THE EFFECT OF COOPERATIVE INTEGRATED READING AND

COMPOSITION (CIRC) AND SELF-ESTEEM ON STUDENTS’

READING COMPREHENSION
(A Quasi Experimental Study at the Seventh grade Students of SMP N 3 Ciputat Timur)

By

SANIDAYA FEBRIANTO

21160140000001

ENGLISH EDUCATION MAGISTER PROGRAM FACULTY OF

EDUCATIONAL SCIENCES STATE ISLAMIC UNIVERSITY (UIN)
SYARIF HIDAYATULLAH JAKARTA
2019 M./ 1440 H.
 ACKNOWLEDGEMENT

Praised be to Allah, Lord of the world, who has given the writer His love
and compassion to finish the last assignment in his study. Peace and salutation be
upon to the prophet Muhammad SAW, his family, his companion, and his
adherence. It is a pleasure to acknowledge the help and contribution to all of
lecturers, institution, family and friends who have contributed in different ways
hence this thesis is processed until it becomes a complete writing which will be
presented to the Master Program of English Education Faculty of Teachers’
Training and Educational Sciences in partial fulfillment of the requirements for the
degree of M.Pd., in English Language Education.
First of all, the writer would like to express his great honor and deepest
gratitude to his advisor, Dr. H. Atiq Susilo, M.A., and Drs. Ahmad Sofyan, M.Pd.,
whose scholarly suggestions and critical remarks have enabled the writer to refine
this thesis. Writer conveys his special gratitude to his beloved parents and big
family who motivated his in accomplishing this thesis. Special gratitude goes to her
beloved mother (Nursani Handayani), beloved father (Sudaryo) and also to his
lovely brother (Fauzul Kurnia Jaya) and sister ( Virdasani Aulia and Qurota A’yun)
and who never stops motivating his in accomplishing this thesis.
The writer’s sincere gratitude also goes to:
1. Dr. Sururin, M.Pd., the dean of the faculty of educational science
2. Dr. Fahriany M.Pd., once more as the head of graduate program of
English language education at the faculty of educational sciences
3. All the lecturers and staff in the graduate program of English
department who had transferred his/her knowledge and also for the
valuable guidance and encouragement
4. All the teachers in SMPN 03 Ciputat Timur for their understanding and
support.
5. The writer’s classmate in graduate program of English education
department UIN Syarif Hidayatullah Jakarta class of 2016 especially
Robiatul Adawiyah, M.Pd, Putri Ayumi, M.Pd., Zakiyah, Ihya
Awalludin and Nasrullah Maulidin, M.Pd)
6. All of people who participated in the process of the thesis that the
writer couldn’t mention one by one. May Allah bless them and reward
them all better.

Ciputat, ……….., 2019

(the writer )
 ABSTRACT

Febrianto, Sanidaya. The Effect of Cooperative Integrated Reading And

Composition (CIRC) And Students’ Self-Esteem on Reading
Comprehension, (A Quasi-experimental Study at SMPN 3 Ciputat
Timur), 2018, Syarif Hidayatullah State Islamic University, Jakarta,
Indonesia.

This study was aimed to investigate the effect of The Effect of Cooperative
Integrated Reading Composition (CIRC) Technique and Students’ Self-
esteem on Reading Comprehension at the 7th Grade of SMPN 03 Ciputat
Timur. This study is categorized as quasi experimental research. The sample
of this study is seventh grade students of SMPN 03 Ciputat Timur which
consisted of experimental and control class with 40 students in each clasess.
The findings of the school SMPN 03 Ciputat Timur in this study are: (1) The
students’ reading comprehension who were taught by Cooperative Integrated
Reading and Composition (CIRC) model was higher than those who were
taught by conventional model. (2) There were interactional effect of teaching
method and self-esteem on reading comprehension. (3) The students’ reading
comprehension that were taught by CIRC was higher than those who were
taught by conventional for students’ high self-esteem. (4) There was not
difference between students’ reading comprehension that were taught by
CIRC model and conventional for students’ low self-esteem.

Keywords: Cooperative Integrated Reading Composition (CIRC)

Technique, Students’ Self-esteem, and Reading
Comprehension.

i
 ABSTRAK

Febrianto, Sanidaya. The Effect of Cooperative Integrated Reading And

Composition (CIRC) And Students’ Self-Esteem on Reading
Comprehension, (A Quasi-experimental Study at SMPN 3 Ciputat
Timur), 2018, Syarif Hidayatullah State Islamic University, Jakarta,
Indonesia.

Penelitian ini bertujuan mengetahui apakah terdapat pengaruh teknik

CIRC(Cooperative Integrated Reading Composition) dan pribadi sikologis
siswa yaitu rasa harga diri seorang siswa terhadap kemampuan membaca
bahasa Inggris pada siswa kelas 7 di SMPN 03 Ciputat Timur. Penelitian ini
dikategorikan sebagai Penelitian Experimen (Quasi-Experiment). Sampel
penelitian ini adalah SMPN 3 Ciputat Timur. Di dalam penelitian ini, masing
masing sekolah dibagi keadalam kelas ekperimen dan kontrol yang terdiri 40
siswa pada masing-masing kelas. Hasil yang diperoleh dalam dua sekolah
dari penelitian ini adalah: (1) terdapat perbedaan hasil secara signifikan
antara siswa yang diajar dengan teknik CIRC dan siswa yang diajar dengan
teknik konvensional (2) terdapat efek interaksi antara tekhnik pembelajaran
(CIRC dan konvensional) dengan rasa kepercayaan diri seorang siswa (3)
Siswa yang diajakan menggunakan tekhnik CIRC lebih tinggi dari pada
siswa yang diajarkan dengan konvensional pada siswa yang memiliki harga
diri yang tinggi (4) Tidak ada perbedaan terhadap siswa yang diajarkan
menggunakan CIRC dan konvensional pada siswa yang meniliki
kepercayaan diri yang rendah.

Kata Kunci: Tekhnik Cooperative Integrated Reading Composition (CIRC),

Rasa harga diri siswa, Self esteem dan Pemahaman membaca.

ii
 TABLE OF CONTENTS

COVER PAGE
STATEMENT OF ORIGINALITY
APPROVAL BY THESIS SUPERVISORS
APPROVAL BY THESIS EXAMINER
ACKNOWLEDGEMENT
ABSTRACT .............................................................................................................. i
TABLE OF CONTENT ......................................................................................... iii
LIST OF TABLES ................................................................................................. v
LIST OF FIGURES .............................................................................................. vii
LIST OF APPENDICES ....................................................................................... ix

CHAPTER I INTRODUCTION ………………………………………………… 1

A. The Background of the Study ............................................................................... 1
B. Identification of the Problem ................................................................................ 4
C. Limitation of the Problem .................................................................................... 5
D. Formulation of the Research ................................................................................ 5
E. The Objectives of Research .................................................................................. 5
F. The Significance of the Study ............................................................................... 6

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

A. Theoretical Review .............................................................................................. 7
1. Nature of Reading Comprehension ................................................................. 7
2. Levels of Reading .......................................................................................... 10
3.Strategies of Reading ...................................................................................... 11
4. Factors Affecting Reading Comprehension ................................................... 12
5. Purposes of Reading Comprehension ............................................................ 13
6. Reading Assessment ...................................................................................... 14
B. Cooperative Integrated Reading and Composition (CIRC) Technique .............. 16
1. Nature of Cooperative Learning Model ……................................................. 16
2. Nature of CIRC .............................................................................................. 18
3. Principles of CIRC ......................................................................................... 19
4. Componens of CIRC ...................................................................................... 21
5. Steps of CIRC ................................................................................................ 22
6. Elements of Program in CIRC ....................................................................... 22
7. Advantages and Disadvantages of CIRC ....................................................... 23
C. Self-Esteem ........................................................................................................ 24
1. Nature of Self-esteem .................................................................................... 24
2. Factors of Self-esteem ................................................................................... 27
3. Components of Self-esteem ........................................................................... 28
4. Levels of Self-esteem ..................................................................................... 30
5. Types of Self-esteem ...................................................................................... 30
6. Positive Effect of High Self-esteem ............................................................... 31
7. Negative Effect of Low Self-esteem .............................................................. 33
D. Previous Study .................................................................................................... 34

iii
E. Conceptual Framework ...................................................................................... 39
F. Research Hypotheses .......................................................................................... 42

CHAPTER III RESEARCH METHODOLOGY …………………………….. 43

A. Place and Time of Research................................................................................ 43
B. Research Design.................................................................................................. 43
C. The Population and Sample of Research ............................................................ 44
D. Instruments of The Research .............................................................................. 45
E. Model of Data Analysis ...................................................................................... 55
F. Technique of Model ............................................................................................ 55
G. Statistical Hypothesis ......................................................................................... 56

CHAPTER IV FINDING AND DISCUSSION …………………………..…… 58

A. Finding ................................................................................. ……………...….. 58
B. Discussion ............................................................................................................73
C. Limitation of the Research ………………………………………………...….. 76

CHAPTER V CONCLUSION AND SUGGESTION ………………………… 77

A. Conclusion .................................................................................. …………...… 77
B. Suggestion ................................................................................ …………….… 78
C. Implication ……………………………………………………………..……… 80

REFERENCES ...................................................................................................... 82
APPENDICES ....................................................................................................... 88

iv
 LIST OF TABLES

Table 2.1. Bloom’s Taxonomy of the Cognitive Levels .......................................... 9

Table 2.2. Assessment Strategies ............................................................................ 15
Table 3.1. Research Design ..................................................................................... 44
Table 3.2. Blueprint of Reading Comprehension Instrument ................................. 46
Table 3.3. Validity Test ........................................................................................... 48
Table 3.4. Blueprint of Self-esteem Instrument ...................................................... 51
Table 3.5. Validity Test ……………………………………………………...…… 53
Table 4.1. Descriptive Statistic of SMPN 3 ............................................................ 58
Table 4.2. Frequency Table of Reading Comprehension by using CIRC Technique
to Students’ High Self-esteem ............................................................... 59
Table 4.3. Frequency Table of Reading Comprehension by using Conventional to
Students’ High Self-esteem ................................................................... 61
Table 4.4. Frequency Table of Reading Comprehension by Using CIRC to Low
Self-esteem ......................................................................................... 62
Table 4.5. Frequency Table of Reading Comprehension by Using Conventional to
Low Self-esteem ................................................................................. 64
Table 4.6. Normality Test of SMPN 3 .................................................................... 67
Table 4.7. Homogenity Test of SMPN 3 ................................................................ 68
Table 4.8. ANOVA test (2 x 2) of SMPN 3 ........................................................... 70
Table 4.9. Contast Test of SMPN 3 ........................................................................ 72

v
 LIST OF FIGURES

Figure 2.1 Conceptual Framework …………………………………………….…. 41

Figure 4.1. Frequency Table of Reading Comprehension by using CIRC Technique
to High Students’ Self-esteem .............................................................. 60
Figure 4.2. Frequency Table of Reading Comprehension by using Conventional
Technique to High Students’ Self-esteem ............................................. 62
Figure 4.3. Frequency Table of Reading Comprehension by using CIRC to Low
students’ Self-esteem ........................................................................... 64
Figure 4.4. Frequency Table of Reading Comprehension by Using Conventional to
Low Self-esteem ................................................................................... 65
Figure 4.5. Interactional Effect of Teaching Strategy and Students’ Self-esteem .. 71

vii
 LIST OF APPENDICES

Appendix 1 Silabus and Lesson Plan ..................................................................... 88

Appendix 2 Instruments ........................................................................................ 151
Appendix 3 Validity and Reliability ..................................................................... 160
Appendix 4 Documentation .................................................................................. 164

ix
 CHAPTER I
INTRODUCTION
A. Background of the Study
Reading comprehension is a complex reading to understand the text. It is a
necessay skill in learning English as a pasive skill that Indonesian government
put it on national examination. Especially for junior high school almost of the
texts in English are used in national examinaton. One of the text are used in
national examination on junior high school is descriptive text. It means that
reading used and applied in English that enables students to get information
from the text. van den Broek & Espin point out that reading comprehension is
a complex interaction among automatic and strategic cognitive processes that
enables the reader to create a mental representation of the text (2012, p. 45).
Not only van den Broek & Espin point out about but also there are many
researchers focus on addressing the methods or approaches in teaching reading.
Not to mention that reading is to construct meaning and that learning to read is
an implicit, rather than an explicit, process. Woolley states that reading
comprehension is the process of making meaning from text. (2011, p. 15). It
means that integrated teaching skill could not be abandoned by every teacher.
When students learn reading, the teachers will also insert writing material
in the simple form like making a note of the information got from the text. This
will be good for students to remember what they have read before. (Klingner,
2007) states that Reading comprehension is the process of constructing
meaning by coordinating a number of complex processes that include word
reading, word and word knowledge, and fluency. Having said that teachers
need students’ self-esteem on teaching reading. Teachers who are aware of
reading and self-esteem with the levels of the students’ self-esteem can develop
activities and lessons that lead to success for the students. Not only that, but
also reading is one of the complex ways in learning English, especially for
education. Students need good reading skill to get knowledge and learning new
information. However, reading skill is not easy for students to read material in
foreign language.

1
 2

Regarding on reading comprehension and self-esteem (Cruickshank, 2016)

clearly highlight that CIRC is mainly used to teach reading and composition.
On the other hand (Sedikides and Gress, 2003) stated that self-esteem refers to
individual’s perception or subjective appraisal of one’s own self-worth, one’s
feelings of self-respect and self-confidence and the extent to which the
individual holds positive or negative views about self. Having said that CIRC
and Self-esteem have effect on reading comprehension. Not only that, some
studies shown that both of CIRC and Self-esteem were influence the reading
comprehension. Those studies are Suliawati, Himawati, and Loree said that
Cooperative Integrated Reading and Composition (CIRC) model is a model
that felt suitable to be applied to increas students reading ability. Not only that
Cooperative Integrated Reading and Composition (CIRC) model was improved
students’ comprehension in reading skill effectively. On the other hand study
shown that Self-esteem were effectively improved students’ reading skill. So,
it can be concluded that Cooperative Integrated Reading and Composition
(CIRC) and Selfe-steem are effectively to improve the students’
comprehension in reading skill. According to several recent studies about
CIRC model, Self-esteem and reading comprehension, it showed that CIRC
can affect reading comprehension, Self-esteem affects reading comprehension
and CIRC model has interaction between students’ self-esteem.
Based on my experience in teaching and some previous studies, the main
problems in reading are the learners still have difficulty in comprehending the
text for reading comprehension in the activities of study that do not give the
learning activity of student thinking, not to mention that some of students are
less of motivation and also students’ mood with the model which is used by the
teacher. It means that the students bored with the situation and teachers’ model,
not only that but also there is no variation in using model that made the students
have difficulties to build their ability and also to learn reading subject. Not to
mention that in reading some of students have lack of vocabularies and
 3

background knowledge to understand the text and also lack of communication

between students and teacher.
Having said that, the researcher tries to figure out the different side of study
that in this study try to find out the effect of Cooperative Integrated Reading
and Composition (CIRC) and Self-esteem as educational and psychological
variables that can explain variations in reading comprehension at some schools.
It is because of one of the efforts of teachers is to create an attractive learning
process by using fun activities and some strategies to make student learn better.
On the other hand not only for teacher but also student that have role in
learning process. So, in the learning process some students always use their
self-esteem to bring them to increasing their learning process in any case. High
and low self-esteem can cause different experiences for students. Dedmond
point out that Self-esteem is defined as the complication of feelings that guide
behaviour, influences attitudes, and drives motivation (2011, p. 11). In reading
the use of the fun activities and self-esteem is able to increase students’
enthusiasm in reading textbook during the lesson and also motivates them in
the activities.
In reading text book, Cooperative Integrated Reading and Composition
(CIRC) model is kind of integrated method which can be used by students in
reading and writing. In this method, students are viewed as independent learner
in their learning and should be responsible in teaching and learning process.
Not only that, but also this model is cooperative learning that use an
instructional method where students interact with and help each other to solve
problems, complete a project or task to maximize their learning to achieve
mutual goals. Looking back on reading comprehension, good reading ability is
the key to success in educational and this is the researcher’s reason that try to
find effective educational and psychological variables that can explain
variations in reading ability and academic achievement. In reading
comprehension, self-esteem is more dominant in human behavior and the other
factors could easily be influenced by a lower or higher self-esteem. Not only
that but also Self-esteem is considered as one of the important affective factors
 4

because success or failure of a person depends mostly on the degree of one's

self-esteem.
To that end, in order to overcome the students’ problems and difficulties,
the researcher offers for teachers to use cooperative learning model as the
alternative way to teach reading including students’ self-esteem levels as the
factor that influence the students’ reading comprehension in grade seventh. One
of cooperative learning model which can be used to teach reading in the class
is Cooperative Integrated Reading and Composition (CIRC). Having said that,
this research is conducted in order to know the students’ reading
comprehension who are teach by using Cooperative Integrated Reading and
Composition (CIRC) model and those who are teach by using conventional
model with students’ self-esteem for grade seventh. Not to mention this
research is also conducted in order to find out whether or not there is an effect
of the implementation teaching model and students’ self-esteem on reading
comprehension.

B. Identification of Problem
Based on the background of the study, the problem can be identified as
follows:
1. The learners still have difficulty in comprehending the text for reading
comprehension in the activities of study that do not give the learning activity
of student thinking.
2. Less of motivation from students in reading text.
3. Lack of vocabularies and background knowledge to understand the text.
4. Lack of communication between students and teacher.
5. The learners have enough knowledge of sentence meaning, but the learners
failed to comprehend longer reading materials.
6. The teacher has to make variation and find out the model in teaching reading
in order to improve students’ reading skill until the process of teaching and
learning will be achieved.
 5

C. The Limitation of Problem

Based on the identification of the problem above, this research has limited
on three factors affecting students’ reading comprehension. The first is the use
of CIRC model, the second is students’ self-esteem to engage in process of
learning and the last is the text that used in this research is Descriptive text .
Therefore, this study has concern to find out the effectiveness of CIRC model
and students’ self-esteem on students’ reading comprehension at SMPN 3
Ciputat Timur.

D. The Formulation of the Study

This study intends to answer the following questions:
1. Is there any difference between students who are taught with Cooperative
Integrated Reading and Composition (CIRC) and those who are taught with
conventional model on students’ reading comprehension?
2. Is there any interaction between Cooperative Integrated Reading and
Composition (CIRC) model and Self-Esteem on students’ Reading
Comprehension?
3. Is there any difference between students with high Self-esteem who are
taught by Cooperative Integrated Reading and Composition (CIRC) and
those who are taught by conventional model on students’ reading
comprehension?
4. Is there any difference between students with low Self-esteem who are
taught by Cooperative Integrated Reading and Composition (CIRC) and
those who are taught by conventional model on students’ reading
comprehension?

E. The Objectives of the Study

Based on the research problem, the objective of this study are intended to
obtain the empirical evidence about:
1. The difference between students who are taught with Cooperative
Integrated Reading and Composition (CIRC) and those who are taught with
conventional model on students’ reading comprehension?
 6

2. The interaction between Cooperative Integrated Reading and Composition

(CIRC) model and Self-Esteem on students’ Reading Comprehension?
3. The difference between students with high Self-esteem who are taught by
Cooperative Integrated Reading and Composition (CIRC) and those who
are taught by conventional model on students’ reading comprehension?
4. The difference between students with low Self-esteem who are taught by
Cooperative Integrated Reading and Composition (CIRC) and those who
are taught by conventional model on students’ reading comprehension?

F. The Significances of the Study

The results of this study are expected to contribute in the world of education
especially in the reading learning process. The researcher hopes that the finding
of this research gives positive effect to increase the teachers’ knowledge in
teaching reading and the researcher also hopes this study can be applied as an
effort to improve and increase the learning process. It is also as the research
contribution in the educational field in the reading learning process in class.
In terms of practicality, the result of this study informs teachers about more
appropriate and effective teaching model to teach reading. Teachers can use
that model when they teach reading especially descriptive text to students in
the class. In terms of pedagogically, the results of this study are expected to
become the guidance for teachers to teach their students in the class. Especially,
to teach descriptive text. They can use cooperative learning model in order to
make students happier and more comfort in learning process.
 7

CHAPTER II
LITERATURE REVIEW
A. Reading Comprehension
1. Nature of Reading Comprehension
Reading comprehension is the process of constructing meaning by
coordinating a number of complex processes that include word reading, word
and word knowledge, and fluency (Klingner, 2007, p. 26). It means that when
the reader read the text, the mind and the eyes work together to create a
comprehension to get information or knowledge. Not only that but also van den
Broek & Espin point out about reading that reading comprehension is a
complex interaction among automatic and strategic cognitive processes that
enables the reader to create a mental representation of the text (2012, p. 45).
Which means that reader have an interaction when they read a book with
comprehension.
Walter also states reading is an effective process in which students think,
reason, and apply strategies to construct meaning (2004, p. 49). So, in reading
comprehension everyone should be able to find the information with their
process in reading the text. Pang argued that a person reads a text to learn, to
find out information, to be entertained, to reflect or as religious practice. (2007,
p. 15). He also stated that comprehension is the process of deriving meaning
from connecting text. It involves word knowledge (vocabulary) as well as
thinking and reasoning (2007, p. 14).
On the other hand, Woolley states that reading comprehension is the process
of making meaning from text. (2011, p. 15). Everyone is able to get information
from the text with reading comprehension. Not only get the information, but
also everyone will get meaningful knowledge. Pamela clearly highlight that
reading comprehension is the process of understanding the message that the
author is trying to convey. Very simply, it is making meaning from the text at
hand. (2004, p. 321). Those, reading is an active thinking process that depends
not only on comprehension skills but also on the students’ experiences and
 8

prior knowledge. Not to mention that comprehension in reading involves

understanding the vocabulary seeing the relationships among words to get the
message from the author.
From those experts having said that the reading comprehension means
understanding what has been read. It is an active thinking process that depends
not only on comprehension skills but also on the students’ experiences and
prior knowledge. Comprehension involves understanding the vocabulary
seeing the relationships among words. On the other hand everyone should be
able to mastery their reading ability in our daily life.
Catherine wallence Reading is so much a part of daily life for those of us
who live in literate communities that much of the time we hardly consider either
the purposes or processes involved (2003, p. 5). Literally, for human who have
activities in every time they should able to mastery reading ability to
communicate and to get message between people and theirs around. Even
tought reading in different mother tongue is hard but reading is a way to
interaction and get the knowledge, information, or message. Furthermore,
according to the Bloom’ taxonomy there are six levels of cognition which can
be applied to the reading comprehension level. Table 2.1 below describes each
of the cognitive level of reading comprehension proposed by Bloom based on
Anderson and Krathwohl (2001) revision.
 9

Table 2.1
Bloom’s Taxonomy of the Cognitive Levels
Category Name Expected Cognitive Levels Key Concepts
1. Remembering Recalling or recognizing Memory,
information, ideas and knowledge,
principles in the repetition,
approximate form description
2. Understanding Interpreting, exemplifying, Explanation,
classifying, summarizing, comparison,
inferring, comparing, illustration
explaining
3. Applying Executing and Solution,
implementing data and application and
principles to complete a convergence
problem task with a
minimum of directions
4. Analyzing Differentiating, organizing Logic, induction and
and attributing the deduction,
assumption, hypothesis, formal reasoning
evidence, conclusion and
structure of a statement or a
question with an awareness
of the thought process
5. Evaluating Checking and Critiquing on Judgment,
a Selection
basis of specific standards
and criteria
6. Creating Generating, planning and Divergence,
Producing ideas into a productive
product, plan or proposal thinking and
novelty

To that end, reading is the way to get information and knowledge for
understanding the meaning on the base of what has read. Not to mention that
reading is not only requires the reader to be able to pronounce the words
properly but also the readers should also understand the meaning of the words
are arranged to get the message from the author.
 10

2. Levels of Reading
According to Savage and Mooney (2010, p. 27) specific reading
comprehension skill divided into three levels of skills, they are: (1) literal
meaning, (2) inferential comprehension and, (3) critical-creative reading. All
of these points explained clearly:

a. Literal reading
The literal level of comprehension is fundamental to all the reading skills at
any level because a reader must first understand what the author said before he
can draw an inference or make an evaluation. The literal level is considered to
the easiest level of reading comprehension because a reader is not required to
go beyond what the author actually said.
b. Inferential comprehension
Inferences are ideas which a reader receives when he goes beneath the
surface to sense relationships, puts facts and ideas together to draw conclusions
and makes generalization, and detects the mood of the material.
c. Critical reading
Critical reading requires a higher degree of skill development and
perception. Critical reading requires reading with an inquiring mind and with
active, creative looking for false statements. It means questioning, comparing,
and evaluating.
To conclude, the researcher points out that one of the most important
comprehension skill is to find the main ideas. This could be a literal skill if the
idea is directly stated or an inferential skill if it is not directly stated. The main
idea is the essence of the paragraph, or what the author is trying to get across
to the reader.
 11

3. Strategies of Reading
There are so many strategies in reading models. Grellet proposes the way
of reading that he defines the strategies of reading into several points. They are
skimming, scanning, intensive and extensive.

a. Skimming
According to Brown stated that “skimming consist of quickly running
one’s eyes across a whole text (such as an easy, article, or chapter) for its gist”.
Skimming gives readers the advantages of being able to know main point of
view, they do not need to read everything but only reads a few important words.

b. Scanning
Brown (2001) defined that: scanning is quickly searching for some
particular piece of information in a text. Scanning exercise may ask students to
look for names or data, to find definition of a key concept, or to list a certain
number of Support details. The aim of scanning is to know and get the specific
information without reading through some text”. Some of the students learn to
read each word when they start to read, than they are able to read slowly. So
the students do not need every word.

c. Intensive
Intensive seems to be stigmatized by some researcher as a boring style
of reading, because the readers need to find the details of the information
required. Intensive reading usually the reader reads at the slower speed; the aim
of scanning is to read shorter texts and to extract specific information.

d. Extensive
Extensive reading is to read a longer passage, the aim of extensive
reading usually for one’s enjoyment. This extensive reading also called as a
fluency activity and it include an overall meaning from the passage. Extensive
reading means to read abundantly and fluently. The purpose of this strategy is
for pleasure, and the primary goal in extensive reading is reading books after
books e.g. reading novel, short stories, and articles. According to those reading
 12

strategies the writer sums up the four points of reading strategies as follows:
skimming, scanning, intensive, and extensive.

