SQ4R Method Increases Reading Comprehension

SQ4R Method for Teaching Reading Comprehension
(A Research Conducted at Second Grade of MA Al-Huda Gorontalo)
Undergraduate Thesis
Presented to English Education Study Program
Letters and Cultures Faculty
As a Partial Fulfillment of the Requirement for the Degree of Educational Scholar
NINA NURHIDAYANTI
321 415 089
ENGLISH DEPARTMENT
LETTERS AND CULTURES FACULTY
STATE UNIVERSITY OF GORONTALO
2019
Nina Nurhidayanti
Student's II)
Department I)epartment
Faculty Letters and Culturcs FacultY
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ABSTRACT
Nina Nurhidayanti. 321415089. 2019. SQ4R method for teaching reading

comprehension. Skripsi. English Department, Letters and Cultures Faculty,
State University of Gorontalo. Pricipal advisors Dr. Hanisah Hanafi, M.Pd
and Sri Agriyanti Mestari S.Pd., M.Ed. TESOL
This research aims to find out whether SQ4R method can increase students’
reading comprehension. This study took 20 students of MA Al-Huda Gorontalo
at second grade (XI Agama) as the sample. In this research, the researcher used
objective which is multiple choice to collect the data. The multiple choice item
used two kinds of text such as analytical exposition and explanation text. The
researcher used quasi experimental, namely one group pre-test and post-test
design. The result of this research showed, the mean score in pre test was 12,6
and in post test the mean score was 15,05. In this research, the hypothesis found
that tcount ≥ tlist with a value of 3,356 ≥ 2,101. It means that the hypothesis (H1) is
accepted. It can be summed up that SQ4R method can increase students’ reading
comprhension of the second grade in MA Al-Huda Gorontalo.
Key Words: SQ4R method, Students’ reading comprehension

ABSTRAK
Nina Nurhidayanti. 321415089. 2019. Metode SQ4R untuk Pengajaran

Pemahaman Membaca. Skripsi. Jurusan Bahasa Inggris, Fakultas Sastra dan
Budaya, Univesitas Negeri Gorontalo. Pembimbing I Dr. Hanisah Hanafi, M.Pd.
dan Pembimbing II Sri Agriyanti Mestari, S.Pd., M.Ed. TESOL
Penelitian ini bertujuan untuk mengetahui apakah metode SQ4R dapat menambah
pemhamaman membaca siswa. Studi ini mengambil 20 siswa kelas dua MA Al Huda
Gorontalo sebagai sampel. Pada penelitian ini, peneliti menggunakan tes objektif
yaitu berupa pilihan ganda untuk mengumpulkan data, Butir soal pilihan ganda
menggunakan dua jenis teks seperti teks analitik dan teks penjelasan. Peneliti
menggunakan eksperimen semu yaitu satu kelompok desain pre-tes dan pos-tes. Hasil
dari penelitian ini menunjukkan skor rata-ratprpad,q pre-tes adalah 12,6 dan pada pos-
tes skor rata-ratanya adalah 15,05. Pada ppiiplittg,gtini hipotesis menemukan bahwa
t1,ituneltri,tdengan nilai 3,35612,101. tt &ia*itiaS"vrd hjFgles!s (Hr) diterima. Dapat
disimpulkan bahwa metode SQ4R d'.ap. 1'ffiep[n&,affa,i.pqmahaman membaca siswa
kelas dua MA Alhuda Gorontalo. :.,:;;$ :i-{ ,*. Hii'i ,i ''""' , .
, .i ,;{,, jl;i!,;
Ka ta K u n c iz Me t o d e S Q 4 R, P e m a h a mitih 3 oi fi:iffid t;'o;i
i,
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Motto and Dedication
“Remember!, there’s always a change for someone who struggle”
~Nina Nurhidayanti~
“Do something today that your future self will thank you for”.
~Anonymous~
I dedicate this undergraduate thesis to:
My Beloved Parents (Munadi and Sumini)
My Big Brother (Imam Tohari)
My Big Family
Gengz “Udu”
This undergraduate thesis also dedicate to:
My Almamater
“English Department”
Letters and Cultures Faculty
State University of Gorontalo

vii
Acknowledgements
Alhamdulillahirobbil’alamin, in the name of Allah SWT, the lord of the universe, who
blessing me with every change in life to finish my undergraduate thesis entitled “SQ4R
Method for Teaching Reading Comprehension”. Besides, shalawat, salaam, and peace
may always be upon our propeth Muhammmad SAW, all of alim ulama, tabi’in
tabi’ahum, and his followers.
I would like to convey my deep gratitude for kind people around who help me to finish
my undergraduate thesis, as follows:
1. My beloved parents, Munadi and Sumini for their love, support, motivation, prayer,
advise, and everything that given to me. Moreover, special thanks for my sister and
brothers, Siti Fatimah, Rahmat Saleh, Imam Tohari and the little one Yusuf
Komarudin. Without them, I could not reach my skripsi. They are my vitamin in
life.
2. My amazing advisors, Dr. Hanisah Hanafi, M.Pd and Sri Agrianti Mestari, S.Pd.,
M.Ed TESOL. Thank you very much for give me advise, suggestion, guidance, and
everything to lead me finish my undergraduate thesis.
3. My admirable examiners, Dr. Rasuna R. Talib, M. Hum and Sri Rumiyatiningsih
Luwiti, S.Pd., M.Pd who give me feedbacks, suggestions, critics, and corrections
toward my undergraduate thesis.
4. The honorable Prof. Syamsu Qamar Badu, M.Pd as the ex- rector of State
University of Gorontalo and Prof. Drs. John Hendri, M, Si., Ph.D as the ad- interim
rector of State University of Gorontalo. Besides, my regard goes to the dean of

