THE EFFECT OF INTERNET-BASED READING USING

BLOG ON STUDENTS’ READING COMPREHENSION

A THESIS

Submitted in Partial Fulfillment of the Requirements for Getting the Degree

of Sarjana Pendidikan at English Education Department

BY

WA ODE ANISA HAKIKI

A1M2 17 030

TEACHER TRAINING AND EDUCATION FACULTY

HALU OLEO UNIVERSITY
KENDARI
2022
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 ABSTRACT

THE EFFECT OF INTERNET-BASED READING USING BLOG ON

STUDENTS’ READING COMPREHENSION

WA ODE ANISA HAKIKI

A1M2 17 030
This study aims at determining whether internet-based reading using blog
effectively affects students' reading comprehension at SMP Negeri 4 Raha. From
the seven intact classes, two were chosen purposively as control and experimental
class. The experimental class was taught using internet-based reading, while the
control class was taught conventionally using printed-based reading. The
presentation of the material for the two classes is different, the experiment class is
presented online in a blog created by the researcher called Reading Box 127 while
the control class is in printed form.The data of the research were conducted by
pre-test and post-test. Prior to teaching, a pre-test was conducted, and both classes
obtained scores of 47.20 and 52.57, respectively. After treatment, students were
given a post-test and the results of the average score of the experimental class
increased by 25.28. The control class also experienced an increase even though
the increase was not as big as the experimental class which was 19.20.
Furthermore, the findings of independent sample t-test showed the value of sig.
(2-tailed) = 0.007, being smaller than 0.05, while the result of t-count 2.736 was
greater than t-table 1.982. In other words, the null hypothesis (H0) was rejected,
and the alternative hypothesis (H1) was accepted. Thus, there is an effect of
internet-based reading using blog on students' reading comprehension. Several
factors might be the causes of the effective of internet-based reading, namely
students' extrinsic motivation in internet-based reading, students' interest in
learning through internet-based reading, easy access to reading materials, and
availability of reading materials from electronic devices.
Keywords: Internet-based Reading, Printed-based Reading, and Reading
Comprehension

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 ACKNOWLEDGEMENTS

Firstly, the researcher would like to say Alhamdulillah to Allah SWT for His
mercy and blessing so the writer finally can complete this thesis. Blessing and
salvation may Allah shower to His prophet Rasulullah Muhammad SAW, his
family, and his entire fellow.
Secondly, the researcher would like to express his sincerest gratitude to Dr.
Aderlaepe, S.S., M.Hum. as the first supervisor, for invaluable guidance.
Moreover, thank you for his kindness and helpful corrections to this final project
until its completion. Researcher‟ sincerest respect is addressed to Wawan
Cahyadin, S.Pd., M.Hum. as the co-supervisor who has read this final project
carefully and given many useful suggestions and also corrections for its
improvement.
I would like to express my deep gratitude to Deddy Amrand, S.S., M.
TESOL., Ph.D., Yulius Tandi Sapan S.S., M.Hum., Dr. La Ode Nggawu, S.Pd.,
M.Si., La Miliha, S.Pd., M.Hum., Dr. Azhariah Rachman, S.S., M.A., Nurul
Atma, S.Pd., M.Pd., Waode Ade Sarasmita Uke, S.Pd., M.Pd., as the examiner
for their valuable suggestion for the final project. My honor also goes to all
lecturers of English Department of Halu Oleo University for all the guidance and
lectures during my study at Halu Oleo University.
The researcher also likes to express many thanks and appreciation to:
1. Prof. Dr. Muhammad Zamrun F., S.Si., M.Sc. as the Rector of Halu Oleo
University.
2. Dr. H. Jamiluddin M.Hum. as the Dean of Faculty of Teacher Training and
Education of Halu Oleo.
3. Dr. Aderlaepe. S.S., M.Hum., as the Head of English Department of
Teacher Training and Education Faculty of Halu Oleo University who has
given the license and permission for smooth the preparation of this thesis.

vi
4. Dr. Wawan Marhanjono M. S.Pd., M.Hum., as the Secretary of English
Department of Teacher Training and Education Faculty of Halu Oleo
University. Thank you for your kindness and assistance to all students of
English Department.
5. Ria La Ode Thamrin Tonda, S.Pd., M.Pd., as the Head Master of SMPN 4
Raha, Diana Putri, S.Pd., and La Ode Marjafa, S.Pd as the English teacher
of SMPN 4 Raha. Thank you for the opportunity that has given to the
researcher for conducting this research.
6. All eight grade students at SMP Negeri 4 Raha were registered in academic
year 2021/2022 especially for class VIII1, VIII2 and VIII5 for being the
subject in collecting the data of this research.
Deep thank you to my friends in English Department: Sukma, Suci, Endri,
Afifa, Sahara, Citra ONLY, Fiki, Miftah, Dewi, Anis, Nunus, Yana Sky, Risti,
Risna, Citra Septiani; for helping, sharing, and supporting me to finish this result.
We have spent wonderful moments together. Thanks for all members of English
Department 2017 PERFECT SEVENTEEN (Cia, Mande, and SUPERIOR B
Class (Hery, Ansi, Rani, Tina, Winda, Feni, Filda, Arum, Elma, Ihyat, Ulfah,
Anjani, Niara, Imam, Rical, Rahim, Faldi, Yonas, Mita, Wawan, Yuni, Sultan,
Fatma, Intan K, Intan ONLY, Fitrah). I never forget you all.
Thank you to my beloved Sisters in School: Kiki-Chan, Raden, Heni,
Risma, Iun, Babe, Silvi, Ama, and Tetty who always support each other to
complete our study. My beloved brothers in School: Musrin, Jhulan, Rudi, Dandi,
and Yayat. I would like also say thank you to My Seniors: Kak Kabil, Kak Prisca,
Kak Sukma, Kak Fifi, Kak Anil, Kak Novi, and also my SPEKTA 16 SAINS
FKIP UHO: Ade Siska, Ila, Fajri, Murni, Sukma, Yusril, Regi, Jum, Yuni, and
Eji.
Most of all, I would like to extend my deepest appreciation to my parents La
Ode Adili (Almarhum) and Wa Ode Mujainab who have given me moral,
spiritual, and financial support during this study. And also my brother La Ode
Arman Hakiki and La Ode Faizal Hakiki, my sister Wa Ode Fauzia Hakiki,

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and my youngest sister Wa Ode Ramadani Hakiki all relatives that always give
the love, support, pray, and care are great contribution for the writer.
Finally, the researcher realizes that this study is far from being perfect.
Therefore, critique and suggestion are needed to achieve the completeness of this
result.

Kendari, 2022
The Researcher

Wa Ode Anisa Hakiki

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 TABLE OF CONTENT

TITLE ..................................................................................................................... i
APPROVAL SHEET ............................................................................................ ii
LEGALIZATION SHEET .................................................................................. iii
PERNYATAAN KEASLIAN TULISAN ........................................................... iv
ABSTRACT ........................................................................................................... v
ACKNOWLEDGEMENTS ................................................................................. vi
TABLE OF CONTENT ....................................................................................... ix
LIST OF TABLES .............................................................................................. xii
LIST OF CHART............................................................................................... xiii
LIST OF APPENDICES ................................................................................... xiv
CHAPTER 1 .......................................................................................................... 1
INTRODUCTION ................................................................................................. 1
1.1. Background of the Study.................................................................................. 1
1.2 Research Question ............................................................................................. 4
1.3 Objective of Study............................................................................................. 4
1.4 Scope of the Study ............................................................................................ 4
1.5 Significance of the study ................................................................................... 4
1. Theoretically ................................................................................................ 4
2. Practically .................................................................................................... 5
1.6 Definition of Key Terms ................................................................................... 5
1.7 Hypothesis ......................................................................................................... 6
CHAPTER II ......................................................................................................... 7
LITERATURE REVIEW..................................................................................... 7
2.1 Reading ............................................................................................................. 7
2.1.1 Definition of Reading ............................................................................. 7
2.1.2. Reading in Foreign Language................................................................ 8
2.2 Teaching Reading.............................................................................................. 9
2.2.1 Approach in Teaching Reading .............................................................. 9
2.2.2 Principles of Teaching Reading ............................................................ 10
2.3 General Concept of ICT-Based Learning Model ............................................ 12

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2.4. Printed-based Reading ................................................................................... 15
2.5 Internet-based Reading.................................................................................... 16
2.5.1 Internet-based Material ......................................................................... 18
2.5.2 Principles using Internet-based Reading .............................................. 20
2.5.3 Understanding of Traditional Print text and Internet-based Text ......... 22
2.5.4 Advantages and Disadvantages of Internet-Based Reading ................. 23
2.5.4.1 Advantages of IB-Reading ................................................................ 23
2.5.4.2 Disadvantages of IB-Reading ............................................................ 25
2.5.6 Features of Internet-Based Reading ..................................................... 25
2.6 Reading Comprehension ................................................................................. 27
2.6.1 Definition of Reading Comprehension ................................................. 27
2.6.2 Reading Comprehension Strategies ...................................................... 27
2.6.3 Reading Comprehension Aspects ......................................................... 28
2.7 Previous Studies .............................................................................................. 32
CHAPTER III ..................................................................................................... 36
METHODOLOGY.............................................................................................. 36
3.1. Design of the Study ........................................................................................ 36
3.2. Time and Place of the Study .......................................................................... 37
3.3. Variable of the Study ..................................................................................... 37
3.4. Population and Sample................................................................................... 37
3.4.1 Population ............................................................................................. 37
3.4.2 Sample .................................................................................................. 38
3.5. Instrument of the Study .................................................................................. 38
3.6. Pilot Study of the Instrument ......................................................................... 39
3.6.1. Validity of the Instrument.................................................................... 39
3.6.2. Reliability of the Instrument ................................................................ 40
3.7. Marking Scheme ............................................................................................ 41
3.8. Technique of Data Collection ........................................................................ 41
3.9. Technique of Data Analysis ........................................................................... 42
3.10 Teaching Procedure ....................................................................................... 44
CHAPTER IV ...................................................................................................... 54
FINDINGS AND DISCUSSION ........................................................................ 54
4.1. Findings .......................................................................................................... 54
4.1.1 Descriptive Analysis on Students‟ Reading Comprehension ............... 54

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 4.1.1.1 Descriptive Analysis of Pre-test .................................................... 54
4.1.1.1.1 Descriptive Analysis of Pre-test in Experimental Class ............ 54
4.1.1.1.2 Descriptive Analysis of Pre-test in Control Class ...................... 56
4.1.1.2 Descriptive Analysis of Post-test .................................................. 58
4.1.1.2.1 Descriptive Analysis of Post-test in Experimental Class ........... 58
4.1.1.2.2 Descriptive Analysis of Post-test in Control Class .................... 60
4.1.1.3 Comparison of Pre-test and Post-test in Experimental Class ........ 62
4.1.1.4 Comparison of Pre-test and Post-test in Control Class ................. 64
4.1.1.5 Descriptive Statistic Analysis on Students‟ Reading
Comprehension on Pre-test and Post-test at Control and Experimental
Class .......................................................................................................... 65
4.1.1.6 Gain Scores ................................................................................... 67
4.1.2. Hypothesis Testing of Students‟ Reading Comprehension ......................... 70
4.1.2.1 Test of Homogeneity ..................................................................... 70
4.1.2.2 Normality Test of Reading Comprehension ................................. 71
4.1.2.3 Descriptive Statistic of Independent Sample T-test ...................... 72
4.1.2.4 Effect Size ..................................................................................... 73
4.2. Discussion ...................................................................................................... 75
CHAPTER V ....................................................................................................... 79
CONCLUSION AND RECOMMENDATION ................................................ 79
5.1. Conclusion ..................................................................................................... 79
5.2. Recommendation............................................................................................ 79
REFERENCES .................................................................................................... 81
APPENDICES ..................................................................................................... 86

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 LIST OF TABLES
Tabel 3.1 nonequivalent Control group design ..................................................... 36
Tabel 3.2 Description of the Total of Population ................................................. 37
Tabel 3.3 The Test Outlines .................................................................................. 39
Tabel 3.4 Criteria of reliability.............................................................................. 40
Tabel 3.5 The Result of Reliability on the Question ............................................. 40
Tabel 3.6 The Criteria on Students‟ Score in Pre-test and Post-test. .................... 41
Tabel 3.7 Instructional Material ............................................................................ 42
Table 4.1 The Result of Students‟ Pre-test in Experimental Class ....................... 55
Table 4. 2 the Distribution of Students‟ Pre-test Score in experimental Class ..... 56
Table 4.3 Students‟ Pre-test Score on Control Class ............................................ 57
Table 4.4 the Distribution of Students‟ Pre-test Score in control Class................ 58
Table 4.5 Students‟ Post-test Score on experimental class ................................... 59
Table 4.6 the Distribution of Students‟ Post-test Score in Experimental Class .... 60
Table 4.7 Students‟ Post-test Score in Control Class............................................ 61
Table 4.8 the Distribution of Students‟ Post-test Score in control Class ............. 62
Table 4. 9 The Distribution of Students‟ Pre-test and Post-test Score in
Experiment Class .................................................................................................. 62
Table 4.10 The Distribution of Students‟ Pre-test and Post-test Score in Control
Class ...................................................................................................................... 64
Table 4.11 Descriptive Analysis on Students‟ reading comprehension on Control
and Experimental Class ......................................................................................... 66
Table 4.12 Gain Score of Pre-test and Post test .................................................... 68
Table 4.13 Table of Homogeneity Varian Test ..................................................... 70
Table 4.14 Normality Test .................................................................................... 71
Table 4.15 Descriptive Statistic of Independent Sample T-test ............................ 72
Table 4.16 Statistical Analysis of Independent Sample T-test ............................. 73

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 LIST OF CHART
Chart 4.1 Comparisons between Students‟ Scores on Pre-test and Post-test in
Experimental ......................................................................................................... 63
Chart 4.2 Comparisons between Students‟ Scores on Pre-test and Post-test in
Control Class ......................................................................................................... 65
Chart 4.3 Gain Score of Pre-test and Post-test ...................................................... 69

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 LIST OF APPENDICES
Appendix 1: Pilot Instrument Item Test on Students‟ Reading Comprehension .. 87
Appendix 2: the Raw Score of the Instrument Test for Pilot Test ........................ 97
Appendix 3: R-table of Validity Items .................................................................. 98
Appendix 4: T-table .............................................................................................. 99
Appendix 5: Students‟ Score of Pre-test and Post-test in Control Class and ...... 100
Appendix 6: Lesson Plan on Experimental Class ............................................... 101
Appendix 7: Lesson Plan on Control Class......................................................... 114
Appendix 8 : Research Permissions .................................................................... 127

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 CHAPTER 1

INTRODUCTION

1.1. Background of the Study

Nowadays, the tendency for people to use cell phones is increasing.
According to a report by the Emarketer digital marketing research institute, in
November 2014, the world has experienced a growth in the development of
internet users by around 2.892 million people, and it is predicted that in 2015-
2018 each country will experience an increase in smartphone users (Emarketer,
2014). Likewise, in Indonesia, the growth of smartphones continues to increase in
line with the use of the internet. KEMENKOMINFO (2021) states that
smartphone user reach 89% of the total population of Indonesia, equivalent to 167
million people. APJII, in November 2020, Indonesia has experienced a growth of
8.9% or around 25.5 million people from the survey two years ago. It has also
been disclosed that one of the reasons for this increase was government policies
requiring online activities (for example, work from home, PJJ, etc.) as a response
to the spread of Covid-19. In short, the survey states that there has been a shift in
user behavior during the pandemic, which access more educational content.
Therefore, the increase in the use of mobile phones from time to time causes a
shift in new behavior towards smartphone use. For example, students began to use
mobile phones to access the internet for education, such as reading online.
This phenomenon has received research attention. One of the studies
conducted to evaluate a country's educational outcomes is the Program for
International Student Assessment. The OECD report (2015; 2018) regarding
reading outcomes in about 70 countries by conducting digital tests. The findings
of this study indicate that there are still gaps or inequalities from digital practices
in schools (for example, students with economically fortunate abilities find it
easier to access the internet at home while economically disadvantaged students
only have the opportunity to use computers at school). This report also

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underscores the importance of a long time in school in accessing the Internet so
that students experience learning that is felt (Coiro, 2011). In short, digital
developments indeed impact changing students' reading styles, namely online
reading.
Another fact, the advancement of smartphone technology has led to new
system changes in student reading. Some researchers believe that reading online
via a smartphone/computer is a new literacy for 21st-century students who take
advantage of the advancement of the internet (Coiro, 2011, 2012; Eaglaton &
Dobler, 2007; Hobbs, 2006). Also, Coiro (2014) argues that there need to be
additional skills that are effective in reading so that it helps students' reading
comprehension online. It is different from reading traditional print text (Coiro,
2011). However, digital-based learning, such as reading online, needs to be
reviewed to find the obstacles and solutions students face with this new form of
literacy.
Reading is one of the skills in learning English. In teaching, the teacher
facilitates students by borrowing books from the library. Based on the results of
direct interviews with two English teachers at SMP Negeri 4 Raha, they said that
it was confirmed that teaching materials and subject matter had been using the K-
13 printed book, and during the COVID-19 pandemic, they were still using the
printed media (English book, when English Rings a Bell Grade 8). In other words,
student reading books are still in traditional form (printed text). Then, one of the
teachers mentioned that his class uses mobile Handphon as an online dictionary.
A number of studies have been conducted related to students' reading
ability, especially in online reading and print-based reading. For example, Romly.
R & Badusah. J (2017) investigated the metacognitive reading strategies students
in Malaysia use when searching and reading academic texts online. The findings
of this study are related to the reading strategies used by ESL students. The
majority of them use moderate to high levels in metacognitive online reading. The
results also show a significant difference between students' English proficiency
levels metacognitive online reading strategies. In addition, Huang (2013)
investigated the effectiveness of online reading strategies through web reading

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strategies using its features and EFL teachers' and students' perceptions of the
program at Taiwan University. The results showed that between and the teacher
showed a positive response to this program where the features of this program
helped them, it is just that the teacher is more dominant in the view that this
program helps students improve their understanding, but students tend to be
enthusiastic only about the translation feature using a traditional dictionary in
reading. Also, Abanomey (2013) conducted an exploratory study on the influence
of Internet reading on Saudi EFL students. They found that the internet format had
a positive impact on students' reading ability and also found that there were
significant differences from the adoption of internet-based reading.
Although many studies show that online reading is compelling and has
positive implications for students. So far, these studies were conducted to college
or university students. It is not known how to apply online reading to junior high
school students in Indonesia, who are teenagers. Therefore, the purpose of this
study is to apply internet-based reading in junior high school and to investigate is
effectiveness.
This study was conducted at SMP Negeri 4 Raha. The reason for choosing
this school is because it is one of the popular junior high schools in Muna
Regency with an A Accreditation. In addition, the scholl has implementation
online exam sveral time. The school has facilities that allow the application of
technology-assisted learning such as computer labs, internet access and most
importantly most of them know it well using technology such as cell phones.
This study was conducted to grade 8 students studying English subject in
the 2021/2022 academic year. This study is expected to contribute to education
science and language learners, especially in improving their reading skills through
internet-based reading. Data and information related to the implementation of
internet-based can help teachers determine English teaching, especially reading.
Thus students can get the maximum learning experience in the 4.0 era, and
learning objectives can be achieved.
Furthermore, the researcher believes that students in junior high school
have obstacles in using technology in learning. For example, students were

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difficult to main ideas and process specific or detailed information from reading
texts. The results of this study inform teacher to find way of teaching reading
comprehension especially with the help of technology. This study also believes
that technology-assisted learning can help students improve their English skills.

1.2 Research Question

Based on the concerns that have been discussed in the background, the
research question of this study is, "Is there any significant effect of internet-based
reading using blog on students‟ reading comprehension?”

1.3 Objective of Study

The focus of this study is to find out the effect of Internet-based reading using
blog on students' reading comprehension.