4. Factors Affecting Reading Comprehension

Based on some experts who have proposed theories about factors affecting
reading comprehension which can be devided to linguistic and non-linguistic
factors.

a. Linguistic Factors
linguistic factors, the reader able to understanding depthly with the reader’s
intelligence and background knowledge, the model and strategy used by the
reader, and the features of the texts, words mean, word knowledge, vocabulary,
and so on. Boardman, et al. (2007, p. 6) propose that poor readers lack many
factors that influence their text comprehension such as word reading
(decoding), fluency (accuracy and speed of reading), vocabulary (knowing
what in every words are mean in the context), and world knowledge (having
sufficient background knowledge to benefit from reading text).

b. Non-linguistic Factors
Some readers need non-linguistic to make their understanding more in
reading such as their self-esteem, motivation, and other non-linguistic factors.
Lenski and Lewis (2008, p. 170) assert that poor readers have three problems
that affecting their reading comprehension. These include the lack of
motivation and engagement, text difficulty, and insufficient or ineffective
strategies instruction and use. On the other hand, Norton stated that the nurtures
feelings of positive self-esteem connected with books and reading (2003, p.
204). Not to mention that from the Hafner’s theory (1974, p. 117) states there
are two factors influencing reading comprehension. The first is intelligence. He
argues that intelligence is the main factor of influencing the reading
comprehension. The second are background knowledge and experiences. The
background knowledge helps readers to comprehending the text.
 13

Not to mention that Hafner, Klinger, Vaughn, and Boardman (2007, p. 8)

stated that in reading comprehension with much than readers’ responses to the
text. It is a complex process that involves many interactions between readers
and what they bring to the text (previous knowledge, strategy use) as well as
variables related to the text that interest in text itself for understanding in each
types of the text. To that end, some readers in reading comprehension are
influenced by some factors, lingustic and non-linguistic factors to rise their
ability in reading comprehension.

5. Purposes of Reading
Every reader has a different purpose when they are reading, because purpose
refers to reader’s aim or intention in reading a certain text. Harmer (2010, p.
68) states that in the first place, many of them want to be able to read texts in
English either for their career, for study purposes or simply for pleasure it
points out that the reason of reading is determined by reader’s purpose either
for career, study or pleasure.
In addition, Rivers and Temperley (2010, p. 187) in McDonough and
Christopher Shaw’s book suggest that second language learner will want to
read for the following purposes are to obtain information for some purpose or
because we are curious about some topic, to obtain instruction on how to
perform some task for our work or daily life, to keep in touch by
correspondence or to understand business letters, to know where or when
something will take place or what is available, to know what is happening or
has happened, and to enjoyment or excitement.
On the other hand, Widdowson in Wallance point out that reading is not a
reaction to text but an interaction between writer and reader medicated through
the text (2003, p. 77). It means that reading is a fundamental requirement that
able to gives influence to the student’s achievement in learning English through
reading, we can broaden our horizon of thinking. Shortly, reading is a man of
language acquisition, of sharing information and ideas.
 14

Based on the statements above, the writer concludes that the main purpose
of reading is to find the information and to get pleasure or enjoyment. Reading
for information means that we do not stop to analyze the grammatical structure
and we understand the meaning of the passage. Not to mention that in teaching
reading English the teacher should introduce other materials as an alternative
to give variation to the student in teaching and learning process. Some of
materials in these case can be a kind of form that use media to create a
comfortable situation to make interest and stimulate every student in the
classroom in process of learning.

6. Reading-assessment
Standardized assessment makes a serious effort to capture crucial aspects of
the component abilities of comprehension (Grabe, 2008, p. 357). Drawing on
these assumptions for standardized test construction, and considering the
component abilities outlined in this book, standardized reading assessment
should seek to translate the reading construct listed here are the major
component abilities for reading comprehensions are fluency and reading speed,
automaticity and rapid word recognition, search processes, vocabulary
knowledge, morphological knowledge, syntactic knowledge, text-structure
awareness and discourse organization, main-ideas comprehension, recall of
relevant details, iInferences about text information, strategic-processing
abilities, summarization abilities, synthesis skills, evaluation and critical
reading.
Among the challenges to consider for reading assessment is how such an
array of component abilities can best be captured within the operational
constraints of standardized testing, what new assessment might be developed
and what component abilities might best be assessed indirectly.
Not only that Brady, L., & Kennedy, K. (2005, p. 42) stated that the activity
of assessment strategies will involve word recognition lists and sentence
completion tests, oral reading, reading and retelling, text comprehension tests,
reading self-assessment, and reading portfolios.
 15

Table 2.2
Assessment Strategies

Assessment Strategies Tools of Collecting Data Aims of Reading Assessment

Word recognition lists Everyday word Assessing reading accuracy and
and sentence completion recognition and sentence compre-hension
tests comple-tion weekly word
tests and sentence
completion tests
Text comprehension Summarizing information Assessing reading
tests comprehension
Oral reading Read aloud to the teacher Assessing reading accuracy and
fluency
Reading and retelling Silent reading or listening Assessing reading accuracy,
to a narrative orally fluency, and comprehension
retelling or commenting
on it in their own words
Reading self-assessment Keeping records using Assessing reading accuracy,
reading logs writing fluency, and comprehension
journals

To that end reading comprehension is an active of thinking process that

involves understanding the vocabulary seeing the relationships among words
and concepts, organizing ideas, recognizing the author’s purpose, making
judgments, and evaluating. Reading comprehension alson depends not only on
comprehension skills but also on the students’ experiences and prior
knowledge. It can be said that reading comprehension is understanding what
has been read.
 16

B. Cooperative Integrated Reading and Composition (CIRC) Model

1. Cooperative Learning Model
a. Nature of Cooperative Learning
Cooperative learning is an approach or set of strategies specifically
designed to give encouragement to students to work together during the
learning process. This approach or model gives students more chances to work
in group with their friends to discuss materials, so they not only depend on their
teacher but also, they develop materials and improve their own comprehension
by doing discussion in group (Guntur, 2011, p. 45). Students feel free and not
shy to ask to their friends if they have troubles to understand materials. They
solve their difficulties by discussing and also search other sources, while
teachers only give the explanation, guidance, and more additional information
when students need it.
On the other hand, Stephen Balkcom (2014, p. 135) states that
Cooperative learning is a successful teaching strategy in which small teams,
each with students of different levels of ability, use some varieies in learning
activities to improve students’ understanding in a subject. With this model, the
low level ability students who have not understand enough about materials and
also feel afraid and shy to ask teachers to explain again carefully, they can ask
their friends who have high level ability to explain again and help them to
improve their comprehension. On the other hand, Huda sates that cooperative
learning is a group learning activity organized in such a way that learning is
based on the socially structured change of some informations between learners
in each group that each learners are held accountable for their own learning and
it motivates in increasing the learning process (2011, p. 63). From that
definition, it can be told in another way that to increase and improve students’
learning result is not only become teachers’ responsibility but also it is
students’ responsibility. They have to work as a group in order to discuss or
solve problem which is faced, so they are responsible not only to their own
result but also the result of all their friends in learning process. Not only that
but also Ali Gocer said that cooperative learning comprised the efforts of small
 17

groups of students, by assisting each other in learning towards a common goal.

He also said the purpose of cooperative learning is to achieve the same or
common goal for all of students and improve their ability (2010, p. 441).
Having said that cooperative learning is the approach or strategy in
teaching learning process that gives more chances to students to cooperate with
their friends, discuss some materials together, share their own opinion and
finally gain the best comprehension for themselves. There are many
cooperative learning models such as Jigsaw, Think pair share, Think pair solo,
snowball throwing game, CIRC (Cooperative Integrated Reading and
Composition), etc. but this research will only tell deeper about the CIRC.

b. Characteristics of Cooperative Learning

Barkly, (2015, p. 4) State that there are three essential features
characterizing cooperative learning, as follow:
1. Intentional design
This means that teachers don’t simply tell students to get into groups and
work; however, they have to group students based on certain intentional
learning activities structured by faculty member. In this design the focuse is on
intentional structure.

2. Co-laboring
All of the students in one group have to engage actively in discussion
together toward the stated objectives. If one group member completes a group
task while the others siply watch, then it is noot cooperative learning. Whether
all group members recive the same task, or whether members complete
different task that together comprise a single, large project, all students must
contribute more or less equally.

3. Meaning learning
The task assigned to the groups must be structured to accompish the
learning objectives. If students are not acheiving intended instructional goals,
it is educationally meaningless. Cooperative learning is the way of students
 18

learning process with working together and sharing the problem equitably as
they progress toward intended in learning outcome.

2. The Nature of CIRC

According to Durukan (2011, p. 103) states that CIRC model is
developed to support traditionally used skill-based reading groups. He also
notes that Cooperative Integrated Reading and Composition (CIRC) model is
one of the learning models based on cooperation, is designed to develop reading
and writing in the upper grades of primary education. So, CIRC model is a
cooperative learning that used for increasing the reading in upper grades and
CIRC also presents a structure model that increases not only opportunities for
direct teaching in reading only but also applicability of composition writing
models.
On the other-hand Cruickshank states “Cooperative learning (formally
called students-team learning) is the term used to describe instructional
procedures where by learners work together in small groups and are rewarded
for their collective accomplishment (2006, p. 238). In addition, Cruickshank
(2016, p. 241) clearly highlight that: CIRC is mainly used to teach reading and
composition. In the typical CIRC procedure, the teacher sets a lesson characters
and ideas in a piece of literature such as Romeo and Juliet. Student teams are
then asked to read the story and to note the main characters and ideas. Team
members who may work in pairs, interact to check each other and gain
consensus. They then may check their understanding with another pair on their
teams or against and answer sheet. While these paired and team activities are
going on, the teacher convenes members from each team who are at comparable
proficiency or skill level in order to teach them a new reading skill, and the
cycle continues.
Not to mention that Donald R. Cruickshank (2006, p. 241) state that
CIRC is mainly used to teach reading and composition. In the typical CIRC
procedure, the teacher sets a lesson characters and ideas in a piece of literature
such as Romeo and Juliet. Then the teams of each student are asked to read
 19

their story include note the main ideas and characters. Team members who may
work in pairs, interact to check each other and gain consensus.
They then may check their understanding with another pair on their
teams or against and answer sheet. While these paired and team activities are
going on, the teacher convenes members from each team who are at comparable
proficiency or skill level in order to teach them a new reading skill, and the
cycle continues. Slavin (2000, p. 07) also points out that “CIRC is a
comprehensive program for teaching reading and writing in the upper
elementary and middle grades. Durukan (2011, p. 103) also stated that CIRC
model is developed to support traditionally used “skill-based reading groups”
approach.
From those experts, having said that Cooperative Integrated Reading
and Composition that called CIRC is a model to increase students’ reading that
use group. To that end, Cooperative Integrated Reading and Composition
(CIRC) model is a grouping model that used to increase the students’ reading
upper grades which is the students should help each other to understanding the
reading itself.

3. Principles of CIRC
CIRC is conducted based on the several principles in teaching and
learning processes. Citing Slavin (2005, p. 105), Asni (2012, p. 45) mentions
four principles of CIRC involving effective use of follow-up activities, oral
reading, reading comprehension activities, and writing processes.
The first principle is the effective use of follow–up activities. While the
teacher is working with one reading group, the other students in the class should
be occupied with activities they can complete with minimal teacher directions.
Students work within cooperative teams on these activities, which are
coordinated with reading-group instruction, in order to meet objectives in such
areas as reading comprehension, vocabulary, decoding, and spelling. Learners
are motivated in working together with one another learner on these learining
activities with using cooperative reward structure which mean that they may
 20

earn some certificates or other recognition based on the activities of all team in
each members.
The second principle is oral reading. Oral reading is a reading aloud
activity which can increase students’ ability to decode more automatically and
therefore focus more on comprehension. In CIRC, students will get more
opportunities to read aloud and receive feedback on their reading by having
students read to teammates and by training them on how to respond to one
another’s reading.
The third principle is enhancing reading comprehension skills. CIRC
uses cooperative teams to help students learn applicable reading
comprehension skills such as summarizing, questioning, clarifying and
predicting skills. Students also learn the critical features of texts. For example,
students will learn characters, setting, problems, and solutions in narrative
texts. Students in CIRC also make and explain predictions about how problems
will be resolved and summarize main elements of stories to one another, both
of which are activities found to increase reading comprehension. Students
receive direct instruction in such comprehension fostering strategies and
metacognitive strategies.
The fourth principles are writing and language arts. It designs,
implements, and evaluates a writing-process approach to writing and language
arts that would make extensive use of peers. Peer response groups are a typical
component of most writing-process models, but peer involvement is rarely the
central activity. In CIRC, students plan, revise, and edit their compositions in
close collaboration with teammates. Language mechanics is completely
integrated with and subordinated to writing, and writing is integrated with
reading comprehension instruction both by the incorporation of writing-process
activities in the reading program and by the use of newly learned reading
comprehension skills in writing instruction.
 21

4. The Componens of Cooperative Integrated Reading and Composition

(CIRC) model
According to L. Rahmawati et al (2014, p. 3) CIRC model has eight
components. The eight components include:
a. Each group namely the formation of a heterogeneous group consist of 4 or
5 students in each group.
b. Placement test, for example is it can be obtained from their average scores
of their daily tests on previous activities or grades that their teacher know
about their strengths and weaknesses each students in a particular field.
c. Student creative with performing their task in each group to create a
situation where learner success is determined or influenced by the success
of their team in each group.
d. Team study, the stage of learning actions to be implemented by the group
and the teacher gives assistance to groups that need it.
e. Team leading scorer and team recognition, namely the scoring on the work
group and provide criteria for the award of the brilliantly successful group
and a group that is seen as less successful in completing the task.
f. Teaching group which gives some brief matters of teachers towards group
work to disscus.
g. Facts test which the implementation of its test or quiz is based on the
students facts that obtained by the learners.
h. Whole-class units which providing a summary in each group of thir material
by the teacher at the end of learning process with problem-solving
strategies.
 22

5. Steps of Cooperative Integrated Reading and Composition (CIRC)

Arranging the steps of CIRC to teach students is very important for
teachers. The steps of CIRC based on Wahyu (2015, p. 27) are:
a. Teachers divide students into several groups consist of four until five
students each group and ask students to choose their own group leader.
b. Teachers give reading materials for each group to be discussed together
in the group.
c. The group leaders lead the discussion and divide the task for every
member of the groups. One member reads the materials, another member
identifies, and the others make some note or write down the important
points. Teachers become the facilitators who help the group which is
facing the difficulties.
d. The groups discuss the materials and compose the result based on the
identification and their notice.
e. Every group presents the result of the discussion in front of the class.
f. Teachers review and summarize the materials and also help students to
find the solution if there is a problem which cannot be done.

6. Elements of program in Cooperative Integrated Reading and

Composition
Teaching cooperative learning using CIRC has elements to studying this
class. There are some elements of CIRC based on Slavin (2005, p. 106-110):
a. Team of Reading
If used teams of reading, the student are divided in the teams consist of two
or three people in level ability reading which can definitely by teacher. If did
not definitely give teaching in this all classes.
b. Team
The students are divided couple in team reading, and then these couples
divided in team consist of couples from two teams reading.
 23

c. Connection activity in the story

The students are used well subject to based on reading like novel or comic.
Discuses structural story to ability like make and spirit predict and
identification problem in form recount. After know this story, to student give
list story, consist of all activities to them do this team moment them not work
teacher together in reading team. Steps activities, follows as:
1) Couple reading
To students read their experience in the form of recount text in heart and
then by turns reading story with loud this couple together, take turns to each
paragraph. Listener corrects every wrong to reader. Teacher give score to work
student with round and listen student read one by other
2) Write Story to involve and Arrangement Language Story
Students are given questions which interrelated with each story to all
recount. In the end of story student response story all and write some paragraph
about topic.
3) Word Express with Loud
Student are given list new words, then they are must study reading this
words with true and not doubtful or wrong say
4) Semantic
Students are given words list in the story new includes the vocabulary and
look words in the dictionary, write means with simple understand.
5) Independent Reading and Book Report.
Student read this book and change choosing student work team in the class
during 20 minutes. And then parents form in signature if the student was read
this job book. Student also finish book report is regular, and then they are get
point in the team for this task.

7. Advantages and disadvantages of CIRC

There are some advantages in using Cooperative Integrated Reading and
Composition (CIRC): This CIRC can increase students’ opportunities to read
 24

aloud and receive feedback on their reading. Not only can integrated students
reading but also able to train the students to respond to one another’s reading.
Not to mention that the students will learn broadly applicable reading
comprehension skill with this model and Students will increase reading
comprehension of low-achieving students.
In the other hand Cooperative Integrated Reading and Composition
(CIRC) also hve the disadvantages, such as the requires substantial time that
have to control by the teacher well. Not only time but also it is difficult to set
class to be quiet so that classes tend to be crowded.

C. Self-esteem
1. Nature of Self-esteem
There are many statements about the nature of self-esteem. Self-esteem is a
side of language in everyday and not to mention at an intuitive level that
everyone have to know what self-esteem is. King stated that self-esteem is a
term used in psychology to reflect a persons’ overall evaluation or apprasial of
theirs worth (2002, p. 27). It means that Self-esteem is about personal beliefs
and emotions such as broken, shy and other emotions. On the other hand,
Ahmed states that Self-esteem is related to personal beliefs about skills,
abilities, and social relationships. He also mentions that Self-esteem is a central
construct in clinical, developmental, personality, and social psychology (2016,
p. 52). Low self-esteem can leave an individual feeling defeated or depressed,
and can lead them to make bad choices and fail to live up to their full potential.
People with low self-esteem tend to be easily persuaded and influenced, be
sceptical of success and approval, and have an unstable self-concept.