viii
Letters and Culture Faculty, Dr. Harto Malik, M.Hum and the head of English
Department, Novi Rusnarty Usu, M.A. I also would like to express my appreciation
for all the lecturer of English Department.
5. My lovely friends “Gengz Udu”, Maryam Katili, Iyut Rohmatul Fatimah, Nazlia
Muslim, and Dian Bawenti. Thanks for the precious time, support, jokes,
togetherness, and all you have done to me guys. Without you guys, I’m nothing.
6. My Diamond Class (Class D) 2015, they are Sarmimi, Moms a.k.a Ratna, Lia
Tanaiyo, Echa, Desi, Mba Ayu, Gemz, Vivi, Ka Putri, Ipals, Ansar, Gita, Mery
a.k.a Maryam Katili, Iyut, Lia Muslim, Olin Hilipito, Jihan Arief, Dian Bawens,
Mita, Anti Datundugon, Ice Man, Azan, Ijal Pateda, Nurvita Kadir, and Ika
Mongilong.
7. All family of Legion 15 who support and help me, especially Maryam Abdullah,
Indri Kohiyo, Nelis Huntu, Fera, Nadi, Yayu, Milawaty, Ruslan, Sarmimi, Sargita,
Maryam, Nazlia, Iyutse, Dian Dayana and all other members of Legion 2015 that I
could not mention one by one.
8. I would like to express my thankfulness to kak Siti who guide, support, advice, and
help me towards my analysis data in my undergraduate thesis.
9. The headmaster of MA Al-Huda Gorontalo who permitted me to conduct this study
in XI Agama.
10. The English teacher of MA Al-Huda Gorontalo, sir Hilimi and ibu Yusda who
guide and help me during my research.

ix
11. XI Agama as my sample. Thanks for being nice and helpful during my research. Do
not stop studying English.
12. My lovely laptop, the one and only thing that I loved so much. Thanks for
accompany me in every situation, being my partner in life until now and help me to
do all the things and my collecting K-drama. You have been with me since I was in
the fifth semesster. Thanks for my brother, Imam Tohari who bought this laptop. So
that I could finish my undergraduate thesis.
Gorontalo, August 2019
Nina Nurhidayanti
x
Table of Contents
Statement of Authorship ............................................................................................ i
Approval Sheet............................................................................................................ ii
Legalization Sheet ....................................................................................................... iii
Abstract ....................................................................................................................... iv
Abstrak ........................................................................................................................ v
Motto and Dedication ................................................................................................. vi
Acknowledgements ..................................................................................................... vii
Table of Contents ........................................................................................................ x
List of Table ................................................................................................................ xiv
List of Graphic ............................................................................................................ xv
Chapter 1: Introduction ............................................................................................. 1
The Basic Consideration ................................................................................... 1
Research Question ............................................................................................ 5
Research Objective ........................................................................................... 5
The Scope of Study........................................................................................... 6
Significant of Study .......................................................................................... 6
Previous Study .................................................................................................. 7

xi
Chapter 2: Theoretical Framework .......................................................................... 8
Concept of Reading Comprehension ................................................................ 8
Aspect of Reading............................................................................................. 10
Analytical Exposition Text ............................................................................... 12
Generic Structure of Analytical Exposition Text ........................................ 12
The Characteristics/Language Feature of Analytical Exposition Text ........ 13
Example of Analytical Exposition Text ...................................................... 13
Explanation Text............................................................................................... 14
Generic Structure of Explanation Text ........................................................ 14
The Characteristics/Language Feature of Explanation Text ....................... 14
Example of Explanation Text ...................................................................... 14
SQ4R Method ................................................................................................... 15
Strengths and Weakness of SQ4R Method ....................................................... 19
The Procedure of SQ4R Method ...................................................................... 20
Research Hypothesis ......................................................................................... 23
Chapter 3: Methodology ............................................................................................ 24
Method of Research .......................................................................................... 24
Population and Sample of the Study................................................................. 24