1.4 Scope of the Study

The main focused of this study is focused on students' reading
comprehension of descriptive text. The limited reading study only focuses on
reading through blog on the internet (www.readingbox127.blogspot.com) and
reading on five aspects of reading comprehension: determining the main idea,
locating references, comprehending vocabulary, making inferences, and obtaining
detailed information. During the 2021/2022 academic year, this study was
conducted on eighth-grade students at SMP Negeri 4 Raha who own electronic
devices.

1.5 Significance of the study

The researcher expected that the findings of this study will have a positive
impact on the teaching and learning process, particularly in the teaching of
reading at SMPN 4 Raha, both theoretically and practically. As a result, the
following parties will benefit in this study:

1. Theoretically
Hopefully, the study findings will be helpful in teaching reading in the
fourth industrial revolution era illustrated by the use of internet-based reading.

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2. Practically
1) The Teacher
This study is supposed to help teachers be more creative when they
show how to learn, especially when they teach reading. Teachers can use
internet-based reading in any situation, whether it's a disaster (like covid-
19) or not. Teachers can use the internet to help students read better and
help them learn more. Internet-based reading learning is supposed to make
it easier for students to learn how to read and use online web.
2) The Students
This study is predicted to improve students' reading
comprehension, particularly when using internet-based reading. It is
envisaged that pupils would improve their reading comprehension through
online reading activities. As a result, it has a significant favorable impact on
students' comprehension.
3) The Researcher
Hopefully, the results of this study can be an additional reference
for future researchers who want to know more and do this research again.

1.6 Definition of Key Terms

The researcher will define the key terms in this study to be easy to
understand. The key terms are as follows:

a. Internet-Based Reading (also known as electronic text book or digital text

or online reading)
For this study, internet-based reading is a digital form of printed
textbooks used in reading using an electronic set (Engbrecht, 2018).
b. Printed-based Reading (also known as traditional text book)
For this study, printed-based reading is a form of subject matter in
the form of printed or paper media (Engbrecht, 2018).
c. Reading Comprehension
Reading comprehension is defined in this study as a mental process
used to interpret the information contained in a text (Khusniyah, 2019a;

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 Mustafa & Bakri, 2020; Sagirli, 2015). Reading entails deciphering
meaning, predicting, activating general knowledge, drawing conclusions,
following references, and distinguishing the main idea from the supporting
idea (Brantmeier, 2002; Grabe, 2018; Romly, Badusah, and Maarof, 2017)

1.7 Hypothesis
H0: There is not a significant effect of internet-based reading using blog on
students‟ reading comprehention at SMP Negeri 4 Raha.
H1: There is a significant effect of internet-based reading using blog on
students‟ reading comprehention at SMP Negeri 4 Raha.

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 CHAPTER II

LITERATURE REVIEW

2.1 Reading

2.1.1 Definition of Reading

In general, reading is one of the skills learned by English learners. Several
experts have defined reading in detail. According to Sangia (2018), reading is a
language skill as well as a complex cognitive process. This is in line with the
definition that reading is a complex ability to understand various information and
identify ideas effectively in writing (Pang, Bernbardt, & Kamil, 2003; Sagirli,
2015; Mutakhirani Mustafa & Bakri, 2020). Clarke, Snowling, Truelove, and
Hulme (2010) said extracting text is the goal of reading. This view is also justified
by Folomkina as cited in Dilafruz & Kizi (2020, p.1) states that reading has a
purpose, namely extracting the contents of reading into information. For this
study, reading is seen as one of the complex abilities in learning a language.
Besides, some experts have investigated reading with different definitions.
Berkoff (1979), for example, asserts that reading seems to be an active process.
What is meant by active is that the reader can freely determine the way he wants
to read with a particular purpose. This opinion is also followed by Velandia,
Torres, and Ali (2012), who is of the view that reading involves interactive
activities between the reader and the writing. This is because reading is believed
to be part of the communication process (Dilafruz & Kizi, 2020). Hardjono (1988)
says reading is not only an activity of transferring texts but a communicative
activity, where there is a reciprocal relationship between the reader and the
contents of the text.
Anderson, Hiebert, Scott, and Wilkinson has seen in Frankel, Becker,
Rowe, and Pearson (2016, p.1), they have five outlines on principles of reading,
namely reading is part of a constructive process that continues to develop and
requires motivation and a strategy that can build fluency to understand the
reading. Furthermore, Frankel et al. (2016) revised the definition and principles of

7
reading into literacy. Literacy in question is that in reading practice involves a
constructive, integrative, and critical process, which is continuously developed
and must also have a strategy and discipline, and fluency is formed by the process
and context of the language.
However, they describe literacy as part of the reading process to extract,
construct, integrate, and critique meaning through interaction and engagement
with texts. Based on the presented above, it is possible to conclude that learning a
language is a complex process that must be learned in a specific language. It is
related to the cognitive process of achieving a goal, such as information contained
in a written text.

2.1.2. Reading in Foreign Language

When compared to reading in one's first language or mother tongue,
reading in a foreign language is more challenging. Alderson (1984) as cited in
Mansouri (2017) said that reading in the context of a first language and a foreign
language is difficult to distinguish. However, Godman as cited in González &
María ( 2017, p.160) believes that all reading processes are the same. According
to Pantu & Luneto (2014, p.166), Yorio and Coady support Godman's theory; they
claim that learning a foreign language is a learning problem, not a language
problem.
Furthermore, Pantu & Luneto (2014) explain that the reading scope
includes language knowledge, the ability to predict or guess correctly, the ability
to recall previous signs, and the ability to make connections between them. In
short, many experts believe that reading context is universal.
Clarke et al. (2010) stated that if the reading process is the same in all
languages, then logically, we hope that readers who are good in their language
(language speakers) will become good readers in foreign languages. Therefore,
Mansouri (2017), the inability to read a foreign language is a result of both a lack
of ability to read in the native language and a lack of ability to read in the target
language due to insufficient knowledge of the target language (foreign language).

8
 Reading is challenge for foreign language students. Language instruction
requires students to work with a variety of text types in order to develop into
proficient readers (Redmann, 2005). This is similar to the explanation of Saito,
Garza, and Horwitz (1999) that the difficulties faced by foreign language learners
lie in their mental and character towards reading, for example, anxiety levels. The
level of anxiety becomes an aspect in navigating their reading becomes difficult.
Pantu & Luneto (2014) states a relationship between language learners and their
character during language learning. In this context, the attitude of the readers
influences them towards their reading.
Hardjono (1988) made a remarkable example of reading in Indonesia. He
said that reading a foreign language text for students is a painstaking word-for-
word translation without communication between the reader and what is being
read. An ability to make strategies to understand the text is absent. This is because
the components of the competence to read texts in the mother tongue are not
developed and are not considered by the teacher. Referring to the views of
Mansouri (2017) and Clarke et al. (2010), it is true that foreign reading skills are
on the same line; if reading skills in the first language are low, it will also affect
reading skills in foreign languages.
Based on the description above, it can be understood that many researchers
believe that reading a foreign language is an interactive process in which the
reader interacts with the text to create meaning while the reader's mental processes
are at various levels. The level in question is the reader's level of comprehension
of the text, which includes the reader's level of mastery of a foreign language,
level of interest in the text, knowledge of the topic, the purpose of reading the
text, and awareness the reading process.

2.2 Teaching Reading

2.2.1 Approach in Teaching Reading

Teaching reading in the classroom is a method for teachers to transfer
knowledge to students by using specific strategies or materials to help students
master reading comprehension. Teaching is a complex process that involves more

9
than just passing information from the teacher to the students. Reading is one
method for helping students understand the teaching and learning process.
In teaching reading in foreign languages, many use interactive processes
(Barnett, 1988). This is in line with Komara (2014); the interactive learning model
is a way of learning used by teachers when presenting lesson materials. The
teacher plays a significant role in creating interactive educational situations,
namely the interaction between teachers and students, students with students, and
resources. However, interactive processes also emphasize a "schema" approach,
Specifically, pre-existing ideas regarding the world and the material to be read.
Furthermore, Ngabut (2015) views schema theory as related to the reader's
cognitive and conceptualized memory (Rumelhart, 1980). However, the
interactive model with schema theory guides readers to interpret the text by
building cooperation between the reader's prior knowledge and the reading
material.
According to Brown, Douglas (2007), schema theory is divided into two,
namely content schemes and formal schemes. The content scheme refers to the
background knowledge of the written content (Carrell, Devine & Eskey, 1988 as
cited in Barnett, 1988, p.2 ). For example, readers may know that Darwis or
known as Tere Liye is one of the authors of the story of the Aceh tsunami, which
was published in a novel entitled "Memories of Prayer Delisa" in 2005 and
adapted into a feature film in 2011.
Carrel et.al. as cited in (Barnett, 1988, p.2 ), formal schema refers to
textual information that readers expect systematically and in detail. For example,
in detective stories such as Alfred Hitchcock and Three Investigators' 1968 series
“The Mystery of the Screaming Clock” written by Robert Arthur, a reader can
predict the sequence of events in the text. A crime is committed, a suspect is
identified, and evidence is discovered.

2.2.2 Principles of Teaching Reading

In general, teaching reading adapts to the principles developed by several
experts. For example, Burns, Paul, Betty, Ellinor, and Ross (1982), developed

10
fourteen types of teaching principles for reading classes which include the
following; First, he views reading as a complex activity with many factors to
consider (for example, student motivation) and reading is also a process of
comprehending the significance of symbols.Then, he clarifies the third point that
reading includes the activity of compiling meaning from several parts. In the
following point, he emphasized that there is no single optimum approach to
teaching reading because it is an ongoing process. Therefore, students should be
taught word recognition so that they can independently recognize the
pronunciation and heart of difficult words.
Furthermore, in the seventh and subsequent points, he explained that
teachers should assess students' reading comprehension skills and use the results
to plan lessons.Here he views student reading outcomes as necessary because
reading is an integral part of all teaching content areas in educational programs.
Therefore, students need to know why reading is important, and also he
emphasizes that in teaching students must pay attention to reading readiness.
Also, he emphasized the last two points; Reading should be taught in a way that
allows students to succeed and provides free time for students to read
independently.
Besides, Anderson & Richard (1991) as cited in Frankel et al., (2016) also
developed teaching principles in reading which include seven teaching principles.
First, teaching reading makes use of the reader's prior knowledge of the text. After
that, teacher must build a solid vocabulary base to increase the students' reading
speed. After that, in teaching reading, they must be able to teach reading strategies
to encourage their skills. Moreover, the last point, he said that in the assessment
and evaluation of reading should be able to bring into teaching and strive to make
improvements as a reading teacher.
In addition to the two experts above, Brown (2007) also developed several
teaching principles. In his book entitled "Teaching by Principles an Interactive
Approach to Language Pedagogy", he has developed eight principles in teaching
which can be seen as follows (p. 373-376 ). First, in teaching reading, never
neglect the focus on reading skills. This means that language learners, especially

11
ESL, often do their reading. Here, he emphasized that reading should have an
optimal time to be able to read independently so that it can focus on its skills.
Second, the teaching must use varied and relevant techniques. This means that the
determination of teaching materials must be able to adjust to students' abilities so
that they can display interesting material and students are motivated to read.
Third, balance authenticity and legibility in selecting text. This means that
the text taken is appropriate or not to meet the standards at the student level
because simple authentic material can lead to complex structures for students so
that students have difficulty understanding the text. Then, he said that reading
should be able to encourage the development of reading strategies in the
classroom that include bottom-up and top-down techniques. This means that
language learning activities in the classroom focus on building written language
that is tailored to each level. And the last point is that teaching reading can follow
the SQ3R sequence which includes survey, question, and read, recite and also
review and can also plan three phases in reading, namely the phase before reading,
while you read and the phase after reading. Then, the reading teacher can build the
assessment aspect into his teaching technique. This implies that the assessment of
reading is different from the comprehension of other languages (writing and
speaking) that can be seen.

2.3 General Concept of ICT-Based Learning Model

The model is a conceptual shell that is used as a guide in carrying out an
activity (Priansa, 2017, p.188). Priansa further explained that the definition of a
learning model can also be interpreted as a conceptual framework that describes a
systematic and planned procedure in organizing the learning process of students
so that learning objectives can be achieved effectively. Nurdyansyah & Riananda
(2016) have the same opinion, namely the model serves as a guide for learning
designers and teachers in planning teaching and learning activities. So in this case,
it can be concluded that the model is a systematic concept that is illustrated from
beginning to end in carrying out learning in the classroom in order to achieve
learning objectives.

12
 In determining the learning model the teacher must be flexible. It is
assumed that teachers are required to choose one or several learning models that
suit the needs of students, especially 21st century students (Prinasa, 2017).
According to the Kompas.com Report (2020) the development of the 21st century
learning model considers many innovative things that can help students learn,
namely the use of technology in education. Priansa (2017) classifies learning
models based on groups where there is a technology implementation model in this
case information and communication technology (ICT). He explained that this
model emphasizes the role of education as the transmission of information in the
form of implementing technology that can produce individual competencies of
students. One type of learning that uses technology is the web-enhanced course
model, which is the use of the Internet to support improving the quality of
learning carried out in the classroom. Therefore, the role of educators in this case
is required to master the techniques of finding information on the Internet,
presenting material through the web that is interesting and attractive, providing
guidance and communication via the Internet, and other necessary skills.
Furthermore, Ramsay (2001) as cited in Yane (2017) reveals that there are
three basic stages in ICT-based learning:
1. Seeking of information
Seeking of information includes seeking information from various sources
of information available online and offline based on relevance, validity, content
reliability and academic clarity. Educators or facilitators play a role in providing
input for students to seek effective and efficient information.
2. Acquisition of information
Students individually and in cooperative-collaborative groups seek to find,
understand, and confront them with ideas or ideas that already exist in the minds
of students, and then interpret information/knowledge from various available
sources, until they are able to re-communicate and interpret ideas and
interpretations using the facilities

13
 3. Synthesizing of knowledge
Constructing/reconstructing knowledge through the process of assimilation
and accommodation starting from the results of analysis, discussion and
formulation of conclusions from the information obtained.

2.3.1 ICT in Classroom

ICT has three main functions that are used in learning activities, namely in
Rusli (2009) as cited by Nurdyansyah & Riananda (2016, p.932):

1) Technology serves as a tool (tools), to assist learning, for example in

processing words, numbers;
2) Technology functions as science
3) Technology serves as a material and a tool for learning.

Furthermore, Yane (2017) suggests a learning syntax using the ICT model
in the classroom by utilizing weblog media.

Seeking of Acquisition of Synthesizing

information information of knowledge

Searching for information constructing/reconstructing

find, understand, and confront
from various sources of knowledge through processes
them with ideas or ideas that
information available assimilation and
already exist in their minds and
online and offline based accommodation depart from the
then interpret
on relevance, validity, results of analysis, discussion
information/knowledge from
content reliability and and formulation of conclusions
various available sources, until
academic clarity from the information obtained.
they are able to re-communicate
Also, interpreting ideas and the
and interpret ideas and the
results of their interpretation
results of their interpretation
using online/offline facilities.
using online/offline facilities

14
 In addition, the application of ICT in the classroom pays attention to the
general principles of technology (Nurdyansyah & Riananda, 2016, p.933).
1. Effective and efficient. The use of ICT must pay attention to the benefits
of this technology in terms of making learning effective, including the
acquisition of knowledge, convenience and affordability, both time and
cost;
2. Optimal. By using ICT, learning becomes worth "more" than without
using it. The added value given by ICT is the breadth of coverage, current
(up to date), modernity and openness;
3. Interesting. Learning in the classroom is interesting and provokes more
curiosity. Learning that is not interesting will run boring for learning;
4. Stimulate students' creative thinking power. By using ICT, of course,
students are expected to be able to grow their creativity to the maximum.

So far it can be concluded that the ICT learning model is one of the
concepts of learning using technology in the 21st century. The learning concept
pays attention to the principles of technology. ICT is also included in the category
of model development in the 21st century. In short, ICT is a technology-based
learning concept.

2.4. Printed-based Reading

According to Alisaari, Turunen, Kajamies, Karpela, and Hurme (2018),
recent studies argue that media through reading texts affects reading
comprehension. This is because it is believed that reading the text is a complex
thing (Velandia et al., 2012). The text consists of several paragraphs that present
various kinds of sentences and words so that to determine the meaning the reader
needs to apply the knowledge, skills, and strategies (Velandia et al., 2012). Text is
a form of printed written work (Merriam-Webster, 2021)
Many researchers have studied traditional printed text. For example, Coiro
(2011) calls the traditional print text "offline Reading". He is of the view that
offline reading text refers to the form of informational text in the form of printed
pages, not digital forms. In addition, Engbrecht (2018) calls it a "print textbook"

15
which is also known as a traditional print textbook. He mentioned that the form of
subject matter in the form of print media, textbooks, and printed paper is referred
to in the traditional print text. However, these two views explain reading in a
conventional context, namely printed-based reading.

2.5 Internet-based Reading

The advancement of the internet has changed traditional reading into
internet-based reading. This is in line with the internet has influenced new formats
in reading, namely in the context of online reading (Coiro, 2012; Yamac, 2019). It
is based on the development of the internet that continues to grow. According to
the observations of Leu, Kinzer, Coiro, Castek, and Henry (2017), the
development of internet information and communication is faster than printed
books. This is in line with Hartman as cited in Coiro (2011, p.353), the speed of
internet development has made them think about and define 21st-century literacy.
Therefore, this new concept has attracted the attention of many experts in defining
it. For example, Hobbs, Martin, Eaglaton, and Dobler (2006; 2006; 2007) call it
digital literacy to find information through the internet.
Liu (2012) calls it the 21st-century screen-based reading. He explained that
this screen-based reading behavior was distinguished by more time spent
browsing and scanning, keyword searching, one-time reading, nonlinear reading,
more selective reading, and less time spent reading in-depth, concentrated reading.
This is because the digital environment encourages people to explore a wide range
of topics on a more superficial level. Hyperlinks divert attention away from
reading and thinking deeply about a single topic (Liu, 2012). Additionally,
Gilleece & Eivers (2018) also talked about the characteristics of internet-based
reading. Gilleece and Eivers looked at how much time students spend on the
internet, how often they use a computer at school, how much they enjoy reading,
and how many students own a smartphone.
This shift in reading behavior has changed several positive and negative
aspects of readers. For example, students can access many reading sources (Liu,
2012). Then, reading activities increase because students spend a lot of time

16
opening various reading sites (Liu, 2012). Then, the negative aspect that Liu
revealed was that the focus on reading the text was less because students did
multi-learning (for example, reading while watching TV) so that the focus on
reading was reduced. In addition, Liu revealed that his reading focus is reduced
when reading on a screen with multi-tasking.
However, online reading is widely understood as an online text that
presents digital information via the internet (Castek & Quinn, 2016). Furthermore,
Engbrecht (2018) defines internet-based text is as a digital form of printed
textbooks used in reading using electronic devices (smartphones). This is in line
with online reading via smartphones/computers as a new literacy in this century's
students who take advantage of the advancement of the internet (Eaglaton &
Dobler, 2007; Hobbs, 2006). For the study, this researcher used the word Internet-
Based Reading which is the same as online reading.
Coiro (2003 and 2012) defines online reading as "reading activity that
occurs in the context of a setting on the Internet." This is in line with Liu (2012)
who stated that online reading involves reading activities on the internet.
Meanwhile, Engbrecht (2018) argues that it does not only involve the internet, but
requires electronic devices to obtain online reading on the internet.
Besides, Uke (2015) say that the term "online reading" is usually used to
describe the act of reading while connected to the internet. This is also in line with
Cai (2013) who defines the term "online reading" as referring to reading activities
conducted via the Internet. According to Cai (2013) and Konisi (2003), readers
sometimes employ a variety of strategies when reading on the Internet, including
making inferences and connecting new information in the text to their prior
knowledge. Sometimes internet-based reading involves several webs that are
available when students do a search using key terms on the internet (Brun-Mercer,
2019). It allows students to read via the web (.com, .edu, .gov, .org domains). For
example, Lin (2014) uses Raz-Kids (www.raz-kids.com) in online reading. There
is one type of online reading domain which is the focus of this study, namely
www.readingbox127.blogspot.com.