To have good skill in English students should be able to grow their

psychology for mastering four skills in English. There are some psychology in
students’ psychology to help them in learning English. James Neil (2005) states
that in students’ psychology there are four elements in students’-self:
 25

a. Self-concept, in self-concept students know their self with looking at their

inside with conception of their-self.
b. Self-esteem, self-esteem is students’ positive feeling toward their-self.
Having a precious or valuable that they have inside their-self.
c. Self-efficacy, in this self-efficacy students are knowing how far their-self
able to do the assignment or solve the problem with the good result.
d. Self-confidence, students know their confidence on how far their self-belief
on their competence. Not to mention that self-confidence is combination
between self-esteem and self-efficacy.
Looking back to those statements RMIT University (2006, p. 17) states the
differences between self-esteem and self-confidence. Self-confidence is the
belief that you can achieve success and competence. On the other words,
believing your-self to be capable. Self-confidence might be in reference to
specific tasks or more wide-ranging attitude you hold about your abilities in
life.
Having said that Self-esteem is an opinion about your-self and your worth
that makes students have their self-confidence. In other words, without self-
esteem, students do not have self-confidence to get their perception of their
value as a student to the work, their status, achievements, purpose in life. Not
to mention that Brown and Diener quetod in Passer and Smith argue that self
esteem, how positively or negatively we feel about ourselves, is a very
important aspect of personal well-being, happiness, and adjustment (2007, p.
37). It means that students’ reading ability and their self-esteem are shown to
go hand in hand. It means that students with low self-esteem tend to have lower
reading abilities because they do not feel confident enough to take risks in their
reading. The students are not confident enough with themselves and their
ability in trying new reading materials such as genres, authors, or types. Not
only that Sedikides and Gress (2003, p. 13) stated that self-esteem refers to
individual’s perception or subjective appraisal of one’s own self-worth, one’s
feelings of self-respect and self-confidence and the extent to which the
individual holds positive or negative views about their self.
 26

On the other hand, students with a high level of self-esteem have the
following characteristics: they are capable of influencing positively the opinion
and behavior of others; they tackle new situations positively and confidently,
they have a high level of tolerance towards frustration, they accept early
responsibilities, they asses correctly situations, they communicate positive
feelings about themselves; they succeed in having a good self-control and the
belief that the things they are undergoing are the result of their own behavior
and actions (Lavoie, 2012, p. 37). Not to mention that Self-esteem is also
defined as a global barometer of self-evaluation involving cognitive appraisals
about general self-worth and affective experiences of the self that are linked to
these global appraisals (Murphy, Stosny and Morrel, 2005, p. 205). Hewitt also
states that sought to transform our view of self-esteem from a universal
psychological trait and motivating force to a socially constructed emotion
grounded in mood (2002, p. 137). A healthy selfesteem has been shown to
produce a positive self-concept and self-confidence in social and academic
settings (King, 2002). Self-esteem includes evaluation of a person's perspective
in life in the following major areas: (Holliday, 1985, p. 73) (a) “inherited
endowments” (b) “intelligence” c) “physical characteristics” (d) “natural
abilities” (e) “feeling likable” (f) “feeling lovable”.
By the same token, Wang and Ollendick (2001, p. 253-271) stated that self-
esteem involves an evaluation of oneself followed by an emotional reaction
towards oneself. The evaluative and affective elements in students’ self-esteem
are presented in all extant definitions and theories of self-esteem itself. On the
otherhand Self-esteem reflects a person's overall subjective emotional
evaluation of his or her own worth. It is a judgment of oneself as well as an
attitude toward the self (Hewitt, p. 2009).
To that end, from the statements above. It can be concluded that Self-esteem
in this study is a students’ psychology that increased by people and situation
around which is used to make them-self enjoying the material in learning
process and feel confident enough in reading activities to help them
understanding the sentences in reading text with their Self-esteem.
 27

2. Factors of Self-esteem
The factors of high self-esteem is able to help with coping students’ skills
but on the other hand low self-esteem is able to lead students’ problems
avoidance, both of these are relate to how learners achieve aims in the daily
activities. Egertson (2006, p. 58) states that children learn to develop a healthy
self-esteem when adults around them show them support in their attempts to
try new things. Some of childrens who have a high self-esteem are satisfied in
their learning activities without the constant need for approval their self-
esteem. So, in having some high aspirations are common among learners who
shown their academic achievement. Baumeister also states that students with
high self-esteem usually set higher goals for themselves and become more
willing to continue in the case of failure (2003, p. 10). From the statements
above, it means that with health or high self-esteem may also learners have the
confidence to tackle the hard connditions as well as their see satisfaction from
their progress and success in learning.
El-Anzi found that there are many factors that can reduce or enhance the
level of academic achievement in students (2005, p. 95). Factors that may lower
academic achievement are anxiety and pessimism, while selfesteem and
optimism may increase academic achievement. The results of El-Anzi’s study
revealed that there was a significant relationship between academic
achievement and self-esteem, though it was not found whether self-esteem is
the cause of the academic achievement or its academic achievement is cause
by their self-esteem. Not to mention that Challis (2016, p. 6) stated that some
factors in self-esteem include:
a. Stress and excessive pressure (Living Consciously), if you are under a lot
of stress and finding it hard to cope, this can lead to feelings of low self-
worth.
b. Feeling different (Self-acceptance), feeling like the 'odd one out', or under
peer pressure to conform to social norms you don't agree with, can affect
the way you see yourself.
 28

c. Relationships with other people (Self-responsibility), other people may feed

into your low self-esteem, being negative about you or making you feel like
you have little worth. Not to mention that people may feel that the students
don’t live up to others’ students expectations.
d. Negative thinking patterns (Self-assertiveness), some people may learn or
develop their thinking patterns that reinforce their low self-esteem, for
example comparing theirself to others constantly or developing with high
standards for theirself that they can’t achieve.
e. Difficult childhood experiences and difficult life events (Purposeful living),
negative experiences in childhood, such as bullying, difficult family
relationships or having a hard time at school, can be particularly damaging
for your self-esteem. Not to mention that difficult experiences as an adult,
such as the end of a relationship, long-term illness, the death of someone
close to you or being unemployed, can lower your self-esteem, particularly
if you experience several difficult events over a short period of time.
f. Personality and temperament elements of personality (Personal Integrity),
such as a tendency towards negative thinking or finding it hard to relate to
other people, could contribute to a poor self-image.

From the statements above, it can be concluded that there are some factors
effecting Self-esteem to increase the students’ ability in learning process.
Those factors are living consciously, Self-acceptance, Self-responsibility, Self-
assertiveness, Purposeful living, and Personal Integrity. So, students’ with high
Self-esteem will increasing students daily life, exactly on their learning process
in reading comprehension.

3. The Components of Self-esteem

According to Coopersmith in Ajizah (2013) there are 4 components of self
esteem as follow successes, value, aspiration and defences. While these fourth
components of self esteem can be a source in build our self esteem.
 29

a. Successes
Success has a different meaning in every people. Some of them interpret
success as spiritual complacency, and the other interpret success in term of
popularity. The differences in interpret the success meaning depend on the
individual itself, how an individual see their success according their believe,
and also it influenced by the culture condition who given value in a particular
type of success. It can be said; in every social place the success have a different
meaning.

b. Values
Every individual have a diffrence value in given a definition in experience
area of success that they want to get in their life. The factors like acceptance
and parents’ respect can be a things that given power they feel that they are
meaningful in their environment.

c. Aspiration
Self judgment includes the comparison between performance and the actual
capacity with the aspiration and the standard personal. If the standard is
reached, the individual will make a conclusion that they are meaningful. An
individual who has a high self esteem will make a more expectancy to their
self, they have a more expectation to get their success in specific or general
area and they will keep the feeling of self esteem by realized their hope than
get their standar that they want to get.

d. Defences
Experiences not only can be a source of being positif but also it can be a
negative evaluation of person. An individual who has a high self esteem have
a way to overcome the anxiety or the more specific is they way to maintain the
self esteem with their competence and their belief that they can across the
challenge, and across devaluation that make an individual feeling of
incompetent, do not significant, and do not have a meaningful.
 30

To that end, the students’ have to gain their components in Slef-esteem to

make their Self-esteem more increasing in learning process. Thus, the
components are successes, values, aspiration, and defences. Those components
will guide the students to make their low Self-esteem is increasing to the high
Slef-esteem in leraning process exactly on reading comprehension.

4. Levels of self-esteem
According to Brown (2016, p. 145) there are three levels of self-esteem that
have been described in the literature to capture its multidimension, namely,
global, situational, and task self-esteem.

a. Global self-esteem
It is a fixed characteristic in grown up people which cannot be changed
only if there is a wide treatment. Looking vack to the one’s own value tha
across between times and various situations.

b. Situational self-esteem
It directs to other appraisals of personal in certain life situations like social
work, interaction, education and home, or any particular relatively
distinctly defined traits like oral ability, intelligence, athletic ability or
their characteristics such as empathy, flexibility, gregariousness to the
circumstances and the personalities of specific qualities.

c. Task self-esteem
Task self-esteem has a connection with the evaluations one that makes of
the detail situations. Such as in the scholar education, task of self-esteem
is related for the only one subject area or certain skill, athletic situations
of sport is pointed out in relation with their task of self-esteem.

5. Types of self-esteem
Self-esteem can be a positive or a negative factor in the field of language
learning because of its high effects on learning a foreign language. There are
two types of self-esteem.
 31

a. High Self-esteem
Roberts (2005, p. 105) mentioned three facts concerning high self-esteem.
Firstly, high self-esteem is reflected in the possession of a secure sense of
identity, and ability to acknowledge and value our own efforts and
achievement. Secondly, high self-esteem provides confidence, energy and
optimism. Thirdly, high self-esteem is promoted by positive self-
experiences.

b. Low Self-esteem
Reddick (1996) as cited in Larson (2009, p. 12) considers that “low self-
esteem will also mean a development of a poor or negative self-image. Such
beliefs can become self-fulfilling prophecy of expecting to fail.” Therefore,
every learner with low self-esteem feels unworthy and incompetent or
incapable because of his poor feelings about himself.
Negative self-esteem or low self-esteem can be causes by various
factors from theirself. The self-esteem of many learners is threatened when
they start learning the foreign language and have to cope in an unfamiliar
situation with many other learners and new rules to learn. Problems like fear
of being ridiculed, fear of taking risks or perfectionist attitude can adversely
affect the self-esteem of learners who will lack energy and confidence and
feel depressed, inadequate and insecure. Not to mention that teacher who
gives negative feedback can increase students’ negative feelings towards
themselves. Learners who feel this way often have a low opinion of
themselves and their abilities. This case guides to losing their motivation
and blocking their ability in reaching potential.

6. Positive Effect of High Self-esteem

Self-esteem is important for selfregulation and quality of life, and the
relevance of self-esteem for positive psychology. Self-esteem gives the energy
to humans’ mobilize behavior as well as their contributing to its direction
(Mackinnon, 2015, p. 18). Score of high self-esteem is a needed factor in order
 32

to achieve the feeling of happiness. Learns have introduced self-esteem as an

important emotional well-being factor or determinant (Baumeister, Campbell,
Krueger and Vohs, 2003). As early as 1890, William James, one of the
founding fathers of Western psychology, argued that self-esteem is an
important aspect of mental health. Human with positive self esteem or high
self-esteem experience more optimism, happiness and motivation than those
human with negative or low self-esteem, such as anxiety, less depression and
negative mood.
Human with possitive or high self-esteem are more close to the persist with
the face of hard assignment than human with low self-esteem (Baumeister et
al.,2003). Human with high self-esteem are more fighting to the life
vicissitudes. In the high level of self-esteem gives every persons with the ability
in getting their happy moments, in handling unpleasant situations, in cope
effectively with challenges, engaging in close relationships and in improving
their strengths. Not to mention that high self-esteem is positively considered in
moderate the expression of depressive symptoms and dysfunctional schemata
at the experience of human negative life memories (Stavropoulos, Lazaratou,
Marini and Dikeos, 2015). A lot of studies have found that positive or high self-
esteem individuals are more hard working in the face of failure than the
negative or low self-esteem individuals. Not only that High self esteem
individuals also emerge more effective in self-regulating goal-directed act (Di
Paula and Campbell, 2002).
Formerly research has shown that self-esteem gets when a person succeeds,
is experiences another’s love or praised, making self-esteem dependent on not
only to the one’s perceptions of himself but also another’s perceptions of him
(Schmidt and Padilla, 2003). Self-esteem is a diraction key to the success in
life. The development of healthy in self-esteem is more important for social
adjustment and good personal. It also impact on reading in book selection,
whether chosen by a teacher or student can make or break the way of students’
self-esteem in reading. Ollman states that learning how to choose books they
 33

will be able to read and enjoy is part of the process of becoming a reader (2011,
p. 648).
So, from the statements above, it can be concluded that in learning process
sometime Self-esteem comes naturally to all students. Not only that but Self-
selection also allows students to enjoy reading about their personal interests.
When they are able to define and realize what they care about, they can begin
to define who they are as a person. Choices that students make for their personal
reading can be a good indicator of their interests. Means that teachers strive to
help students learn to read critically and become independent readers, but in
school students are rarely given time to explore their own interests, read at their
own pace, or decide which books they want to read.
To that end, with self-selected reading students could increase their self-
esteem with choosing the book to learn read because they will interest and
enjoy in the reading activities with their group.

7. Negative effect of low Self-esteem

Students with negaive or low self-esteem suffer from feelings of inferiority,
worthlessness and emotional instability so, guiding to dissatisfaction in their
life (Ha, 2006). Moreover, there is a tendency of respondents with low self-
esteem scores to have a general negative attitude toward many things, including
other people and personal circumstances (Mackinnon, 2015, p. 15).

8. Effect of Self-esteem on Reading Comprehension

There are three leves of Self-esteem: Global, situational, and task Self-
esteem (Brown, 2000, P. 149). He states that global self-esteem is the general
assessment one makes of one’s own worth or value over time and across
different situations. Situational self-esteem involves one’s self-apprasial in
specific traits such as intelligence and athletic ability or particular situation
such as education, work and home. Task self-esteem refers to one’s own
assessment in particular tasks. Task self-esteem might relate to particular
language skill such as reading. Not only that (Richardson, 2003, p. 33)
indicated that self-esteem can affect reading. Throughout the above mentioned
 34

studies, it is found that most of those studies focus on the relationship between
self-esteem and reading more than its relationship to personality. Little
attention has been paid to the association of self-esteem, personality and
reading comprehension. (Putri, 2013) notes that self-esteem was good, the
reading comprehension achievement would be good because they felt more
confident with their own ability. The students with high self-esteem were more
confident than those with low self-esteem and they trust their own capability,
so that, they could decide the answer of the questions by themselves. Besides
that, the students with low self-esteem could not believe that they could answer
the question correctly.
Not only that Block (2011) also argues that self-esteem is a crucial factor in
the developmental process of teens. It means that self-esteem is the crusial
aspect that influence the students developmental included developmental of
their ability. Loree (2011) States that in the study have shown that self-esteem
can directly affect the reading levels of students, especially reading
comprehension. Students who show a positive attitude toward reading and
confidence in reading have higher levels of academic success.
Based on the theories above, self-esteem is personal belief in learning
process for survival the different situation. It means that self esteem is a trait
on personal appearance, beliefs, emotions, and behaviours. Not to mention that
good self-esteem makes people feel good about theirselves when they form
relationships with others, it has a positive effect on how they feel about
themselves

D. Previous Related Studies

In order to avoid the repetition of the same studies or research which studied
the same problem with this research, there are several studies which are
mentioned and explained in this chapter. First study from Himawati (2011)
“The Use of Cooperative Integrated Reading and Composition (CIRC) Method
to Improve Students’ Ability in Composing Narrative Writing (A Classroom
Action Research at the Eighth Grade Students of MTs Negeri Kudus in the
 35

Academic Year of 2010/2011)” The objective of this study is to investigate the

students’ Ability in writing a narrative text. This research collected the data
from students in 8th grade, MTs Negeri Kudus in the academic year 2010/2011.
The method of data collection used here were observation, and test. The test
used to measure students’ proficiency in writing narrative text. Meanwhile, the
observation was administered to know the students’ engagement during the
teaching. This research was done in four phases; pre-test and the teaching
learning activity by using CIRC which was done in the three cycles. In the pre-
test, the mean of the students’ achievement was 35.8, the mean of students’ test
result in the first cycle was 54, 25, the mean of students’ test result in the second
cycle was 76,3, and the mean of students’ test result in the third cycle was 80,6.
So that, there is an improvement before and after the students get the teaching
and learning activity by using CIRC. The Students improve their ability
composing narrative text efficiently and effectively by using CIRC.
The second previous research is conducted by Wiwit Suliawati (2014); the
title is “The Comparison of reading comprehension ability by using the power
of TWO (POT) and Cooperative Integrated Reading and Composition (CIRC)
Models at the Students of SMA Muhammadiyah 1 Metro in Academic Year
2013/2014.” The problems of this research are: (1) Are there any differences
between the power of two (POT) and Cooperative Integrated Reading and
Composition (CIRC) models of SMA Muhammadiyah 1 Metro in Academic
Year 2013/2014? (2) Which one is more effective between the power of TWO
(POT) and Cooperative Integrated Reading and Composition (CIRC) Models
at the Students of SMA Muhammadiyah 1 Metro in Academic Year
2013/2014?
The objectives are; (1) whether there are some differences between the
power of TWO (POT) and Cooperative Integrated Reading and Composition
(CIRC) Models at the Students of SMA Muhammadiyah 1 Metro in Academic
Year 2013/2014. (2) Which one is more effective between the power of TWO
(POT) and Cooperative Integrated Reading and Composition (CIRC) Models
at the Students of SMA Muhammadiyah 1 Metro in Academic Year 2013/2014.
 36

The populations of this research are all classes in senior high school of SMA
Muhammadiyah 1 Metro in Academic Year 2013/2014. The sampling model
is using cluster stratified random sampling and it consists of control class and
experiment class. Data collecting model in this research are try out test, pre-
test, treatment and post-test. The weaknesses in this research are the researcher
must prepare the lesson carefully, it requires a lot of time and the students are
being passive during class discussions. The conclusion of this research there is
significant difference of reading comprehension by using Cooperative
Integrated Reading and Composition (CIRC) model at students of senior high
school Muhammadiyah 1 Metro.
The third previous research is journal from Husni mubarok (2016)
“Cooperative Integrated Reading and Composition (CIRC)-Based Interactive
CD in Teaching Reading.” This journal was aimed at describing students’
activities during the implementation of teaching reading through CIRC-based
interactive CD, knowing students’ achievement in reading after taught by using
the media, and their responses toward the implementationof the media. The
subject of the study was seventh grade students. The classroom action was the
research method of this study which is the researchers used test, observation
and questionnaire.
In this journal shown that CIRC-based interactive CD was one innovation
media which was developed to be used in teaching reading. It consisted of a
variety of instructional practices which were adapted the principal elements of
CIRC. From questionnaire number 5, it was found that the using teaching
media couldmake students more enthusiastic in learning reading. From that
data was showed that 75% learners choose strongly agree and agree. They
learnt reading from media which was never used before. Not to mention that
activities. Students perception toward the implementation of the media changed
in the aspect of the difficulties of reading and learning reading,strange with
new vocabulary, understanding the main ideas, and teaching media used. The
changing of
 37

The fourth previous researcher is conducted by Dian (2013) “Cooperative

Integrated Reading and Composition (CIRC) and Team Pair Solo (TPS) Model
for High and Low Students’ Creativity in Writing Narrative Text”. The
problem of the research are: (1) How significant is the effect of Cooperative
Integrated Reading and Composition (CIRC) for high students’ creativity in
teaching writing? (2) How significant is the effect of Team Pair Solo (TPS) for
high students’ creativity in teaching writing? (3) How significant is the effect
of Cooperative Integrated Reading and Composition (CIRC) for learners with
low creativity in teaching writing? (4) How significant is the effect of Team
Pair Solo (TPS) for low students’ creativity in teaching writing? (5) How
significant is teaching model among the interaction, creativity of the students
and writing narrative text. The method of data collection used here were
observation and test. the target population of this study is all of the tenth graders
of Senior High School Muhammadiyah. Test was used to collect data of
students’ writing skill and students’ creativity level. The writer evaluated the
writing test through some aspects, such as: content, organization, vocabulary,
language use (grammar), and mechanics. In order to know the level of students’
creativity, the students are given creativity test consisting of six kind including:
(1) Word initials, (2) Word creation, (3) Sentence formulation from three
letters, (4) Similar characteristics, (5) Extraordinary uses of words, (6)
Consequences of effects. The first effect based on the data of analysis which
Cooperative Integrated Reading and Composition (CIRC) model was effective
for students with high creativity in teaching writing. On the other hand that the
learners who have positive or high creativity have better ability in writing than
students who have low creativity taught by CIRC model. Not to mention that
there is an interaction between teaching model, students’ creativity and writing.
The interaction happened because of CIRC model is more appropriate as a
model for learners who having high creativity, and TPS Model is more
appropriate for learners who having low creativity.
The fifth research is Loree (2012) conducted the research “The Correlation
between self-esteem and student reading ability, reading level. And academic
 38

achievement”. The objective of this research is to review the literature to

explore the correlation between self-esteem and various aspects of a students’
school success. The research describes both positive and negative effects of
self-esteem issues. This research shown some ways in increasing or improving
the level of self-esteem in learners. The results of this study show that there is
a correlation between the self-esteem of students and their reading ability,
reading level, and academic achievement. The result of the study shows that a
healthy level of self-esteem comes from many things, but one of them is
academic achievement, and more specifically, reading ability. Learners with
negative or low self-esteem deals with pessimism and anxiety related to their
academics. Negative or low self-esteem might be preventd learners from
tackling hard conditions or feel satisfaction from their success and progress.
The last journal from Juyandegan Mohammad (2016) who analyze “The
Relationship between Self-esteem and Reading Comprehension of EFL Irian
Pre-University Learners”. The purpose of the study is to investigate the
correlation between self-esteem and reading comprehension and the nature of
this study is correlational. The participants in this study were 45 Iranian male
and female pre-university students. The researcher in this research used just
reading section with exam the PET which is relevant to the aim of the study.
As for measuring participants self-esteem, a sample of Coopersmith Self-
Esteem Inventory which is a fifty-eight-item questionnaire intended to measure
one’s global self-esteem was used. The analysis of the results demonstrated a
significant correlation between variables of the study. It was shown that there
was a positive significant correlation between participants’ self-esteem and
their reading comprehension scores for the some population.
To that end, from the explanation of those studies above, there are some
differences between those studies and this study. First, in this research
researcher wants to know the effectiveness of CIRC to teach reading materials
especially the descriptive text materials. Second, this CIRC is compared by
another teacher’s cooperative learning model and self-esteem. So, the result of
this study shows us which is more effective between CIRC and teacher’s
 39

cooperative learning model to teach descriptive text and self-esteem. Third, this
research wants to know the effectiveness of CIRC and Self-esteem to teach
descriptive text materials for the Junior High School Students.
In this study, the researcher is curious about the effect of “CIRC and Self-
esteem” to teach descriptive text and the significance of the improvement as a
result of it in teaching learning process. Therefore, the researcher is conducting
an experimental research to find out the answer.

E. Conceptual Framework
Looking back on those theories and previous researches above, it can be
concluded that the researcher will implement Cooperative Integrated Reading
and Composition (CIRC) model as independent variables that use self-esteem
as moderate variable, then reading comprehension as dependent variables and
an object in this research.
In this reaserch, reading comprehension can be defined as an activity of
person who reads the text for learning, for discovering the information or just
for entertaining that try to understand the content of reading text. One of the
appropriate models that can be used in teaching reading is CIRC (Cooperative
Integrated Reading and Composition) and students’ Self-esteem. Not to
mention that Cooperative Integrated Reading and Composition (CIRC) is one
of type of cooperative learning which usually used to teach reading and writing.
The application of this type of learning makes students more active in learning
process and also creates enjoyable atmosphere in the class, therefore the
students isn’t bore. The explanation above, it can be concluded that CIRC
model can improve the students reading ability.
Cooperative Integrated Reading and Composition (CIRC) model can be
defined as the model that helps students to work together in a team and the
students are expected to be responsible for the task group. Each member in a
group has to give the idea to understand the concept and complete the task.
Moreover, this model gives the students opportunity to interact with each other
and this model also requires students to be active in a group and achieve the
 40

main goals. Self-esteem is a students’ psychology that makes them more

enjoying and interesting on them-self in the learning process. Self-esteem is
more effective in reading because of the students who have healthy self-esteem
when adult around them show them support in their attempts to try new things
in reading. CIRC model is model that use team that make students who have
healthy self-esteem could make good situation for low self-esteem to get more
interested and understand the text and moreover enjoy reading.
Having said that, the writer assumes CIRC model is effective to teach
reading, and it was also influence students’ achievement in reading because
CIRC model is focused on reading. Not to mention that students’ reading
comprehension is affected by students’ self-esteem to make more the situation
on their reading. So, this is the appropriate model for teaching reading.
 41

Problems:
1. The learners still have difficulty in comprehending the text for reading
comprehension in the activities of study that do not give the learning
activity of student thinking.
2. Less of motivation from students in reading text.
3. Lack of vocabularies and background knowledge to understand the text.
4. Lack of communication between students and teacher.
5. The learners have enough knowledge of sentence meaning, but the
learners failed to comprehend longer reading materials.
6. The teacher has to make variation and find out the model in teaching
reading in order to improve students’ reading skill until the process of
teaching and learning will be achieved.