xii
Research Design ............................................................................................... 25
Collecting the Data ........................................................................................... 28
Validity Testing ........................................................................................... 29
Reliability Testing ....................................................................................... 31
Technique of Analyzing Data ........................................................................... 32
Normality Testing Data ............................................................................... 32
Data Analysis .................................................................................................... 34
Statistical Hypothesis........................................................................................ 35
Chapter 4: Research Finding and Discussion .......................................................... 37
Research Finding .............................................................................................. 37
Research Procedure .......................................................................................... 37
The Description of Pre Test .............................................................................. 38
Treatment .......................................................................................................... 42
The Description of Post Test ............................................................................ 63
Data Analysis .................................................................................................... 65
Discussion ......................................................................................................... 68
Limitation of Research ..................................................................................... 71
Chapter 5: Conclusion and Suggestion..................................................................... 72

xiii
Conclusion ........................................................................................................ 72
Suggestion......................................................................................................... 72
References ................................................................................................................... 74
Appendix
Curriculum Vitae
xiv
List of Table
Table 1 ........................................................................................................................ 23
Table 2 ......................................................................................................................... 25
Table 3 ......................................................................................................................... 29
Table 4 ......................................................................................................................... 31
Table 5 ......................................................................................................................... 39
Table 6 ......................................................................................................................... 63
xv
List of Graphic
Graphic 1 ..................................................................................................................... 40
Graphic 2 ..................................................................................................................... 41
Graphic 3 ..................................................................................................................... 64
Graphic 4 ..................................................................................................................... 65
Graphic 5 ..................................................................................................................... 66
Graphic 6 ..................................................................................................................... 67
SQ4R METHOD FOR TEACHING READING COMPREHENSION 1
Chapter I: Introduction
The Basic Consideration
Reading comprehension needs to be brought into attention in educational
system. Reading is not only to read text loudly but it also needs to comprehend the
context and get new information from the text. It is supported by Harvey (2012, p.2)
states that reading comprehension is a cognitive process which plays an important
role in order to understand the text. Regarding to this, the students should
comprehend the meaning of words, the expressions, explicit meaning, implied
meaning, and how to draw a conclusion. Therefore, those ability can help students to
be able to read effectively and efficiently.
In reading, there are some kinds of text genre that students should be master at
second grade in 1st semester for example asking and giving for opinion, expressing
satisfaction and dissatisfaction, giving advice and warning, explanation text, and
analytical exposition text. Meanwhile, expressing love and sadness, giving opinion
with agreement and disagreement, expressing annoyance, expressing anger,
expressing embarrassment are kinds of subject that students should be master at
second grade in 2nd semester.
In this research, the researcher focus only long functional text such as
explanation and analytical exposition text. In basic competence (KD 3.8) of
explanation text, the content is concerned to differentiate the social function, text
structure, and language unsure in analytical exposition that connected with the actual
issues. Meanwhile, in basic competence (KD 3.4) of analytical exposition text, the
content is concerned to differentiate the social function, text structure, and language
unsure in explanation text by giving and asking information about catastrophe or
social.
Explanation and analytical exposition text are kind of genre text that is taught
in MA Al-Huda Gorontalo. In the lesson plan, there are 3 meetings for each material.
In addition, from both topic, the students should be able to catch the content and
analyse it.
Nowadays, students assumed that reading is difficult, it is because they are
lazy to read the whole text. Based on the observation that the researcher have done
on November 16th, 2017 in MA AL-Huda Gorontalo, through interview both,
teachers and students. From the interview, teachers said that students get difficulties
in reading learning process. It shows up that the students are lack of understanding
the content of the text, find out the main idea, and difficult to draw a conclusion with
their own words. Meanwhile, based on the interview from students, the researcher
found that the problems are not only affected by students, but also by the teachers. It
shows up that the the absence of the teachers in the classroom make the learning
process becomes obstacle.
Generally, teaching reading comprehension can be interesting and fun if
teachers utilize appropriate technique or method to attract students’ attention.
Onofrey & Theurer (2017, p.682) believes that certain methods in teaching reading
must be applied for effective reading comprehension. In other words, in learning
process, the teacher needs a good method to make students understand what they
read and become active in learning process. It means that teachers should be able to
give opportunities for students to make them active in class.
Vandergrift (1996) cited in Rangkuti (2014) declared that there are some
reading methods that can be applied in teaching reading comprehension, such as
speed reading, critical reading, proofreading, SQ4R (Survey, Question, Read, Recite,
wRite, and Review), and SPE (Structure, Proposition, Evaluation). All of those
methods have their own benefit and different function in teaching reading.
Speed reading involves selecting the appropriate ways to support students
learning. By using this method, the students can be able to efficiently skim the text to
find out the important information. Thus, the goal of this method is to reduce the
time efficiently.
Critical reading has a role in academic debate. In this case, the students have
to be prepared and make an evaluation to accept what they read.The aim of critical
reading is not to find fault, but to assess the strength of the evidence and the
argument. Another pusrpose of this method are, examine the evidence or arguments
that have been presented, find out some influences or the limitation on the evidence
or arguments.
Proofreading is useful for students, especially for reading an essay. This
method can effectively help students to find errors through some steps. The first step
is read backwards, students can concentrate on errors and awkward phrases by reread
the essay from beginning to the end. The second step is read aloud, after read aloud
the students can hear some sentences that do not sound right. In this case, they have
to revise or correct to make those sentences clearly. The last step is read with a
pencil. After do the second step, the students can utilize a pencil to catch errors or
awkward phrases, then underline each word that has been read.
SPE method involves how the way of students to analyze the problem from
the text. The students not only find the topic of the text, but they also make an
evaluation from the text. In this method, there are some steps, such as structure,
proposition, and evaluation.
Related to the problems that faced by the students and teachers in MA AL-
Huda Gorontalo. The researcher utilizes SQ4R method as the best solution for that
problems. SQ4R method is designed to create an effective learning for increasing
students’ comprehension. Hence, this method can be applied in some subject with
teachers’ guidance or in group study. In addition, SQ4R method also can develop
students' critical thinking, it require students to understand the text easily. In other
words, through six-steps from this method students can know the content of the text
by guessing the main idea, give questions in their mind about the text, analyse it,
then they can draw a conclusion. Wong (2009, p.216) said that students who learn
reading by using SQ4R typically it will be better for mastery the material or text.
Not only good for students but SQ4R method also can help the teachers in learning
process. In addition, teachers can utilize SQ4R method as an appropriate way for
teaching reading comprehension. The teachers also can combine SQ4R method with
another method. This method also can minimize time allocation effectively, it will
solve the problem for the absence of teachers in class.