17
 Based on the statement above, the researcher can conclude that the concept
of internet-based reading is reading activities on the internet that are carried out
online with the help of electronic devices (such as smartphones).

2.5.1 Internet-based Material

Reading material on the internet has been proposed by Somekh as cited in
Destari (2010, p.45), internet reading material is a text that comes from the
internet, which is used as innovative learning. Innovative learning here reflects the
professionalism of teachers in teaching 21st-century students..
Besides, Tait (1997) as cited in Destari, (2010, p.44) explains that internet
text materials have opened up opportunities for students to access more reading
material than textbooks. This is because the internet can reach all areas (e.g.
schools, homes, and other places) so that students can easily read various kinds of
materials or texts. Material on the internet can take various forms, namely in the
form of reading texts (Destari, 2010). However, learning material sourced from
the internet is a form of online digital text that students can access anywhere and
anytime.
Futhermore, Brown (2007) explains that the utilization of the internet in
language learning classes is what language learners often use. In his book, he
describes some of the uses of internet technology in language classes, for
examples Blog. The implementation of blogs in language learning classes has a
positive impact on young learners. This is because blogs have simple websites
features, namely, students can write, read, and interact with others, students can
receive feedback from teachers and other students, and students can also post
photos, and more (Brown 2007).
Based on the ideas that have been put forward, it can be concluded that
internet technology, such as the application of learning through web blog sites,
can be applied in language classes, especially in learning reading, by utilizing the
features available on the internet. Thus, in this study, the researcher designed a
weblog called "Reading Box 127".

18
 Reading Box 127 is a blog with the domain .blogspot.com with the
website address www.readingbox127.blogspot.com which was developed by the
researcher as an internet-based reading place. In addition, weblog in this case
"Blogspot" is part of the web 2.0 generation. According to Murugesan (2007),
blogspot is a form of web 2.0 development which has more interactive features for
users. Pal (2015) also revealed the same thing, namely, the feature of blogspot
which is abbreviated to weblog has a feature that is not static for one direction but
can be used in two directions, namely through the read-write feature. In this case,
students can use it to communicate with the teacher.

Furthermore, the researcher developed internet-based reading through

blogs because Reading Box 127 can convert the five elements of IB-reading. For
example, the Multimedia aspect has color and can publish text, video, audio, and
images.
In addition, IB-reading has a hyperlink and hypertext features, which
students can click and scroll while reading material on the blog. Also, students can
interact in the comments column on the weblog.

19
 The second reason for the researchers is that Reading Box 127 can also
convert several principles from internet-based reading. For example, students can
easily access reading material. This online reading material is free for students to
read at no cost. It is not the same as other websites that have to spend money to be
able to read it.
Besides, this blog has a domain. com. According to Solak (2014), reading
on the internet allows students to access more websites with .com domains. In
addition, researchers see that blogspot.com is a free website that can be accessed
by everyone anywhere and anytime. Therefore, the reasons above are the
researchers' considerations in limiting the online reading mode by using Reading
Box 127.
However, the use of the internet such as weblogs is used by the researcher
to transfer learning materials and as a reading medium for students. In addition,
the researcher also see the benefits of web 2.0 which can increase the active
participation of users through the comments column and teachers can also provide
feedback at the same time.

2.5.2 Principles using Internet-based Reading

Some principles that can be followed in using technology are internet-
based reading in class. The following are guidelines adapted from (Brown, 2007,
p.200-201).

20
1) First Prinsiple is using technology (Internet-Based Reading) to support the
Goals of learning.
It means that technology is a tool/media used to achieve the
pedagogical goals of the class and curriculum. In this case, Brun-Mercer
(2019) explains that successful online readers can focus on their reading
task. For example, they quickly catch the information they need clearly after
reading online. Based on this analogy, it can be concluded that technology
such as IB-reading can achieve students' goals of learning English at
meetings or at least the learning objectives are achieved.
2) Second principle is evaluating the suitability of the equipment used to
achieve the objectives.
It means that the adjustment of technology and available resources
must be balanced. This requires students to have the availability of tools to
support internet reading such as electronic devices, such as mobile phones
(Engbrecht, 2018). In addition, students are at least able to operate the
device. So that a balance between resources and resources is achieved in
supporting learning during the use of IB-reading.
3) After that, the teacher can create classroom environment where Internet-
based Reading is important.
It means that inculcating this principle is so that students realize
the importance of learning to use Computer-assisted language learning
(CALL). It can be created by teachers by motivating students to recognize
such important learning, for example the computer-based 2022 school exam
and computer-based college entrance exams. In other words, it is
understandable how important online reading is today (Brun-Mercer, 2019).
4) The fourth principle can apply in class is making Internet-based reading
accessible to all students.
This means that IB-reading has a flexible nature, namely that
everyone can use it and is free to access it anywhere and anytime while
students are still connected in the online network (Brun-Mercer, 2019; Liu,

21
 2012; Uke, 2015). In short, the use of internet reading does not make it
difficult for students to access it.
5) Also, fifth is using technology effectively.
It means that learning with technology in language classes must be
better than the usual way. According to Solak (2014) internet-based reading
is better than printed-based reading. This is also in line with Ross,
Pechenkina, Aeschliman, and Chase (2017), who state that screen display
options can have different impacts on reading cognition. In this case, it can
be concluded how internet-based reading can have a better performance than
conventional reading.
6) And the last is having a backup plan if technology implementation fails.
It means that the teacher must be prepared to provide other plans
wisely if the original plan fails to be implemented. In addition, planning to
use internet-based reading allows language teachers to provide alternatives if
the classroom experiences obstacles. For example, there is the weakness of
IB-reading (see on Disadvantages IB-Reading, p.25). Teachers must be able
to think of a backup plan to minimize or prevent this from happening.

2.5.3 Understanding of Traditional Print text and Internet-based Text

Departing from the critical point about two pieces of research on
conventional reading and internet-based reading, some experts try to compare the
two. According to Huang, Chern, and Lin (2009), the first difference is that
printed text is linear while online text is not linear. Also, the primary difference
between the two texts is "the reading path" (Abanomey, 2013, p.4). It means that
reading texts online tends to be random and not easy to predict. Then, the most
obvious difference is that online text readers often skimming on the reading
screen compared to regular print (Coiro, 2003b; Velandia et al., 2012). This is also
in line with Ross et.al., (2017), which state that screen display options can have a
different impact on reading cognition. The last difference lies in the data source
through hyperlinks or hypertext, which is easily found in online texts (Caney,

22
1999 as cited in Abanomey, 2013, p.4). This distinction is illustrated in the
following table:

Table 2.2 The difference between internet-based text and traditional print text
No. Traditional Print text Internet-based Text

1 Linear Non-linear or Multi Linear

2 Predictable reading path. Unpredictable because do it

randomly line

3 Page views that is difficult to navigate. Screen display makes it easy for
readers to navigate the text.

4 The intertextuality of the authors is The intertextuality of the author is

unclear. more clearly found.

As described above, the researcher can conclude that there are distinct
differences between printed-based reading versus internet-based redaing. In
connection with this, Alisaari et al. (2018) found a better understanding of online
texts than reading in print media.

2.5.4 Advantages and Disadvantages of Internet-Based Reading

2.5.4.1 Advantages of IB-Reading

Internet based-reading (IB-Reading) has a number of advantages that can
increase the potential of its users.
1. Easy access to reading resources
According to the findings of Solak (2014), students have the same
perspective on the use of IB-reading in terms of easy access to reading sources. It
means that IB-reading has positive benefits in accessing reading resources. It is in
line with Hidayati (2018) opinion about the ease with which students can access
materials via the internet. It can be seen when students do reading activities on the
internet that students easily click on the materials they want to know (Hidayati,
2018). Furthermore, Liu (2012) emphasized how digital reading, such as IB-

23
Reading, makes it easier for students to access reading materials and sources. In
other words, it can be understood that the application of internet-based reading is
readily accepted by students.
2. Students can feel free online reading
Solak (2014) findings on students' perceptions of the use of online reading
revealed that as many as 10% of students thought that IB-Reading was free. It
means that students feel that IB-Reading reading resources are free, which means
students are not burdened with paying for reading resources. Thus it can be
concluded that students have no difficulty in accessing IB-Reading.
3. Internet-based reading is more effective
In the context of the effectiveness of internet reading, it is more effective
in its application than print. It can be seen from the study of Cai (2013) and Solak
(2014), which revealed that internet based has an influence of about 5 percent in
the context of English language teaching. In short, the application of IB-reading
has an influence in learning English.
4. users can feel is the efficient use of time in reading
According to Solak (2014) students do not need to spend a lot of time
reading online, and it is because the screen display only needs to be scrolled down
and up when we read on the internet (Liu, 2012). In short, students do not need a
lot of energy in reading online.
In addition, Sangadah & Kartawidjaja (2020) revealed that there are four
advantages that students get when reading online:
1. The convenience when understanding the text because of its simple design
and reading facilities.
2. Students save on printed paper because they read through a transparent,
screen without poor print quality. So that it can improve students'
competence in improving online translation.
3. She revealed that online learning helps understand information, and also
online learning is important to improve students' reading.
As a result, the researcher concluded that internet-based reading positively
influences students' reading ability. It can be seen from the advantages of the

24
internet increasing their online reading vocabulary (Sangadah & Kartawidjaja,
2020).

2.5.4.2 Disadvantages of IB-Reading

In addition to these positive advantages, internet-based reading also has
disadvantages.
1. IB-reading makes eyes tired
According to Solak (2014), extended reading through the internet makes
the eyes tired. This is because of the radiation screen from the computer device. In
this case, the too bright screen will make the eyes tired. Solak (2014) also added
that tired eyes could irritate the eyes due to screen light exposure. In other words,
reading through the internet can make the reader's eyes become tired of reading.
2. Student concentration is disturbed
Liu (2012) explains that external disturbances can be a factor that affects
student concentration. For example, notifications and advertisements on computer
screens can cause students to lack focus on what they are reading.
3. The information available is not reliable
Brun-Mercer (2019) also argues that there is a weakness in IB-reading,
namely that reading sources on the internet cannot always trust the information
they find online. For the most reliable information, readers need to consider the
date, publisher, domain, and quality.
Therefore, the researcher believes that this weakness is a negative thing in
applying IB-reading. However, English teachers can still minimize it in
implementing this online reading activity.

2.5.6 Features of Internet-Based Reading

Internet-based reading (IB-reading) has several features based on the text.
According to Cai (2013), there are five characteristics of internet-based reading
based on reading text.
a) Nonlinear
Internet reading has many elements that go beyond plain text.
When reading the text online, readers will have many options. The reading

25
 path is now a self-designed nonlinear route. It is possible for each reader
or learner to have an individual reading experience. In an unbounded text
environment, readers can design and construct their own reading paths and
modes.
b) Hyperlink and Hypertext
These are the main features of online text reading. Linking to
different reading paths is possible. Links and hypertext, unlike traditional
paper reading, connect reading passages and make them more interactive.
Readers can actively choose between multiple links, based on their needs
(Coiro, 2003a). Links and hypertext on websites also provide new reading
options for visitors. Internet readers will have more reading options
(Coiro, 2003a).
c) Multimedia
Online text reading is more than paper or screen text Coiro (2003a,
2012c). The text includes visual and audio elements (Coiro, 2003a).
Colors, texture, and movement can enhance reading. Linking multimedia
elements enriches the reading experience. Readers can interact with the
content by clicking on slides or video. The media sections usually
accompany or support the reading paragraphs (Coiro, 2003a). So the
content is richer and easier to understand.
d) Interaction
During reading, readers will be able to scroll from each
icon/internet link to access further information (Coiro, 2003a). Students
may engage with both the reading material via media information and
flash displays. In comparison to the typical paper-based reading mode,
these interactive components make the reading process more proactive.
e) Communication
As Cai (2013) points out, there have been a variety of
communication styles available for online reading. Communication
functions linked with reading on the Internet include talking, leaving
comments, and exchanging information with other people reading.

26
 Readers can connect online by exchanging ideas, viewpoints, data, and
multimedia components and utilizing the new characteristics of the
Internet to do so. These features may aid learners in better comprehending
the material they are reading.

2.6 Reading Comprehension

2.6.1 Definition of Reading Comprehension

Reading is a complex ability to effectively understand information and
identify ideas in writing (Mustafa & Bakri, 2020; Pang et al., 2003; Sagirli, 2015).
Khabiri and Phazad as cited in Khusniyah (2019, p.87-88), reading
comprehension is related to processing information to understand the words
contained in the text (Pang et al., 2003). To understand the context of the text, a
strategy is needed (Haryati, 2013). In short, reading comprehension is a thought
process to interpret the information contained in the text.
Understanding the context of the text for English learners in Indonesia is
very difficult. It is because English is a foreign language for language learners.
This encourages students to have good competence in knowing the meaning of
words, sentences, contents, and the most important thing knows about the author's
ideas.
The researcher concludes that reading comprehension is related to the
process of gaining meaning from the content and all of the information in the text,
as described above. Due to the fact that English is a foreign language, it can be
difficult for students to understand what is written in English. Many readers are
unable to comprehend the author's message because they lack the ability to think
critically and analyze the meaning of words and sentences. As a result, in order to
grasp the author's point of view, the reader must pay close attention to the text.

2.6.2 Reading Comprehension Strategies

In improving students' reading comprehension, students need a strategy.
Haryati (2013) to understand the context of the text requires a strategy. Hidayati,
(2018)) explains in more detail that to understand what the author is saying.

27
However, understanding the material is made easier for students by employing
strategies. Related to the literature has revealed several strategies in reading,
including skimming, scanning, extensive and intensive reading (Nuttal, 1982 as
cited in Khusniyah (2019, p.9)
a) Skimming
According to Merriam-Webster Dictionary (2021), skimming means
checking quickly to see the main idea. Furthermore, glance at the text briefly to
get the point (Grellet, 1999 as cited in Hidayati, 2018). It is understood that
skimming helps students when trying to decipher the text's central message.This
strategy, too, can be applied and makes it easier for students to read texts online.
b) Scanning
According to Merriam-Webster Dictionary (2021), scanning means the act
of looking at something carefully to find a specific thing. This means scanning
helps students in understanding the text by looking at important things such as
title, year, and name. In the reading process, students will not read the whole text
but estimate the important keywords that the writer wants to convey
c) Intensive Reading
According to The Extensive Reading Foundation/ ERF (2016), intensive
reading is the act of reading in detail to find linguistic elements. This means that
students read to find word information in the text. According to Macleod, as cited
in Hidayati (2018, p.2) intensive reading exercises may include a focus on the big
picture rather than the details.
d) Extensive Reading
According to ERF (2016), Extensive reading is a reading ability that
requires a total understanding of what students read. In this case, students will
face a type of graded reading. Extensive reading refers to texts that students are
interested in or texts that are following students' abilities.

2.6.3 Reading Comprehension Aspects

The aspect of comprehension in reading has become a concern for readers.
This is because aspects of reading are seen as one of the difficulties students face

28
in understanding reading (Hidayati, 2018). Several researchers have developed.
For example, Nuttal (1982) as cited in Hidayati (2018) has developed five aspects
of reading comprehension such as determining main idea, locating reference,
making inference, detail information, and the understanding vocabulary.
1. Determining Main Idea
Main idea refers to the essence of the topic of discussion in a text.
According to (Idea, n.d.), the main idea is a declarative statement that
expresses the author's intention regarding the text subject.This is also in line
with Longan in Hidayati (2018), Identifying the central idea is a quick way to
grasp the text's subject. In addition, the main idea can be said as the overall
idea of the paragraph (Idea et al., n.d.). So in this case, students can find the
main idea in the reading by understanding the topic of reading each paragraph
and usually the main idea lies in the first, middle, or end sentence.
2. Locating reference
The second is reference. According to Merriam-Webster Dictionary
(2021) reference refers to a word that is referred to something or someone and
is used to find information about something. In short, reference is a pronoun.
For example, students are faced with several forms of questions such as:
“The underline word refers to….”
“The word…refers to….”
3. Understanding Vocabulary
According to Merriam-Webster Dictionary (2021), vocabulary is a
collection of words that everyone has. That means having a large or small
collection of words can help students understand the context of the text. This
is in line with Sharpe in Hidayati (2018, p.11), students' vocabulary mastery in
reading can help them understand the content of the text through new words
that they get through reading and then relate it to the context of the text. in
short, understanding vocabulary refers to students' mastery of vocabulary in
reading to help them understand the text. For example, the form of the
question into a text is as follows: “What is the similar meaning of the
underlined word?”

29
 “Based on the…, the…has…” or “The word…means….”
4. Making Inference
According to Merriam-Webster Dictionary inference refers to something
that can be concluded or opinions formed due to known facts or evidence. It
means that this refers to the ability of students to conclude the content of the
text. In fact, students need to have background knowledge about the text to get
assumptions or rational thinking based on the text (Kopitski in Hidayati 2018,
p. 12). For example, students are faced with several forms of questions such
as:
“Based on…we can conclude that…”
“Why is the text written? Or why…?”
“Why can the writer tell the readers about…?”
“Which the following options best describes…?”
5. Detail information
The last aspect is the aspect of students understanding the text material to
find detailed information. Hidayati (2018) said that giving reading tests
usually asks students for detailed information with the aim of testing their
abilities directly through reading texts. For example, the form of the question
into a text is as follows: “According to the passage, who is/what is the
description….?”
“According to the text…”
“A person, date, or place is….”
“What does the writer…?”
In addition, the reading aspect has a different view, namely aspects in
reading related to cognitive aspects. The cognitive aspect in question is the
cognitive aspect based on the development of Bloom's taxonomy. Bloom (1956)
see in Huitt (2011, p.1-2) and Poetter, Murray, Larric, Moyer, Berlioz, and
Waldrop (2020, p. 80) have developed six cognitive aspects, namely knowledge,
comprehension, application, analysis and synthesis, and evaluation. However,
according to Heer (2018), Anderson and Kranthwohl have revised the bloom
theory into the cognitive dimension of the process from lower-order thinking

30
skills to high order thinking skills (which consist of remembering, understand,
apply, analyze, evaluate, and create). The difference between these two theories
can be seen as follows.
Firstly is knowledge becomes Remember. At this stage, the ability
includes recalling the material that has been studied, such as knowledge of terms,
specific facts, conventions, tendencies and sequences, classifications and
categories, criteria, and methodologies. After revision, skills include identifying
and retrieving.
Second is comprehension becomes Understand. At this stage, students will
estimate, explain, categorize, characterize, detail, associate, compare, calculate,
contrast, change, defend, elaborate, interweave, differentiate, discuss, explore,
exemplify, explain, suggest, pattern, expand, conclude, predict, summarize, and
describe. After being revised, this stage becomes the stage for students to
interpret, illustrate, classify, conclude, compare, and evaluate.
Third is application becomes apply. At this stage, students will apply the
principles and concepts of assigning, sorting, determining, applying, adjusting,
calculating, modifying, classifying, calculating, building, familiarizing,
preventing, using, assessing, training, exploring, suggesting, adapting,
investigating, operating, questioning, conceptualize, implement, predict, produce,
process, relate, compose, simulate, solve, perform, and tabulate. Meanwhile, after
the revision, at this stage, students are expected to be able to implement and apply.
Fourth is analysis becomes analyze. At this stage, students can analyze
elements (analysis of parts of the material), relationship analysis (relationship
identification), and organizational analysis of organizational principles
(organizational identification). After revision, at this stage, students are focused
on being able to distinguish (discriminate, choose, and focus), organize (find
coherence, integrate, decipher), and connect.
Fourth synthesis becomes evaluate. At this stage students can abstract,
organize, animate, collect, categorize, code, combine, compose, compose,
construct, cope, connect, create, create, correct, design, plan, dictate, improve,
clarify, facilitate, shape, formulate, generalize, combine, integrate, limit, repair,

31
display, prepare, produce, summarize, and reconstruct. However, after the
revision, this point turned into evaluates which includes checking (coordinating,
detecting, monitoring, testing, and criticizing).
Lastly is evaluate becomes create. At this stage students can compare,
conclude, assess, direct, criticize, weigh, decide, separate, predict, clarify, assign,
interpret, defend, detail, measure, summarize, prove, validate, test, support, select,
and project. However, after the revision of this word, it turns into the create stage,
which is the stage where students can generate (hypothesize), plan, and also
produce.