Factors affecting reading comprehension

Personal
Teaching Method Factors:
Self-Esteem

Cooperative Integrated Conventional Model

Reading Composition (CIRC)
Stages:
Stages: Grouping
Grouping Translating
Facing the difficulties discussing
Composition
Reviewing

Reading Comprehension of Descriptive Text (CIRC)

Indicators:
- Identify the main idea of the text - Analyze the text with discussion
- Confirming reference from text - Analyze the text with reviewing other text
- Identify the specific information in the text
- Composition a text
Figure 2.1 Conceptual Framework
 42

F. Research Hypotheses
Based on the theories explanation above, the research hypothesis are as
follows:
1. The students’ who were taught with Cooperative Integrated Reading and
Composition (CIRC) and those who are taught by conventional model on
students’ reading comprehension.
2. There were interactional of Cooperative Integrated Reading and
Composition (CIRC) model and Self-Esteem on students’ Reading
Comprehension.
3. The students with high Self-esteem who are taught by Cooperative
Integrated Reading and Composition (CIRC) and those who are taught by
conventional model on students’ reading comprehension.
4. The students with low Self-esteem who are taught by Cooperative
Integrated Reading and Composition (CIRC) and those who are taught by
conventional model on students’ reading comprehension.
 43

CHAPTER III
RESEARCH METHODOLOGY

A. Place and Time of the Research

The research will be carried out at SMPN 3 Ciputat Timur. The research
will be done for five months starting from August to December. The researcher
chooses these schools because the researcher wants to know the effect of CIRC
model with their psychology that students’ Self-esteem on reading
comprehension for seventh grade at junior high schools in Ciputat Timur.

B. Research Design
In this study, the experimental method is chosen by the researcher with the
form of treatment by level 2x2. It is because of this research used same group
with the same total that given treatment in each group. Not only that each group
seen as a unit sampling not as a subject (Kadir,2010). Experimental research is
the only type of research that can test hypotheses to establish cause–effect
relations (Gay, Mills, & Airasian, 2015, p. 250). It is used because this research
will examine the hypothesis about the effect of CIRC model and students’ Self-
esteem on reading comprehension on descriptive text. A type of research
design, which includes experimental and control group without random
sampling.
In the process of teaching, the distinction between experimental and control
group are only about the treatment and model that is applied. The material and
the time allocated of the two classes are the same. The research design can be
described as follows:
 44

Table 3.1
Group Within Treatment Design
Teaching Model (A)
Cooperative Conventional
Students’ Self-esteem
Integrated Reading (A2)
(B)
and Composition
(CIRC) (A1)
High Self-esteem (B1) (A1B1) (A2B1)
Low Self-esteem (B2) (A1B2) (A2B2)

Note:
A1B1 : the use of CIRC model to high students’ Self-esteem
A1B2 : the use of CIRC model to low students’ Self-esteem
A2B1 : the use of conventional model to high students’ Self-
esteem
A2B2 : the use of conventional model to low students’ Self-
esteem
C. Population and Sample
1. Population
Population can be defined as a group to whom the researcher would like to
generalize the result of the study. The population of the research was the
students of seventh grade at SMPN 3 Ciputat Timur in the academic year
2018/2019, which consists of 8 classes, there were (VII.1-VII.8). Furthermore,
the sample was taken two classes from seventh classes randomly, namely VII.3
consists of 40 students and VII.2 consists of 40 students

2. Sample
The researcher must determine the sample of this study in reference to the
population. Sample is the individual selections who will be participate to be
observed. According to Sugiyono (2010, p. 118) sample is a representative of
 45

number and characteristics of the population. Any information and conclusion

which is drawn from the sample have to be representative to the population.

In this study, the researcher used is cluster random sampling. Cluster

random sampling is kind of random sampling method that select of groups, or
clusters of subjects. From this sampling, the researcher will take two classes in
each school to investigate. Then carried out random assumptions using coins
and obtained class VII.3 as the experimental group conducted with the CIRC
model and class VII.2 as the control group carried out with conventional model
then students’ self-esteem as moderat variable in each class.

D. Instrument of the Research

Test and non-test is utilized by the researcher as instruments of this study.
The function of non-test is for knowing what the students’ Self-esteem. And
the function of test is for measuring the comprehension of the students’ reading
skill on descriptive text by using CIRC model.

1. Reading Comprehension
a. Conceptual Definition
Reading comprehension is an active thinking process that involves
understanding the vocabulary seeing the relationships among words and
concepts, organizing ideas, recognizing the author’s purpose, making
judgments, and evaluating.

b. Operational Definition
Reading comprehension is reading comprehension is an active thinking
process that involves understanding the vocabulary seeing the relationships
among words and concepts, organizing ideas, recognizing the author’s purpose,
making judgments, and evaluating. Reading comprehension is measured by its
outcomes: cognitive, affective, and psychomotor domains. In the cognitive
(knowledge), there are six aspects, covering data, understanding, application,
analysis (structure or element), synthesis (creating, creating) and evaluation.
 46

There are five aspects in affective (attitude), cover receiving, responding,

pricing (judging and acting), organizing a personal value system, and
internalizing the value system (adopting behavior). And psychomotor (skills),
there are five aspects, including copying, manipulating (following orders),
developing accuracy, articulation (merging, integrating related skills), and
naturalization (automation, becoming an expert).

c. Blue Print
Table 3.2
The Blueprint of Reading Comprehension Instrumen (Variable Y)
No Indicator C1 C2 C3 C4 C5 C6 Total
identifying
1 1 24 16 27 10 11 6
main idea
identifying the
15 2 92 8
2 generic 30 29 10
25 17 28 21
structures
identifying
meaning of
3 18 4 14 20 19 26 6
word/ phrase/
sentence
identifying
6 3 13 22 8
4 important 5 12
23 7
point
Total 4 5 6 6 5 4 30
Presentation 13% 17% 20% 20% 17% 13% 100%
(Hashim et al., 2014)

From the data in the Table 3.2 that used mountain graph, the structure of
reading comprehension indicators are balance in their domains between C1 to
C6 in students’ questions.
 47

d. Validity and Reliability

1. Validity
Analysis of validity is used to measure the instrument in order to become
valid and accurate. The validity coefficient is chosen by the researcher as a
research instrument. A validity coefficient (rxy) is the coefficient of correlation
between test scores and criterion (Ary et al., 2013, p. 230).
In Reading Comprehension testing, Biserial formula is used to account the
result test.
M p  Mt p
 pbi 
St q

Note:
 pbi : Biserial Corelation
M p : The mean of every scores from subject who get right answer

M t : The Total
St : Standart of deviasi from total
p : Proporsi siswa yang menjawab benar

q : Proporsi siswa yang menjawab salah

The instrument can be called validity, when it is in standard fact α 0.05 if t

account is bigger (>) than t-table, instrument is valid. T-table in 50 questions
are 0.361, when it is in standard fact α 0.05 if t-account is smaller (<) than t-
table, instrument is not valid.
 48

Table 3.3
Validity Test of Reading Comprehension
Validity
No Item r-count r-table Criteria
1 0.604 0.361 Valid
2 0.487 0.361 Valid
3 0.017 0.361 Drop
4 0.465 0.361 Valid
5 0.377 0.361 Valid
6 0.148 0.361 Drop
7 0.216 0.361 Drop
8 0.238 0.361 Drop
9 0.363 0.361 Valid
10 0.539 0.361 Valid
11 0.481 0.361 Valid
12 0.367 0.361 Valid
13 0.063 0.361 Drop
14 0.401 0.361 Valid
15 0.534 0.361 Valid
16 0.301 0.361 Drop
17 0.369 0.361 Drop
18 0.162 0.361 Drop
19 0.462 0.361 Valid
20 0.270 0.361 Drop
21 0.458 0.361 Valid
22 0.067 0.361 Drop
23 0.519 0.361 Valid
24 0.484 0.361 Valid
25 0.288 0.361 Drop
26 0.021 0.361 Drop
 49

27 0.746 0.361 Valid

28 0.180 0.361 Drop
29 0.018 0.361 Drop
30 0.638 0.361 Valid
31 0.369 0.361 Valid
32 0.218 0.361 Drop
33 0.484 0.361 Valid
34 0.481 0.361 Valid
35 0.576 0.361 Valid
36 0.176 0.361 Drop
37 0.534 0.361 Valid
38 0.593 0.361 Valid
39 0.362 0.361 Drop
40 0.597 0.361 Valid
41 0.643 0.361 Valid
42 0.794 0.361 Valid
43 0.512 0.361 Valid
44 0.391 0.361 Valid
45 0.369 0.361 Valid
46 0.453 0.361 Valid
47 0.317 0.361 Drop
48 0.057 0.361 Drop
49 0.329 0.361 Drop
50 0.453 0.361 Valid

Based on the result of instrument validation Table 3.4 that was examined in
SMP Al-Azhar 22 Jakarta and based on the result of calculation, it was gotten
the data from 50 multiple choices that was examined there are 31 questions that
were valid. Instrument that were valid are 1, 2, 4, 5, 9, 10, 11, 12, 14, 15, 19,
21, 23, 24, 27, 30, 31, 33, 34, 35, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, and 50.
 50

While the instrument that was not valid are 3, 6, 7, 8, 13, 16, 17, 18, 20, 22, 25,
26, 28, 29, 32, 36, 47, 48, and 49.

2. Reliability
For knowing the data was reliability, in Reading Comprehension the
researcher uses method kuder-richardson (K-R 20).

Note:
r11 = Reliability
p = The right item
q = The wrong item
Σpq = The number of product between p and q
N = The number of items.
The formula of varians ( S 2 ) is

Note:
(Σx)2 = The number of quadrate
Σx2 = The Total of the quadrate number
n = The number of item
Anas (2009, p. 209) stated that the Kuder-Richardson Formula 20 (K-R 20)
is based on the proportion of correct and incorrect responses to each of the
items on the test and the variance of the total scores. K-R 20 is applicable to
tests whose items are scored dichotomously 0 or 1. Because this method gives
importance to all items in the test, it is appropriate for checking the reliability
of the test used to measure a single trait. By the data, In this research the data
was reliable.
 51

2. Self-esteem
a. Conceptual Definition
Self-esteem is a personal belief in learning process for survival the different
situation.. There are two kinds of self-esteem that must be measured,
Situational Self-esteem and Characterological self-essteem.

b. Operational Definition
Self-esteem is a personal belief in learning process for survival the different
situation. Students’ Self-esteem is testing with queationnaire that given by the
teacher to the students. The test is conducted to measure the best of students’
Self-esteem to help the reading comprehension. The likert scale is chosen as
form of questionnaire of learning style. It is consisted of 30 statements with
four alternatives of answer: (a) disagree strongly, (b) disagree, (c) neither agree,
(d) agree, and (e) agree strongly. The score ranges from 1 to 5 (Brace, 2008, p.
73).
c. Blue Print
Table 3.4.
The Blueprint of Self-esteem Instrumen (Atribute)
No. Indicators Positive Negative Total
Items Items
1. Living consciously 5 7 6
15 16
1 14
2. Self acceptance 4
18 21
23 25
4. Self assertiveness 24 26 4
13 17
6. Personal Integrity 12 1 6
9 6
Total 15 15 30
Presentation 50% 50% 100%

Challis (2016, p. 6)
 52

Based on the indicators of Self-esteem in the Table 3.3, there are 30

questionnaires that consist of positive and negative items. The researcher
devided Both of positive and negative items are 50%. So, it means that in Self-
esteem have 100% items.

d. Validity and Reliability

1. Validity
In the validity, the questionaire Self-esteem testing, pearson product
moment formula is used to account the result test (Arikunto, 2010, p. 316).

𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋2 − (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2 − (∑ 𝑌)2 }
Note:
𝑟𝑥𝑦 : corelation
N : Total of Students
X : Point in a test
Y : Total point each student
∑𝑋 : The summarize of point in a test
∑𝑌 : The summarize of Total point each students
∑ 𝑋𝑌 : Total of product between X and Y
∑ 𝑋2 : The number of quadrate in each test
∑ 𝑌2 : The number of quadrate each students
 53

Table 3.5
Validity Test of Self-esteem
Validity
No Item r-count r-table Criteria
1 0.991 0.361 Valid
2 0.995 0.361 Valid
3 0.990 0.361 Valid
4 0.992 0.361 Valid
5 0.988 0.361 Valid
6 0.986 0.361 Valid
7 0.976 0.361 Valid
8 0.979 0.361 Valid
9 0.984 0.361 Valid
10 0.965 0.361 Valid
11 0.959 0.361 Valid
12 0.982 0.361 Valid
13 0.984 0.361 Valid
14 0.986 0.361 Valid
15 0.982 0.361 Valid
16 0.987 0.361 Valid
17 0.977 0.361 Valid
18 0.986 0.361 Valid
19 0.985 0.361 Valid
20 0.980 0.361 Valid
21 0.946 0.361 Valid
22 0.970 0.361 Valid
23 0.960 0.361 Valid
Valid
24 0.985 0.361 Valid
25 0.983 0.361 Valid
 54

26 0.987 0.361
27 0.970 0.361 Valid
28 0.984 0.361 Valid
29 0.932 0.361 Valid
30 0.960 0.361 Valid

Based on the result of instrument in the Table 4.5 validation questionaire

that was examined in SMP Al-Azhar 22 Jakarta and based on the result of
calculation that used pearson product moment formula, it was gotten the data
from 30 questionaires, all of the questionnaires are valid. It means that there
are 30 questions in questionare that was valid.

2. Reliability
For reliability interval method with 30 questionaires used in Self-esteem
was Cronbach Alpha method, which analyzes the reliability of this method of
measuring instruments from on measurement.

n    i 
2

r11  1
n  1   i2 
Note :
r11 = realibility score

 i
2
= total variance score

 i2 = total variance

n = item score

According to Sudjono (2011), the criteria of instrument reliability r11 is stated

as follow:
1. If is equal of higher than 0.7, it means that instrument is reliable.
2. If is lower than 0,7, it means that the instrument is unreliable.
 55

E. Model of Data Analysis

There are two groups of this research, namely experimental and control
class. Every class is given the test before treatment and after treatment for
resulting findings. Data of reading comprehension found by test and students’
self-esteem found by questionnaire. The steps of giving the test is, first, they
were given the reading test, then they fill the questionnaire of self-esteem. After
that they read paragraph to answer the essay in reading sheet based on the topics
were given by the researcher.

1. Test
In the test of this study will devided to experimental class that will be taught
by using CIRC model, while controlled class will be taught by using teacher’s
model. Both of classes will do the learning process in eight meetings to deliver
the material of descriptive text. And then the students are given the test again
in both of classes, experimental and control class. It is for assessing the
improvement of students; reading comprehension by using treatment of CIRC
model and using teacher’s model. The questions of posttest should be finished
in 40 minutes.

2. Questionnaire
After the researcher finishes the teaching in the class by applying the model,
a questionnaire is employed. Both of classes will fill the questionnaire with
checklist of the column that they choose. The questionnaire is given to collect
the data about students’ Self-esteem. There are 28 statements of questionnaire
that must be finished by the students in 30 minutes.

F. Data Analyzing Model

The data collection in this research is conducted by giving the test (pre-
test and post-test). And the model of analyzing data is utilized by the researcher
to process the data, there three steps of it, namely normality, homogeneity, and
hypothesis tests. The first, the normality test is performed to find out whether
the data of the two classes are from a normally distributed population. Testing
 56

data normality by using Colmogorov-Smirnov with SPSS (Kadir, 2017, p.

154).
While the steps are Formulation of hypotheses, the sample is from a
normally distributed population (H0) and the sample is from an abnormally
distributed population (H1). Data are grouped into frequency distributions.
Determine the proportion of j (Pj). Creates 100 Pj, namely the percentage of
the j-interval width of a normal distribution through transformation to the new
score and calculate the value of count. Assign to degrees (db) = k-3, where k is
the number of groups. Testing criteria, If ≤ then H0 is accepted and If > then
H0 is rejected. The conclusion is when ≤, it means that the sample is from a
normally distributed population or >, it means that the sample is from an
abnormally distributed population.
After that, the second is the test of homogeneity. The test of homogeneity
is using the homogeneity of the variance of two independent samples with
SPSS Program (Kadir, 2017, p. 167). Furthermore, hypothesis test using
ANOVA TWO WAY within group treatment by level design (Kadir, 2017, P.
349).

G. Statistical Hypothesis
In this study the researcher proposes four hypotheses. These hypotheses are
based on the formulation of the problems in the previous chapter. In order to
calculate the three variables in this research, it is needed to be formulated the
statistical hypothesis as follows:

1. Ho : 𝜇 𝐴1 ≤ 𝜇 𝐴2
H1 : 𝜇 𝐴1 ≥ 𝜇 𝐴2

2. Ho :AXB=0
H1 :AXB≠0
 57

3. Ho : 𝜇 𝐴1𝐵1 ≤ 𝜇 𝐴1𝐵2
H1 : 𝜇 𝐴1 𝐵1 ≥ 𝜇 𝐴1𝐵2

4. Ho : 𝐴2𝐵1 ≥ 𝐴2𝐵2
H1 : 𝐴2𝐵1 ≤ 𝐴2𝐵2
 58

CHAPTER IV
FINDING AND DISCUSION

A. Finding
1. The Data Description
The study was conducted at seventh-grade of SMP Negeri 3 Ciputat
Timur. There are three variables: teaching model (A), students’ Self-
esteem (B) as independent variable, and reading comprehension (Y) as
dependent variable. The data was obtained by giving test to know
students’ reading skill and distributing questionnaire to gain data on
students’ self-esteem. Descriptive analysis of the data performed to
determine the range of the data, the average, median, mode, and standard
deviation. The data was taken from the pre-test and post-test result of
students at schools.
In this study, the researcher analyzes the result of the experiment by
using t-test. T-test is to determine if there is any significant difference in
reading comprehension mastery between the students who are taught and
treated by using CIRC and the students who are treated by using teachers’
in Reading comprehension. Data score collected from SMPN 3 Ciputat
Timur were presented in tables and eventually described as follows:

a. The Descriptive Data of SMPN 3 Ciputat Timur

Table 4.1
Descriptive Statistic of SMPN 3 Ciputat Timur
A1B1 A2B1 A1B2 A2B2
N Valid 12 12 12 12
Missing 36 36 36 36
Mean 83.83 73.50 58.33 56.83
Std. Error of Mean 1.590 1.306 2.362 1.527
Median 83.00a 73.33a 58.75a 57.60a
b
Mode 79 70 60 60
Std. Deviation 5.508 4.523 8.184 5.289
 59

A1B1 A2B1 A1B2 A2B2

Variance 30.333 20.455 66.970 27.970
Range 15 16 26 16
Minimum 79 70 44 44
Maximum 94 86 70 60
Sum 1006 882 700 682

Note:
A1 : Students who are taught by CIRC Model
A2 : Students who are taught by conventional Model
B1 : Students who have high Self-esteem
B2 : Students who have low Self-esteem
A1B1 : The use of CIRC model to high students’ Self-esteem
A1B2 : The use of CIRC model to low students’ Self-esteem
A2B1 : The use of conventional model to high students’ Self-esteem
A2B2 : The use of conventional model to low students’ Self-esteem

Here are the data descriptions of Reading Comprehension in each

group of SMPN 3 Tangerang Selatan.