Wong (2009, p.216) points out there are six steps to apply SQ4R method in
learning process, such as Survey, Question, Read, Recite, wRite, and Review. All
those steps above are play an important role in reading comprehension. Which leads
students to be more active in class. Regarding to this, Watkins (2002) figures out an
effective learning will occurs when students participate in class discussion to achieve
learning purposes. In this statement, teachers can encourage talk by creating class
discussions that focus on interpretation or constructing ideas (Lems, Miller, & Soro,
2010 p.10). In this kind of discussion, teachers motivate the students to practice for
giving a question or opinion about something that they want to say.
Normally, SQ4R method requires students’ prior knowledge to learn and
comprehend material deeply. In addition, this method gives students an opportunity
to study systematically through six-steps (Survey, Question, Read, Recite, wRite,
and Review). It is supported by Wong (2009, p.216) who says one such method that
has an effective role in reading is SQ4R, which provides a systematic way of
comprehending and analysing text.
Research Question
Can SQ4R method increase significantly students’ reading comprehension?
Research Objective
The objective of this research is to know whether SQ4R method can increase
significantly students’ reading comprehension or not.

The Scope of Study
This research focus on studets’s reading comprehension by applying SQ4R
method. The reasearcher focus on genre text of reading, there were explanation and
analytical exposition. Based on the curriculum 2013 that used in MA AL-Huda
Gorontalo at second grade, in basic competence (KD 3.8) of explanation text, the
content is concerned to differentiate the social function, text structure, and language
unsure in analytical exposition that connected with the actual issues. Meanwhile, in
basic competence (KD 3.4) of analytical exposition text, the content is concerned to
differentiate the social function, text structure, and language unsure in explanation
text by giving and asking information about catastrophe or social. Moreover, the
researcher used instrument of reading comprehension such as identifying main idea,
identifying details, determining inference, understanding vocabulary, and reference.
Significance of Study
There are some significances of this research, especially for those who always
involved with this problem, such as:
1. Theoretically: the result of this research is expected to give contribution
for the teacher to minimize their time effectively and they can use it as an
alternative way for teaching to develop reading ability of their students.
2. Pratically, the result of this research is expected to give contribution to the
English teacher at MA Al-Huda Gorontalo in order to improve their skill

in using learning method in teaching English to the students. Therefore,
they can use this method to teach students’ comprehension in reading skill.
Previous Study
Previous research has been conducted (2014) by Sa’adah Bahri Rangkuti,
Berlin Sibarani, and D.P. Tampubolon entitled “The Effect of Teaching Reading
Methods and Learning Motivation on The Student’s Achievement in Reading
Comprehension.” Their research applied two methods in teaching reading; SQ4R and
SPE method. The result shows up significant interaction between teaching reading
method and students learning motivation on students’ achievement in reading
comprehension. However, the previous research is different with the research that the
researcher will conduct. Previous research focuses on students’ achievements which
apply SQ4R and SPE method. Their research was conducted quantitatively, namely
two times two factorial designs which use 2 classes for both, SQ4R and SPE method.
In contrast, this research is focus on studets’s reading comprehension by applying
SQ4R. This research use quasi experimental study which is one group pre-test and
post-test design. Hence, this research is totally different with previous research.
Chapter II: Theoretical Framework
Concept of Reading Comprehension
Before explaining reading comprehension, it is better to know first what
reading is. Here are the definitions of reading stated by some expert:
“Reading is a process of communication between a writer

and a reader. The communication can be an activity that
concerned with the transfer of meaning from the writers’
mind, such as feeling, facts, ideas, and argument (Adler &
Doren 1972, p.7)”
“Reading is an activity to understand a text that has been