2.7 Previous Studies

Regarding online reading, there have been several studies conducted to
explore this issue. For example, Dewi & Sahiruddin (2020) tries to explore online
metacognitive reading strategies among students at Brawijaya University,
Indonesia. Their study aims to explore what online reading strategies students
currently use and whether there are differences in reading strategies from online
and print-based reading preferences. To achieve the research objectives, they used
an online survey that adapted the survey of Reading Strategies (OSORS) by
Anderson. Then, this survey was distributed to 65 students of English literature,
consisting of 71.2% female students and 28.8% male students. The results of their
study revealed that the majority of students used the Problem Solving
Strategies/PROB subscale in online reading compared to other metacognitive
strategies (Global Reading Strategies, GLOB subscale and Support Reading
Strategies/SUP subscale) namely PROB subscale M= 3.88, GLOB subscale M=
3.62, and SUP subscale M= 3.49. In addition, they also revealed that there were
some significant differences between the two reading groups (online and paper) in
using strategies when reading, namely in survey item 8 which showed the GLOB
subscale (I think about whether the online text content is suitable for my reading
goals), Item 12 which shows the SUP subscale strategy (I print out a hard copy of
the online text then underline or circle information to help me remember it), and
item 22 which shows the PROB subscale (I try to picture or visualize information

32
to help remember what I read online) In short, students' metacognitive reading
strategies in both reading preferences differ according to their level of use in
reading.
Another study on online reading was conducted by Abanomey (2013)
study aims to find out whether there is a difference between reading online texts
and reading printed texts. In addition, he also sees the impact of online reading for
students. He involves 348 male students at the Riyadh College of Technology
who has programmed an intensive English Course with a score of 70-80 in that
course. These students are classified into two classes consisting of the
experimental class and the control class as a form of experimental research. At the
end of the lesson, they are given a reading comprehension test to test whether
there is a difference in the effects of Internet-based reading. He uses a test adapted
from Bernhardt's 1986 and 1990 second language reading model. The item
questions are divided into 4 parts, namely the first question to determine the
participants' ability to skim to find the main idea. The second question is intended
to investigate grammar; the third question is to record students' ability to scan text
to find certain information. And the last question is to test the students' vocabulary
level. The questions are distributed in two classes, namely the experimental class
and the control class. In its deployment, Abonomey uses an online test form for
the Experiment class and a printed test for the control class, with separate answer
sheets in each class.
Furthermore, the results of the Abonomey study shows that there is a
statistical difference in students' reading comprehension test results between
online reading and reading printed text, although the results are not very
significant. For example, in the first question point, online reading students are
able to correctly answer about 73.1% of the questions compared to print, the
second question, about 134 online reading students answered correctly while the
control class 121 students has answered correctly, as well as the third and fourth
questions online students showed higher ability than students to read printed text.
The results of his study also show that in general, reading the internet has a
positive effect on learning English at the university level. At the end of his

33
research, he also suggest for the next study to explore more about the online
reading process at different levels and also for further researchers to be able to
maximize language teaching technology.
Based on the two studies above, it can be seen how the application of
online reading at the university level has positive implications for students at the
university level, but this cannot be generalized to all levels, especially junior high
students. This is because the university level is different from the junior high
school (SMP) level. So far, it is not school has implemented online-based reading
learning in schools. Therefore, this study aims to test whether internet-based
reading applies to junior high school level.
In contrast to previous research, this study focuses on investigating the
effect of implementing online reading in junior high schools while previous
researchers investigated online reading at the university level. Previous studies
used research instruments by adapting Bernhardt's 1986 and 1990 second
language reading models, while this study adapted test questions from the 2019
UN Detik Book by Wardhana & Arini (2019). To determine students' reading
comprehension while reading online, previous studies used a questionnaire and
reading test by considering 4 aspects of reading (about main ideas, Grammar, to
find certain information, and vocabulary). Then, the results of the study showed
that the online reading class outperformed the print class students in these 4
aspects (For example in the first question the experimental class students
answered 134 (73.1%) while in the control class only 121) were correct.
The researcher believes that this research is different from the two
previous studies. This study attempts to explore the effectiveness of the
application of online reading through internet-based reading at different ages
levels, namely at the 15-year-old level of Indonesian EFL junior high school on
their reading comprehension. This study believes that reading at the adolescent
age level is closely related to their cognitive processes to learn at the next level
and at the junior high school age level, which is always a benchmark for the
development of Indonesian students' reading knowledge carried out by PISA.

34
Therefore, this study aims to test whether an online reading is applicable to other
levels, which is the junior high school level.

35
 CHAPTER III
METHODOLOGY
This chapter presented the research methodology. It focused in the method
used in conducting this study including the design of study, time and place of the
study, variable of study, population and sample, instrument of study, pilot study,
teaching procedure, technique of data collection, and technique of data analysis.

3.1. Design of the Study

This study was conducted in experimental design using quantitative. This
study used quasi-experimental research with nonequivalent control group design.
According to Sugiyono (2008) a quasi-experimental was a type of experiment
involving two groups, namely the experimental group and the control group, with
the research sample not being randomized. Here, the researcher used this design
because the study has a control group compared to other types of experiments and
also because of the limited time of researcher so that the researcher used this
design. In addition, this design is sufficient to answer the research question in this
study.
This study consisted of two groups, namely the experimental group and
the control group. The experimental group was treated by using Internet-Based
Reading in learning while the control group used conventional treatment (printed-
based reading). Also, both studies was given a pre-test before being given
treatment and after the treatment, it was given a post-test. The design can be seen
in the following table:
Tabel 3.1 nonequivalent Cont rol group design

Group Pre-test Experiment Post-test

Experimental group O1 X O2

Control Group O3 - O4

(Sugiyono, 2008, p.79)

Explanation:

36
 O1 : Pre-test experimental group is the result of students' reading
comprehension test before there is internet-based reading treatment.
O3 : The pre-test control group is the result of the students' reading
comprehension test that is not treated with internet-based reading.
X : Treatment
O2 : Posttest experimental group, which is the result of the students' reading
comprehension test after being treated with internet-based reading.
O4 : Posttest control group, namely the reading comprehension test results of
students who were not treated with internet-based reading.

3.2. Time and Place of the Study

This study had been conducted at the VIII grade students of SMPN 4 Raha
which was located Jl. Jenderal Sudirman No.69-71, Raha I, Kecamatan Katobu,
Kabupaten, Muna, Provinsi Sulawesi Tenggara.

3.3. Variable of the Study

This study used two variables, namely internet-based reading using blog as
the independent variable, and students' reading comprehension as the dependent
variable.

3.4. Population and Sample

3.4.1 Population
The population in this study used all of the eighth-grade students of SMP
Negeri 4 Raha in the academic year 2021/2022 with a total of populations was
201 students. The distribution of populations can be seen in the following table:

Tabel 3.2 Description of the Total of Population at the eight-grade SMP Negeri 4
Raha

Class Number of Students

Class VIII1 28
Class VIII2 30

37
 Class VIII3 28
Class VIII4 28
Class VIII5 30
Class VIII6 28
Class VIII7 29
Total 201

3.4.2 Sample
For taking the sample, the researcher used a purposive sampling technique.
The purposive sampling technique is a type of sampling based on the
consideration of researcher with special criteria Sugiyono (2008, p.85). In this
study, the sample considered was eighth-grade students who learn English using
mobile phones and classes taught by the same teacher. From seven classes in the
population of the eight-grade students at SMPN 4 Raha there were two classes as
selected to be experimental and control class. These samples were VIII.1 as the
experimental class consisted of 28 students and VIII.2 consisted of 30 students as
control class because it represented from other classes, where each class had not
been applied to teaching by applying the Internet-based reading using blog on
learning.

3.5. Instrument of the Study

This study used only one instrument that was the reading comprehension
test to find out the effectiveness of the implementation of internet-based reading
using blog on students' reading comprehension. The test was give twice, namely
in the form of pre-test and posttest. The pre-test was given before treatment to
know their reading comprehension and a posttest was given after conducting the
treatment.
This study used an objective test to measure the reading comprehension.
The form of this test was multiple choice consisting of 25 items with
consideration of aspects in reading comprehension which was main ideas (7
questions), reference (1 question), vocabulary (3 questions), inference (7
questions), and detail information (7 questions).

38
 Tabel 3.3 The Test Outlines

Reading Aspects
Descriptive Items test
Nuttal (1982) as cited in (Hidayati,
Test
2018)
- Determining main idea 4, 6, 10, 11, 16, 18, 22

- Locating reference 19

Reading - Understanding vocabulary 11, 12, 21

Comprehension
- Making inference 1, 7, 8, 9, 17, 20, 24

- Detail information 5, 12, 13, 14, 15, 23, 25

3.6. Pilot Study of the Instrument

Before the instrument was given to the experimental and control classes,
the researcher used pilot to measure students‟ reading comprehension. It was
given to other classes as trial class to determine the level of validity and reliability
of the questions by using IBM SPSS 20 app. The trial class had conducted at
VIII.5 at SMPN 4 Raha on January 13th 2022, it involved 30 students as the part
of population.

3.6.1. Validity of the Instrument

The test of this research instrument was intended to measure and
determine the level of validity and reliability. To measure the level of the test, it
was done by analyzing validity. To determine the validity the researcher used
SPSS 20, the formula was the Cronbach‟s Alpha formula of corrected-item total
correlation the total score generated by each respondent with a score of each item.
The value of t-table is 0.3061, DF (30-2) = 28 with alpha coefficient was 0.05.
In this study, the item test of students‟ reading comprehension consisted of
40 items. The item test was administered to 30 students in the piloting group. The
result of validity test was 25 valid items and 15 invalid items (see on the
Appendix 3). The invalid items of the test referred to item number Q1, Q3, Q4,
Q5, Q6, Q7, Q8, Q9, Q10, Q14, Q20, Q34, Q35, Q36, and Q37.
39
3.6.2. Reliability of the Instrument
After the instrument had been tested for validity, the next was reliability
test. The researcher used IBM SPSS 20 app to find out reliable regarding the
accuracy of the measuring instrument to be used. In this study used the Cronbach
Alpha formula. The criteria of reliability are as follow:

Tabel 3.4 Criteria of reliability

Scale of Score Criteria

Between 0.800 to 1.00 very high reliability

Between 0.600 to 0.800 high reliability

Between 0.400 to 0.600 moderate reliability

Between 0.200 to 0.400 low reliability

Between 0.000(2010) to 0.200 very low reliability

(Sugiyono, 2008)

The result of reliability test was 0.842. It means that the reliability of test
classified in very high criteria because the value among 0.800 to 1.00. The result
of reliability of the test can be seen in the following table:

Tabel 3.5 The Result of Reliability on the Question

Reliability Statistics
Cronbach's Cronbach's Alpha N of Items
Alpha Based on
Standardized Items
.842 .843 25

40
3.7. Marking Scheme
In determined the criteria of learning achievement are in the following
criteria
Tabel 3.6 The Criteria on Students‟ Score in Pre-test and Post-test.

Classification Interval Predicate

Very Good 89-100
Good 77-88
Enough 64-76
Less <64
(Kementerian Pendidikan Dan Kebudayaan, 2017)
The process of scoring the pre-test and post-test on students‟ reading
comprehension, the students will get 1 score if they get one correct answer and get
0 if they get the incorrect answer.

Mark x 100

3.8. Technique of Data Collection

In this study, the researcher divided into three steps to collect data. The
data collection procedure is as follows:
a) The researcher had given a pre-test to the experimental class and the
control class. The pre-test conducted at the meeting before holding the
teaching and learning process in the classroom. The researcher given 40
minutes for students to answer the test.
b) In the second stage of data collection, the researcher applied internet-
based reading in experiment class for teaching and learning process while
in control class had learned as usual with printed-based reading. The
treatment was conducted in four times.

41
 Tabel 3.7 Instructional Material

NO Day Date Class Agenda

th 1
Tuesday January 18 , 2022 VIII
1 th 2
Pre-test
Wednesday January 19 , 2022 VIII
Wednesday January 19th , 2022 VIII1 Treatment 1
2 th 2
Thursday January 20 , 2022 VIII (Structure text)
th 1
Tuesday January 25 , 2022 VIII Treatment 2
3
Wednesday January 26th , 2022 VIII2 (Main Idea and Reference)
th 1
Wednesday January 26 , 2022 VIII Treatment 3
4
th 2
Thursday January 27 , 2022 VIII (Vocabulary and Inference)
VIII1 Treatment 4
nd
5 Wednesday February 2 , 2022 2
VIII (Detailed information)
th 1
Tuesday February 7 , 2022 VIII
6 nd 2
Post-test
Thursday February 3 , 2022 VIII
Learning materials in both classes are presented in different ways. The
experimental class is presented online through a blog that has been created by the
researcher called Reading Box 127. The researcher posts material on the blog
where the type of material is the same as in the control class. Meanwhile, the
control class is presented in the form of textbook paper with sub-materials about
structure text, main ideas, references, vocabulary, inference, and detailed
information.
c) At the last stage, the researcher given a post-test to the experimental and
control classes. The posttest had given the same way as the pre-test by
giving several questions to students with a maximum time limit of 30
minutes.

3.9. Technique of Data Analysis

This study used a quantitative approach. It means that this study used
numbers as data to be analyzed. The data was analyzed using descriptive and
inferential statistics. In descriptive statistics, the researcher calculated and
determined student scores. The researcher calculated the students' meane score,
median, minimum score, maximum score, range, mode, variances, and standard

42
deviation by using descriptive statistics through IBM SPSS 20.0 app. Meanwhile,
inferential statistics had used to test the hypothesis by using an independent
sample t-test which was calculated through IBM SPSS 20.0 app. The results of
hypothesis testing can be seen with the following conditions:
1. If sig.(2-tailed) ≤ 0.05 means that H0 is rejected and H1 is accepted, and it
can be concluded that there is a significant effect of the use of Internet-
based Reading on the reading comprehension ability of students in the
eighth grade of SMP Negeri 4 Raha.
2. If sig.(2-tailed) ≥ 0.05 means that H0 is accepted and H1 is rejected and it
can be concluded that there is no significant effect of the use of Internet-
based Reading on the students' reading comprehension in the eighth grade
of SMP Negeri 4 Raha.
After testing the hypothesis, the researcher continued to test the effect size.
The Effect Size is a measure of the effectiveness of the treatment. In this rstudy,
the effect size was done to know how big the effectiveness of internet-based
reading which have applied to the students. To measure the effect size, the writer
used the following formula and criteria provided by (Cohen, Manion, and
Marisson, 2007)

Effect Size  mean experiment class  mean control class

Standard Deviation of Control Class
The qualification scale to know the effectiveness of internet-based reading
when applying to the students in the experimental class can be seen as follow:

Effect Size Criteria

0-0.20 Very Week Effect

0.21-0.50 Modest Effect
0.51-1.00 Moderate Effect
>1.00 Strong Effect
(Cohen et al., 2007, p.521)

43
3.10 Teaching Procedure
For this study, the researcher adapted the teaching procedure from Lin
(2014). The procedures for implementing reading using Internet-Based Reading
through the website in the experimental class are as follows:
a) First Meeting
1. First of all, the teacher had instructed the students to access the internet by
visiting the learning web created by the teacher
(https://readingbox127.blogspot.com). Here, students carried out learning
activities, namely Internet-Based reading.

2. The teacher explained the learning materials about descriptive text with a
different text form every time they met. In the first meeting, the teacher
gave a descriptive text about describing someone, “My Best Friend
Ernesto”
3. The teacher instructed the students to access the learning materials
available on the learning web. After that, the teacher asked questions
related to today's learning topic. For example, the teacher instructed
students to find out what the descriptive text is and what the structure of
the text is. Students did internet-based reading through a web blog by
clicking on the reading material to answer this question.

44
4. The teacher gave time for students to read the material on the weblog.
During their reading, the teacher had been monitored students by walking
around the classroom to make sure they understood the instructions given.

5. The teacher asked students to present their reading in front of the class
about what information they got after doing Internet-Based reading. Then,
students read and wrote what they got from online reading activities on the
blackboard. After that, the teacher together with the students, concluded
what descriptive text is and how it is structured
6. After students understood the descriptive text, the teacher gave an example
of a descriptive text, namely "My Best Friend Ernesto" and then the
students read the online text through the Readingbox127 website.
7. The teacher gave questions related to the text. Moreover, the teacher gave
students time to think about the answers to these questions. It was the
function of questions to help teachers know whether students understood
the subject matter or not.
8. The teacher gave students the task of looking for examples of descriptive
text about themselves/people, places, pets, and objects.

45
 9. The teacher asked students to upload their descriptive text through the
comments column on the learning web. In addition, teachers and students
can freely provide feedback.

10. The teacher provided reinforcement and ensured that all students
understood the learning indicators.

b) Second Meeting
1. First of all, the teacher had instructed the students to access the internet by
visiting the learning web created by the teacher
(https://readingbox127.blogspot.com).
2. The teacher explained the material on the second day of the meeting,
namely about the main idea and reference with the type of text describing
the place "Paris".

46
3. The teacher divided groups of 4-5 people in a random way through
counting 1 to 5.
4. The teacher instructed the students to access the learning materials
available on the learning web. After that, the teacher asked questions
related to today's learning topic. For example, the teacher instructed
students to find out what the main idea and reference are. Students did
internet-based reading through a web blog by clicking on the reading
material to answer this question.
5. The teacher gave time for students to read and discuss it. During their
reading, the teacher had been monitored students by walking around the
classroom to make sure they understood the instructions given. After the
students finished reading the teacher asked each group to present what
they had learned from reading through blogs.

6. After students understood the descriptive text, the teacher gave an example
of a descriptive text, namely "A Paris" and then the students read the
online text through the Readingbox127 website.
7. The teacher gave questions related to the text. Moreover, the teacher gave
students time to think about the answers to these questions. It was the
function of questions to help teachers know whether students understood
the subject matter or not.
8. The teacher provided reinforcement and ensured that all students
understood the learning indicators.

47
c) Third Meeting
1. First of all, the teacher had instructed the students to access the internet
by visiting the learning web created by the teacher
(https://readingbox127.blogspot.com). Here, students carried out
learning activities, namely Internet-Based reading.
2. In the third meeting, the teacher gave a descriptive text about describing
a pet, “Ndopita” with the sub topics “vocabulary and inference”
3. The teacher instructed the students to access the learning materials
available on the learning web. After that, the teacher asked questions
related to today's learning topic. For example, the teacher instructed
students to find out what is main idea in descriptive text and what is
inference. Students did internet-based reading through a web blog by
clicking on the reading material to answer this question.
4. The teacher gave time for students to read the material on the weblog.
During their reading, the teacher had been monitored students by
walking around the classroom to make sure they understood the
instructions given.
5. The teacher asked students to present their reading in front of the class
about what information they got after doing Internet-Based reading.
Then, students read and wrote what they got from online reading
activities on the blackboard. After that, the teacher together with the
students, concluded what vocabulary is and what is inference.
6. After students understood the descriptive text, the teacher gave an
example of a descriptive text, namely "Ndopita" and then the students
read the online text through the Readingbox127 website.
7. The teacher gave questions related to the text. For example: Based on
the text, what can be inferred about Ndopita's life?
a. He's a cat that isn't cute because he's dirty.
b. She's a fragile cat who developed into a charming cat
c. He's a cat the author doesn't want.
d. He's a cute cat.