1. The use of CIRC Model to High Students’ Self-esteem (A1B1)

Table 4.2
The use of CIRC Model to High Students’ Self-esteem

Valid Cumulative
Frequency Percent Percent Percent
Valid 79 3 6.3 25.0 25.0
80 3 6.3 25.0 50.0
84 1 2.1 8.3 58.3
85 2 4.2 16.7 75.0
87 1 2.1 8.3 83.3
 60

Valid Cumulative
Frequency Percent Percent Percent
94 2 4.2 16.7 100.0
Total 12 25.0 100.0
System 36 75.0
Missing 48 100.0

As seen in the table 4.2 above, it can be described that scoring data for
reading comprehension was done by using instrument with subjective test
(Multiple Choices). The correct answer will be graded 1 and the incorrect
answer will be graded 0. Respondents treated by Cooperaative Integrated
Reading and Composition (CIRC) Model were 48 students. The empirical
score stated that the highest score was 94, the lowest score was 79.
Furthermore, mean was 83.83, median was 83.00, mode was 79,
standard of deviation was 5.508. The complete result gained from calculation
can be seen below. The mean 83.83 indicated that the average score for the
students was good. To make it clear, we can see the display of histogram
presented below:

Figure 4.1
The use of CIRC Model to High Students’ Self-esteem
 61

2. The use of conventional model to high students’ Self-esteem (A2B1)

Table 4.3
Frequancy Table of Reading Comprehension by
Using Conventional Model
Cumulative
Frequency Percent Valid Percent Percent
Valid 70 5 10.4 41.7 41.7
73 1 2.1 8.3 50.0
74 2 4.2 16.7 66.7
75 3 6.3 25.0 91.7
86 1 2.1 8.3 100.0
Total 12 25.0 100.0
Missing System 36 75.0
Total 48 100.0

As seen from the data in the table 4.3 above, it can be described that
scoring data for reading comprehension was done by using instrument with
subjective test (multiple choice). The correct answer will be graded 1 and
incorrect answer will be graded 0. The empirical score stated that the highest
score was 86, the lowest score was 70. Respondents treated by Conventional
Model were 48 students.
Furthermore, mean was 73.50, median was 73.33, mode was 70,
standard of deviation was 4.523. The complete result gained from calculation
can be seen below. The mean 73.50 indicated that the average score for the
students was relatively good. To make it clear, we can see the display of
histogram presented below:
 62

Figure 4.2
Reading Comprehension by using Conventional

3. The use of CIRC model to low students’ Self-esteem (A1B2)

Table 4.4
Reading Comprehention with Students’ Low Self-esteem
Valid Cumulative
Frequency Percent Percent Percent
Valid 44 1 2.1 8.3 8.3
50 2 4.2 16.7 25.0
52 1 2.1 8.3 33.3
55 1 2.1 8.3 41.7
60 3 6.3 25.0 66.7
65 1 2.1 8.3 75.0
 63

Valid Cumulative
Frequency Percent Percent Percent
66 1 2.1 8.3 83.3
68 1 2.1 8.3 91.7
70 1 2.1 8.3 100.0
Total 12 25.0 100.0
Missing System 36 75.0
Total 48 100.0

As seen from the data in the table 4.4 above, it can be described that
scoring data for reading comprehension was done by using instrument with
subjective test (Multiple Choices). The correct answer will be graded 1 and the
incorrect answer will be graded 0. Respondents treated Reading comprehension
with Students’ high self-esteem were 48 students. The empirical score stated
that the highest score was 70, the lowest score was 44.
Furthermore, mean was 58.33, median was 58.75, mode was 60,
standard of deviation was 8.184. The complete result gained from calculation
can be seen below. The mean 58.33 indicated that the average score for the
students was relatively poor. To make it clear, we can see the display of
histogram presented below:
 64

Figure 4.3
Reading Comprehension with Students’ Low Self-esteem

4. The use of conventional model to low students’ Self-esteem (A2B2)

Table 4.5
Frequency of conventional model to low students’ Self-esteem
Valid Cumulative
Frequency Percent Percent Percent
Valid 44 1 2.1 8.3 8.3
50 1 2.1 8.3 16.7
54 2 4.2 16.7 33.3
60 8 16.7 66.7 100.0
Total 12 25.0 100.0
Missing System 36 75.0
Total 48 100.0

From the data in the Table 4.8 above, it can be described that scoring
data for reading comprehension was done by using instrument with subjective
test (Multiple Choices). The correct answer will be graded 1 and the incorrect
 65

answer will be graded 0. Respondents treated by conventional model with

students’ low self-esteem were 48 students. The empirical score stated that the
highest score was 60, the lowest score was 44.
Furthermore, mean was 56.83 median was 57.60, mode was 60,
standard of deviation was 5.289. To make it clear, we can see the display of
histogram presented below:

Figure 4.4
Reading Comprehension by using Conventional Model on
Students’ Low Self-esteem

2. The Prerequisite Test for Data Analysis

The prerequisite analysis test of variables (A, B, and Y variables) was
needed to analyse in order to build the regression analysis or hypotheses test
done well. In this analysis test, the normality test and the homogeneity test must
be done first before the ANOVA test carried out.
 66

Thus, normality test was applied to the representative research sample. This
test was done as hypotheses test which was required that the sample must be
normal. The next one was homogeneity test that assumed the score of
dependent variable (Y) was categorized based on the equation of independent
variable scores (A and B). The result in this test is presented below.

a. Normality Test
To find out whether the spreading data is distributed normally or not, this
study used normality test. Thus, Kolmogorov-Smirnov method was used as
normality that the significance level α = 0,05 to accept or reject the normal test.
This test is carried out to both experimental and control groups with statistical
hypotheses formula as below:
H0 = sample data is distributed normally
H1 = sample is not distributed normally
The calculation is performed with the assistance SPSS version 24. Looking
back to the criteria of this program, the data is called normal p value (Sig)>0.05
which H0 is accepted and on the contrary H1 is rejected (data is distributed
normally). The score of p value (Sig) is the number on the column of Sig from
the table of normality test outcome by using SPSS program. The method used
is Kolmogorov-Smirnov is used in this study. The calculation of normality test
in SMPN 3 Ciputat Timur can be seen on the table as follows:
 67

Table 4.6
Calculation of Normality Test
One-Sample Kolmogorov-Smirnov Test of SMPN 3
A1B1 A2B1 A1B2 A2B2
N 12 12 12 12
Normal Parametersa,b Mean 83.83 73.50 58.33 56.83
Std. 5.508 4.523 8.184 5.289
Deviation
Most Extreme Absolute .257 .287 .164 .392
Differences Positive .257 .287 .114 .275
Negative -.190 -.220 -.164 -.392
Test Statistic .257 .287 .164 .392
Asymp. Sig. (2-tailed) .028c .007c .200c,d .000c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.

Based from the data in the table 4.6 the scores on Sig column with
Kolmogorov-Smirnov method in each group are mentioned consecutively:
0.028, 0.007, 0.200 and 0.000. Thus, the p value score for each group are bigger
than 0.05. From those datas, AIBI, A2B1, and A2B2 H1 is accepted and H0 is
rejected but A1B2 H0 is accepted and H1 is automatically rejected. On the other
words, it can be concluded the data from the sample in SMPN 3 Ciputat Timur
have distributed normally and some of the data disributed not normal.

b. Homogenity Test
After calculation with the normality test, homogeneity test is one
prerequisite test that needed to calculate the data with ANOVA. The aim of
Homogenity test is to find out whether the designed groups are homogeneous
 68

or not. In other words, we have to find out the homogeneity of the groups we
designed.
The homogeneity test for the data of reading comprehension is performed
by using Levene’s test in the significant level of 5%. The result of homogeneity
computation can be seen on table follows:
Table 4.7
Calculation of Homogenety Test of SMPN 3 in Reading Comprehension
Test of Homogeneity of Variances

F df1 df2 Sig.

2.622 3 44 .062
a. Design: Intercept + A + B + A * B

Note:
A: Self-esteem
B: Method
The criteria were if the Sig value (Levene’s test)> 0.05 means that H0 is
accepted and H1 is automatically rejected. On the contrary, the Sig value
(Levene’s test)<0.05 means that H1 is accepted and H0 is automatically
rejected.
Based on the table 4.7, it can be see that the Sig (p value) for reading
comprehension was 0.62. It means that p value is bigger than 0.05. It means
that H0 is accepted and H1 is automatically rejected, which implies that data
comes from non-homogeneous population. Even though came from homogeny
variance, the data can be processed by using contrast test in Anova Multi-factor
(t-test) that can be treated for both homogeny and homogeny variance
According to normality test and homogeneity test revealed above, it can be
concluded that the prerequisite test which are needed before processing the data
by using ANOVA test are already fulfilled.
 69

3. The Testing of Hypotheses

Hypothesis testing was intended to determine the proposed null Hypotheses
(H0) tested at a certain significance level. Two ways ANOVA analysis was
performed and, because in this study to be obtained was how much influence
that occurs between the independent variables and the dependent variable.
Hypothesis testing was done consecutively; starting from the first hypothesis
was Cooperative Integrated Reading Composition was more effective than
Conventional model on reading comprehension. The second hypothesis was
there was interactional effect between teaching model and students’ Self-
esteem on reading comprehension. The third hypothesis was students who have
High Self-esteem have better in reading comprehension than those who have
Low Self-esteem. The analysis of reading comprehension variable is performed
by using two tailed ANOVA test. After ANOVA test then used extended test
to look out the significance level between groups significantly. Not to mention
that the extended test was performed to find out which group contributes more
to be students’ reading comprehension according to the teaching model and the
level of students’ Self-esteem. The data analysis by using ANOVA test can be
seen on the table below:
 70

Table 4.8 ANOVA Test of SMPN 3

Tests of Between-Subjects Effects

Type III Partial

Sum of Mean Eta
Source Squares Df Square F Sig. Squared
Corrected 5988.250a 3 1996.083 54.790 .000 .789
Model
Intercept 222768.750 1 222768.750 6114.676 .000 .993
A 420.083 1 420.083 11.531 .001 .208
B 5334.083 1 5334.083 146.413 .000 .769
A*B 234.083 1 234.083 6.425 .015 .127
Error 1603.000 44 36.432
Total 230360.000 48
Corrected 7591.250 47
Total
a. R Squared = ,789 (Adjusted R Squared = ,774)
Referring to the result analysis as seen as the data in Table 4.8 testing
hypothesis was elaborated as follows:

a. Testing of the first hypothesis

𝐻0 : µ𝐴1 ≤ µ𝐴2
𝐻1 : µ𝐴1 > µ𝐴2
From the analysis in Table 4.8, it was found that the value of Sig for
teaching model was 0.01 < 0.05 and 𝐹𝑜𝑏𝑠 = 11.531 showing that the value of
Sig for teaching model was smaller than 0.05 and 𝐹𝑜𝑏𝑠 was bigger than 𝐹𝑡 . It
means that 𝐻0 was rejected. It can be concluded that the students’ reading
comprehension who were taught by CIRC model was higher than those who
were taught by conventional model. In other hand, Cooperative Integrated
Reading and Composition (CIRC) model was more affective in enhancing
students’ reading comprehension than conventional model. The effect of
Cooperative Integrated Reading and Composition (CIRC) model on students’
reading comprehension is 20, 8% or a large effect category.
 71

b. Testing of the second hypothesis

𝐻0 : A X B = 0
𝐻1 : A X B ≠ 0
From the analysis result in Table 4.8 was obtained 0.015 < 0.05 and 𝐹𝑜𝑏𝑠
= 6.425. It shows that p-value for teaching strategy was smaller than 0.05 and
𝐹𝑜𝑏𝑠 was bigger than𝐹𝑡 . It means that 𝐻0 was rejected. It can be concluded that
there were interactional effect of teaching method and self-esteem on their
reading comprehension. In other words, synergize teaching strategy and self-
esteem an effect on students’ reading comprehension or teaching strategy an
effect students’ reading comprehension depend on students ‘self-esteem. Then,
the interactional of Cooperative Integrated Reading and Composition (CIRC)
model and Self-esteem on students’ reading comprehension is 12,7% or
medium effect category.
Visually, the interactional effect between teaching strategy and students’
self-efficacy was presented below:

Figure 4.5
Interactional Effect of Teaching Strategy and Students’ Self-steem
 72

Because the hypothesis testing of the effect of interaction is significant, it

must be tested for simple effects. Furthermore, one-way ANOVA procedure
was performed to test the difference in average of the four treatment groups.
As for the proposed hypothesis is:
𝐻0 : µ𝐴1 𝐵1 = µ𝐴2 𝐵1 = µ𝐴1 𝐵2 = µ𝐴2 𝐵2
𝐻1 : Except 𝐻0

From the corrected model in the test of Between Subject-Effects table, the
value was obtained F = 54,790, and p-value = 0.000 < 0.05, it means that H0 is
rejected. Therefore, it can be concluded that there was significant between four
groups. Furthermore, the result of simple influence analysis (post hoc test) for
treatment By Level Design was presented on Table 4.9 as bellow:
Table 4. 9
Contrast Test of SMPN 03

Value of Std. Sig. (2-

Contrast T df
Contrast Error tailed)

Assume A1B1 X A2B1 10.33 2.464 4.193 44 .000

equal
variances A1B2 X A2B2 1.50 2.464 .609 44 .546

Y Does not A1B1 X A2B1 10.33 2.057 5.023 21.198 .000

assume
equal A1B2 X A2B2 1.50 2.813 .533 18.824 .600
variances

Referring to the result analysis as seen as the data in the table 4.9, testing
hypothesis was elaborated as follows:

c. Testing of the third hypothesis

𝐻0 : µ𝐴1 𝐵1 ≤ µ𝐴2 𝐵1
𝐻1 : µ𝐴1𝐵1 > µ𝐴2𝐵1
 73

From the analysis result the data in Table 4.9, it was found that 𝑡𝑜𝑏𝑠
(A1B1 x A2B1) = 4.193 and p-value = 0.000 < 0.05, it means that 𝐻0 was
rejected. It can be concluded that the students in SMPN 3 who have high Self-
esteem who taught by CIRC model is higher than those who are taught by
conventional model. On the other words, Cooperative Integrated Reading and
Composition (CIRC) model was more effective in increasing students' reading
comprehension than conventional model for students’ high self-esteem.

d. Testing of the fourth hypothesis

𝐻0 : µ𝐴1 𝐵2 ≥ µ𝐴2 𝐵2
𝐻1 : µ𝐴1𝐵2 < µ𝐴2𝐵2

From the analysis result the data in Table 4.9, it was found that 𝑡𝑜𝑏𝑠
(A1B2 x A2B2) = 0.609, and p-value = 0.546 > 0.05, it means that 𝐻0 accepted.
It can be concluded that the students’ reading comprehension that were taught
by CIRC model and conventional for students’ low self-esteem was not
difference. On the other words, Cooperative Integrated Reading and
Composition (CIRC) model was not more effective in increasing students'
reading comprehension than conventional model for students’ low self-esteem.

B. Discussion
Once the obtained data of the research was calculated and analyzed, the
researcher collected several information to point out that in this study, the
research was designed to find out the effect of teaching model and students’
self-esteem on reading comprehension at 7th grade students of SMPN 03
Ciputat Timur. To make teaching reading more comprehend fluenly, the
teachers can use kinds of model to comprehend the text in reading, one of
teaching models that realization of cooperative method is Cooperative
Integrated Reading Composition (CIRC) model. CIRC model not only
encourages students’ improvement of reading but also make students’ reading
comprehension more comrehend in learning process.
 74

Not to mention that this model also gives the teacher times in giving
feedback between students. Thus, there are reading group, team, and activities
in reading. Looking back on those findings that supported by statistical analysis
for the research about the students’ reading comprehension, it was proven data
comes from the population which was distributed normally but came from non-
homogenous variances. Then data at SMPN 3 was processed to the hypotheses
test. From testing of hypotheses, it was gained that:
a) The students’ reading comprehension that is taught by CIRC model is
higher than those who are taught by conventional. It means that there was
significant difference on reading comprehension between students who were
taught by CIRC and those who were taught by conventional model at SMPN 3.
It shows that the students’ reading comprehension was influenced by the use of
teaching models (CIRC and Conventional).
This finding was relevant with study was done by Sudaryo (2010) about
rading comprehension with Cooperative Integrated Reading Composition
(CIRC). From this finding, the writer shown the result that Cooperative
Integrated Reading Composition (CIRC) model increase reading
comprehension for students. Not to mention that the result also supported based
on Eko Wahyu Darmawans’ research. In his research, the result showed that a
significant difference in achievement between the students who are taught by
using Cooperative Integrated Reading Composition (CIRC) model and
conventional model to teach reading comprehension. Not to mention that the
result proved with the data. The data was point out that CIRC model is able to
be a model in teaching reading comprehension for teachers that had some
problems. Not only that Junariyah (2014) also shown the result that there was
a significant difference between the students who were treated by cooperative
learning models (CIRC) in reading comprehension.
Literally, model in teaching reading comprehension is influence the
students’ reading comprehension in the classroom. Thus, CIRC is the model
that in this studey is used. Not to mention that based on statistical data showed
 75

that teaching model (CIRC) increasing the students’ achievement in students’

reading comprehension significantly.
b) There are interactional effects between the model and students’ Self-
esteem on students’ reading comprehension at SMPN 3. It can be said that there
were interactional effects of teaching model (CIRC and Conventional) and
students’ Self-esteem. This finding was relevant with study was done by Mark
E. Boyes (2017) the result was shown that There was evidence that self-esteem
has relationship on reading comprehension.
c) The students in SMPN 3 who have high Self-esteem who taught by
CIRC model is higher than those who are taught by conventional model. On
the other words, students’ reading comprehension that was taught by CIRC was
higher than those who were taught by conventional model for students who had
high Self-esteem. It can be said that CIRC model was more effective than
conventional model primarily for students with high Self-esteem.
d) The students’ reading comprehension that were taught by CIRC model
and conventional for students’ low self-esteem was not difference. On the other
words, Cooperative Integrated Reading and Composition (CIRC) model was
not more effective in increasing students' reading comprehension than
conventional model for students’ low self-esteem.
Literally, In reading comprehension is poin out to the multiple choice test.
The test with multiple choice that the learners had to finish the tests toward
their comprehension level. Thus, on chapter two of this reserach, the theoretical
review shows that in reading comprehension is reading comprehension could
affected by teachers’ model that used in classroom and Studets’ self-eateem.
Not only that but quantitative data that obtained also can be point out both
CIRC model and students’ Self-esteem give effects to the students’
achievement on their reading comprehension significantly. the quantitative
data shown that students with high Self-esteem who are taught by CIRC model
is higher than students who are taught by conventional model.
 76

C. Limtation of the Research

This research focused on reading comprehension that use Cooperative
Integrated Reading and Composition (CIRC) model and its effect on students’
reading comprehension. On the oder hand, the empirical result reported that
there are some limitations In using Cooperative Integrated Reading and
Composition (CIRC) model for teaching reading comprehension. The
limitations of the research are described below:
1. This study was lack of time. The required substantial time that has to be
controled by the teacher very well.
2. This study had to have unoverload sample in each group. Because it will
difficult to manage the classes to be an ideal sample classes.
3. This study did not have complate media. So, it was difficult to develop the
calsses to become effective.
4. This study did not have complate facilities. So, the learning process was not
optimal.
 77

CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The aim of this study is to obtain empirical evidence of Cooperative
Integrated Reading Composition (CIRC) and students’ Self-esteem that has
significant effects on students’ reading comprehension for Seventh-Grade at
SMPN 3 Ciputat Timur, Tangerang Selatan in Academic year 2018/2019. It is
also aimed to support related previous study in order to provide additional
information about teaching reading comprehension using Cooperative
Integrated Reading Composition (CIRC) and students’ Self-esteem.
Looking back to the result in chapter four based on the hypotheses and the
data analysis, the researcher shows conclusion as follows:
1. The students’ reading comprehension who were taught by Cooperative
Integrated Reading and Composition (CIRC) model was higher than those
who were taught by conventional model. On the other hand, CIRC model
was more affective in enhancing students’ reading comprehension than
conventional model.
2. There were interactional effect of teaching method and self-esteem on
their reading comprehension. On the other words, synergize teaching
strategy and self-esteem an effect on students’ reading comprehension or
teaching strategy an effect students’ reading comprehension depend on
students ‘self-esteem.
3. The students’ reading comprehension that were taught by CIRC model
was higher than those who were taught by conventional model for
students’ high self-esteem. On the other words, Cooperative Integrated
Reading and Composition (CIRC) model was more effective in increasing
students' reading comprehension than conventional model for students’
high self-esteem.
 78

4. The students’ reading comprehension that were taught by CIRC model and
conventional for students’ low self-esteem was not difference. On the
other words, Cooperative Integrated Reading and Composition (CIRC)
model was not more effective in increasing students' reading
comprehension than conventional model for students’ low self-esteem.

B. Suggestions
Based on the conclusion of the study above, the researcher gives some
suggestions. There are several suggestions that may be useful for English
teacher or other researcher who might be interested in teaching reading
comprehension of Cooperative Integrated Reading Composition (CIRC) and
students’ Self-esteem in order to improve their reading comprehension.

1. Research Instructional Suggestion

a. For the students
In order to gain their ability in reading, they can use CIRC and their self-
esteem to help them building reading comprehension. They also can learn how
to analyze the text in an essay by using CIRC and increasing their self-esteem.
In addition, they should have more comprehension in building ideas starting
from general statement to specific or detailed information supporting the
general statement. In additional, the students should encourage themselves to
be more familiar with reading comprehension in English language by
practicing more learning activities such as discussing.
Not to mention that the students should be active and innovative when they
follow the learning process, especially in learning of reading. CIRC model can
make the students feel enjoy in learning process actively and innovatively with
their Self-esteem. So, it can be said that with CIRC, students can improve the
students’ reading comprehension.
 79

b. For the teachers

The English teacher, as a facilitator and guider in the class, should be more
creative by using special media or model in teaching reading comprehension
so the goal of the learning and teaching activities can be achieved by the
students. Teachers also should more understand students’ self-esteem in
reading comprehension. The problems can be solved by providing students
self-esteem more opportunities in exploring their reading comprehension.
Cooperative Integrated Reading Composition (CIRC) can be a tool that can
solve the problems since CIRC model was proved as an effective reading
comprehension model to be used as a tool in pre-reading. Furthermore, teachers
also are expected to conduct further research related to the CIRC and students’
self-esteem.
The data analysises prove that CIRC can improve students’ reading
comprehension. It is better if the English teacher applies CIRC model in
reading comprehension to students who have high Self-esteem, so the students
can feel interesting in learning process. The English teacher is able to find many
ways to enrich students’ reading comprehension with CIRC model. The
researcher suggests that the English teacher can use CIRC model to improve
students’ reading comprehension.
Based on those findings above, here the writer try to give the solution of
those findings that have been problems in teaching English by giving these
following suggestions that are addressed to below:
1. The teacher should give some more attention to the students’ progress by
giving the guidance as well as possible in using CIRC model between
students who have high and low Self-esteem.
2. The teacher should be a pioneer for the students to practice in reading
comprehension as the daily habits on students who have high and low Self-
esteem.
 80

3. The teacher should be a partner for the students in learning process using
CIRC model to students who have high and low Self-esteem with the high
responsible as an English teacher.
4. The teacher should be creative in making the class alive and interesting
using CIRC model on sudents who have high and low Self-esteem.
5. The teacher should be always improving the skills and knowledge in
exploring the class.

2. Research Suggestion for Other Researcher

For the other researchers, this thesis may encourage them to conduct
other studies concerning reading comprehension and sudents’ Self-esteem.
The CIRC model in this research was not only can be recovered the reading
comprehension of student but also the CIRC model can recover the
students’ ability to write and listen in English between students who have
high Self-esteem and those who have low Self-esteem with several stages
contained in CIRC model.
Lastly, this research is only in form of quantitative research. It is
expected that other researchers can conduct further research related to this
study using qualitative method or both qualitative and quantitative method.
In order to explore more about teacher and students’ perception, interview
and questionnaire can be given in the further research. Moreover, since this
research used only two classes from a school as the sample, further research
is expected to use bigger population to make the results more reliable.

C. Implications
This research can give some implications as a research in teaching reading
comprehension. Thus, the teacher should realize that self-esteem is influence
the students’ learning achievement in learning English and the teacher should
always give more attention to the students’ weakness in reading
comprehension. In a teaching reading the teachers and students who want to
develop the reading comprehension skill should take a part in the classroom
 81

during learning and teaching process. This research has examined two reading
strategies, namely conventional with discussion and Cooperative Integrated
Reading and Composition (CIRC) model. They are applied to the students with
high and low self-esteem in order to know which teaching model is more
suitable for them to improve their reading comprehension achievement.
In this research, it implies that English teacher should try to apply this
model to activate students’ prior knowledge, retrieve information from the text,
interpret it, and reflect their understanding by creating their personal
knowledge. This model really help the students become active readers.
Moreover, CIRC model can make English teachers easier in managing learning
activity because their function in learning is a facilitator. At the end of CIRC
model session, the teacher have to give review and feedback the result and
finding of the students during the reading process. Therefore, the strategy can
be a good choice for English teacher in teaching reading comprehension.
Seeing that reading comprehension achievement of students with high self-
esteem was higher than those with low self-esteem. It gives implication for
English teacher that before teaching reading comprehension, the teacher should
identify their students’ self-esteem. The identification of students’ self-esteem
can determine the teachers in deciding what efforts they will do to make the
students pay more attention when they are teaching reading comprehension.
Therefore, understanding that the students have different self-esteem is
the key to success in teaching reading comprehension since the teacher can
choose which strategy is more suitable to apply in the classroom. The research
reveals that there is significant interaction between teaching strategies and self-
esteem on students’ achievement in reading comprehension. It implies that any
teaching strategy applied by the teachers should be to the levels of students’
self-esteem.
 82

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 88

SILABUS
KELAS EXPERIMEN

Tingkat Sekolah : SMP

Mata Pelajaran : Bahasa Inggris
Kelas : VII

Kompetensi Inti :
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah
abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.