written, the students do not need to read loudly but to
comprehend the information in the text (Duke & Pearson,
2001 p.423)”
“Reading is the way how the students receive and gain the
correct message from the writer (Pourhosein Gilakjani and
Ahmadi, 2011)”
Based on the definition above, it can be conclude that reading play an
important skill which has a role to the success of learning. Thus, reading needs
students’ comprehension to understand the context to get information from the texts.
In other word, it is the way how students try to get the information or meaning from
the writer.
In general, there are two types of reading, such as learning to read and
reading to learn. Learning to read means we only focus on finding difficult
vocabulary and grammar structure of the text. Meanwhile, reading to learn means to
building the knowledge. The way to build students’ reading comprehension is by
doing some processes. The first is by making an orientation of the reading text. The
orientation here by recognizing the topic, subtopic, passages, main idea and the
supporting sentences of the reading text. Other way to understand the text is by doing
an analyzing and identifying the text.
Generally, to achieve a learning success, the students should have a
comprehension in order to build up their ability in reading. In this case,
comprehension depends on the characteristics of students, such as prior knowledge
and working memory. It can be conclude that comprehension is the essence of
reading and the process of students to construct the meaning from the text (Moore,
2012 p.2).
Van Dijk and Kintsch (1983 p.262) defined reading comprehension as the
process to gain meaning from text. In this statement, they also claims that the
purpose is to get an understanding of the whole text more than to gain meaning from
each words one by one. In addition, comprehension not only depends on student’s
prior knowledge but also on the basic of their reading skills, vocabulary, inferencing,
and motivation (Moore, 2012 p.2).
From the expert point of view above, it can be conclude that reading
comprehension is a process of how the students obtain meaning by using their prior
knowledge, basic reading skills, and vocabulary mastery. It is requires the students to
understand and actually know what they are reading. It is supported by Khaki (2014,
p.189) who said that when the students are reading a text, they can create a mental
representation, which explains how they understand the text. In this case, the
students can have the ability to read accurately and effectively.
Aspect of Reading
Reading needs student’s activeness. In this case, students can be able to think
critically about the writer’s message by utilize their proper knowledge, feeling, and
experience. In addition, in the process of gain the writer’s message, the students have
to understand about aspect of reading first.
According to this, the researcher will utilize aspect of reading based on
Nuttal’s theory. Nuttal (1985) said that in reading, there are five skills that the
student needs to know when they want to understand the whole text easily, such as
identifying main idea, identifying details, determining inference, understanding
vocabulary, and reference.
Aspect of reading reviewed as follows:
1) Identifying Main Idea
Main idea plays an important role in a story. In line with this, it can
explain what the story is talked about. In addition, to find out main idea in a
story easily, the students have to gain the main point or ideas from the
paragraph by looking at repetition of words.

2) Identifying Details
Identifying detail is also known as supporting detail. In reading, main
idea always has supporting details or ideas. Related with that statement, it can
give more information about the main idea in a story. Supporting details can
help the students to get the illustration of the story, it can be the purpose of
the text, and also it can answer their question in their mind.
3) Determining Inference
Inference is a conclusion that the students drawn based on their prior
knowledge. In reading, inference can be useful for students because they will
remember by think and recall the important information from the text.
Inference in a test can be asked for certain information, for example
clarification, conclussion, and true or false.
4) Understanding Vocabulary
The successful to comprehend the text is depends on the vocabulary
mastery. It means that understanding vocabulary is important for students to
know the text deeply. In this statement, if the students have vocabulary
mastery, they will be easier to know the word meaning from the story. Not
only to know the word meaning, but it also help the students to know the
synonym and antonym. When they can overcome it, it will build their
comprehension.
5) Reference
Reference is one of the process of reading in order to identify the
refeences from the text. This can make the students easy to find out detail
information. In addition, reference are used pronouns, for example I, you, he,
she, it, we, they, and etc.
Analytical Exposition Text
According to Gerrot and Wignel (1998, p.156) analytical exposition is a kind
of text that elaborates the writer‘s idea about the phenomenon surrounding.
Meanwhile, the social function of this text is to persuade the reader or listener that
the witer’s idea is important by giving an argument to support it.
Generic Structure of Analytical Exposition Text
1. Thesis: Introducing the topic and indicating the writer’s position and
outline the main arguments to be present.
2. Argument: Explaining the arguments to support the writer’s position.
The arguments should be supported by evidance and complete explanation.
3. Reiteration: Restating the writer’s position. In this point, there are
some pharases that can use in order to make conclusion in reiteration , such
as:
From the fact above …
I personally believe …
Therefore, my conclusion is …
In conclusion …
The Characteristics / Language Feature of Analytical Exposition Text:
- Using relational process
- Using internal conjunction
- Using causal conjunction
- Using Simple Present Tense
- Use word that link argument, such as firstly, secondly, and reasoning
through causal conjunction, such as in addition, furthermore, however,
therefore.
Example of Analytical Exposition Text
Title Cars should be banned in the city
Cars should be banned in the city. As we all know, cars create pollution,
Thesis
and cause a lot of road deaths and other accidents.
Firstly, cars, as we all know, contribute to most of the pollution in