48
 8. Moreover, the teacher gave students time to think about the answers to
these questions. It was the function of questions to help teachers know
whether students understood the subject matter or not.
9. The teacher gave assignments to students to look for vocabulary notes
in the descriptive text they have collected at the second meeting.The
teacher asked students to upload their descriptive text through the
comments column on the learning web. In addition, teachers and
students can freely provide feedback.
10. The teacher provided reinforcement and ensured that all students
understood the learning indicators.
d) Fourth Meeting
1. First of all, the teacher had instructed the students to access the internet
by visiting the learning web created by the teacher
(https://readingbox127.blogspot.com).
2. The teacher explained the material on the fourth day of the meeting,
namely about the detailed information with the type of text describing
the object "Teddy Bear".
3. The teacher divided groups of 2-3 people in a random way through
counting 1 to 3.
4. The teacher instructed the students to access the learning materials
available on the learning web. After that, the teacher asked questions
related to today's learning topic. For example, the teacher instructed
students to find out what is detailed ingformation. Students did internet-
based reading through a web blog by clicking on the reading material to
answer this question.
5. The teacher gave time for students to read and discuss it. During their
reading, the teacher had been monitored students by walking around the
classroom to make sure they understood the instructions given.

49
6. After the students finished reading, the teacher asked each group to
present what they had learned from reading through blogs.
7. After students understood the descriptive text, the teacher gave an
example of a descriptive text, namely "Teddy Bear" and then the
students read the online text through the Readingbox127 website.
8. The teacher gave questions related to the text. Moreover, the teacher
gave students time to think about the answers to these questions. It was
the function of questions to help teachers know whether students
understood the subject matter or not.

50
 9. The teacher provided reinforcement and ensured that all students
understood the learning indicators.

The procedure for implementing Reading using Printed-based Reading in the

control class is as follows:

1) First, the teacher distributed teaching materials in the form of printed

paper made by the teacher. Here, students will carry out print-based
reading activities.

2) The teacher explained the learning materials about descriptive text with a
different text form every time they met. In the first meeting, the teacher
gave a descriptive text describing someone “My Best Friend Ernesto”.
Then, at the second meeting the teacher gave a text about describing the
place “Paris”, while at the third meeting about describing the animal
“Ndopita”, and at the last meeting, the teacher gave a text description
related to the object “Teddy Bear” in printed form. All these texts were
contained in the learning sub-topics in each meeting, namely the first
meeting: structure text and generic structure of a descriptive text, the
second meeting: main ideas and references, the third meeting; vocabulary
and inference, and the fourth meeting; detailed information.

51
3) The teacher instructed the students to read the learning materials related to
the descriptive texts distributed. After that, the teacher asked questions
related to today's learning topic. For example, the teacher instructed
students to find out what the descriptive text is and what the structure of
the descriptive text is. Students read on the paper material that the teacher
had shared to answer this question.
4) The teacher gave time for students to read the material. During their
reading, the teacher observed students walking around the classroom to
make sure they understood the instructions given.

5) The teacher asked students to present their reading in front of the class
about what information they got after the print-based reading. Then,
students write what they got from reading the printed reading activity on
the board. After that, the teacher and the students concluded what
descriptive text is and how it is structured.
6) After students understood the descriptive text, the teacher gave an example
of a descriptive text, namely "My Best Friend Ernesto". Then, the
students read the text through the material sheet that the teacher had
printed.

52
 7) The teacher asked questions related to the text that the students had read.
The teacher also gave students time to think about the answers to these
questions. It was the function of questions to help teachers know whether
students understood the subject matter.
8) The teacher assigned students to read descriptive printed texts about
themselves/people, places, pets, and objects. The teacher gave students the
task of looking for examples of descriptive text about self/people, places,
pets, and things.
9) The teacher instructed students to look for an example of a descriptive text
and collected it at the next meeting.
10) The teacher provided reinforcement and ensured that all students
understood the learning indicators.

53
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter explained the research findings about the result of data
analysis on students‟ learning outcomes. It focused on the descriptive analysis of
pre-test in experimental class and in control class, descriptive analysis of post-test
in experimental class and control class, hypothesis testing, and discussion.

4.1. Findings
This study examined the effect of internet-based reading on the reading
comprehension of eighth-graders at SMP Negeri 4 Raha. Therefore, in this sub-
chapter, the researcher discussed the findings obtained related to this study. The
findings can be seen in the following sub-points.

4.1.1 Descriptive Analysis on Students’ Reading Comprehension

Descriptive analysis was used to analyze the data to determine the effect of
internet-based reading. This analysis included the pre-test and post-test scores of
the students' reading test results from the experimental and control classes. Then,
proceed with statistical inferential to test the hypothesis. It started with a
description of the analysis as follows.

4.1.1.1 Descriptive Analysis of Pre-Test on Students’ Reading

Comprehension

In this session, the researcher gave an initial test before doing the
treatment. The pre-test was conducted in the experimental and control classes to
know the students' basic of reading comprehension. The following was an analysis
of student's scores in the experimental and control classes.

4.1.1.1.1 Descriptive Analysis of Pre-Test in Experimental Class

This section presents the distribution of descriptive data from the reading
comprehension test of the 25 questions (about the main idea, reference,
vocabulary, inference, and detailed information) in using internet-based reading

54
are described in the table. The aim is to determine how far the students' basic
reading comprehension is in the experimental class. The following describes the
results of students' pretest scores in internet-based categories. The results can be
seen in the following table:
Table 4.1 The Result of Students‟ Pre-test in Experimental Class
Pre-test in experimental class
Valid
Frequency
Percent
20 1 3.6
36 2 7.1
40 4 14.3
44 2 7.1
48 4 14.3
52 2 7.1
Valid
56 4 14.3
64 4 14.3
68 2 7.1
72 2 7.1
76 1 3.6
Total 28 100%
Mean Score 52.57
Median 52
Mode 40
Minimum 20
Maximum 76
Range 56
SD 13.365

Based on table 4.1, the experimental class students' average score was
52.57. In addition, many students got a score of 40, while for the minimum and
maximum reading scores, students got a low score of 20, and the highest score
was 76 in the pre-test. Then, for the difference in reading scores between students
with high and low scores, students got a score of 56 and the deviation of the data
variation in the pre-test was 13,365. For more details, the distribution of student
scores in the experimental class can be seen in the following frequency and
percentage table:

55
 Table 4. 2 the Distribution of Students‟ Pre-test Score in experimental Class

Mark Criteria FrequencyPercentage

89-100 Very Good 0 0%
77-88 Good 0 0%
64-76 Enough 9 32.10%
<64 Less 19 67.90%

Table 4.2 showed that the highest percentage score in internet class is in
the less categories, while the lowest is in the very good and good categories. It
seems that most of the 28 students had reading comprehension in the less
categories with a presentation of 67.90%. So it can be concluded that the data
shows the dominant student scores are in the "less" category. It means that many
students in the experimental class have reading comprehension in the less
category which is supported by 19 students.

4.1.1.1.2 Descriptive Analysis of Pre-test in Control Class

The following description resulted from students' pre-test scores in the

control class. The pre-test scores were taken before the researcher entered
teaching in the control class by applying printed-based reading. The results of the
pre-test scores for the control class students can be seen in the following table:

56
 Table 4.3 Students‟ Pre-test Score on Control Class

Pre-test in Control Class

Valid
Frequency
Percent
20 3 10.00%
28 1 3.30%
36 3 10.00%
40 1 3.30%
44 3 10.00%
Valid 48 7 23.30%
52 1 3.30%
56 4 13.30%
60 4 13.30%
64 2 6.70%
68 1 3.30%
Total 30 100%
Mean Score 47.2
Median 48
Mode 48
Minimum 20
Maximum 68
Range 48
SD 13.178

Table 4.3 showed that the mean score of reading comprehension on the
pre-test in the control class was 47.20, while for the middle value a score of 48
was obtained. Many students in the printed class obtained a reading
comprehension score of 48. It indicates that the dominant score in this class is 48.
Then, the lowest score on this test was 20, while the higest was 68. For the range
of scores in printed class, table showed that the range value is the same as the
median value and the mode value. From the table, it also showed that the standard
deviation was 13.178. In order to make more understandable, the data will be
presented in percentage form and will be interpreted based on the criteria. It can
be seen in the following table:

57
 Table 4.4 the Distribution of Students‟ Pre-test Score in control Class

Mark Criteria Frequency Percentage

89-100 Very Good 0 0%
77-88 Good 0 0%
64-76 Enough 3 10.00%
<64 Less 27 90.00%

Based on table 4.4, the classification of student scores for the pre-test was
that many students obtain a score range of 0-63. It showed that students' reading
comprehension score in control class was dominant at the "less" level, with 90%
of the total students in the printed class. In addition, there was not students whose
got a score range of 89-100 and 77-88. It showed that not students had very good
and good reading abilities (0%). While some students or about 10% of the total
class population, were at the enough (there are three students) levels. Therefore, it
can be conclude that the average pre-test score in the control class was categorized
as less, which was supported by 27 students who answered less criteria with a
percentage of 90%.

4.1.1.2 Descriptive Analysis of Post-test

This section described two types of analysis: post-test descriptive analysis

in the control class and post-test descriptive analysis in the experimental class.
The post-test aimed to measure students' abilities after using different learning
models in their reading comprehension. Each analysis will be described in the
following explanation.

4.1.1.2.1 Descriptive Analysis of Post-test in Experimental Class

The following description was the result of the post-test of students‟

reading scores in the experimental class after being taught using Internet-Based
Reading. The purpose of this post-test was to find out whether there was an effect
from the treatment given. The full explanation is in the following table:

58
 Table 4.5 Students‟ Post-test Score on experimental class

Post-test in Experiment Class

Valid
Frequency
Percent
56 1 3.60%
60 4 14.30%
64 1 3.60%
68 3 10.70%
76 2 7.10%
Valid 80 6 21.40%
84 4 14.30%
88 1 3.60%
92 4 14.30%
96 2 7.10%
Total 28 100%
Mean Score 77.85
Median 80
Minimum 56
Maximum 96
Range 40
SD 12.146

Table 4.5 showed that the average post-test score for students' reading
after applying internet-based reading in learning in the experimental class was 77,
85. Then, the mean score for the experimental class was 80. From the table, the
lowest score in the experimental class was 56, while the highest score obtained at
the post-test was 96, with the difference in scores between the maximum and
minimum scores obtained 40. Meanwhile, the standard deviation value for the
post-test showed 12.146. For more detail, the distribution of scores can be seen in
the following table:

59
Table 4.6 the Distribution of Students‟ Post-test Score in Experimental Class

Mark Criteria Frequency Percentage

89-100 Very Good 6 21.40%
77-88 Good 11 39.30%
64-76 Enough 6 21.40%
<64 Less 5 17.90%
Total 28 100%

Based on the distribution of post-test scores in table 4.6, the classification

of students' reading comprehension in the experimental class was: The dominant
students‟ score were at a good level of reading comprehension. It can be seen
from the range of scores obtained by students, namely as many as 11 students
from the total number of internet class getting a 77-88. From the table, it also
showed that many students had very good and enough reading levels. It can be
seen from the percentage of frequency on that criterion which showed that 21.4%
of students from the total class population were at the "very good" and “good”
levels while the rest of the class population is at the "less" level.

4.1.1.2.2 Descriptive Analysis of Post-test in Control

The following description was the result of the post-test scores of students
in the control class after being taught Print-Based Reading. This study aimed to
determine the reading development of students in the control class. The full
explanation was in the following table:

60
 Table 4.7 Students‟ Post-test Score in Control Class

Post-test in control Class

Frequency Valid
48 1 3.3
52 3 10
56 1 3.3
60 5 16.7
64 5 16.7
68 6 20
Valid
72 2 6.7
76 4 13.3
80 1 3.3
84 1 3.3
92 1 3.3
Total 30 100
Mean Score 66.4
Median 66
Mode 68
Minimum 48
Maximum 92
Range 44
SD 9.998

Table 4.7 showed that the average score of students' reading

comprehension in the control class was 66.40. In comparison, the mean score on
the students' post-test scores was 66. The score that often appeared was 68. It
means that many students got a reading comprehension score. The table also
showed the lowest score obtained in the print class was 48, while the highest score
obtained 92. The interval distance from the two scores was 44. Also, table 4.7
showed that the data deviation was 9.998. More specifically, it can be seen in the
table of post-test percentage scores for the control class as follows:

61
 Table 4.8 the Distribution of Students‟ Post-test Score in control Class

Mark Criteria Frequency Percentage

89-100 Very Good 1 3.30%
77-88 Good 2 6.70%
64-76 Enough 17 56.70%
<64 Less 10 33.30%
Total 30 100%

Based on the table in the control class, the classification of students'

reading results in the post-test was: most of the class population was at a relatively
enough level of reading comprehension. It can be seen in Table 4.8, which
showed that there were 17 students or 56.7% in the score range of 64-76. In
contrast, the remaining population of the total number of students was 43.3%,
spread over a less reading level, namely ten students and two students who had
very good reading abilities. Also, the table above showed that one student was at a
very good reading proficiency level (3.3%).

4.1.1.3 Comparison of Pre-test and Post-test Score in Experimental Class on

Students’ Reading Comprehension

The presentation of this data aims to show students' progress before and
after applying internet-based reading in learning English in the experimental class.
For more information, seen the table below:

Table 4. 9 The Distribution of Students‟ Pre-test and Post-test Score in

Experiment Class

Pre-test Post-test
Mark
Criteria Frequency Percentage Criteria Frequency Percentage
89-100 Very Good 0 0% Very Good 6 21.40%
77-88 Good 0 0.00% Good 11 39.30%
64-76 Enough 9 32.10% Enough 6 21.40%
<64 Less 19 67.90% Less 5 18%
Total 28 100% 28 100%
Based on Table 4.9 in the experimental class, it can be seen that in the pre-
test the students‟ scores were in less criteria, but after the treatment of internet
based reading, students‟ score were at Good criteria. From the table, it also

62
showed that after the implementation of internet-based reading the students had
very good or enough reading comprehension. At the same time, before the post-
test, none of students had very good or enough reading criteria level. In other
words, there is progress made by students in the experimental class. For
convenience, it can be seen in the bar graph as follows:

Chart 4.1 Comparisons between Students‟ Scores on Pre-test and Post-test in

Experimental

20 67.9%
18
16
14
12 39.3%
10 32.1%
8
21.4% 21.4%
6 17.9%
4
2 Pre-test
0% 0%
0
Post-test
Very Good Good Enough Less

As shown in graph 4.1, it was clear that in the experimental class there was
an increase in students‟ scores after internet-based reading was applied by
comparing the percentages of the pre-test to post-test. The significant increase
occurred in the good category, in the pre-test none of the students was in the good
category but after the treatment, there were around 39.3% of students in the
category. In other words, it could be concluded that the students showed an
increase of 39.3% (the gain score) in the good score category after implementing
internet-based reading.Also, a sharp increase occurred in the less category to
enough level, namely 50%. In contrast, the other category showed a positive
decrease in students' reading comprehension in the experimental class. It can be
seen in graph 4.1 showing a decrease in the level of the less categories by around
50% which was initially very dominant and also the enough categories decreased

63
by 10.7%. However, the graph has shown the changes that occurred in the
experimental class.

4.1.1.4 Comparison of Pre-test and Post-test Score in Control Class on

Students’ Reading Comprehension

The presentation of this data aimed to show students' experience before

and after the implementation of English language learning using print-based
reading in the control class. For more information, see the table below:

Table 4.10 The Distribution of Students‟ Pre-test and Post-test Score in Control
Class

Pre-test Post-test
Mark
Criteria Frequency Percentage Criteria Frequency Percentage
89-100 Very Good 0 0% Very Good 1 3.30%
77-88 Good 0 0.00% Good 2 6.70%
64-76 Enough 3 32.10% Enough 17 56.70%
<64 Less 27 67.90% Less 10 33%
Total 30 100% 30 100%
Table 4.10 showed that the reading score of students in the pre-test was
dominated by 90% of the class population at the less reading level. However, after
being taught using printed text, the control class was dominated by enough
reading levels. In addition, there was 10.7% students whose got very good and
good categories in the control class. To make it easier, see the following chart:

64
 Chart 4.2 Comparisons between Students‟ Scores on Pre-test and Post-test in
Control Class
30
67.9%

25

20
56.7%

15
33%
10

5 32.1%
6.7%
3.3%
0% 0%
0 Pre-test
Very Good Good Enough Less Post-test

Based on graph 4.2, the frequency of students' reading comprehension

scores in the pre-test and post-test in the control class was: there had been an
increase in students‟ scores after applying printed reading, where the dominant
student was in enough category, which was an increase of 56.7% (the gain score).
From the table, it also showed an increase in the very goo and good categories of
around 10%. On the other hand, the table above also shows that there was a
decrease in the less categories by 33.3%. However, reading comprehension in the
control class decreased and increased after learning English for four meetings.

4.1.1.5 Descriptive Statistic Analysis on Students’ Reading Comprehension

on Pre-test and Post-test at Control Class and Experimental Class.

Descriptive statistical analysis had been carried out to see the differences
between the experimental class and the control class, including the mean, median,
mode, minimum score, maximum score, range, and standard deviation. The
reading comprehension of the control class and experimental class students was
seen in the table below:

65
Table 4.11 Descriptive Analysis on Students‟ reading comprehension on Control
and Experimental Class

Pre-test in Post-test in Pre-test in Post-test in

Experiment Experiment Control Class control Class
Class Class
N Valid 28 28 30 30
Mean 52.5714 77.8571 47.2000 66.4000
Median 52.0000 80.0000 48.0000 66.0000
Std.
13.36504 12.14637 13.17888 9.99862
Deviation
Range 56.00 40.00 48.00 44.00
Minimum 20.00 56.00 20.00 48.00
Maximum 76.00 96.00 68.00 92.00
a. Multiple modes exist. The smallest value is shown

As shown in table 4.11, the progress of the two classes on students'

reading scores were shown in both pre-test and post-test. The scores of the two
classes showed that the experimental class and control class experienced an
increase in reading comprehension scores in terms of the average score, median
value, minimum and maximum scores. However, some data items showed a
decline. It was viewed from the range value and standard deviation, both classes,
showed a decrease in reading comprehension scores. Furthermore, what can be
understood based on table 4.11 was that all features in the experimental class had
a more dominant increase than those in the control class. For example, in the
experimental class interval, the average score obtained by students was 25.28,
while in the control class, the average score obtained was 20. In addition, the
mean score of the experimental class was 38, superior to that of the control class
was 18. Likewise, other descriptive feature scores also showed the superiority of
the experimental class.

66
 Therefore, it concluded that the scores of other items on students' reading
comprehension between the experimental and control classes showed a significant
increase. However, the standard deviation (SD) items in control and experimental
classes showed a decrease; the scores ranged from 56 to 40 in the experimental
class, while in the control class was 48 became 44. The SD value was from 13.365
to 12,146 in the experimental class, while in the control class is 13.178 to 9.998.
Although some data items showed a moderate increase, it cannot guarantee the
positive effect on the hypothesis before making measurements on inferential
statistics.