Alokasi Sumber
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian
Waktu Belajar
1.1 Mensyukuri Teks deskriptif lisan Mengamati KRITERIA 6 x 4 JP  Buku
kesempatan dapat dan tulis, tentang  Siswa membaca berbagai PENILAIAN: pelajaran
mempelajari orang, binatang, dan macam teks deskriptif  Lembar
bahasa Inggris benda, dengan menyatakan dan  Tingkat kerja
sebagai bahasa Fungsi sosial menanyakan tentang ketercapaian  Contoh
pengantar Membanggakan, deskripsi orang, binatang, fungsi sosial teks
komunikasi mengenalkan, dan benda sangat pendek penggunaan tertulis
internasional yang mengidentifikasi, dan sederhana. teks  Teks atau
 89

Alokasi Sumber
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian
Waktu Belajar
diwujudkan memuji, mengkritik,  Siswa memperhatikan  Tingkat latihan
dalam semangat dsb. fungsi sosial, struktur teks, kelengkapan dari buku
belajar. Struktur text unsur kebahasaan, maupun dan keruntutan teks
2.3 Menunjukkan (1) Penyebutan nama format struktur teks Bahasa
perilaku tanggung orang, binatang, penyampaian/penulisan teks deskriptif Inggris
jawab, peduli, benda dan nama deskriptif  Tingkat  Teks dari
kerjasama, dan bagian-bagiannya  Siswa belajar membaca ketepatan buku non-
cinta damai, yang dipilih dengan tekhnik cooperative unsur teks
dalam untuk integrated reading kebahasaan:  Sumber
melaksanakan dideskripsikan composition (CIRC) agar tata bahasa, dari
komunikasi (2) Penyebutan sifat dapat membaca dengan kosa kata, internet
fungsional. orang, binatang, seksama dan bermakna. ucapan,
3.2 Memahami benda dan Mempertanyakan tekanan kata,
fungsi sosial, bagiannya, dan  Dengan bimbingan dan intonasi, ejaan,
struktur teks, dan (3)Penyebutan arahan guru, siswa dan tulisan
unsur kebahasaan tindakan dari atau mempertanyakan antara lain tangan
dari teks terkait dengan perbedaan antar berbagai  Tingkat
deskriptif dengan orang, binatang, teks deskriptif, dalam kesesuaian
menyatakan dan bendayang bahasa Inggris, format
menanyakan semuanya sesuai perbedaannya dengan yang penulisan/
tentang deskripsi dengan fungsi ada dalam bahasa Indonesia, penyampaian
orang, binatang, sosial yang kemungkinan menggunakan
dan benda, hendak dicapai. ungkapan lain, dsb.
sangat pendek Panjang teks: kurang  Siswa mempertanyakan cara
dan sederhana, lebih 3 (tiga) kalimat. menemukan gagasan pokok, CARA PENILAIAN:
sesuai dengan Unsur kebahasaan informasi tertentu, informasi Unjuk kerja
 90

Alokasi Sumber
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian
Waktu Belajar
konteks (1) Penyebutan kata rinci dan kesimpulan dalam  Melakukan
penggunaannya. benda singular teks deskriptif. monolog
4.12 Menangkap dengan a dan the, Mengeksplorasi tentang
makna dalam dan plural (-s).  Siswa deskripsi orang,
teks deskriptif (2) Kata ganti it, membaca/mendengarkan binatang dan
lisan dan tulis, they, she, we, dst; beberapa teks deskriptif benda di depan
sangat pendek our, my, your, dari berbagai sumber. kelas /
dan sederhana. their, dst.  Siswa membacakan teks berpasangan
4.13 Menyusun teks (3) Kata sifat yang deskriptif kepada teman  Ketepatan dan
deskriptif lisan sangat lazim, dengan menggunakan unsur kesesuaian
dan tulis, sangat young, old, kebahasaan yang tepat dalam
pendek dan clever, big, small,  Siswa berlatih menemukan menggunakan
sederhana, easy, difficult, gagasan utama, informasi struktur teks
tentang orang, dilligent, tired, tertentu dan makna kata dan unsur
binatang, dan tall, short, dalam teks deskriptif. kebahasaan
benda, dengan beautiful, dan  Siswa secara berkelompok dalam membuat
memperhatikan semacamnya menudiskusikan teks teks deskriptif
fungsi sosial, (4) Kata kerja untuk deskriptif tentang orang,
struktur teks, dan menyatakan binatang, dan benda, terkait
unsur keadaan dan dengan mata pelajaran lain
kebahasaan, tindakan rutin di Kelas VII dengan
secara benar dan dalam simple memperhatikan fungsi
sesuai konteks. present tense: be, sosial, struktur, dan unsur
have, go, kebahasaan
play,get, take, Mengasosiasi
dan sebagainya.  Secara berkelompok siswa
 91

Alokasi Sumber
Kompetensi Dasar Materi Pokok Pembelajaran Penilaian
Waktu Belajar
(5) Ejaan dan tulisan saling menganalisis teks
tangan dan cetak deskriptif yang tulis dengan
yang jelas dan fokus pada fungsi sosial,
rapi struktur, dan unsur
(6) Ucapan, tekanan kebahasaan.
kata, intonasi,  Siswa memperoleh balikan
ketika (feedback) dari guru dan
mempresentasika teman tentang hasil analisis
n secara lisan. yang disampaikan dalam
Topik kerja kelompok.
Orang, binatang, Mengkomunikasikan
benda di sekitar dan  Siswa menuliskan
relevan dengan kesimpulan deskripsi teman
kehidupan siswa, teman kelompoknya dan
dengan memberikan mempresentasikan di depan
keteladanan tentang kelas.
perilaku disiplin,
jujur, peduli, pola
hidup sehat, dan
ramah lingkungan.
 92

SILABUS CONTROL CLASS

Standar Kompetensi : 11. Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan
lingkungan terdekat

Materi Penilaian
Kompetensi Kegiatan Alokasi Sumber Karakte
Pokok/ Indikator Teknik Bentuk Contoh
Dasar Pembelajaran Waktu Belajar r
Pembelajaran Instrumen Instrumen
11.1 Merespon Teks - Tanya jawab  Mengidentifikas Tes Pertanyaan - Write 2x40 Buku  Demo
makna fungsional yang berkaitan i berbagai tulis down the menit teks kratis
terdapat pendek dengan materi informasi dalam Esai answers yang  Perca
dalam teks berupa : dengan kreatif . teks fungsional completel relevan ya diri
tulis - Instruksi - Membahas pendek berupa: y  Kreati
fungsional - Daftar kosakata dan tata - Instruksi - Choose f
pendek barang bahasa : noun, - Daftar barang the best  Cerm
sangat - Ucapan noun phrase, adj, - Ucapan selamat Tes Pertanyaan answer at
sederhana selamat verb, adverb - Pengumuman lisan bacaan by
secara - Pengumu dengan cermat Dengan jelas . Esai crossing Teks
akurat, man dan teliti .  Merespon Performan a, b, c, d otentik
lancar dan - Mendengarkan berbagai ce
berterima contoh membaca informasi dalam
yang nyaring yang teks fungsional - Answer
berkaitan dilakukan guru pendek secara the
dengan dengan cermat . cermat . questions
lingkungan - Berdiskusi  Membaca orally!
 93

Materi Penilaian
Kompetensi Kegiatan Alokasi Sumber Karakte
Pokok/ Indikator Teknik Bentuk Contoh
Dasar Pembelajaran Waktu Belajar r
Pembelajaran Instrumen Instrumen
terdekat. dengan teman nyaring teks
menjawab fungsional - Read the
pertanyaan pendek secara text
bacaan secara jelas dan cermat aloud
demokratis .
- Menjawab
pertanyaan
bacaan secara
lisan individual
dengan kreatif
- Membaca
nyaring
bergiliran
dengan cermat
dan percaya
diri.
 94

Materi Penilaian
Kompetensi Kegiatan Alokasi Sumber Karakte
Pokok/ Indikator Teknik Bentuk Contoh
Dasar Pembelajaran Waktu Belajar r
Pembelajaran Instrumen Instrumen
4x40 - Buku  Cerm
11.2 Merespon Teks 1. Mendengarkan Mengidentifikas Tes Daftar - Read the menit teks at
makna dan monolog dan merespon i berbagai lisan pertanyaan text yang  Kreati
langkah berbentuk introduction informa carefully relevan f
retorika deskriptive/ tentang teks si dalam teks and then  Mandi
secara procedure deskriptif/pros deskriptive dan answer the ri
akurat, edur dengan procedure Tes Uraian following
lancar dan Kosakata topik materi  Mengidentifik tulis questions
berterima terkait yang akan asi langkah briefly - Teks
dalam esai tema/jeni dibaca dengan retorika dalam otentik
sangat teks cermat . teks - Answer
sederhana 2. Memperhatika descriptive the
yang Ciri n penjelasan dan procedure questions Alat
berkaitan kebahasaan tentang dengan cermat based on peraga
dengan teks : kosakata dan  Mengidentifik the text!
lingkungan - Procedur tata bahasa asi fungsi
terdekat e yang berkaitan komunikatif
Dalam teks - Descripti dengan teks teks
berbentuk ve deskriptif/pros deskriptif/pros
deskriptive/ edur yang akan edur dengan
procedure. dibaca. nirukan cermat dan
membaca kreatif
 95

Materi Penilaian
Kompetensi Kegiatan Alokasi Sumber Karakte
Pokok/ Indikator Teknik Bentuk Contoh
Dasar Pembelajaran Waktu Belajar r
Pembelajaran Instrumen Instrumen
nyaring  Mengidentifik
dengan cermat asi langkah
dan kreatif . retorika teks
3. Memperhatika deskriptif/pros
n penjelasan edur dengan
tentang cermat dan
langkah kreatif
retorika teks  Menyebutkan
deskriptif/pros ciri
edur dengan kebahasaan
4. Mengidentifika teks
si langkah deskriptif/pros
retorika dalam edur dengan
kerja cermat .
kelompok
secara cermat
dan kreatif
5. Mengidentifika
si berbagai
informasi
dalam kerja
kelompok
 96

Materi Penilaian
Kompetensi Kegiatan Alokasi Sumber Karakte
Pokok/ Indikator Teknik Bentuk Contoh
Dasar Pembelajaran Waktu Belajar r
Pembelajaran Instrumen Instrumen
6. Mengidentifika
si langkah
retorika dan
berbagai
informasi
secara
mandiri
11.3 Membaca Teks 1. Mendengarkan Melafalkan kata, Tes Melafalkan Pronounce 2x40 Buku  Perca
nyaring descriptive/pr dan merespon frasa dan kalimat unjuk the menit teks ya diri
bermakna ocedure hal-hal yang dengan baik dan kerja following  Seksa
teks perlu benar words or Teks ma
fungsional Pronunciation diperhatikan  Membaca kata, Intonasi phrases otentik
dan esai dalam kegiatan frasa dan correctly
pendek dan Intonation membaca nyaring kalimat dengan
sangat teks intonasi yang Read the
sederhana Punctuation descriptive/proce benar secara Membaca following
berbentuk dure tentang jelas nyaring sentences
descriptive/ pentingnya  Membaca by
procedure pronunciation, nyaring teks applying
dengan intonation, descriptive/proc correct
ucapan, punctuation, edure dengan intonation!
tekanan kualitas suara baik dan benar
 97

Materi Penilaian
Kompetensi Kegiatan Alokasi Sumber Karakte
Pokok/ Indikator Teknik Bentuk Contoh
Dasar Pembelajaran Waktu Belajar r
Pembelajaran Instrumen Instrumen
dan dengan jelas secara cermat .. Read the
intonasi 2. Mendengarkan following
yang model membaca text loudly!
berterima nyaring teks
descriptive/proce
dure dengan
seksama
3. Menirukan
membaca nyaring
dengan intonasi
dan jeda sesuai
model dengan
seksama .
4. Membaca
nyaring sendiri
dengan lafal,
intonasi, dan jeda
yang baik dan
benar dengan
percaya diri
 98

RENCANA PELAKSANAAN PEMBELAJARAN

SATUAN PENDIDIKAN : SMP

MATA PELAJARAN : Bahasa Inggris
KELAS : VII
MATERI POKOK : Teks Descriptive
PERTEMUAN : 1 dan 2
ALOKASI WAKTU : 4 x 40 menit (2 Pertemuan)

A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar dan Indikator

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
 99

3.7. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai
dengan konteks penggunaannya
Indikator: Mendiskripsikan sifat orang, binatang, dan benda sesuai
dengan konteks penggunaannya
4.7. Menyusun teks tulis label nama (label) dan daftar barang (list), dengan
memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang
benar dan sesuai konteks.
Indikator: Menyatakan dan menanyakan sifat orang , binatang dan
benda
C. Tujuan Pembelajaran

Siswa berkomunikasi dalam bahasa Inggris untuk menjalin hubungan

interpersonal dengan guru, teman-temannya, dan orang-orang disekitarnya
dengan menyatakan dan menanyakan sifat orang, binatang, dan benda
dengan santun dengan menggunakan struktur teks yang runtut dan unsur
kebahasaan yang benar.

D. Materi Pembelajaran

1. Fungsi Sosial
Mengenalkan dan mendeskripsikan benda atau seseorang.

2. Struktur teks.
- Sifat- sifat orang,binatang, dan benda (adjectives)
Young, old, clever, big, small, easy, difficult, diligent, tired, tall,
short, beautiful, wild, tame, round, flat, sharp, long , etc.
- Subject pronouns and to be :
It’s…., They’re…., She’s……, He’s…….etc
- Question sentences :
 100

Is it small? What’s he like? What are they like? Are you tired? What
do you think? Etc.
3. Unsur kebahasaan
- Kata tanya : What? Which? How?
Questions Answers
What’s she like? She ‘s beautiful.
Which dress do you like? The yellow one.
How are you? I’m fine
- Nama benda- benda yang sangat lazim disekitar rumah dan sekolah
- Kata ganti : It, They, This, That, Those, These, etc.
- Kata kerja dalam simple present tense : be and have/has, etc.
E. Teknik pembelajaran
Cooperative Integrated Reading and Composition (CIRC)
F. Media, Alat, dan Sumber Belajar
1. Media : Multimedia, Teks dan Gambar
2. Alat : White board and board marker
3. Sumber Belajar : Buku Bahasa Inggris
G. Langkah-langkah Kegiatan pembelajaran
1. Pendahuluan
a. Guru mengecek kesiapan siswa belajar baik secara fisik maupun
psikologis dengan memberi salam dan menanyakan keadaan .
b. Guru menanyakan benda- benda di dalam tas yang dibawa , idolanya
, dan binatang peliharaannya/kesayangannya.
c. Guru menjelaskan tujuan pembelajaran atau kompetensi yang akan
dicapai
d. Guru menyampaikan garis besar cakupan materi dan penjelasan
tentang kegiatan yang akan dilakukan siswa pada teks deskriptive
teks untuk menyelesaikan latihan-latihan dan tugas-tugas dalam
pembelajaran.
 101

2. Kegiatan Inti
a. Mengamati
1. Siswa membaca berbagai macam contoh teks deskriptif dengan
menyatakan dan menanyakan tentang deskripsi orang, binatang, dan
benda sangat pendek dan sederhana.

2. Siswa memperhatikan fungsi sosial, struktur teks, unsur kebahasaan,

maupun format penyampaian/penulisan teks deskriptif

3. Siswa belajar membaca dengan tekhnik cooperative integrated

reading composition (CIRC) agar dapat membaca dengan seksama
dan bermakna.

b. Mempertanyakan
1. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara
lain perbedaan antar berbagai teks deskriptif, dalam bahasa Inggris,
perbedaannya dengan yang ada dalam bahasa Indonesia,
kemungkinan menggunakan ungkapan lain, dsb.

2. Siswa mempertanyakan cara menemukan gagasan pokok, informasi

tertentu, informasi rinci dan kesimpulan dalam teks deskriptif.

c. Mengeksplorasi
1. Siswa membaca/mendengarkan beberapa contoh teks deskriptif dari
berbagai sumber.

2. Siswa membacakan teks deskriptif kepada teman dengan

menggunakan unsur kebahasaan yang tepat

3. Siswa berlatih menemukan gagasan utama, informasi tertentu dan

makna kata dalam teks deskriptif.
 102

4. Siswa secara berkelompok menudiskusikan teks deskriptif tentang

orang, binatang, dan benda, terkait dengan mata pelajaran lain di
Kelas VII dengan memperhatikan fungsi sosial, struktur, dan unsur
kebahasaan

d. Mengasosiasi
1. Secara berkelompok siswa saling menganalisis teks deskriptif yang
tulis dengan fokus pada fungsi sosial, struktur, dan unsur
kebahasaan.

2. Siswa memperoleh balikan (feedback) dari guru dan teman tentang

hasil analisis yang disampaikan dalam kerja kelompok.

e. Mengkomunikasikan
Siswa menuliskan kesimpulan deskripsi teman teman kelompoknya dan
mempresentasikan di depan kelas.
f. Eksperimen
- Siswa membuat kelompok yang terdiri dari 4 atau 5 siswa
didalamnya;
- Berdiskusi bersama dalam group tentang text descriptive yang
telah didapatkannya
- Pemimpin dalam group membacakan teks yang telah
didapatkannya didalam group.
- Salah seorang dari group mengidentifikasi teks yang dibacakan
oleh pemimpin dan individu lainnya menulis hal- hal penting yang
terdapat dalam teks.
a. Mengkomunikasikan hasil (Networking)
1) Siswa diminta mendiskusikan bersama – sama mengenai hasil
dari masing-masing individu yang telah mereka dapatkan.
2) Setiap group menampilkan dan membacakan hasil dari kerja
kelompok mereka di depan kelas.
 103

3. Kegiatan Penutup.
a. Guru bersama-sama dengan peserta didik membuat
rangkuman/kesimpulan tentang menyatakan dan menanyakan sifat
orang, binatang dan benda.
b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram,
c. Memberikan tugas mendiskripsikan benda favorit peserta didik .
a. Menyampaikan rencana pembelajaran pada perte muan berikutnya.
H. Penilaian
1. Menis/Teknik penilaian : Tes Membaca
2. bentuk Instrumen : Deskriptive text
3. Instrumen :
- Fill in the blank
- True and false
4. Pedoman Penskoran
N = Skor perolehan X 100
Skor maksimal

5. Rubrik penilaian
No. Worksheet Keteranagan Skor
I Setiap jawaban yang benar 2
Setiap jawaban yang salah/ tidak menjawab 0
II – V Setiap jawaban yang benar 1
Setiap jawaban yang salah/ tidak menjawab 0
 104

RENCANA PELAKSANAAN PEMBELAJARAN

SATUAN PENDIDIKAN : SMP

MATA PELAJARAN : Bahasa Inggris
KELAS : VII
MATERI POKOK : Teks Descriptive
PERTEMUAN : 3 dan 4
ALOKASI WAKTU : 4 x 40 menit (2 Pertemuan)

A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar dan Indikator

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
 105

3.7. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai
dengan konteks penggunaannya
Indikator: Mendiskripsikan sifat orang, binatang, dan benda sesuai
dengan konteks penggunaannya
4.7. Menyusun teks tulis label nama (label) dan daftar barang (list), dengan
memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang
benar dan sesuai konteks.
Indikator: Menyatakan dan menanyakan sifat orang , binatang dan
benda
C. Tujuan Pembelajaran

Siswa berkomunikasi dalam bahasa Inggris untuk menjalin hubungan

interpersonal dengan guru, teman-temannya, dan orang-orang disekitarnya
dengan menyatakan dan menanyakan sifat orang, binatang, dan benda
dengan santun dengan menggunakan struktur teks yang runtut dan unsur
kebahasaan yang benar.

D. Materi Pembelajaran

1. Fungsi Sosial
Mendeskripsikan benda atau seseorang

2. Struktur teks.
- Sifat- sifat orang,binatang, dan benda (adjectives)
Young, old, clever, big, small, easy, difficult, diligent, tired, tall,
short, beautiful, wild, tame, round, flat, sharp, long , etc.
- Subject pronouns and to be :
It’s…., They’re…., She’s……, He’s…….etc
 106

- Question sentences :
Is it small? What’s he like? What are they like? Are you tired? What
do you think? Etc.
3. Unsur kebahasaan
- Kata tanya : What? Which? How?
Questions Answers
What’s she like? She ‘s beautiful.
Which dress do you like? The yellow one.
How are you? I’m fine
- Nama benda- benda yang sangat lazim disekitar rumah dan sekolah
- Kata ganti : It, They, This, That, Those, These, etc.
- Kata kerja dalam simple present tense : be and have/has, etc.
E. Teknik pembelajaran
Cooperative Integrated Reading and Composition (CIRC)
F. Media, Alat, dan Sumber Belajar
1. Media : Multimedia, teks dan gambar
2. Alat : White board, book, paper and board marker
3. Sumber Belajar : Buku Bahasa Inggris
G. Langkah-langkah Kegiatan pembelajaran
1. Pendahuluan
a. Guru mengecek kesiapan siswa belajar baik secara fisik maupun
psikologis dengan memberi salam dan menanyakan keadaan .
b. Guru menanyakan benda- benda di dalam tas yang dibawa , idolanya
, dan binatang peliharaannya/kesayangannya.
c. Guru menjelaskan tujuan pembelajaran atau kompetensi yang akan
dicapai
d. Guru menyampaikan garis besar cakupan materi dan penjelasan
tentang kegiatan yang akan dilakukan siswa pada teks deskriptive
 107

teks untuk menyelesaikan latihan-latihan dan tugas-tugas dalam

pembelajaran.

2. Kegiatan Inti
a. Mengamati
1. Siswa membaca kembali contoh teks deskriptif dengan menyatakan
dan menanyakan tentang deskripsi orang, binatang, dan benda sangat
pendek dan sederhana.

2. Siswa mengingat dan memperhatikan kembali fungsi sosial, struktur

teks, unsur kebahasaan, maupun format penyampaian/penulisan teks
deskriptif

3. Siswa belajar membaca dengan tekhnik cooperative integrated

reading composition (CIRC) agar dapat membaca dengan seksama
dan bermakna.

b. Mempertanyakan
1. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara
lain perbedaan antar berbagai teks deskriptif, dalam bahasa Inggris,
perbedaannya dengan yang ada dalam bahasa Indonesia,
kemungkinan menggunakan ungkapan lain, dsb.

2. Siswa mempertanyakan cara menemukan gagasan pokok, informasi

tertentu, informasi rinci dan kesimpulan dalam teks deskriptif.

c. Mengeksplorasi
1. Siswa membaca contoh teks deskriptif dari guru.

2. Siswa membacakan teks deskriptif kepada teman dengan

menggunakan unsur kebahasaan yang tepat
 108

3. Siswa berlatih menemukan gagasan utama, informasi tertentu dan

makna kata dalam teks deskriptif.

4. Siswa secara berkelompok menudiskusikan teks deskriptif tentang

orang, binatang, dan benda, terkait dengan mata pelajaran lain di
Kelas VII dengan memperhatikan fungsi sosial, struktur, dan unsur
kebahasaan

d. Mengasosiasi
1. Secara berkelompok siswa saling menganalisis teks deskriptif yang
tulis dengan fokus pada fungsi sosial, struktur, dan unsur
kebahasaan.