the world. Cars emit a deadly gas that causes illnesses such as bronchitis,
lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad
that people can die from them.
Secondly, the city is very busy. Pedestrians wander everywhere and cars
Arguments
commonly hit pedestrians in the city, which causes them to die. Cars today
are our roads biggest killers.
Thirdly, cars are very noisy. If you live in the city, you may find it hard
to sleep at night, or concentrate on your homework, and especially talk to
someone.
Reiteration In conclusion, cars should be banned from the city for the reasons listed.
Explanation Text
Gerrot and Wignel (1998, p.168) stated that explanation is a kind of text that
tells or explain the process related with the formation of natural, social, scientific and
cultural phenomena. This text is explaining ‘why’ and ‘how’ the workings of the
phenomena. This text also often found in science, geography and history text books.
Generic Structure of Explanation Text
1. General statement: stating the phenomenon issues that would be
explained.
2. Sequenced explanation: explaining the steps of the phenomena, why and
how something occurs.
The Characteristics / Language Feature of Explanation Text:
- Featuring generic participant; sun, rain, etc
- Using chronological connection; to begin with, next, etc
- Using simple present tense
Example of Explanation Text
Title How is Food Digested?

The food we aet is broken down and used by our bodies. This
Thesis
breaking down of food is called digestion.
You may have heared your stomach gurgling after you have eaten
Sequence . the stomach, teeth, tongue and intestines all help to digests food.
of When you chew your food, digestion begins. the food is pushed
Explaation by the tongue to the trapoloor at the back of the throath called the
oesophagus. it then moves to the stomach. where digestive juice
make it smaller. in the small intestine. the goodness is ‘soaked up’.

Finally water is taken out in the large intestine.
The goodness that is left can now be carried arround the body by
the blood to be used for energy, repair and growth.
SQ4R Method
SQ4R is an extension of the SQ3R method which contains sistematic way to
comprehend the content of the text. Meanwhile, SQ3R is developed by Francis P.
Robinson in 1941. This method represents the five steps, such as survey, question,
read, recite, and review. In 1960, Robinson put another reading system called SQ4R.
It includes all steps in SQ3R such as Survey, Question, Read, Recite, and Review
and it also adds the letter R after Recite; that is wRite (Wong, 2009 p.216).
SQ4R Method provides a systematic way in reading for comprehending a text
through some steps. It is supported by Wong (2009, p.216) who says one such
method that has an effective role in reading is SQ4R, which provides a systematic
way of comprehending and analysing text. In addition, Glass & Zygouris (2005,
p.1) states that SQ4R method is effective for training and enhances students’
retention to develop their ability in reading.
Academically, SQ4R method can encourage students to be active in learning
process. Through this method, it can changes a passive students into an active one, it
is causes students must do more than listen, they have to read, write, discuss, and
draw a conclusion. In encouraging active learning requires the participation of all
students and the involvement of the teacher in classroom discussion (Judi, 2007 p.5).
In other words, SQ4R method can build up students’ comprehension by doing six-
steps.
Felder and Brent (2009, p.2) said that students will get the benefit of being
tutored by their classmates, and the other students can get deep understanding that
comes from teaching something to someone else. It means that, by doing SQ4R
method through works in group, students can encouraged their ability to find out and
give an opinion to formulate solutions from the text. By works in group, students can
build up their independence and controlling their reading.
From the explanation above, it can be conclude that SQ4R method is
appropriate method that can be applied in teaching reading comprehension. By using
this method, it will lead students to be more active in class and give an opportunity to
give questions or opinion in their mind. SQ4R method also help students to find out
specific information from the text clearly and it will easy to remember what they
have read. Therefore, it can be assumed that SQ4R method can affect the students’
reading comprehension achievement.
There are some steps to apply this method in reading such as; (Survey,
Question, Read, Recite, wRite, and Review). Through these steps, it can help the
students to focus in organizing information and make it meaningful (Wong, 2009
p.216-218). The steps as follow:
1. Survey
The first thing that the students should do to begin a new chapter is by
not reading it. Instead, take a few minutes to skim the chapter. Look at the
section headings and subheadings, pictures and graphs, boldface or
italicized terms. In this case, the survey step provides an overview of the
text. In other words, this step can make the students guessing, what is the
text tells about and gives them an overview in order to obtain a general idea
of what material will be discussed, how it is organized, and how its topics
relate. It is useful to survey the entire chapter once and then survey each
major section for more detail before reading it.
2. Question
The second step is question. In this step, students need to create
several prediction questions in their mind. The students construct the
questions using the information that they got from previous step. In
addition, the questions can be what?, where?, when?, why?, how?. By
asking some questions, the students can ask their self related to the text,
such as “What does the title of the chapter mean?, What is the specific
information or main idea from the text?, and “What do I already know
about this text?." Through this step, students can build their curious about
the text, it can challenge their self to read.
3. Read
After doing the second step, the students can start to read whole text
in order to find the answer of the questions in their mind. The purpose of
this step is to read for understanding. It means that, the students read the
test to find out what are the text talks about, specific information and main
idea from the text. Begin reading the first section of the chapter or
headings. After that, continue reading of each paragraph and make it more
or less specific. If the student thinks that the text is not clear, they can stop
and reread the text which is not clear enough.
4. Recite
After reading the text, the students can try to recall the main points.
By doing this, the students can use their pencil to underline/highlight each
word that is important and check is there any forgotten information in the
text. In this case, they can practice remembering the information and think
about the reading material that they have read and try to make it meaningful
by relating it to their prior knowledge. In additon, students also can answer
the questions and write it down or they can make key notes. If the students
cannot remember the answer, allow them to glance back at the text, reread
the information, and recite the answer. Therefore, they can easy to make a
conclusion for the next step.
5. wRite
When students have finished read and recite the entire section of the
text, they can move on to the next and continue until the chapter is
complete. By doing this, the students can draw a conclusion with their own
word based on previous steps that they have done before. In other words,
through this step, students will easy to write it down the conclussion
because they already underline/highlight the important information and
make keynotes. They also can practice remembering or recall the the
content and specific information of the text. Therefore, this step is helpful
for students to be master in order to gain information.
6. Review
After all steps are complete, the student needs to do an overall review
from the text. This involves students for looking over key notes again, read
the answer from the questions, check the specific information that they
made before. If they still do not understand the text, allow them to glance
back at the text for better comprehension. By doing that, students can check
is there any forgotten information from the text and they also can practising
their retention. Thus, this step is helpful for students to recall important
information and refresh their memory.
Strenghts and Weakness of SQ4R Method
In using SQ4R method, there are some strengths and weakness in the
following section (Wong, 2009 p.216-218)
1. The Strengths of SQ4R Method
By using SQ4R method, the students will gain some strengeths. The
first, it will help students to know what should be learn. It also focuses on
students’ attention, relating new ideas or information to prior knowledge and
build up comprehension. In other words, students can easily understand the