4.1.1.6 Gain Score of Pre-test in Control Class and Experimental Class on

Students’ Reading Comprehension

This statistical test aimed to determine the difference between the post-test
and pre-test scores in the experimental class and the control class. The standard N-
Gain value refers to the following table:

Percentage % Interpretation

< 40 Ineffectively

40-55 Less Effective

56-75 Enough

>76 Effective

For more details, a distribution table for the N-Gain score was provided,
which can be seen in the following table and will be followed by an explanation
after the table:

67
 Table 4.12 Gain Score of Pre-test and Post test

N-Gain Score
Students Students N-Gain Score (%)
(%)
1 45 1 43.75
2 75 2 61.54
3 44.44 3 35.71
4 75 4 9.09
5 91.67 5 20
6 27.27 6 7.69
7 60 7 18.75
8 64.29 8 30.77
9 68.75 9 20
10 83.33 10 53.85
11 23.08 11 40
12 66.67 12 35.71
13 54.55 13 75
14 45.45 14 77.78
15 73.33 15 46.67
16 38.46 16 36.36
17 28.57 17 33.33
18 46.67 18 50
19 23.08 19 23.08
20 83.33 20 -9.09
21 30.77 21 62.5
22 37.5 22 50
23 42.86 23 0
24 86.67 24 38.46
25 81.82 25 23.08
26 44.44 26 20
27 42.86 27 40
28 -11.11 28 21.43
29 22.22
30 45.45
Mean 52.6336 Mean 34.4379
Minimum -11.11 Minimum -9.09
Maximum 91.67 Maximum 77.78
Std. Deviation 24.27408 Std. Deviation 20.55315

Table 4.12 showed that the experimental class dominated the gain score. It
can be seen from several features; for example, the maximum gain score in the

68
experimental class was 91.67 and in the control class was 77.78. At the same time,
the average score for the experimental class was 52.6336, while the score for the
control class was 34.4379. In addition, the standard deviation of the gain score in
the experimental class is 24.27408, while the gain score for the control class was
22.55315.
However, the statistical results showed an increase dominated by the
experimental class. The N-Gain percent of the average value in the experimental
class was in the "enough" category, while the control class was in the "ineffective"
category. For convenience, the following percentage table was presented:

Chart 4.3 Gain Score of Pre-test and Post-test

100
91.67

80 77.78

60
52.6336

40
34.4379
24.27408
20.55315
20

0
Mean Minimum Maximum Std. Deviation Experiment Class
-9.09
-11.11
-20 Control Class

As shown in graph 4.3, the comparison of gain scores was presented in

four categories, namely the mean, minimum, maximum, and standard deviation.
The average value of the superior experimental class with a difference of 18.1957,
while in the minimum category, the score of the experimental class was lower
than the control class with a difference of 1.98 mines. Then, for the maximum
score, the two classes had a difference of 13.89 with the dominance of the

69
superiority of the experimental class. Moreover, it concluded that it is true that
internet-based reading classes have advantages over printed-based reading. Also,
there were differences in the level of gain score classification, where the
experimental class got a better application of learning using internet-based
reading, which was in the "enough" category compared to the control class, which
was only at the "ineffectively" level. It means that internet-based reading was
quite successfully applied at the high school level. Furthermore, it was first tested
through statistical inferential in the next sub-point to see this success.

4.1.2. Hypothesis Testing of Students’ Reading Comprehension

In this study, the hypothesis testing uses to know whether or not there is a
positive effect of internet-based reading on students‟ reading comprehension.
Before testing the hypothesis, the researcher uses SPSS 20.0 application for
testing the homogenety and normality of the data. The result of homogeneity,
normality test, and hypothesis testing, can be seen as follows:

4.1.2.1 Test of Homogeneity

This study used Levene test in SPSS 20.00 application. Theoretically, if
the p value (sig) was higher than 0.05 (p>0.05), it means that the data were
distributed homogeny but if p value was lower than 0.05 (p <0.05), the data were
not distributed homogeny.

Table 4.13 Table of Homogeneity Varian Test

Test of Homogeneity of Variances

Learning Outcomes

Levene Statistic df1 df2 Sig.

1.884 1 56 .175

From the table 4.13 , the p value (sig) based on Levene homogeneity test
through comparing mean with one-way ANOVA is 1.884. It means that the

70
variances were homogeneous because the result of p value both of the
experimental and control class (1.884) was higher than 0.05.

4.1.2.2 Normality Test of Reading Comprehension

After testing the homogeneous of variance test, the researcher continued
for testing the normality of the test. Normality test was used to measure whether
the data are distributed normally or no. To test the normality, the researcher used
Kolmogorov-Smirnov Test or Shapiro-Wilk in SPSS 20 application.Theoretically,
if the p value (sig 2-tailed) was higher than 0.05 (p>0.05), it means that the data
were distributed normally but if p value was lower than 0.05 (p<0.05), the data
were not distributed normally. The result of normality test could be seen in the
following table:
Table 4.14 Normality Test

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

Pre -test
.125 28 .200* .967 28 .513
Experiment

Learning Post-test
.177 28 .025 .927 28 .053
Outcomes Experiment

Pre-test Control .158 30 .056 .929 30 .054

Post-test Control .136 30 .161 .970 30 .551

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Based on the table 4.14, the results of normality test were the p value of
experimental and control class was more than 0.05. The researcher used Shapiro
Wilk because the sample under fifty samples. It means that the data of

71
 experimental and control class were distributed normally because the p value of
experimental and control class were higher than 0.05. Therefore, the hypothesis
testing can be continued.

4.1.2.3 Descriptive Statistic of Independent Sample T-test

This statistical test aimed to test the hypothesis in this study, namely
whether there is an effect of internet-based reading on the reading comprehension
of students at SMPN 4 Raha or not. The following table explained the results of
the analysis of hypothesis testing using the SPSS 20.0 app.

Table 4.15 Descriptive Statistic of Independent Sample T-test

Group Statistics

Group N Mean Std. Deviation Std. Error

Mean

Learning outcomes Experiment Class 56 65.2143 17.96837 2.40112

(score) Control Class 60 56.8000 15.10730 1.95034

As we can see on the table 4.15, the mean score of post-test in

experimental class (65.2143) was higher than mean score in control class
(56.8000). It means that although both of the classes learned the same material,
but students‟ reading comprehension after being taught by internet-based reading
has positive improvement than students in control class that being taught by
printed-based reading. For more explanation, it can be seen on the following
table:

72
 Table 4.16 Statistical Analysis of Independent Sample T-test

Independent Samples Test

Levene's Test for
Equality of t-test for Equality of Means
Variances
95% Confidence
Sig. (2- Mean Std. Error Interval of the
F Sig. T Df
tailed) Difference Difference Difference
Lower Upper
Equal
variances 3.054 0.083 2.736 114 0.007 8.41429 3.075 2.32274 14.50583
assumed
Equal
variances
2.72 107.78 0.008 8.41429 3.09342 2.28245 14.54612
not
assumed
Based on table 4.16, the equal variances assumed F score showed 3.054,
Sig. 0.083, t 2.739, Df 114, sig. (2-tailed) 0.007, means difference 8.41429, Std.
Error Difference 3.07500, lower 2.32274, and upper were 14.50583. While the
equal variances not assumed were t value was 2.720, Df 107.780, Sig (2-tailed)
0.008, mean difference 8.41429, Std. Error difference 3.09342, lower 2.28245,
and upper was 14.54612 Because the result of homogeneity variance was
homogeny, the researcher used the value in equal variance assumed for testing the
hypothesis and effect size.
From the table output, we can see that t-count was 2.736, while the t-table
was 1.661 at a level of alpha 0.05 with DF was 114. It means that the t-count was
higher than the t-table, so the H1 was accepted. Besides, to answer the hypothesis,
we also see the p-value (sig 2-tailed); from the table, we seen the p-value (sig 2-
tailed) with 0.05. If the p-value is higher than 0.05, the Ho is accepted, and if the
p-value is lower than 0.05, the Ho is rejected. From the data above, we conclude
that H1 was accepted because p-value (0.007) was lower than 0.05. It means that
“there was a positive effect of Internet-Based Reading on students‟ reading
comprehension,” and H0 was rejected: there was no a positive effect of Internet-
Based Reading on students‟ reading comprehension”.

4.1.2.4 Effect Size

The effect size testing was done to measure how big the scale of internet-
based reading effectiveness which had applied to the students of experimental
73
class. To measure the effect size of this study, the researcher used the following
formula provided by Cohen et al. (2007)

Effect Size  mean experiment class  mean control class

Standard Deviation of Control Class

 65.2  56.8

15.1

 8.4

15.1

= 0.56

The result of effect size test shown 0.56. It means that the effect size of
test classified in moderate category because the value among 0.51 to 1.00. In
conclusion, the effect size in statistics means the greater the value, the greater the
difference between the control group and the group. Thus, it can be said that the
value difference between the two classes is medium, not too far and not too close.
So, the magnitude of the influence of internet-based reading with a sample size of
56 has a medium magnitude.

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4.2. Discussion
This study aims to determine whether there is an effect of Internet-Based
Reading using blog on students' reading comprehension or not in the eighth grade
at SMPN 4 Raha. The findings revealed that students' reading comprehension
experienced an increase after doing online reading activities. For example, the
average value of pre-test and post-test in the experimental class increased from
52.57 to 77.85. The increase was 25.28, while other improvements such as the
median of 28, the mode of 40, and other statistical features also experienced a
considerable increase. In statically, students' reading comprehension scores
increased significant after implementing IB-Reading in the experimental class. To
be exact, the effect measurement shows that the effect size of treatment was in the
moderate category.
The moderate effect of online reading toward students‟ reading
comprehension can be interpreted that the application of internet-based reading
has an influence at the intermediate level that is neither low nor high on its
implementation. There are several inhibiting factors in implementing internet-
based reading in the classroom. For example, students have difficulty having a
weak internet connection when learning in class. This can be seen, when the
researcher as a teacher monitors several students' cellphones when opening the
learning web. At that time, the teacher saw that several students experienced
obstacles in opening the website, namely the site could not be opened due to an
error in writing the URL and the connection suddenly slowed down in classroom.
In addition, sometimes there are some students doing multitasking (opening
applications) while students are reading through blogs. As for some of the
applications they open, such as Google Translate on Chrome web which is
automatic. Finally, the variable confounding factor (internet-based reading) is the
time students study in class using IB-Reading. Due to Covid-19, the operational
hours of learning in schools, especially SMPN 4 Raha, have experienced a
reduction in teaching hours when face-to-face meetings, which used to be 80
minutes, are now less than 60 minutes. Thus, students do not get perfect learning
in class.

75
 Statistically, the increase in students' scores in internet-based reading
classes had a significant effect on reading comprehension. This cannot be
separated from several factors. The first factor, the application of internet-based
reading might be that encourages students' extrinsic motivation. This can be seen
from the implementation of internet-based reading as a supporting facility for
learning English for class VIII students at SMPN 4 Raha, especially in Reading.
The results of the Dauyah & Yulinar study (2018) reveal that the existence of
supporting tools in educational practice such as electronic or other devices is the
main motivator in learning English. So it can be interpreted that internet-based
reading becomes a learning support facility that provides new experiences for
students so as to encourage students' desire to learn well.
Besides, students could be interested in reading through web reading
provided by the teacher (https://readingbox127.blogspot.com). This is supported
by the features of the web reading. According to Brown (2007) websites such as
blogs have simple features to read text, comment on posts, and can post text or
images. Coiro (2003) and Velandia et al. (2012) say that viewing online reading is
like reading on the internet featuring a single-view screen (see on Appendix 6). In
addition, the learning web display available in Reading Box 127 that many attract
the student's attention. This screen display is believed by the researcher as an
incentive for students to like internet-based readin g. So these learning web
features attract students' interest to improve reading comprehension in internet
classes.
The third factor might be the ease of students accessing material on online
reading. Coiro (2011) stated that online reading provides digital information via
the internet. Through the use of online reading, students can access many reading
sources in digital form (Liu, 2012). In this study, the researcher provided a
learning web for students to carry out online reading activities centrally. Brown
(2007) said that the use of the web in reading has a positive influence on students
because the design features displayed are very simple and easily accessible to
students. Through this website, students can access reading materials.

76
 In addition, internet-based reading is designed to make it easier for
students to access reading materials compared to print-based reading. Tait (1997)
as cited in Destari (2010, p.44), explains that internet text materials have opened
up opportunities for students to access more reading material than textbooks. This
is because the internet can reach all areas (e.g schools, homes, and other places) so
that students can easily read various kinds of materials or texts. Reading material
in online form is better than print-based reading in terms of access. Research by
Alisaari et al. (2018) found that reading texts via the internet had a better
understanding of online texts than reading in print. This difference in form is what
distinguishes students in reading texts. However, internet-based reading provides
reading materials and texts in online form so that students can easily access them
wherever and whenever they want. This is the driving factor for increasing
students' reading comprehension.
Futhermore, internet-based reading through learning webs developed by
teacher such as readingbox127.com (see on Appendix 7) is a free site and can be
freely accessed by students. Based on the teaching procedure, students can access
readings that are already available on the blog. Students only need to click on the
material that matches the learning material to be studied. However, to stay
connected with this online reading, students need an internet connection because
this web reading cannot be accessed without an internet network. However,
internet-based reading makes it easier for students to access material so that their
comprehension can improve.
The last factor that determines the success of increasing students' reading
comprehension might be the student's supportive condition (the availability of
students' smartphones and adequate internet access). Internet-based reading is an
online reading activity (Coiro, 2011; Engbrecht, 2018). Therefore, the application
of internet-based reading in learning English requires students to have and use a
smartphone. In addition, the availability of adequate internet access is also a
prerequisite for smooth learning. The availability of smartphones and network
acess will determine the success of the authors in conducting this study.

77
 Currently, almost everyone uses a smartphone in their daily life, including
students. If previously learning only took place face-to-face between teachers and
students, now the use of smartphones in learning has become very interesting. The
habit of students in using smartphones which can also be a means of learning, of
course, is very interesting for students to study anytime and anywhere (Destari,
2010). This is a factor that determines the success of students in carrying out
internet-based reading in order to improve students' reading comprehension.
This study is in line with the results of studies from Abonomey (2013) and
Dewi & Sahiruddin (2020) which both showed a positive effect of online reading
on students' reading comprehension. However, the present study adds to the
previous studies findings shows that internet-based reading (online reading) was
not only effective in tertiary education context but also in junior high school level.
Thus, internet-based reading does not only apply to adults (18 years old) but also
to teenagers (15 years old).
Based on the results of this study, the following implications can be stated.
The application of internet-based reading can be used as an alternative to teaching
English, especially in teaching reading. For English lessons, there is a difference
in student scores between learning using internet-based reading and print-based
reading. Then, the internal and external factors of internet-based reading such as
students' learning motivation have an influence on English reading comprehension
at the secondary school level. Students with high learning motivation certainly
have the opportunity to master and accept new things. It is hoped that the teacher
will foster motivation and innovation that is attractive to students.

78
 CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1. Conclusion
Internet-based reading is a form of online digital reading that utilizes the
internet and mobile phones to obtain a form of online text. In this study, the
researcher applied internet-based reading through the web. The results showed
that internet-based reading using blog also affected aspects of reading
comprehension: looking for references, determining conclusions, and finding
detailed information at the junior high school level. In addition, the test scores
showed that the internet scores of class VIII-1 (experimental group) were higher
than the scores of students' reading comprehension in the printed class VIII.2
(Control group). This is evidenced by statistical tests through IBM SPSS 20.0
where the reading comprehension of students who use internet-based reading and
without using internet-based reading using blog has increased but the increase in
internet class is more significant. This significant difference indicates the effect of
using internet-based reading using blog on students' reading comprehension.
However, the magnitude of the effect is only in the moderate category. There are
several factors that become interfering variables in the implementation of IB-
reading such as internet connection and learning time in class.

5.2. Recommendation
The researcher tries to give some suggestions and recommendations for
several parties, namely as follows:

1. For Students
The researcher suggests that students can actively learn
independently by frequently using internet to get English readings in order
to improve their reading comprehension (such as students applied internet-
based reading)

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2. For Teacher
Teachers must be more creative in the process of learning English
to motivate students to learn and develop skills in the field of English.
Utilization of the existing internet such as internet-based reading via the
web can be an alternative for teachers in the teaching and learning process.
This provides equal opportunities for all students to learn and develop
students' reading comprehension in a fun and flexible way. However,
teachers must continue to unify the learning process so that students focus
on learning.
3. For Researcher
This study has implications for reading comprehension and also
has an influence on the moderate category. However, it is not yet known
how students respond to this internet-based reading. Therefore, future
researchers can focus on seeing how students perceive, especially in junior
high school, in teaching internet-based reading. This is useful for teachers,
namely it can help teachers in planning reading lessons with the help of the
internet.

80
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APPENDICES

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Appendix 1: Pilot Instrument Item Test on Students’ Reading
Comprehension

Name : Date:

Class :

Text 1 (Read the following text and answers questions 1 to 7)

Dona has a favorite item, a jersey from her favorite footballer. She
received it when she and her friends watched a football match in town. Dona
attended a conference after the match and luckily, she received the jersey.
The jersey is in medium size. It is red with white stripes on its shoulders
and a picture of Garuda on its left chest. At a glance, it is similar to other jerseys,
but the autograph on the back of the jersey makes it different from others.
Dona is very happy to have the jersey. She never intends to wear it. She hangs
it on her room wall for display.
1. Why is the text written?
a. To describe Dona's jersey.
b. To tell the readers about Dona's hobby.
c. To tell the readers about Dona's jerseys.
d. To show Dona's favorite items
2. What is Dona‟s hobby?
a. Playing football.
b. Collecting jerseys.
c. Watching football matches.
d. Looking for souvenirs from her idols
3. Why does Dona have no desire to wear the jersey?
a. The jersey is limited edition.
b. She bought it with her pocket money.
c. She received it from her favorite artist.
d. The jersey has a picture of Garuda on its chest.
4. “......and luckily, she received the jersey” (paragraph 1)

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 What is the similar meaning of the underlined word?
a. Happily
b. Quickly
c. Fortunately
d. Temporarily
5. “.... She received it when she and her friends watched..... (paragraph 1)
The underlined word refers to....
a. Her favorite footballer
b. Footballer
c. Dona
d. Her friends
6. “.... She received it when she and her friends watched..... (paragraph 1)
The underlined word refers to....
a. Her friends
b. A jersey
c. Dona
d. A football
7. What is the similar meaning of the word "jersey” on the text?
a. Clothes
b. Dress
c. Shirt
d. Sport

Text 2 (Questions 8 to 12)

I don't know her name, but I usually call her the rose woman. I call her the
rose woman because she sells flowers, especially roses. She sells fresh and
fragrant flowers in bunches.
I usually see the woman riding a bicycle in front of my house. She usually
wears a large hat and casual T-shirt. She brings along and places her basket of
flowers on the back of her bike. Now and then, she rings her bicycle bell to attract
customers.

88
 I wonder where she comes from. She looks cheerful and is quite neat and well-
groomed. I do not think that she needs to earn a living by selling flowers. Maybe
it is the way of passing time. She may be bored sitting at home and doing nothing.
8. Who is the woman?
a. A florist.
b. A passer-by.
c. A flower lover.
d. A street vendor.
9. What does the writer think about the women?
a. She is poor.
b. She sells flowers for fun.
c. She is bored selling flowers.
d. She needs money for living.
10. Why can the writer tell the readers about the women?
a. Both of them have a close relationship.
b. The woman is the writer‟s mother.
c. The woman is the writer‟s neighbor.
d. The woman has caught the writer‟s attention.
11. How can people recognize the woman‟s arrival?
a. She rings a bell
b. She sings a song
c. She shouts loudly
d. She uses a loudspeaker
12. What is the similar meaning of “bicycle” on the text? (paragraph 2)
a. Bike
b. Train
c. Car
d. Motorcycle
13. What is the purpose of text?
a. To describe a florist
b. To identify a worker

89
 c. To tell about someone
d. To report something
14. What is the similar meaning of the word "woman” on the text?
a. A girl
b. A man
c. A boy
d. A male
15. “She rings her bicycle bell to attract customers”. According to passage,
what is the tenses type?
a. Present continuous
b. Past tense
c. Present tense
d. Past continuous

Text 3 (Questions 16-20 refer to the following text)

The library at Macquarie University in Northern Sydney, Australia has

pioneering technology to match its cutting-edge design. It is home to the first
Automated Storage and Retrieval System (ASRS) in any college in the country;
this uses robot cranes to pick up books and convey them to the front desk.
For the building's eye-catching look, architecture firm Francis-Jones
Morehen Thorp, which has offices in Australia and England, took its cues from
the surrounding landscape-in particular a eucalyptus forest that graces the campus.
Flora also makes an appearance on the green roof, which incorporates
planted areas and grass; meanwhile, wells are used to flood the bottom floors with
daylight. The stunning building-which was constructed using recycled materials-
opened its doors in 2011 and contains more than 1.8 million electronic and print
items.
16. What is the main idea of the first paragraph?
a. The Macquarie University library uses robot cranes.
b. The Macquarie University library is located in Australia.
c. The Macquarie University library is home to the first robot cranes.