2. Siswa memperoleh balikan (feedback) dari guru dan teman tentang

hasil analisis yang disampaikan dalam kerja kelompok.

e. Mengkomunikasikan
Siswa menuliskan kesimpulan deskripsi teman teman kelompoknya dan
mempresentasikan di depan kelas.
f. Eksperimen
- Siswa membuat kelompok yang terdiri dari 4 atau 5 siswa
didalamnya;
- Berdiskusi bersama dalam group tentang text descriptive yang
telah didapatkannya
- Pemimpin dalam group membacakan teks yang telah
didapatkannya didalam group.
- Salah seorang dari group mengidentifikasi teks yang dibacakan
oleh pemimpin dan individu lainnya menulis hal- hal penting yang
terdapat dalam teks.
a. Mengkomunikasikan hasil (Networking)
 109

1) Siswa diminta mendiskusikan bersama – sama mengenai hasil

dari masing-masing individu yang telah mereka dapatkan.
2) Setiap group menampilkan dan membacakan hasil dari kerja
kelompok mereka di depan kelas.
3. Kegiatan Penutup
a. Guru bersama-sama dengan peserta didik membuat
rangkuman/kesimpulan tentang menyatakan dan menanyakan sifat
orang, binatang dan benda.
b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram,
c. Memberikan tugas mendiskripsikan benda favorit peserta didik .
a. Menyampaikan rencana pembelajaran pada perte muan berikutnya.
H. Penilaian
1. Menis/Teknik penilaian : Tes Membaca
2. bentuk Instrumen : Deskriptive text
3. Instrumen :
- Fill in the blank
4. Pedoman Penskoran
N = Skor perolehan X 100
Skor maksimal

5. Rubrik penilaian

No. Keteranagan Skor

Worksheet
I Setiap jawaban yang benar 2
Setiap jawaban yang salah/ tidak menjawab 0
II – V Setiap jawaban yang benar 1
Setiap jawaban yang salah/ tidak menjawab 0
 110

RENCANA PELAKSANAAN PEMBELAJARAN

SATUAN PENDIDIKAN : SMP

MATA PELAJARAN : Bahasa Inggris
KELAS : VII
MATERI POKOK : Teks Descriptive
PERTEMUAN : 5 dan 6
ALOKASI WAKTU : 4 x 40 menit (2 Pertemuan)

A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar dan Indikator

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
 111

3.7. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai
dengan konteks penggunaannya
Indikator: Mendiskripsikan sifat orang, binatang, dan benda sesuai
dengan konteks penggunaannya
4.7. Menyusun teks tulis label nama (label) dan daftar barang (list), dengan
memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang
benar dan sesuai konteks.
Indikator: Menyatakan dan menanyakan sifat orang , binatang dan
benda

C. Tujuan Pembelajaran
Siswa berkomunikasi dalam bahasa Inggris untuk menjalin hubungan
interpersonal dengan guru, teman-temannya, dan orang-orang disekitarnya
dengan menyatakan dan menanyakan sifat orang, binatang, dan benda
dengan santun dengan menggunakan struktur teks yang runtut dan unsur
kebahasaan yang benar.

D. Materi Pembelajaran
1. Fungsi Sosial
Mendeskripsikan benda atau seseorang

2. Struktur teks.
- Sifat- sifat orang,binatang, dan benda (adjectives)
Young, old, clever, big, small, easy, difficult, diligent, tired, tall,
short, beautiful, wild, tame, round, flat, sharp, long , etc.
- Subject pronouns and to be :
It’s…., They’re…., She’s……, He’s…….etc
 112

- Question sentences :
Is it small? What’s he like? What are they like? Are you tired? What
do you think? Etc.
3. Unsur kebahasaan
- Kata tanya : What? Which? How?
Questions Answers
What’s she like? She ‘s beautiful.
Which dress do you like? The yellow one.
How are you? I’m fine
- Nama benda- benda yang sangat lazim disekitar rumah dan sekolah
- Kata ganti : It, They, This, That, Those, These, etc.
- Kata kerja dalam simple present tense : be and have/has, etc.
E. Teknik pembelajaran
Cooperative Integrated Reading and Composition (CIRC)
F. Media, Alat, dan Sumber Belajar
1. Media : Multimedia, teks dan gambar
2. Alat : White board, book, paper and board marker
3. Sumber Belajar : Buku Bahasa Inggris
G. Langkah-langkah Kegiatan pembelajaran
1. Pendahuluan
a. Guru mengecek kesiapan siswa belajar baik secara fisik maupun
psikologis dengan memberi salam dan menanyakan keadaan .
b. Guru menanyakan benda- benda di dalam tas yang dibawa , idolanya
, dan binatang peliharaannya/kesayangannya.
c. Guru menjelaskan tujuan pembelajaran atau kompetensi yang akan
dicapai
d. Guru menyampaikan garis besar cakupan materi dan penjelasan
tentang kegiatan yang akan dilakukan siswa pada teks deskriptive
 113

teks untuk menyelesaikan latihan-latihan dan tugas-tugas dalam

pembelajaran.

2. Kegiatan Inti
a. Mengamati
1. Siswa membaca teks deskriptif berdasarkan kelompok masing –
masing dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda sangat pendek dan sederhana.

2. Siswa mengingat dan memperhatikan kembali fungsi sosial, struktur

teks, unsur kebahasaan, maupun format penyampaian/penulisan teks
deskriptif

3. Siswa belajar membaca dengan tekhnik cooperative integrated

reading composition (CIRC) agar dapat membaca dengan seksama
dan bermakna.

b. Mempertanyakan
1. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara
lain perbedaan antar berbagai teks deskriptif, dalam bahasa Inggris,
perbedaannya dengan yang ada dalam bahasa Indonesia,
kemungkinan menggunakan ungkapan lain, dsb.

2. Siswa mempertanyakan cara menemukan gagasan pokok, informasi

tertentu, informasi rinci dan kesimpulan dalam teks deskriptif.

c. Mengeksplorasi
1. Siswa membaca teks deskriptif yang telah di berikan guru pada
masing masing kelompok.

2. Siswa membacakan teks deskriptif bersama teman-teman

kelompoknya dengan menggunakan unsur kebahasaan yang tepat
 114

3. Siswa secara berkelompok berlatih menemukan gagasan utama,

informasi tertentu dan makna kata dalam teks deskriptif.

4. Siswa secara berkelompok menudiskusikan kembali bersama

kelompok masing masing mengenai teks deskriptif dengan
memperhatikan fungsi sosial, struktur, dan unsur kebahasaan

d. Mengasosiasi
1. Secara berkelompok siswa saling menganalisis teks deskriptif secara
tulis dengan fokus pada fungsi sosial, struktur, dan unsur
kebahasaan.

2. Siswa memperoleh balikan (feedback) dari guru dan teman tentang

hasil analisis yang disampaikan dalam kerja kelompok.

e. Mengkomunikasikan
Siswa menuliskan kesimpulan deskripsi teman teman kelompoknya dan
mempresentasikan di depan kelas.
f. Eksperimen
- Siswa membuat kelompok yang terdiri dari 4 atau 5 siswa
didalamnya;
- Berdiskusi bersama mengenai analsis yang telah didapat dalam
group tentang teks deskriptif
- Pemimpin dalam group membacakan teks berupa hasil analisis
yang telah didapatkannya didalam group.
- Salah seorang dari group mengidentifikasi teks yang dibacakan
oleh pemimpin dan individu lainnya menulis hal- hal penting yang
terdapat dalam teks.
 115

a. Mengkomunikasikan hasil (Networking)

1) Siswa diminta mendiskusikan bersama – sama mengenai hasil
dari masing-masing individu yang telah mereka dapatkan.
2) Setiap group menampilkan dan membacakan hasil dari kerja
kelompok mereka di depan kelas.
3. Kegiatan Penutup
a. Guru bersama-sama dengan peserta didik membuat
rangkuman/kesimpulan tentang menyatakan dan menanyakan sifat
orang, binatang dan benda.
b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram,
c. Memberikan tugas mendiskripsikan benda favorit peserta didik .
a. Menyampaikan rencana pembelajaran pada perte muan berikutnya.
H. Penilaian
1. Menis/Teknik penilaian : Tes Membaca
2. bentuk Instrumen : Deskriptive text
3. Instrumen :
- Fill in the blank
4. Pedoman Penskoran
N = Skor perolehan X 100
Skor maksimal

5. Rubrik penilaian

No. Keteranagan Skor

Worksheet
I Setiap jawaban yang benar 2
Setiap jawaban yang salah/ tidak menjawab 0
II – V Setiap jawaban yang benar 1
Setiap jawaban yang salah/ tidak menjawab 0
 116

RENCANA PELAKSANAAN PEMBELAJARAN

SATUAN PENDIDIKAN : SMP

MATA PELAJARAN : Bahasa Inggris
KELAS : VII
MATERI POKOK : Teks Descriptive
PERTEMUAN : 7 dan 8
ALOKASI WAKTU : 4 x 40 menit (2 Pertemuan)

A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.

B. Kompetensi Dasar dan Indikator

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
 117

3.7. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
untuk menyatakan dan menanyakan sifat orang, binatang, benda sesuai
dengan konteks penggunaannya
Indikator: Mendiskripsikan sifat orang, binatang, dan benda sesuai
dengan konteks penggunaannya
4.7. Menyusun teks tulis label nama (label) dan daftar barang (list), dengan
memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang
benar dan sesuai konteks.
Indikator: Menyatakan dan menanyakan sifat orang , binatang dan
benda
C. Tujuan Pembelajaran

Siswa berkomunikasi dalam bahasa Inggris untuk menjalin hubungan

interpersonal dengan guru, teman-temannya, dan orang-orang disekitarnya
dengan menyatakan dan menanyakan sifat orang, binatang, dan benda
dengan santun dengan menggunakan struktur teks yang runtut dan unsur
kebahasaan yang benar.

D. Materi Pembelajaran

1. Fungsi Sosial
Mendeskripsikan benda atau seseorang

2. Struktur teks.
- Sifat- sifat orang,binatang, dan benda (adjectives)
Young, old, clever, big, small, easy, difficult, diligent, tired, tall,
short, beautiful, wild, tame, round, flat, sharp, long , etc.
- Subject pronouns and to be :
It’s…., They’re…., She’s……, He’s…….etc
 118

- Question sentences :
Is it small? What’s he like? What are they like? Are you tired? What
do you think? Etc.
3. Unsur kebahasaan
- Kata tanya : What? Which? How?
Questions Answers
What’s she like? She ‘s beautiful.
Which dress do you like? The yellow one.
How are you? I’m fine
- Nama benda- benda yang sangat lazim disekitar rumah dan sekolah
- Kata ganti : It, They, This, That, Those, These, etc.
- Kata kerja dalam simple present tense : be and have/has, etc.
E. Teknik pembelajaran
Cooperative Integrated Reading and Composition (CIRC)
F. Media, Alat, dan Sumber Belajar
1. Media : Multimedia, teks dan gambar
2. Alat : White board, book, paper and board marker
3. Sumber Belajar : Buku Bahasa Inggris
G. Langkah-langkah Kegiatan pembelajaran
1. Pendahuluan
a. Guru mengecek kesiapan siswa belajar baik secara fisik maupun
psikologis dengan memberi salam dan menanyakan keadaan .
b. Guru menanyakan benda- benda di dalam tas yang dibawa , idolanya
, dan binatang peliharaannya/kesayangannya.
c. Guru menjelaskan tujuan pembelajaran atau kompetensi yang akan
dicapai
d. Guru menyampaikan garis besar cakupan materi dan penjelasan
tentang kegiatan yang akan dilakukan siswa pada teks deskriptive
 119

teks untuk menyelesaikan latihan-latihan dan tugas-tugas dalam

pembelajaran.

2. Kegiatan Inti
a. Mengamati
1. Siswa membaca kembali contoh teks deskriptif dengan menyatakan
dan menanyakan tentang deskripsi orang, binatang, dan benda sangat
pendek dan sederhana.

2. Siswa mengingat dan memperhatikan kembali fungsi sosial, struktur

teks, unsur kebahasaan, maupun format penyampaian/penulisan teks
deskriptif

3. Siswa belajar membaca dengan tekhnik cooperative integrated

reading composition (CIRC) agar dapat membaca dengan seksama
dan bermakna.

b. Mempertanyakan
1. Dengan bimbingan dan arahan guru, siswa mempertanyakan antara
lain perbedaan antar berbagai teks deskriptif, dalam bahasa Inggris,
perbedaannya dengan yang ada dalam bahasa Indonesia,
kemungkinan menggunakan ungkapan lain, dsb.

2. Siswa mempertanyakan cara menemukan gagasan pokok, informasi

tertentu, informasi rinci dan kesimpulan dalam teks deskriptif.

c. Mengeksplorasi
1. Siswa membaca contoh teks deskriptif dari guru.

2. Siswa membacakan teks deskriptif kepada teman dengan

menggunakan unsur kebahasaan yang tepat
 120

3. Siswa berlatih menemukan gagasan utama, informasi tertentu dan

makna kata dalam teks deskriptif.

4. Siswa secara berkelompok menudiskusikan teks deskriptif tentang

orang, binatang, dan benda, terkait dengan mata pelajaran lain di
Kelas VII dengan memperhatikan fungsi sosial, struktur, dan unsur
kebahasaan

d. Mengasosiasi
1. Secara berkelompok siswa saling menganalisis teks deskriptif yang
tulis dengan fokus pada fungsi sosial, struktur, dan unsur
kebahasaan.

2. Siswa memperoleh balikan (feedback) dari guru dan teman tentang

hasil analisis yang disampaikan dalam kerja kelompok.

e. Mengkomunikasikan
Siswa menuliskan kesimpulan deskripsi teman teman kelompoknya dan
mempresentasikan di depan kelas.
f. Eksperimen
- Siswa membuat kelompok yang terdiri dari 4 atau 5 siswa
didalamnya;
- Berdiskusi bersama dalam group tentang text descriptive yang
telah didapatkannya
- Pemimpin dalam group membacakan teks yang telah
didapatkannya didalam group.
- Salah seorang dari group mengidentifikasi teks yang dibacakan
oleh pemimpin dan individu lainnya menulis hal- hal penting yang
terdapat dalam teks.
a. Mengkomunikasikan hasil (Networking)
 121

1) Siswa diminta mendiskusikan bersama – sama mengenai hasil

dari masing-masing individu yang telah mereka dapatkan.
2) Setiap group menampilkan dan membacakan hasil dari kerja
kelompok mereka di depan kelas.
3. Kegiatan Penutup
a. Guru bersama-sama dengan peserta didik membuat
rangkuman/kesimpulan tentang menyatakan dan menanyakan sifat
orang, binatang dan benda.
b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram,
c. Memberikan tugas mendiskripsikan benda favorit peserta didik .
a. Menyampaikan rencana pembelajaran pada perte muan berikutnya.
H. Penilaian
1. Menis/Teknik penilaian : Tes Membaca
2. bentuk Instrumen : Deskriptive text
3. Instrumen :
- Fill in the blank
4. Pedoman Penskoran
N = Skor perolehan X 100
Skor maksimal

5. Rubrik penilaian

No. Keteranagan Skor

Worksheet
I Setiap jawaban yang benar 2
Setiap jawaban yang salah/ tidak menjawab 0
II – V Setiap jawaban yang benar 1
Setiap jawaban yang salah/ tidak menjawab 0
 122

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan : SMP
Mata Pelajaran : B. Inggris
Kelas/Semester : VII (Tujuh) / Genap
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat
.
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat.
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
- Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan gagasan utama (main idea)
 123

2. Menentukan gagasan pendukung (supporting details) teks procedure

3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan teks procedure;

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

 Pertemuan Pertama
a. Kegiatan Pendahuluan
 Greeting (member salam dan tegur sapa)
 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari
teks procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b. Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa
untuk membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 Siswa menemukan arti dari kata-kata sulit tersebut dan membuat kalimat
 Guru menerangkan langkah-langkah retorika.
 Guru memberi rangkaian cerita.
 124

 Siswa diminta menemukan kata-kata yang relevan yang ada dalam teks
dalam bimbingan guru.
 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Guru memeriksa hasil pekerjaan siswa.
c. Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR
E. Sumber belajar
a. Buku teks yang relevan
b. Teks Procedure
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 125

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan : SMP
Mata Pelajaran : B. Inggris
Kelas : VII (Tujuh)
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdeka
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat. .
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
a. Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan gagasan utama(main idea) dalam teks procedure
 126

2. Menentukan gagasan pendukung (supporting details) teks procedure

3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan teks procedure;

 Text “The Wind and the Sun”
 Sentences about Past tense
 Kata-kata kunci untuk menentukan gambaran umum, gagasan utama, dan detail
dalam cerita, referral words, persamaan dan lawan kata.

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

 Pertemuan Pertama
a. Kegiatan Pendahuluan
 Greeting (member salam dan tegur sapa)
 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari
teks procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b. Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa
untuk membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 127

 Siswa menemukan arti dari kata-kata sulit tersebut dan membuat kalimat
dari kata-kata tersebut dalam bentuk simple past tense.
 Guru menerangkan langkah-langkah retorika teks procedure.
 Guru memberi rangkaian cerita.
 Siswa diminta menemukan kata-kata yang relevan yang ada dalam teks
dalam bimbingan guru.
 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Siswa diminta membuat kalimat dalam bentuk past tense.
 Guru memeriksa hasil pekerjaan siswa.
c. Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR untuk menemukan sebuah cerita dalam bentuk
procedure.
E. Sumber belajar
a. Buku teks yang relevan
b. Teks Procedure
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 128

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan : SMP
Mata Pelajaran : B. Inggris
Kelas : VII (Tujuh)
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat.
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
a. Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan gagasan utama(main idea) dalam teks procedure
 129

2. Menentukan gagasan pendukung (supporting details) teks procedure

3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan teks procedure;

 Text “The Ant and the Dove”

 Sentences about Past tense
 Kata-kata kunci untuk menentukan gambaran umum, gagasan utama, dan detail
dalam cerita, referral words, persamaan dan lawan kata.

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

 Pertemuan Pertama
a. Kegiatan Pendahuluan
 Greeting (member salam dan tegur sapa)
 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari
teks procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b. Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa
untuk membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 130

 Siswa menemukan arti dari kata-kata sulit tersebut dan membuat kalimat
dari kata-kata tersebut dalam bentuk simple past tense.
 Guru menerangkan langkah-langkah retorika teks procedure.
 Guru memberi rangkaian cerita.
 Siswa diminta menemukan kata-kata yang relevan yang ada dalam teks
dalam bimbingan guru.
 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Siswa diminta membuat kalimat dalam bentuk past tense.
 Guru memeriksa hasil pekerjaan siswa.
c. Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR untuk menemukan sebuah cerita dalam bentuk
procedure.
E. Sumber belajar
a. Buku teks yang relevan
b. Teks Procedure
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 131

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan :SMP
Mata Pelajaran : B. Inggris
Kelas : VII (Tujuh)
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdeka
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat..
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
a. Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan gagasan utama(main idea) dalam teks procedure
 132

2. Menentukan gagasan pendukung (supporting details) teks procedure

3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan teks procedure;

 Text “Monkey and Crocodile”
 Sentences about Past tense
 Kata-kata kunci untuk menentukan gambaran umum, gagasan utama, dan detail
dalam cerita, referral words, persamaan dan lawan kata.

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

 Pertemuan Pertama
a. Kegiatan Pendahuluan
 Greeting (member salam dan tegur sapa)
 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari
teks procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b. Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa
untuk membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 133

 Siswa menemukan arti dari kata-kata sulit tersebut dan membuat kalimat
dari kata-kata tersebut dalam bentuk simple past tense.
 Guru menerangkan langkah-langkah retorika teks procedure.
 Guru memberi rangkaian cerita.
 Siswa diminta menemukan kata-kata yang relevan yang ada dalam teks
dalam bimbingan guru.
 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Siswa diminta membuat kalimat dalam bentuk past tense.
 Guru memeriksa hasil pekerjaan siswa.
c. Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR untuk menemukan sebuah cerita dalam bentuk
procedure.
E. Sumber belajar
a. Buku teks yang relevan
b. Teks Procedure
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 134

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan : SMP
Mata Pelajaran : B. Inggris
Kelas : VII (Tujuh)
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdeka .
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat.
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
- Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan gagasan utama (main idea) dalam teks procedure.
 135

2. Menentukan gagasan pendukung (supporting details) teks procedure

3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan procedure:

 Text “How to make Fried Chicken”

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

 Greeting (member salam dan tegur sapa)

 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari teks
procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b. Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa untuk
membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 Siswa menemukan arti dari kata-kata sulit tersebut
 Guru menerangkan langkah-langkah retorika teks procedure.
 Guru memberi rangkaian cerita.
 136

 Siswa dimita menemukan kata-kata yang relevan dibawah bimbingan guru

 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Guru memeriksa hasil pekerjaan siswa.
c. Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR untuk menemukan sebuah cerita dalam bentuk procedure
E. Sumber belajar
a. Buku teks yang relevan
b. Text procedure
c. Gambar-gambar yang relevan.
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 137

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan : SMP
Mata Pelajaran : B. Inggris
Kelas/Semester : VII (Tujuh)
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018

II. STANDAR KOMPETENSI

Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat. .
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
a. Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
 138

1. Menentukan gagasan utama (main idea) dalam teks procedure.

2. Menentukan gagasan pendukung (supporting details) teks procedure
3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan procedure:

 Text “How to operate a blender”

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

 Greeting (member salam dan tegur sapa)

 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari teks
procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b. Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa untuk
membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 Siswa menemukan arti dari kata-kata sulit tersebut
 Guru menerangkan langkah-langkah retorika teks procedure.
 139

 Guru memberi rangkaian cerita.