content of the text. The last is, while reading, students will encourage to
actively interact with the material or text by following six-steps. It also leads
the students to be more active in learning process and read the text deeply.
In addition, by using SQ4R method, the teachers will get new
appropriate method for teaching reading comprehension and minimize their
time effectively.
2. The Weakness of SQ4R Method
Even thought SQ4R method has an effective method for students’
reading comprehension, this method also has several weaknesses. In this
case, there are two weaknesses when performing SQ4R method in class. The
first is, this method can be not suitable for the young students, the steps in
this method are too much, and it will cause young students difficult to
memorize all steps. In addition, young students will confuse to carry out the
steps systematically. The second is, teachers will be difficult to control the
students one by one when they apply every steps of SQ4R method.
The Procedure of SQ4R Method
The procedure of teaching reading comprehension through SQ4R method (Wong,
2009 p.216-218)
Procedure Teachers Activities Students’ Activities
Step 1 1. Give a reading material to Scan the material that is given
Survey
the students and ask them by teachers to get the main idea.
to look at the heading or
italicize word.
2. Informing the students how
to find main idea and the
aims of learning that will
be reached.
Step 2 1. Inform the students to pay 1. Pay attention to the
Question attention to the main idea teachers’ explanation.
from the reading material. 2. Make questions in your
2. Allow them to make mind before reading the
questions in their mind text.
from the main idea that
they have found in reading
material.
Step 3 Allow students to read the text Reading actively. Try to answer
Read and ask them to try answering the questions that you have
their questions in their mind. made in your mind and find out
specific information in the text.
Step 4 1. Asking the students to 1. Practice remembering the
Recite
make main point from the information by stating the
material they have learnt. points aloud.
2. Inform the students to 2. Asking and answering the
relate their prior knowledge questions.
with the reading material. 3. Make key notes from the
specific information from
the reading material.
4. Think about the reading
material that you have read
and try to make it
meaningful by relating it to
your prior knowledge.
Step 5 Asking the students to draw a 1. Practice remembering the
wRite conclussion by using their own specific information.
words from the key notes that 2. After make key notes and
they have made in the previous underline the main idea or
step. specific information, you
have to draw a conclussion
by using your own words.
Step 6 1. Asking the students to Reread the conclussion and the