90
 d. The Macquarie University library applies sophisticated technology.
17. What is the building friendly to the environment?
a. It uses recycled materials.
b. It has an eye-catching structure.
c. It floods the bottom floor with daylight.
d. It has pioneering technology to match its design.
18. Which the following options best describes the Macquarie University
library?
a. The roof is painted green.
b. It uses robots in all services.
c. It is located in Southern Sydney
d. Its roof is used for a green area.
19. Why do academicians like to visit the library?
a. It opens 24 hours daily.
b. It has complete references.
c. They will be served by robots.
d. The place is comfortable to read.
20. What is the best title for the text?
a. The Macquarie university library
b. The building of Macquarie university
c. The Australian style building
d. The Sydney library

Read the following paragraph to answer the Questions 21 to 24

I have a pet. It is a dog, and I call it Snowy. Snowy is a Chinese breed. It is

small, fluffy and cute. It has thick white fur. When I cuddle it, the fur feels soft.
Snowy does not like bones. Everyday it eats soft food like steamed rice, fish or
bread. Every morning I give her milk and bread. When I am at school, Snowy
plays with my cat. They get along well and never fight; maybe because Snowy
does not bark a lot. It treats the other animals in our house gently, and it never
bites shoes.

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 We always spend time together at home. We do many activities: playing
balls, hide and seek, or racing in the backyard. In the afternoon, I usually take him
for a walk. People love to see Snowy. Snowy is really a sweet and friendly pet.
21. What is the topic of the story?
a. A friendship between a cat and a dog
b. Spending time with a pet inside and outside the house
c. A friendly and sweet dog
d. A friendship between a pet and its owner
22. The main topic of paragraph two is ….
a. The writer‟s activities with his/her pet
b. Everybody loves to walk with Snowy
c. Snowy is a cute and friendly dog
d. Snowy always plays with the cat
23. Where does the writer usually spend the time with his pet?
a. In the neighborhood
b. On the street
c. At school
d. At home
24. What activity does the writer do after school with his pet?
a. Cuddle it softly
b. Take it for a walk
c. Give it milk
d. Let it play with the cat

Read the following paragraph to answer the Questions 25 to 30

I have some pets. However, my favorite pet is Timmy. Timmy is a male tabby
cat. He is very adorable with his soft stripes fur. He has innocent round eyes and
feeble sweet voice. He always meows when I come home, he usually give me a
kiss.
Timmy is a nice playmate. I‟m so happy to spend my time with him. Most of
the time, he‟s a good cat. It‟s almost impossible for me to be angry at him. In the

92
morning, he always wakes up early. When he wakes up earlier, he waits quality by
my bedside until I wake up.
25. Who is Timmy?
a. Human
b. An animal
c. A cartoon
d. People
26. According to passage of the text, what is the tenses type the author use
when he writes?
a. Past tense
b. Perfect tense
c. Present future
d. Present tense
27. The second paragraph tells about …
a. Characteristic
b. Habitat
c. Food
d. Behavior
28. Why Timmy is one of favorites by writer?
a. because He is cute cat
b. because she is cute cat
c. because He is smart cat
d. because she is not smart cat
29. What is the purpose of the text about?
a. To entertain the reader
b. To describe something
c. To tell how to make something
d. To tell how to care for cats
30. “I'm so happy to spend my time with him….” (Paragraph two). The
underlined word refers to…
a. I

93
 b. He
c. Timmy
d. All option is incorrect
31. What is the description of the picture?
a. He is a policeman and wearing red pat
b. She is a policeman and wearing blue pat
c. He is a pilot and wearing blue pat
d. She is a pilot and wearing red pat
32. Based on the picture, the cat has….
a. White-eyes
b. Blue eyes
c. White fur
d. Blue fur

Read the following text to answer the Questions 33 to 38

Barack Obama is the president of United States. He is an African-American. He

is tall and thin. He is bald. He has dark complexion, pointed nose, and oval face.

He is the first black man who becomes the president of United States. He
is known as a smart and wise man. He is a loving husband for his wife and a good
father for his two children. People from all over the world adore him because of
his spirit and action in creating peace in this world. He also looks friendly because
he always smiles a lot.

33. What is the purpose of the text?

a. To persuade the readers to choose him in the election
b. To entertain the readers about the story of Barack Obama
c. To report the life of the president of United States of America
d. To describe Barack Obama‟s physical appearance and personality
34. “… dark complexion, pointed nose, and oval face.” The antonym of the
word “pointed” is ….
a. Flat

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 b. Short
c. Straight
d. Oval
35. Which is the synonym of the word “oval” in paragraph one?
a. Flat
b. Short
c. Straight
d. pointed
36. “…. He is known as a smart and wise man.” The word „He‟ refers to …
a. President of South Korea
b. White man
c. Obama
d. President of Indonesia
37. What is the main idea of paragraph two?
a. The character of president United State
b. To describe Mrs. President
c. The author‟s vies of the president United State
d. Obama is United State‟s favorite president
38. How old is Obama? He is … years old.
a. 17th
b. 7th
c. 70th
d. All Option is incorrect

See the Picture bellow to answer the Question No. 39-40!

95
 39. Based on the Picture we can conclude that….
a. She is a teacher and has three students
b. She is a woman and have three students
c. She is a teacher and she doesn‟t like teaching
d. There are three students and they don‟t like studying
40. Based on the picture. What is the true description about the picture?
a. Students wear green jacket
b. Teacher wears green jacket
c. Students is not studying
d. They are not studying

Adapted from: (Aini, 2019; Arini & Wardhana, 2019; Staar, 2015)

Key Answer of Instrument for Pilot Test:

1) A 15) C 29) B
2) C 16) D 30) C
3) A 17) A 31) C
4) C 18) D 32) C
5) C 19) B 33) D
6) B 20) B 34) A
7) C 21) D 35) D
8) A 22) A 36) C
9) B 23) D 37) A
10) A 24) B 38) D
11) A 25) B 39) A
12) A 26) D 40) B
13) A 27) D
14) A 28) A

96
Appendix 2: the Raw Score of the Instrument Test for Pilot Test

NILAI HASIL TES PILOT SISWA KELAS DELAPAN

Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 TOTAL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 1 1 35
2 1 1 1 1 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 35
3 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 32
4 1 1 0 0 1 0 1 1 1 0 0 1 0 0 1 0 1 0 1 0 0 1 1 1 1 0 1 0 1 0 1 1 1 1 0 1 1 1 1 1 25
5 1 0 0 0 0 1 0 1 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 0 1 0 1 0 0 0 1 1 1 1 1 1 1 1 1 1 22
6 0 0 1 0 0 0 1 0 0 1 0 0 0 1 0 1 1 0 1 1 1 1 1 0 1 0 1 1 1 0 1 1 0 1 0 1 1 0 0 1 21
7 1 1 1 1 0 1 1 0 0 0 1 0 0 1 0 1 0 1 0 1 0 0 0 1 0 1 1 0 0 1 0 1 1 1 0 0 0 1 1 1 21
8 1 0 0 0 1 0 0 1 1 0 0 1 0 1 0 1 1 0 0 1 0 0 0 1 1 0 1 0 0 1 1 1 0 0 1 1 1 0 1 1 20
9 1 0 0 1 0 0 0 1 0 0 1 0 1 0 0 1 0 0 1 0 0 0 1 1 1 0 1 1 0 0 0 0 0 0 1 1 1 1 1 1 18
10 1 0 0 1 1 0 0 0 1 0 0 1 1 1 1 1 0 0 0 0 0 0 0 0 1 0 1 0 1 1 1 1 0 0 0 1 0 1 1 0 18
11 0 1 0 0 0 0 1 0 0 1 0 1 0 1 1 0 0 0 0 1 0 0 0 0 1 0 1 0 0 1 0 1 1 0 1 1 0 1 1 1 17
12 0 0 0 1 0 0 0 1 0 1 1 0 0 0 0 1 0 0 0 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 0 1 1 0 1 1 17
13 1 0 0 1 0 1 0 0 0 1 0 0 0 0 1 0 1 1 1 0 0 0 0 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 1 0 17
14 1 0 0 1 1 0 1 0 1 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 1 0 0 1 1 0 1 1 0 0 0 1 0 1 17
15 1 1 0 1 0 1 0 0 1 1 0 1 0 0 0 0 0 1 0 1 1 0 0 0 1 1 0 0 0 0 1 0 1 1 0 0 1 0 0 0 16
16 1 0 0 0 1 1 0 1 0 0 0 1 0 0 0 0 1 0 1 1 0 0 0 0 0 1 1 0 1 1 0 1 0 0 0 0 1 0 1 1 16
17 0 0 0 0 1 1 1 0 0 0 1 1 0 0 0 0 1 1 0 1 0 0 1 0 0 0 1 0 0 0 1 1 0 0 0 1 1 1 0 0 15
18 1 1 0 1 0 0 0 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 1 0 0 1 1 0 0 0 0 1 0 1 0 0 1 1 1 0 15
19 1 1 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 1 1 0 0 1 14
20 1 0 1 0 1 1 0 0 1 0 0 1 1 0 0 1 0 0 0 0 0 1 1 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 14
21 0 0 0 0 0 1 0 1 1 0 1 0 0 1 1 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 1 0 0 0 1 0 0 1 1 14
22 1 0 0 1 0 0 1 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 0 1 0 1 0 0 0 14
23 0 0 0 0 0 0 0 1 1 1 0 0 1 1 1 0 0 0 0 0 0 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 0 0 13
24 1 0 0 1 1 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 0 0 1 0 0 1 0 13
25 0 0 0 0 1 0 1 0 1 1 0 0 1 0 0 0 1 0 0 1 0 1 1 1 1 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 13
26 1 0 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 1 0 0 1 0 1 0 0 0 0 0 1 12
27 1 1 1 0 0 1 0 0 0 0 0 0 0 1 0 1 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 11
28 1 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 1 1 0 0 1 0 1 0 0 0 10
29 0 0 1 0 0 0 0 1 0 1 0 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 0 9
30 0 0 0 0 0 0 0 1 0 1 0 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 0 8

97
Appendix 3: R-table of Validity Items

Tabel r untuk df 1-50

Tingkat signifikansi untuk uji satu arah

0.05 0.025 0.01 0.005 0.0005
df = (N-2) Tingkat signifikansi untuk uji dua arah
0.1 0.05 0.02 0.01 0.001
1 0.9877 0.9969 0.9995 0.9999 1.0000
2 0.9000 0.9500 0.9800 0.9900 0.9990
3 0.8054 0.8783 0.9343 0.9587 0.9911
4 0.7293 0.8114 0.8822 0.9172 0.9741
5 0.6694 0.7545 0.8329 0.8745 0.9509
6 0.6215 0.7067 0.7887 0.8343 0.9249
7 0.5822 0.6664 0.7498 0.7977 0.8983
8 0.5494 0.6319 0.7155 0.7646 0.8721
9 0.5214 0.6021 0.6851 0.7348 0.8470
10 0.4973 0.5760 0.6581 0.7079 0.8233
11 0.4762 0.5529 0.6339 0.6835 0.8010
12 0.4575 0.5324 0.6120 0.6614 0.7800
13 0.4409 0.5140 0.5923 0.6411 0.7604
14 0.4259 0.4973 0.5742 0.6226 0.7419
15 0.4124 0.4821 0.5577 0.6055 0.7247
16 0.4000 0.4683 0.5425 0.5897 0.7084
17 0.3887 0.4555 0.5285 0.5751 0.6932
18 0.3783 0.4438 0.5155 0.5614 0.6788
19 0.3687 0.4329 0.5034 0.5487 0.6652
20 0.3598 0.4227 0.4921 0.5368 0.6524
21 0.3515 0.4132 0.4815 0.5256 0.6402
22 0.3438 0.4044 0.4716 0.5151 0.6287
23 0.3365 0.3961 0.4622 0.5052 0.6178
24 0.3297 0.3882 0.4534 0.4958 0.6074
25 0.3233 0.3809 0.4451 0.4869 0.5974
26 0.3172 0.3739 0.4372 0.4785 0.5880
27 0.3115 0.3673 0.4297 0.4705 0.5790
28 0.3061 0.3610 0.4226 0.4629 0.5703
29 0.3009 0.3550 0.4158 0.4556 0.5620
30 0.2960 0.3494 0.4093 0.4487 0.5541
31 0.2913 0.3440 0.4032 0.4421 0.5465
32 0.2869 0.3388 0.3972 0.4357 0.5392
33 0.2826 0.3338 0.3916 0.4296 0.5322

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Appendix 4: T-table
d.f t0.10 t0.05 t0.025 t0.01 t0.005 d.f t0.10 t0.05 t0.025 t0.01 t0.005
1 3.078 6.314 12.71 31.82 63.66 61 1.296 1.671 2.000 2.390 2.659
2 1.886 2.920 4.303 6.965 9.925 62 1.296 1.671 1.999 2.389 2.659
3 1.638 2.353 3.182 4.541 5.841 63 1.296 1.670 1.999 2.389 2.658
4 1.533 2.132 2.776 3.747 4.604 64 1.296 1.670 1.999 2.388 2.657
5 1.476 2.015 2.571 3.365 4.032 65 1.296 1.670 1.998 2.388 2.657
6 1.440 1.943 2.447 3.143 3.707 66 1.295 1.670 1.998 2.387 2.656
7 1.415 1.895 2.365 2.998 3.499 67 1.295 1.670 1.998 2.387 2.655
8 1.397 1.860 2.306 2.896 3.355 68 1.295 1.670 1.997 2.386 2.655
9 1.383 1.833 2.262 2.821 3.250 69 1.295 1.669 1.997 2.386 2.654
10 1.372 1.812 2.228 2.764 3.169 70 1.295 1.669 1.997 2.385 2.653
11 1.363 1.796 2.201 2.718 3.106 71 1.295 1.669 1.996 2.385 2.653
12 1.356 1.782 2.179 2.681 3.055 72 1.295 1.669 1.996 2.384 2.652
13 1.350 1.771 2.160 2.650 3.012 73 1.295 1.669 1.996 2.384 2.651
14 1.345 1.761 2.145 2.624 2.977 74 1.295 1.668 1.995 2.383 2.651
15 1.341 1.753 2.131 2.602 2.947 75 1.295 1.668 1.995 2.383 2.650
16 1.337 1.746 2.120 2.583 2.921 76 1.294 1.668 1.995 2.382 2.649
17 1.333 1.740 2.110 2.567 2.898 77 1.294 1.668 1.994 2.382 2.649
18 1.330 1.734 2.101 2.552 2.878 78 1.294 1.668 1.994 2.381 2.648
19 1.328 1.729 2.093 2.539 2.861 79 1.294 1.668 1.994 2.381 2.647
20 1.325 1.725 2.086 2.528 2.845 80 1.294 1.667 1.993 2.380 2.647
21 1.323 1.721 2.080 2.518 2.831 81 1.294 1.667 1.993 2.380 2.646
22 1.321 1.717 2.074 2.508 2.819 82 1.294 1.667 1.993 2.379 2.645
23 1.319 1.714 2.069 2.500 2.807 83 1.294 1.667 1.992 2.379 2.645
24 1.318 1.711 2.064 2.492 2.797 84 1.294 1.667 1.992 2.378 2.644
25 1.316 1.708 2.060 2.485 2.787 85 1.294 1.666 1.992 2.378 2.643
26 1.315 1.706 2.056 2.479 2.779 86 1.293 1.666 1.991 2.377 2.643
27 1.314 1.703 2.052 2.473 2.771 87 1.293 1.666 1.991 2.377 2.642
28 1.313 1.701 2.048 2.467 2.763 88 1.293 1.666 1.991 2.376 2.641
29 1.311 1.699 2.045 2.462 2.756 89 1.293 1.666 1.990 2.376 2.641
30 1.310 1.697 2.042 2.457 2.750 90 1.293 1.666 1.990 2.375 2.640
31 1.309 1.696 2.040 2.453 2.744 91 1.293 1.665 1.990 2.374 2.639
32 1.309 1.694 2.037 2.449 2.738 92 1.293 1.665 1.989 2.374 2.639
33 1.308 1.692 2.035 2.445 2.733 93 1.293 1.665 1.989 2.373 2.638
34 1.307 1.691 2.032 2.441 2.728 94 1.293 1.665 1.989 2.373 2.637
35 1.306 1.690 2.030 2.438 2.724 95 1.293 1.665 1.988 2.372 2.637
36 1.306 1.688 2.028 2.434 2.719 96 1.292 1.664 1.988 2.372 2.636
37 1.305 1.687 2.026 2.431 2.715 97 1.292 1.664 1.988 2.371 2.635
38 1.304 1.686 2.024 2.429 2.712 98 1.292 1.664 1.987 2.371 2.635
39 1.304 1.685 2.023 2.426 2.708 99 1.292 1.664 1.987 2.370 2.634
40 1.303 1.684 2.021 2.423 2.704 100 1.292 1.664 1.987 2.370 2.633
41 1.303 1.683 2.020 2.421 2.701 101 1.292 1.663 1.986 2.369 2.633
42 1.302 1.682 2.018 2.418 2.698 102 1.292 1.663 1.986 2.369 2.632
43 1.302 1.681 2.017 2.416 2.695 103 1.292 1.663 1.986 2.368 2.631
44 1.301 1.680 2.015 2.414 2.692 104 1.292 1.663 1.985 2.368 2.631
45 1.301 1.679 2.014 2.412 2.690 105 1.292 1.663 1.985 2.367 2.630
46 1.300 1.679 2.013 2.410 2.687 106 1.291 1.663 1.985 2.367 2.629
47 1.300 1.678 2.012 2.408 2.685 107 1.291 1.662 1.984 2.366 2.629
48 1.299 1.677 2.011 2.407 2.682 108 1.291 1.662 1.984 2.366 2.628
49 1.299 1.677 2.010 2.405 2.680 109 1.291 1.662 1.984 2.365 2.627
50 1.299 1.676 2.009 2.403 2.678 110 1.291 1.662 1.983 2.365 2.627
51 1.298 1.675 2.008 2.402 2.676 111 1.291 1.662 1.983 2.364 2.626
52 1.298 1.675 2.007 2.400 2.674 112 1.291 1.661 1.983 2.364 2.625
53 1.298 1.674 2.006 2.399 2.672 113 1.291 1.661 1.982 2.363 2.625
54 1.297 1.674 2.005 2.397 2.670 114 1.291 1.661 1.982 2.363 2.624
55 1.297 1.673 2.004 2.396 2.668 115 1.291 1.661 1.982 2.362 2.623
56 1.297 1.673 2.003 2.395 2.667 116 1.290 1.661 1.981 2.362 2.623
57 1.297 1.672 2.002 2.394 2.665 117 1.290 1.661 1.981 2.361 2.622
58 1.296 1.672 2.002 2.392 2.663 118 1.290 1.660 1.981 2.361 2.621
59 1.296 1.671 2.001 2.391 2.662 119 1.290 1.660 1.980 2.360 2.621
60 1.296 1.671 2.000 2.390 2.660 120 1.290 1.660 1.980 2.360 2.620

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Appendix 5: Students’ Score of Pre-test and Post-test in Control Class and
Experimental Class

No. Experimental Class Control Class No.

Students Pre-test Post-test Pre-test Post-test Students
1 20 56 36 64 1
2 36 84 48 80 2
3 64 80 44 64 3
5 68 92 56 60 4
6 52 96 60 68 5
7 56 68 48 52 6
8 40 76 36 48 7
9 44 80 48 64 8
10 36 80 60 68 9
11 76 96 48 76 10
12 48 60 20 52 11
13 64 88 44 64 12
14 56 80 68 92 13
15 56 76 28 84 14
17 40 84 40 68 15
18 48 68 56 72 16
19 44 60 52 68 17
20 40 68 20 60 18
21 48 60 48 60 19
22 52 92 56 52 20
23 48 64 36 76 21
24 68 80 20 60 22
25 72 84 64 64 23
26 40 92 48 68 24
27 56 92 48 60 25
28 64 80 60 68 26
29 72 84 60 76 27
30 64 60 44 56 28
64 72 29
56 76 30

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 Appendix 6: Lesson Plan on Experimental Class
Rencana Pelaksanaan Pembelajaran (RPP)
(Experiment Class)
Sekolah : SMPN 4 RAHA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Topic : Descriptive Text (Descriptive text about people: My Best
Friend, Ernesto)
Skill : Reading
Alokasi Waktu : 2 x 40 menit (1st Meeting)

A. Kompetensi Inti
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, mengarang, memodifikasi, dan membuat) dan
ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan lainnya sumber
yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar
Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi
3.1. Membedakan fungsi sosial, struktur 3.1.1 Menjelaskan fungsi sosial, struktur teks, dan
teks, dan unsur kebahasaan berbentuk unsur kebahasaan teks deskripsi.
descriptive text lisan dan tulis dengan 4.1.1.Mengidentifikasi struktur umum
memberi dan meminta informasi (identification dan description) pada teks
terkait isu aktual berkaitan dengan deskripsi.
lingkungan sekitar. 4.1.2. Mengidentifikasi aspek-aspek yang ada
pada teks deskrpsi yang meliputi
4.1 Memahami makna teks tulis
menemukan main idea, rujukan/reference,
fungsional dan esei pendek
kosa kata (vocabulary), kesimpulan

101
sederhana berbentuk descriptive yang (inference), dan detail information.
berkaitan dengan lingkungan sekitar.