 Siswa dimita menemukan kata-kata yang relevan dibawah bimbingan guru
 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Guru memeriksa hasil pekerjaan siswa.
c.Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR untuk menemukan sebuah cerita dalam bentuk procedure
E. Sumber belajar
a. Buku teks yang relevan
b. Text procedure
c. Gambar-gambar yang relevan.
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 140

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan : SMP
Mata Pelajaran : B. Inggris
Kelas : VII (Tujuh)
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat.
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat. .
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
- Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan gagasan utama (main idea) dalam teks procedure.
 141

2. Menentukan gagasan pendukung (supporting details) teks procedure

3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan procedure:

 Text “How to Use Camera”

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

 Greeting (member salam dan tegur sapa)

 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari teks
procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b.Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa untuk
membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 Siswa menemukan arti dari kata-kata sulit tersebut
 Guru menerangkan langkah-langkah retorika teks procedure.
 Guru memberi rangkaian cerita.
 142

 Siswa dimita menemukan kata-kata yang relevan dibawah bimbingan guru

 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Guru memeriksa hasil pekerjaan siswa.
c.Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR untuk menemukan sebuah cerita dalam bentuk procedure
E. Sumber belajar
a. Buku teks yang relevan
b. Text procedure
c. Gambar-gambar yang relevan.
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 143

RENCANA PELAKSANAAN PEMBELAJARAN

(Control Class)

I. IDENTITAS
Satuan Pendidikan : SMP
Mata Pelajaran : B. Inggris
Kelas : VII (Tujuh)
Aspek/Skill : Reading
Alokasi Waktu : 2X40 menit
Jenis Teks : Procedure text
Tahun Pelajaran : 2017/2018
II. STANDAR KOMPETENSI
Membaca
Memahami makna dalam teks tulis fungsional pendek sangat sederhana
yang berkaitan dengan lingkungan terdekat.
III. KOMPETENSI DASAR
Membaca
Merespon makna terdapat dalam teks tulis fungsional pendek sangat
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan terdekat.
IV. INDIKATOR
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek berupa:
- Instruksi
- Daftar barang
- Ucapan selamat
- Pengumuman
Dengan jelas .
2. Merespon berbagai informasi dalam teks fungsional pendek secara cermat .
- Membaca nyaring teks fungsional pendek secara jelas dan cermat
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Menentukan gagasan utama (main idea) dalam teks procedure.
 144

2. Menentukan gagasan pendukung (supporting details) teks procedure

3. Menemukan informasi spesifik dalam teks procedure
4. Mengidentifikasi langkah retorika (schematic structure) teks procedure
5. Berpartisipasi aktif selama proses belajar berlangsung

B. Materi Ajar

Bacaan yang berkaitan dengan procedure:

 Text “How to make Sandwich”

C. Metode Pembelajaran: Conventional Technique (Lecturing Technique)

D. Langkah-langkah Kegiatan

a. Kegiatan Pendahuluan

 Greeting (member salam dan tegur sapa)

 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Mereview social function, generic structure dan ciri-ciri kebahasaan dari teks
procedure.
 Mereview vocabularies yang berhubungan dengan teks procedure
 Mereview past tense.
b.Kegiatan Inti
 Guru memberikan contoh teks procedure dan meminta beberapa siswa untuk
membaca nyaring.
 Siswa menjawab pertanyaan yang berkaitan dengan teks tersebut.
 Guru mengambil kata-kata sulit dari teks.
 Siswa menemukan arti dari kata-kata sulit tersebut
 Guru menerangkan langkah-langkah retorika teks procedure.
 Guru memberi rangkaian cerita.
 145

 Siswa dimita menemukan kata-kata yang relevan dibawah bimbingan guru

 Siswa mengerjakan latihan-latihan berkaitan dengan teks tersebut.
 Guru memeriksa hasil pekerjaan siswa.
c.Kegiatan Penutup
 Menanyakan kesulitan siswa selama PBM.
 Menyimpulkan materi pembelajaran.
 Memberikan PR untuk menemukan sebuah cerita dalam bentuk procedure
E. Sumber belajar
a. Buku teks yang relevan
b. Text procedure
c. Gambar-gambar yang relevan.
F. Penilaian
a. Teknik: tes lisan
b. Bentuk: membaca
 146

WORKSHEET I

PARK

My name …1… Alina. I love a pet so much, especially dog. Spark

…2… my favorite one. It comes from Doberman family. Spark is a male
dog. He is energetic and active. Spark is 10 months and it was so cute when I
saw him for the first time. Time grows so fast and it turns puppy to be
muscle dog. Spark is black and a bit brown. He is an obedient dog. It is
friendly to me but I …3… not sure for a stranger because it becomes wilder
and more dangerous. In my suggestion, do not call his name if you do not
know well because it will make you hurt badly. I …4… to take a walk with
Spark. We …5… time together as a couple. We go hiking and enjoy the
view. Sometimes we go to the beach in my free time. He is awesome when
he plays outside. Spark is a very sweet dog.

Generic Structure

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 147

WORKSHEET II

Monster Jam

Hotwheels is a brand of diecast. It …1… very popular name in the

world. I …2… a lot of diecast by this brand. But this time, I will introduce
by using the descriptive text of Monster Jam.
First, why …3… it called Monster Jam? Monster means that it is
scary as like as a monster. But in this case. Monster means big vehicle. Jam
is Jumping and destruction. So Monster Jam is a big car or vehicle which is
jumping to destruction other cars.
Monster Jam …4… huge tires that are used to break the land in their
own way. It is unstoppable with the giant gears which work together in a
giant machine. My Monster Jam is 1/64 in scale. It is the smallest scale in
Hotwheels diecast. The materials …5… metal, plastic, and rubber. It …6…
made in Thailand. …7… is great detail general shape in body, machine, tires,
and accessories. I play with this Monster Jam when I have in the mood
because I …8… not like to play often as like as a kid but I just like to …9…
a photograph with this object by using my digital camera which is
represented by the pictures. In my own opinion Diecast …10… more than a
toy. It is a character of something special.

Generic Structure

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 148

WORKSHEET III
SWISS ARMY – 8044
Swiss Army …1… an international brand which makes timepieces of
a watch. When I went to Swiss Army Outlet in my hometown. I saw a nice
and elegant design of the analog watch. It …2… called “SWISS ARMY –
8044”. It was not too expensive. It was only Rp. 600.000,00. I tried it with
my left hand. When I looked into the mirror I looked graceful and stylish in
appearance. I …3… not think too long and I bought it for my collections.
I like …4… watch because it is a simple to design. I can use it in the
formal or casual situation. I would like to tell you about the materials.
SWISS ARMY – 8044 …5… the hard quality of the case. The case is hard
metal alloy with black color and the back side is a stainless steel. The strap is
leather and it is black color also. I took black color because I love black so
much. It is independent and neutral color. SWISS ARMY – 8044 …6…
some features such as date, day or month. I …7… this features to keep me
update every day. I can set that features by using handbook. SWISS ARMY
– 8044 …8… water resistant. It means that I can use it when I get some wet
until 3 ATM or 30M in deep. SWISS ARMY – 8044 is made of Swiss and
uses Japan Movement as the analog machine. Japan Movement …9…
certificated quality. It is guaranteed. The last features are glow in the dark.
When I …10… in the dark place, I still see the numbers and hour hand
clearly. It is awesome. In my own opinion, it is cool analog watch and makes
me look good and stylish in shape.

Generic Structure

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 149

WORKSHEET IV
My Geetar Hero
He …1… my geetar hero. Saul Hudson is …2… real name but he is
known professionally as Slash. He …3… born July 23, 1965. He is a British-
American musician and songwriter. He is best known as the lead guitarist of
the American hard rock band Guns N’ Roses, with whom he achieved
worldwide success in the late 1980s and early 1990s. …4… is Rock and
Roll. He is frizzy. He …5… black eyes and medium nose. He …6… big lips.
He is pretty tall. He has tattoos on his body. He is wearing black character
hat. He is wearing ear …7… on the left and nose. He is wearing a watch,
chain, bracelets and skull ring. He …8… wearing chain belt also. He is
…9… black T-shirt and black leather jeans. He is wearing black converse.
He is jumping and playing …10… on the stage.
Generic Structure

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 150

WORKSHEET V
Traveler Girl
She …1… Traveler Girl. Her name is Romana Maya, …2… friends
call her as May. …3… likes to go somewhere with a single destination or
more. She has long brown hair. …4… mother is Chinese so she has slanted
black eyes as like as his mother. She has a medium nose and she has thin
lips. She …5… oriental skin. She …6… pretty tall. It’s about 168 cm. Her
friends love her so much because she is independent, easy going person,
friendly and helpfulness. …7… has a favorite color. It is black. Right now,
she is sitting and enjoying the view. She is …8… maroon headgear and a
maroon scarf. She …9… wearing sunglasses and watch. She is wearing
…10… blouse. She is wearing black jeans. She is wearing sock and black
mountain sandal. She is bringing a black backpack. She is bringing
photography stick.

Generic Structure

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
 151

KISI-KISI PENULISAN SOAL

READING DESCRIPTIVE TEXT

Tingkat Pendidikan : SMP

Mata Pelajaran : Bahasa Inggris
Kelas : VII
Jumlah/ Jenis Soal : 30/ Pilihan Ganda
Kompetensi Inti :
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun,
percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3: Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4: Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan
membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang
dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

Nomor
Kompetensi Dasar Indikator Soal Domain
Soal
1.1 Mensyukuri kesempatan dapat 1. Menentukan makna gagasan dan makna C1 1
mempelajari bahasa Inggris sebagai tekstual dalam teks descriptive
bahasa pengantar komunikasi
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internasional yang diwujudkan dalam 2. Mengidentifikasi langkah retorika teks C3 2

semangat belajar. deskriptive

3. Mengidentifikasi tujuan komunikatif teks C4 3

deskriptive

4. Mengidentifikasi ciri kebahasaan teks C2 4

descriptive

5. Mengidentifikasi tujuan komunikatif teks C1 5

deskriptive

2.3 Menunjukkan perilaku tanggung 6. Mengidentifikasi tujuan komunikatif teks C3 6

jawab, peduli, kerjasama, dan cinta damai, deskriptive
dalam melaksanakan komunikasi
fungsional. 7. Mengidentifikasi tujuan komunikatif teks C4 7
deskriptive

8. Mengidentifikasi langkah retorika teks C5 8

deskriptive

9. Mengidentifikasi langkah retorika teks C4 9

deskriptive

10. Menentukan makna gagasan dan makna C5 10

tekstual dalam teks descriptive
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11. Menentukan makna gagasan dan makna C6 11

tekstual dalam teks descriptive

12. Mengidentifikasi tujuan komunikatif C2 12

teks deskriptive

3.2 Memahami fungsi sosial, struktur teks, 13. Mengidentifikasi tujuan komunikatif C5 13
dan unsur kebahasaan dari teks teks deskriptive
deskriptif dengan menyatakan dan
menanyakan tentang deskripsi orang, 14. Mengidentifikasi tujuan komunikatif C5 14
binatang, dan benda, sangat pendek teks deskriptive
dan sederhana, sesuai dengan konteks
penggunaannya. 15. Mengidentifikasi langkah retorika teks C5 15
deskriptive

16. Mengidentifikasi langkah retorika teks C5 16

deskriptive

17. Mengidentifikasi langkah retorika teks C3 17

deskriptive

18. Menentukan makna gagasan dan makna C6 18

tekstual dalam teks descriptive

19. Mengidentifikasi ciri kebahasaan teks C5 19

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descriptive

4.12 Menangkap makna dalam teks 20. Mengidentifikasi ciri kebahasaan teks C4 20
deskriptif lisan dan tulis, sangat descriptive
pendek dan sederhana.
21. Mengidentifikasi langkah retorika teks C3 21
deskriptive

22. Mengidentifikasi tujuan komunikatif C5 22

teks deskriptive

23. Mengidentifikasi tujuan komunikatif C3 23

teks deskriptive

24. Menentukan makna gagasan dan makna C5 24

tekstual dalam teks descriptive

25. Mengidentifikasi ciri kebahasaan teks C4 25

descriptive

4.13 Menyusun teks deskriptif lisan dan 26. Mengidentifikasi tujuan komunikatif C5 26
tulis, sangat pendek dan sederhana, teks deskriptive
tentang orang, binatang, dan benda,
dengan memperhatikan fungsi sosial, 27. Mengidentifikasi tujuan komunikatif C5 27
struktur teks, dan unsur kebahasaan, teks deskriptive
secara benar dan sesuai konteks.
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28. Mengidentifikasi langkah retorika teks C4 28

deskriptive

29. Mengidentifikasi langkah retorika teks C6 29

deskriptive

30. Mengidentifikasi langkah retorika teks C6 30

deskriptive

Total 30
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THE INDICATORS OF SELF-ESTEEM

No. Aspects Indicators + - Total

1. Living consciously - Aware on action 5 7
- Good behave 15 14 6
- Has goals 11 16
2. Self acceptance - Think good 18 21
4
- Compassionate 23 25
3. Self responsibility - Good behaviour 28 29
- Priotizing time 19 20 6
- Good responsibility 3 4
4. Self assertiveness - Have guide in live 24 26
4
- Acceptance their life 13 17
5. Purposeful living - Goal of study 27 30
- Raising a family 10 22
6
- Earing a living 2 8

6. Personal Integrity - Suitables behaviour 12 1

with values 4
- Practice match 9 6

Total item 15 15 30
Presentation 50% 50% 100%
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Questionnaire of Self-esteem

Nama:
kelas:

Jawablah pertanyaan-pertanyaan di bawah ini sebagaimana adanya. Jawablah

dengan respon pertama saudara. Jangan melewati 1 nomor pun. Bacalah
setiap pernyataan baikbaik, lalu pilihlah salah satu jawaban dari 4 pilihan
jawaban tersebut dengan memberi Ceklis ( ) pada kolom yang saudara
pilih.
Keterangan pilihan jawaban :

4:Sangat Sesuai 3: Sesuai 2: Kurang Sesuai 1: Tidak Sesuai

No. Pernyataan 4 3 2 1
1 Saya lebih memilih bergaul dengan orang yang
lebih
muda dari saya
2 Orang tua saya banyak berharap pada saya
3 Saya tidak pernah khawatir secara berlebihan
4 Saya tidak peduli atas apa yang terjadi pada diri
saya
5 Saya merasa popular/terkenal di lingkungan
teman
Sebaya
6 Saya bangga terhadap prestasi akademik di
sekolah
7 Saya mudah merasa kecewa di rumah
8 Saya biasanya diarahkan orang lain
9 Saya cukup bahagia
10 Saya dan orang tua bergembira bersama
11 Saya mudah disukai orang lain
12 Saya menyukai semua orang yang saya kenal
13 Saya senang menjadi seorang figur di dalam
kelas
14 Saya mudah menyerah
15 Sangat menyenangkan berpikir tentang
kehidupan saya
16 Semua hal bercampur aduk dalam hidup saya
17 Saya tidak menarik seperti orang lain
18 Keluarga memberikan perhatian pada saya di
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rumah
19 Saya bertingkah laku baik di sekolah seperti apa
yang saya harapkan
20 Saya hampir tidak dapat mengutarakan pendapat
dan berpegang kuat pada pendapat itu
21 Saya mempunyai penilaian yang rendah
mengenai diri saya
22 Saya tidak senang berada disekeliling orang lain
23 Saya merasa nyaman berada di lingkungan
rumah
24 Saya merasa bahagia di sekolah
25 Saya selalu bangga pada diri saya
26 Jika ada yang ingin saya katakana, saya selalu
memendamnya
27 Orang tua saya mengerti tentang diri saya
28 Saya selalu mengatakan sesuatu dengan jujur
29 Orang tua saya kurang mengerti tentang diri saya
30 Saya tidak dibutuhkan orang lain
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STUDENTS’ ANSWER
SHEET
Name :

Class :

1. A B C D 21. A B C D
2. A B C D 22. A B C D
3. A B C D 23. A B C D
4. A B C D 24. A B C D
5. A B C D 25. A B C D
6. A B C D 26. A B C D
7. A B C D 27. A B C D
8. A B C D 28. A B C D
9. A B C D 29. A B C D

10. A B C D 30. A B C D
11. A B C D
12. A B C D
13. A B C D
14. A B C D
15. A B C D
16. A B C D
17. A B C D
18. A B C D
19. A B C D
20. A B C D
160
161
 162

STUDENTS’ SCORES OF EXPERIMENTAL AT SMP 2 TANGERANG SELATAN

No Name SE RC

1 Daffa Dwi 91 95
2 M. Andika 86 93
3 Zaidan Zulzila P 85 93
4 Launa Shifa 83 92
5 Syarhazimah 83 92
6 Ibnu M. Dafi 83 90
7 Nadia Cindy 82 90
8 Tri Sukmayani 82 88
9 Putri Nabila Syakila 81 85
10 Ibnu Lail 81 85
11 Dandy Genta 81 85
12 Norma Tiara 81 85
13 Al farezi 80 85
14 Febiyan Dafa M 80 85
15 Chairil Umam 79 83
16 Naufal Aziz 78 80
17 Al fito 78 80
18 Zidan Zulzila. P 78 77
19 Zulfy Yudistian 78 77
20 M. Radith 78 77
21 Rifqi Bagustiawan 77 77
22 Dhio Febrian 77 77
23 Dina Nuraeni 76 76
24 Dita Ayu 76 75
25 Rasya Pradita 76 75
26 Dhafa Elyan 76 75
27 Faaiq Andariskiyah 75 74
28 Nabila Maura M 75 70
29 Edellvis Ingga Sevila 75 70
30 M. Nazhif 75 70
31 Lutfi Hakim 75 70
32 M. Algibrany 74 70
33 Fauzi Nur R 74 70
34 Najia Naura 72 68
35 Anissya Putri Aziza 72 66
36 Harjuna. D. K 72 66
37 Ilham Novian 71 66
38 Davinna Sandha 69 63
39 Farah Mufidah 67 62
40 Nur Cahyanti 65 60
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STUDENTS’ SCORES OF CONTROL AT SMP 2 TANGERANG SELATAN

No Initial SE RC

1 Gilang Rasya Putra 90 90

2 M. Erza 88 90
3 Reva 86 88
4 Anandita Aprilia 85 86
5 Aulia Dwi R 84 86
6 Binafsa A.M 82 86
7 Kaylla Nissa 82 86
8 Melita Amalia 82 86
9 Sabina Namira R 82 86
10 Shofia Neza Indriana 82 86
11 Syafira Dhirta 81 86
12 Marsya Ratu 81 83
13 Radzwa Rauuf P 81 83
14 Apriliyanti 78 80
15 Aura Nafisha R 78 80
16 Cyndy Aulia 76 80
17 Dewi Nurul F 76 80
18 Fatma Sri Maulitha 75 80
19 Indah Ariviana L 75 80
20 Shakilla Revalina 75 80
21 Tia Nofela 74 80
22 Wina Putri 74 80
23 M. Farel Rifatsyah 73 76
24 Septiansyah Permana P 73 76
25 M. Rachman Dani 73 74
26 Sakhi Ahmad F 73 74
27 Zaki Alfattah 73 74
28 Dinar Raihan P 72 70
29 Nicko Fajar Aditya 70 70
30 Oliver D. S 70 70
31 M. Hanafi 69 66
32 M. Sulthan 68 66
33 Nazwa Naila I 67 66
34 Dwi Noviyanto 67 64
35 Aksani Nur Badilah 67 63
36 Ariel Hidayat 67 63
37 M. Chandra Novalino Putra 65 63
38 Veroland Dhiya R 65 63
39 M. Ferdy Saputra 65 60
40 M. Ridwan 64 60
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STUDENTS’ SCORES OF EXPERIMENTAL AT SMP 3 TANGERANG SELATAN

No Initial SE RC
1 MUHAMMAD KAHFI 92 94
2 SANDRA JULIA DINDA 86 94
3 TIRTA AJI DWI 84 87
4 SATRIYANTI PERMATA PUTRI SINAGA 84 85
5 VICKY SIEW 83 85
6 YOS MUHAMMAD ITHIAR 83 84
7 SHARA CAHYA PUTRI 83 80
8 SYAFITRI DENNIA AZ-ZAHRA 83 80
9 ZAHRA ALFINA PRASASTI 83 80
10 ISNA WATI PRATAMA PUTRI 82 79
11 NAYLA SHAFA APRILIANA 82 79
12 RIZKY FEBRIANSYAH 80 79
13 APRILIA PUTRI IRAWAN 80 78
14 NADIYAH PUTRIANI 79 78
15 RAFELA CATUR SEPTIANI 79 78
16 KAYZA AKBAR AMARULLOH 79 77
17 MUHAMMED JAMIL MOUZER 78 77
18 NUR KHALIS PRATAMA 78 77
19 RANGGA AL FATAH SAID 77 77
20 SHOFIA FEBRIANA PUTRI 77 77
21 FANI AULIA 77 75
22 HAYATI NUFUS 76 75
23 INDRI HANDAYANI 76 75
24 MUGI SALSABIL RAHARJO 76 75
25 KAYSHIKA NIZWA VERINAZ ZAHRA 76 72
26 RASTY AVRILIANTY JUWITA SARI 76 72
27 ADINDA SALMA 75 71
28 HAYKAL IRFAN NAUFAL 75 71
29 MUHAMAD FAJAR BAHARI 75 71
30 ALFITO DEANOVA 74 70
31 DANELLA KUSNADI 74 70
32 DEA HERAWATI 74 70
33 FATHUR RAHMAN AL LATIF 73 70
34 MAULIDDINA PUTRI 73 70
35 BETZY TANIA SIHOMBING 72 68
36 MUHAMMAD DAFIN SAPUTRA 72 66
37 BAASITHA RIZKYA 71 65
38 DESMONT PUTRA PANDINI 68 65
39 ALYSSA NADELA DEWANTI 68 60
40 ICHA MARISA MAHMUDA 66 60
 165

STUDENTS’ SCORES OF CONTROL AT SMP 3 TANGERANG SELATAN

No Initial SE RC
1 RAFFY FAUZAN AFRIANSYAH 89 86
2 GUSTI AYU MADE CESARANI 86 74
3 RIZKI EKA SAPUTRA 85 70
4 SALSABILLA RUSYADI 84 70
5 MUHAMMAD JAUZAA FACHRIE R. 83 64
6 OKTAVIA RAMADANI 82 64
7 SHALSA KHOIRUNNISAA 80 63
8 TIO FEBRIANSYAH 80 63
9 ABDUL RACHMAAN KAFFAH 80 60
10 ALYA RAHMA MAISYA 80 60
11 BELA MULIA INSANI 80 60
12 DEA AMELIA PUTRI 80 60
13 EVA YUNIA 80 60
14 HAFIZH MUHAMMAD YAZID 76 60
15 HENDRIX FERZIANO 75 60
16 MOHAMMED RAFA ZIZOU FAISAL R. 75 60
17 MUHAMMAD ZUHDI 75 60
18 NAZWA ZANETA CHRISTIANTO 73 60
19 SYAFIRA FARHANA ARITA 73 60
20 YAHYA AMRU 73 60
21 MUHAMMAD FAQIH NURAHMAN 72 56
22 NIDA ZAHIDA AHMAD 72 56
23 SALSA BELA RAHMATYA 72 56
24 DEDE PRASTYO 72 54
25 FARHAN JAELANI 71 54
26 FEBRI ANDRIYAN 71 54
27 NADIRA PUTRI RAMADHANI 71 54
28 MATTHEW VARREL RAMADHAN 70 53
29 ANNISA SALSABILA NURHIDAYAT 68 50
30 ANNISYA WULANDARI 67 50
31 MUHAMMAD DAFFA SAPUTRA 67 50
32 NAURA AJENG HARYANTO 67 50
33 YAMILLA SANI QITARAH 66 50
34 AZKHA ADJIE RABBANI 65 44
35 JOEL SIMBOLON 65 44
36 KARINA APRILIANI 65 44
37 RADJA RIDHO RABBANI 64 44
38 RANIA KINANTI 63 44
39 NOVITA PUTRI 62 40
40 ALVIN RAHARDIANSYAH MARTONO 62 30