok yang nantinya akan menjadi project individu
P Bagaimana menurut Bapak pembelajaran model Project Based Learning
yang berhasil atau sukses?
R Menurut saya yaitu ketika siswa memahami materi dan dapat dengan
mudah mengaplikasikannya di kegiatan sehari-hari
P Bagaimana cara Bapak mengukur keberhasilan kegiatan pembelajaran
model Project Based Learning?
R Caranya yaitu dapat dilihat dari keunikan siswa dan kematangan siswa
dalam mempresentasikan karyanya
P Bagaimana Bapak mengevaluasi kemampuan membaca bahasa Inggris
siswa dalam pembelajaran model Project Based Learning?
R Siswa diminta membaca resouces untuk melengkapi project-nya, saat ini
dapat digunakan untuk mengevaluasi kemampuan membacanya dari
pemahamannya terhadap resources yang dibaca siswa
P Jenis alat penilaian apa yang Bapak gunakan?
R Rubrik berupa tabel penilaian standar
P Bagaimana hasil belajar membaca bahasa Inggris siswa Bapak dengan
menerapkan pembelajaran model Project Based Learning?

Utterance Code
R Hasilnya sangat memuaskan, siswa menjadi lebih memahami materi
P Apa harapan dan keinginan Bapak untuk mengembangkan dan
memaksimalkan pembelajaran model Project Based Learning?
R Harapan saya adalah mendapatkan pelatihan lanjutan mengenaiPjBL agar
lebih up-to-date dan intensitas PjBL dapat lebih ditingkatkan di berbagai
mata pelajaran
 137

Appendix 11
THE RESULT OF THE QUESTIONNAIRE
SMPN 2 GUNUNGSINDUR

Q SS % S % R % TS % STS % N
A 1 23 22.5 77 75.5 2 2.0 0 0 0 0 102
2 25 24.5 51 50.0 26 24.5 0 0 2 2.0 102
3 23 22.5 54 53.0 18 17.6 7 6.9 0 0 102
4 24 23.5 56 55.0 22 21.6 0 0 0 0 102
5 31 30.4 45 44.1 21 20.6 2 2.0 0 0 102
6 30 29.4 57 55.9 13 12.7 1 1.0 1 1.0 102
7 29 28.4 59 57.8 14 13.7 0 0 0 0 102
8 31 30.4 54 53.0 14 13.7 1 1.0 0 0 102
9 18 17.6 48 47.0 26 25.4 10 10.0 0 0 102
10 15 14.7 57 55.9 20 19.6 7 6.9 3 2.9 102
B 1 26 25.4 50 49.0 24 23.5 1 1.0 1 1.0 102
2 30 29.4 51 50.0 20 19.6 1 1.0 0 0 102
3 25 24.5 58 56.9 18 17.6 0 0 1 1.0 102
4 23 22.5 62 60.8 16 15.7 1 1.0 0 0 102
5 39 32.8 45 44.1 17 16.7 1 1.0 0 0 102
6 26 25.4 50 49.0 22 21.6 4 3.9 2 2.0 102
C 1 48 47.0 45 44.1 8 4.0 1 1.0 0 0 102
2 21 20.6 46 45.1 31 30.4 4 3.9 0 0 102
3 31 30.4 50 49.0 18 17.6 3 2.9 0 0 102
4 35 34.3 43 42.1 24 23.5 0 0 0 0 102
5 48 47.0 36 35.3 13 12.7 5 4.9 0 0 102
6 20 19.6 53 52.0 23 22.5 4 3.9 2 2.0 102
D 1 18 17.6 57 55.9 22 21.7 5 4.9 0 0 102
2 17 16.7 66 65.0 17 16.7 2 2.0 0 0 102
3 24 23.5 42 41.2 30 29.4 6 4.9 0 0 102
4 36 35.3 49 48.0 10 9.8 6 4.9 1 1.0 102
V 1 25 24.5 50 49.0 20 19.6 7 6.9 0 0 102
2 26 25.4 67 65.7 7 6.9 2 2.0 0 0 102
3 25 24.5 52 51.0 19 18.6 5 4.9 1 1.0 102
4 22 21.7 64 63.0 15 14.7 0 0 1 1.0 102
5 25 24.5 49 48.0 19 18.6 7 6.9 2 2.0 102
6 26 25.4 53 52.0 19 18.6 3 2.9 1 1.0 102
7 21 20.6 56 55.0 17 16.7 6 4.9 2 2.0 102
 138

Appendix 12
THE RESULT OF THE QUESTIONNAIRE
SMP MADANIA

Q SS % S % R % TS % STS % N
A 1 13 31.7 26 63 2 4.9 0 0 0 0 41
2 14 34.1 23 56.1 3 7.3 1 2.4 0 0 41
3 20 48.8 20 48.8 1 2.4 0 0 0 0 41
4 17 41.5 23 56.1 1 2.4 0 0 0 0 41
5 16 39.0 21 51.2 4 9.76 0 0 0 0 41
6 25 14.6 14 34.1 1 2.4 1 2.4 0 0 41
7 16 39.0 24 58.5 1 2.4 0 0 0 0 41
8 15 35.6 21 51.2 5 12.2 0 0 0 0 41
9 18 44.0 19 46.3 4 9.76 0 0 0 0 41
10 14 34.1 23 56.1 4 9.76 0 0 0 0 41
B 1 12 29.3 24 58.5 5 12.2 0 0 0 0 41
2 14 34.1 24 58.5 3 7.3 0 0 0 0 41
3 16 39.0 23 56.1 2 4.9 0 0 0 0 41
4 18 44.0 23 56.1 0 0 0 0 0 0 41
5 24 58.5 15 35.6 2 4.9 0 0 0 0 41
6 18 44.0 19 46.3 2 4.9 2 4.9 0 0 41
C 1 18 44.0 21 51.2 2 4.9 0 0 0 0 41
2 17 41.5 22 53.6 2 4.9 0 0 0 0 41
3 14 34.1 25 14.6 2 4.9 0 0 0 0 41
4 19 46.3 18 44.0 4 9.76 0 0 0 0 41
5 25 14.6 13 31.7 2 4.9 1 2.4 0 0 41
6 15 35.6 23 56.1 3 7.3 0 0 0 0 41
D 1 12 29.3 23 56.1 6 14.6 0 0 0 0 41
2 14 34.1 26 63.0 1 2.4 0 0 0 0 41
3 14 34.1 24 58.5 3 7.3 0 0 2 4.9 41
4 12 29.3 26 63.0 3 7.3 0 0 1 2.4 41
V 1 15 35.6 23 56.1 3 7.3 0 0 0 0 41
2 18 44.0 18 44.0 5 12.2 0 0 0 0 41
3 10 24.4 27 66.0 2 4.9 0 0 0 0 41
4 20 48.8 17 41.5 3 7.3 0 0 0 0 41
5 25 14.6 16 39.0 0 0 0 0 0 0 41
6 17 41.5 24 58.5 0 0 0 0 0 0 41
7 15 35.6 17 41.5 1 2.4 8 19.5 0 0 41
8 23 56.1 9 22.0 9 22.0 0 0 0 0 41
 139

APPENDIX 13
140