C. Tujuan Pembelajaran
1. Setelah belajar, peserta didik mampu mengidentifikasi pengertian
dan fungsi sosial dari teks deskriptive.
2. Setelah belajar, peserta didik mampu dapat mengidentifikasi
struktur umum teks deskripsi meliputi identification dan
description.
D. Materi Pembelajaran
1. Link Web blog: https://readingbox127.blogspot.com/2021/10/its-
english-time-what-is-deskrptive.html
2. Topik : Descriptive text about people: My Best Friend,
Ernesto.

E. Metode Pembelajaran
Model Pembelajaran : ICT-based Learning Model
Pendekatan : Students Center
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 Metode : Latihan
F. Alat dan Sumber Belajar
1) Alat : Smartphone
2) Sumber belajar :Buku When English Rings a Bell, Chapter
VIII, Teacher‟s made materials dan Internet
G. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang berlangsung.
Kegiatan Inti (60 menit)
 Peserta didik menyimak penjelasan dari guru mengenai cara mengakses web blog
(https://readingbox127.com) dengan menggunakan smartphone. Di sini, peserta didik akan
melakukan aktivitas membaca online (internet-based reading)
 Guru mengapload materi pelajaran pada web blog dan Peserta didik akan melakukan
aktivitas membaca online serta mengumpulkan informasi yang terdapat pada web blog
mengenai Text Deskriptive yang telah mereka baca meliputi; pengertian teks descriptive
dan struktur teks descriptive.
 Guru meminta Peserta didik untuk memaparkan informasi yang mereka dapat dari
kegiatan membaca online tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang kurang
dipahami.
 Guru memberikan sebuah teks deskripsi dengan judul “My Best friend, Ernesto” pada web
blog mengenai mendeskripsikan seseorang (people) dan juga peserta didik akan
menjawab pertanyaan- pertanyaan mengenai teks tersebut pada lembar kerja yang
disediakan guru pada web blog.
 Guru bersama-sama peserta didik memeriksa tugas yang sudah peserta didik kerja pada
lembar kerja.
Kegiatan Penutup (10 menit)

103
 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.
 Guru menutup kelas dengan mengucapkan Salam.

H. Penilaian

Skor = x 100

104
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMPN 4 Raha Alokasi waktu : 2 x 40 menit KD : 3.1 dan 4.2
Mata Pelajaran : Bahasa Inggris Kelas/Smester : VIII/1 2nd Meeting
Topic : Descriptive Text about a place (Paris)
Skill : Reading

A. Tujuan Pembelajaran
1. Setelah belajar, peserta didik mampu mengidentifikasi
menentukkan main idea pada descriptive text.
2. Setelah belajar, peserta didik mampu mengidentifikasi reference
pada teks deskripsi.
B. Materi Pembelajaran
Link Web blog : https://readingbox127.blogspot.com/2021/11/its-
english-time-what-is-main-idea-and.html
Topik : Descriptive Text about Place: Paris

105
 C. Metode Pembelajaran
Model Pembelajaran : ICT-based Learning Model
Pendekatan : Students Center
Metode : Latihan
D. Alat dan Sumber Belajar
1. Alat : Smartphone
2. Sumber belajar :Buku When English Rings a Bell, Chapter
VIII, dan Internet.
E. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang berlangsung.
Kegiatan Inti (60 menit)
 Peserta didik menyimak penjelasan dari guru mengenai cara mengakses web blog
(https://readingbox127.com) dengan menggunakan smartphone. Di sini, peserta didik akan
melakukan aktivitas internet-based reading
 Guru mengapload materi pelajaran pada web blog dan Peserta didik akan melakukan
aktivitas membaca online serta mengumpulkan informasi yang terdapat pada web blog
mengenai Text Deskriptive yang telah mereka baca meliputi; Main idea dan Reference
dalam teks descriptive.
 Guru akan meminta Peserta didik untuk memaparkan informasi yang mereka dapat dari
kegiatan membaca online tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang kurang
dipahami.
 Guru memberikan sebuah latihan membaca teks deskripsi dengan judul “Paris” pada web
blog mengenai mendeskripsikan tempat (a place) dan juga peserta didik akan menjawab
pertanyaan- pertanyaan mengenai teks tersebut pada lembar kerja yang disediakan guru
pada web blog.

106
  Guru bersama-sama peserta didik akan memeriksa tugas yang sudah peserta didik kerja
pada lembar kerja.
Kegiatan Penutup (10 menit)
 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.
 Guru menutup kelas dengan mengucapkan Salam.

E. Penilaian

Skor = x 100

107
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMPN 4 Raha Alokasi waktu : 2 x 40 menit KD : 3.1 dan 4.2

Mata Pelajaran : Bahasa Inggris Kelas/Smester : VIII/1 3rd Meeting
Topic : Descriptive Text about a pet (Ndopita)
Skill : Reading

A. Tujuan Pembelajaran
1. Setelah belajar, peserta didik mampu mengidentifikasi kosa kata
(vocabulary) pada sebuah teks descriptive.
2. Setelah belajar, peserta didik mampu mengidentifikasi inference
pada teks deskripsi.
B. Materi Pembelajaran
1. Link Web blog : https://readingbox127.blogspot.com/2021/11/its-
english-time-what-is-vocabulary.html
2. Topik : Descriptive Text about a pet: Ndopita

108
 C. Metode Pembelajaran
Model Pembelajaran : ICT-based Learning Model
Pendekatan : Students Center
Metode : Latihan
D. Alat dan Sumber Belajar
Alat : Smartphone
Sumber belajar :Buku When English Rings a Bell, Chapter VIII,
Teacher‟s made materials dan Internet
E. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang
berlangsung.
Kegiatan Inti (60 menit)
 Peserta didik menyimak penjelasan dari guru mengenai cara mengakses web blog
(https://readingbox127.com) dengan menggunakan smartphone. Di sini, peserta didik
akan melakukan aktivitas internet-based reading
 Guru mengapload materi pelajaran pada web blog dan Peserta didik akan melakukan
aktivitas membaca serta mengumpulkan informasi yang terdapat pada web blog
mengenai Text Deskriptive yang telah mereka baca meliputi; Vocabulary dan Inference
dalam teks descriptive.
 Guru meminta Peserta didik auntuk memaparkan informasi yang mereka dapat dari
kegiatan membaca tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang
kurang dipahami.
 Guru memberikan sebuah teks deskripsi dengan judul “Ndopita” pada web blog
mengenai mendeskripsikan hewan/ binatang peliharaan (a pet) dan juga peserta didik
akan menjawab pertanyaan- pertanyaan mengenai teks tersebut pada lembar kerja yang

109
 disediakan guru pada web blog.
 Guru bersama-sama peserta didik akan memeriksa tugas yang sudah peserta didik kerja
pada lembar kerja.
Kegiatan Penutup (10 menit)
 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.
 Guru menutup kelas dengan mengucapkan Salam.

F. Penilaian

Skor = x 100

110
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMPN 4 Raha Alokasi waktu : 2 x 40 menit KD : 3.1 dan 4.2
Mata Pelajaran : Bahasa Inggris Kelas/Smester : VIII/1 4th Meeting
Topic : Descriptive Text about an object (Teddy Bear)
Skill : Reading

A. Tujuan Pembelajaran

1. Setelah belajar, peserta didik mampu mendeskripsikan suatu

benda.
2. mengidentifikasi Detailed Information (Spesific information)
pada sebuah teks descriptive.

B. Materi Pembelajaran
1. Link Web blog : https://readingbox127.blogspot.com/2021/11/its-
english-time-what-is-detail.html
2. Topik : Descriptive Text about an object: Teddy Bear

111
 C. Metode Pembelajaran
Model Pembelajaran : ICT-based Learning Model
Pendekatan : Students Center
Metode : Latihan
D. Alat dan Sumber Belajar
1) Alat : Smartphone
2) Sumber belajar :Buku When English Rings a Bell, Chapter
VIII, dan Internet
E. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang berlangsung.
Kegiatan Inti (60 menit)
 Peserta didik menyimak penjelasan dari guru mengenai cara mengakses web blog
(https://readingbox127.com) dengan menggunakan smartphone. Di sini, peserta didik akan
melakukan aktivitas internet-based reading
 Guru akan mengapload materi pelajaran pada web blog dan Peserta didik akan melakukan
aktivitas membaca online serta mengumpulkan informasi yang terdapat pada web blog
mengenai Text Deskriptive yang telah mereka baca meliputi; detail information (specific
information) dalam teks descriptive.
 Guru akan meminta Peserta didik auntuk memaparkan informasi yang mereka dapat dari
kegiatan membaca tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang kurang
dipahami.
 Guru memberikan sebuah teks deskripsi dengan judul “My Best friend, Ernesto” pada web
blog mengenai mendeskripsikan object atau benda (an object) dan juga peserta didik akan
menjawab pertanyaan- pertanyaan mengenai teks tersebut pada lembar kerja yang
disediakan guru pada web blog.

112
  Guru bersama-sama peserta didik akan memeriksa tugas yang sudah peserta didik kerja
pada lembar kerja.
Kegiatan Penutup (10 menit)
 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.
 Guru menutup kelas dengan mengucapkan Salam.

F. Penilaian

Skor = x 100

113
Appendix 7: Lesson Plan on Control Class
Rencana Pelaksanaan Pembelajaran (RPP)
(Control Class)
Sekolah : SMPN 4 RAHA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/1
Topic : Descriptive Text (Descriptive text about people: My Best
Friend, Ernesto)
Skill : Reading
Alokasi Waktu : 2 x 40 menit (1st Meeting)

A. Kompetensi Inti

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, mengarang, memodifikasi, dan membuat) dan
ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan lainnya sumber
yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar
Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi
3.1. Membedakan fungsi sosial, struktur 3.1.1 Menjelaskan fungsi sosial, struktur teks, dan
teks, dan unsur kebahasaan berbentuk unsur kebahasaan teks deskripsi.
descriptive text lisan dan tulis dengan 4.1.1.Mengidentifikasi struktur umum
memberi dan meminta informasi (identification dan description) pada teks
terkait isu aktual berkaitan dengan deskripsi.
lingkungan sekitar. 4.1.2. Mengidentifikasi aspek-aspek yang ada
pada teks deskrpsi yang meliputi
4.1 Memahami makna teks tulis
menemukan main idea, rujukan/reference,
fungsional dan esei pendek

114
 sederhana berbentuk descriptive yang kosa kata (vocabulary), kesimpulan
berkaitan dengan lingkungan sekitar. (inference), dan detail information.

C.Tujuan Pembelajaran
1. Setelah belajar, peserta didik mampu mengidentifikasi pengertian
dan fungsi sosial dari teks deskriptive.
2. Setelah belajar, peserta didik mampu dapat mengidentifikasi
struktur umum teks deskripsi meliputi identification dan
description.

D. Materi Pembelajaran
Topik : Descriptive text about people: My Best Friend, Ernesto.

E. Metode Pembelajaran
Model Pembelajaran : Convensional
Metode : Ceramah
F. Sumber Belajar
1) Buku When English Rings a Bell, Chapter VIII,

115
 2) Teacher‟s made materials
G. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang berlangsung.

Kegiatan Inti (60 menit)

 Guru mendistribusikan materi pembelajaran dalam bentuk prin cetak. Di sini, peserta didik
akan melakukan aktivitas printed-based reading.
 Guru menyuruh Peserta didik untuk melakukan aktivitas membaca serta mengumpulkan
informasi yang terdapat pada paper print mengenai Text Deskriptive yang telah mereka
baca meliputi; pengertian teks descriptive dan struktur teks descriptive.
 Guru meminta Peserta didik untuk memaparkan informasi yang mereka dapat dari
kegiatan membaca tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang kurang
dipahami.
 Guru memberikan sebuah teks deskripsi dengan judul “My Best friend, Ernesto”
mengenai mendeskripsikan seseorang (people) dan juga peserta didik akan menjawab
pertanyaan- pertanyaan mengenai teks tersebut pada lembar kerja yang akan dibagikan
guru dalam bentuk print cetak.
 Guru bersama-sama peserta didik akan memeriksa tugas yang sudah peserta didik kerja
pada lembar kerja.

Kegiatan Penutup (10 menit)

 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.

116
 Guru menutup kelas dengan mengucapkan Salam.

H. Penilaian

Skor = x 100

117
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMPN 4 Raha Alokasi waktu : 2 x 40 menit KD : 3.1 dan 4.2
Mata Pelajaran : Bahasa Inggris Kelas/Smester : VIII/1 2nd Meeting
Topic : Descriptive Text about a place (Paris)
Skill : Reading

A. Tujuan Pembelajaran

1. Setelah belajar, peserta didik mampu mengidentifikasi

menentukkan main idea pada descriptive text.
2. Setelah belajar, peserta didik mampu mengidentifikasi reference
pada teks deskripsi.

B. Materi Pembelajaran
Topik : Descriptive Text about a Place: Paris

118
 D. Metode Pembelajran
Model Pembelajaran : Convensional
Metode : Ceramah
E. Sumber Belajar
1) Buku When English Rings a Bell, Chapter VIII,
2) Teacher‟s made materials
G. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang berlangsung.

Kegiatan Inti (60 menit)

 Guru akan mendistribusikan materi pembelajaran dalam bentuk prin cetak. Di sini, peserta
didik akan melakukan aktivitas printed-based reading.
 Guru menyuruh Peserta didik untuk melakukan aktivitas membaca serta mengumpulkan
informasi yang terdapat pada paper print mengenai Text Deskriptive yang telah mereka
baca meliputi; Main idea dan Reference dalam teks descriptive.
 Guru meminta Peserta didik untuk memaparkan informasi yang mereka dapat dari
kegiatan membaca tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang kurang
dipahami.
 Guru memberikan sebuah teks deskripsi dengan judul “Paris” mengenai mendeskripsikan
tempat (a place) dan juga peserta didik menjawab pertanyaan- pertanyaan mengenai teks
tersebut pada lembar kerja yang akan dibagikan guru dalam bentuk print cetak.
 Guru bersama-sama peserta didik akan memeriksa tugas yang sudah peserta didik kerja
pada lembar kerja.

Kegiatan Penutup (10 menit)

 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.

119
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.
 Guru menutup kelas dengan mengucapkan Salam.

I. Penilaian

Skor = x 100

120
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMPN 4 Raha Alokasi waktu : 2 x 40 menit KD : 3.1 dan 4.2
Mata Pelajaran : Bahasa Inggris Kelas/Smester : VIII/1 3rd Meeting
Topic : Descriptive Text about a pet (Ndopita)
Skill : Reading

A. Tujuan Pembelajaran

1) Setelah belajar, peserta didik mampu mengidentifikasi kosa kata

(vocabulary) pada sebuah teks descriptive.
2) Setelah belajar, peserta didik mampu mengidentifikasi inference
pada teks deskripsi.

B. Materi Pembelajaran
Topik : Descriptive Text about a pet: Ndopita

C. Metode Pembelajaran
Model : Convensional
Metode : Ceramah
D. Sumber Belajar
1) Buku When English Rings a Bell, Chapter VIII,
2) Teacher‟s made materials
121
 E. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang berlangsung.

Kegiatan Inti (60 menit)

 Guru mendistribusikan materi pembelajaran dalam bentuk prin cetak. Di sini, peserta didik
akan melakukan aktivitas printed-based reading.
 Guru menyuruh Peserta didik untuk melakukan aktivitas membaca serta mengumpulkan
informasi yang terdapat pada paper print mengenai Text Deskriptive yang telah mereka
baca meliputi; Vocabulary dan Inference dalam teks descriptive.
 Guru meminta Peserta didik untuk memaparkan informasi yang mereka dapat dari
kegiatan membaca tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang kurang
dipahami.
 Guru memberikan sebuah teks deskripsi dengan judul “Paris” mengenai mendeskripsikan
hewan atau binatang peliharaan (a pet) dan juga peserta didik akan menjawab pertanyaan-
pertanyaan mengenai teks tersebut pada lembar kerja yang akan dibagikan guru dalam
bentuk print cetak.
 Guru bersama-sama peserta didik akan memeriksa tugas yang sudah peserta didik kerja
pada lembar kerja.

Kegiatan Penutup (10 menit)

 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.
 Guru menutup kelas dengan mengucapkan Salam.

122
F. Penilaian

Skor = x 100

123
 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMPN 4 Raha Alokasi waktu : 2 x 40 menit KD : 3.1 dan 4.2
Mata Pelajaran : Bahasa Inggris Kelas/Smester : VIII/1 4th Meeting
Topic : Descriptive Text about an object (Teddy Bear)
Skill : Reading

A. Tujuan Pembelajaran

1. Setelah belajar, peserta didik mampu mendeskripsikan suatu

benda.
2. mengidentifikasi Detailed Information (Spesific information)
pada sebuah teks descriptive.

B. Materi Pembelajaran
Topik : Descriptive Text about an object: Teddy Bear

C. Metode Pembelajaran
Model : Convensional
Metode : Ceramah
D. Sumber Belajar
1. Buku When English Rings a Bell, Chapter VIII,
2. Teacher‟s made materials

124
 E. Kegiatan Pembelajaran
Kegiatan Pendahuluan (10 menit)
 Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran.
 Guru melakukan pembukaan dengan salam pembuka.
 Guru mengecek kehadiran peserta didik.
 Guru menyampaikan kompentensi dan tujuan pembelajaran pada pertemuan yang berlangsung.

Kegiatan Inti (60 menit)

 Guru mendistribusikan materi pembelajaran dalam bentuk prin cetak. Di sini, peserta didik
akan melakukan aktivitas printed-based reading.
 Guru menyuruh Peserta didik untuk melakukan aktivitas membaca serta mengumpulkan
informasi yang terdapat pada paper print mengenai Text Deskriptive yang telah mereka
baca meliputi; Detailed Information (Spesific Information) dalam teks descriptive.
 Guru meminta Peserta didik untuk memaparkan informasi yang mereka dapat dari
kegiatan membaca tersebut.
 Guru memberikan Peserta didik kesempatan untuk bertanya mengenai materi yang kurang
dipahami.
 Guru memberikan sebuah teks deskripsi dengan judul “Teddy Bear” mengenai
mendeskripsikan sebuah object atau benda (an object) dan juga peserta didik akan
menjawab pertanyaan- pertanyaan mengenai teks tersebut pada lembar kerja yang akan
dibagikan guru dalam bentuk print cetak.
 Guru bersama-sama peserta didik memeriksa tugas yang sudah peserta didik kerja pada
lembar kerja.

Kegiatan Penutup (10 menit)

 Guru memberikan Feedback/Umpan balik terhadap proses dan hasil pembelajaran.
 Guru menginformasikan peserta didik mengenai topic pembelajaran untuk pertemuan
selanjutnya.
 Guru memberi motivasi dan nasehat kepada peserta didik untuk terus rajin belajar.
 Guru menutup kelas dengan mengucapkan Salam.

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F. Penilaian

Skor = x 100

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Appendix 5 : Research Permissions

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