reread the conclussion that answer to make sure that there

Review
they have made. is no forgotten information
2. Asking them to reread the from the text.
answer if they aren’t sure
of their answer.
Table 1
The procedure of SQ4R method in Class
Research Hypothesis
In the research hypothesis, this research will use the level of significance α = 0.05
that is:
“SQ4R method can increase students’ English learning achievement in reading
comprehension”
Chapter III: Methodology
Method of Research
This research conducted quantitatively, because the researcher would like to
know whether SQ4R method can increase students’ reading comprehension or not.
Creswell (2012, p.13) defines that quantitative research as a type of research that is
explaining a phenomenon by collecting numerical data that are analyzed statistically.
It is use a systematic way of investigation of phenomena that dealing with numbers
and anything that is measurable.
Population and Sample of the Study
The populations of this study were the students of MA AL-Huda Gorontalo at
second grade. The choosen of MA Al-Huda Gorontalo as the population in this
research is because the researcher did the first observation in that school. In
adidition, this research was conducted on purposive sampling from class XI. The
researcher was utilized second grade because they already got basic reading skills in
the first grade. That made the researcher easy to teach them by using SQ4R method.
The total of population in MA Al-Huda Gorontalo especially at second grade
is 63 students that consist of XI IPS (25), XI Agama (20), and XI IPA (18). This
research took the sample from class XI Agama that consists of 20 students. The
researcher choose purposive sampling by seeing students’ reading achievements
from each class and XI Agama is became the sample of this research because from
the interview, teacher said that XI Agama is got lower score than the other class.
Research Design
This research conducted as one group pre-test post-test design in order to find
out the significant difference of students’ reading comprehension before and after
being taught through SQ4R method (Johnson, 1986 p.1). The research design will
show as follows:
Pre-test Treatment Post-test
(SQ4R method)
Table 2
Research design
The procedure in collecting the data were divided into three steps, such as;
pre-test, treatment, and post-test.
1. Pre-test
In this research, pre-test gave before the researcher teaches by using
SQ4R method in order to measure the students’ reading comprehension.
Pre-test took one week before the researcher give the treatment. There are
40 numbers of multiple choice that is answer by the students based on their
proper knowledge that they have. The researcher gave 1 hour 30 minutes to
finish the test.
2. Treatment
After the pre-test, the researcher gave treatments for the students
through teaching reading comprehension by using SQ4R method. In

curriculum 2013, there are some subject that should be taught such as
asking and giving for opinion, expressing satisfaction and dissatisfaction,
giving advice and warning, explanation text, and analytical exposition text,
expressing love and sadness, giving opinion with agreement and
disagreement, expressing annoyance, expressing anger, and expressing
embarrassment. The reseracher was utilized SQ4R method to increase
students reading comprehension. Therefore, explanation and analytical
exposition text had be choosen because it is appropriate with SQ4R method
that requires students’ ability to understand the whole text.
The treatment was conducted into eight meetings because those
meetings are enough to increase students reading comprehension. For the
first meeting, the researcher gave a description of analytical exposition text
based on the RPP in MA Al Huda Gorontalo in order to give them basic
knowledge, it made the students understand and familiar with the material.
After gave an explanation about the material, the researcher gave them an
example of analytical exposition text about ‘Cars Should Be Banned in the
City’. Then, the students were divided into some groups and the researcher
guided them how to analyse the text through six steps Survey, Question,
Read, Recite, wRite, and Review.
In the first step ‘Survey’, the researcher was asked the students to
look at the title, subheadings, headings, and caption under graphics or
pictures to get an overview from the text. Then, the next step is ‘Question’,
the researcher was asked the students to make a question in their mind
related with the text, such as what did I know?, what is the story talks
about?. The next step is ‘Read’, the researcher was asked the students to
look for answer of question that they have made in their mind by read the
text. After that, in‘Recite’, the researcher was guided them to make key
notes and also underline or highlight the important information from the
text. Then continue to ‘wRite’, the researcher was asked the students to
make a conclusion based on the key notes that they have made in the
previous step. For the last step ‘Review’, the researcher was allowed
students to reread the answer of question that they have made and find if
there any unclear passage or not.
The topic for the second meeting is about ‘All Children Should Have
to Play Sport?’. Meanwhile, for the third meeting, the topic material is
about ‘Why Books Are Important For Us?’. In the second and third
meeting, the researcher was asked the students to identify the text like they
did in the first meeteing.
For the fourth meeting, the researcher was continued the material of
explanation text. For the topic material, the researcher was gave the sudents
text about ‘How is Food Digested?’. Then, the next activity is same with
the previous meetings.
The topic in the fifth meeting is about ‘Aurora’. Meanwhile, in the
sixth meeting, the topic material is about ‘How Does The Fan Work’. For
the seventh meeting, the researcher was gave an overview about both
material, explanation and analytical exposition text. After that, the
researcher was continoud with the topic of analytical exposition ‘The
Problem of Being Too Fat’. Then, allowed the students to identify it by
using SQ4R method with their previous knowledge. Meanwhile, ‘How is
Snow Formed?’ became the topic of explanation text in the eighth meeting.
The next activity is similar with previous meeting, the students have to
analyse it systematically by using SQ4R method in order to train their
retension.
3. Post-test
In this research, post-test was given after the researcher teaches by
using SQ4R method in order to measure the students’ reading
comprehension. In the post-test, the questions were same with the pre-test
which talk about explanation and analytical exposition. It also contained of
40 numbers of multiple choice. Post-test took one week after treatment. The
researcher would know if the method is success or not by compare the total
of score from both, pre-test and post-test.
Collecting the Data
In this research, the researcher uses a test as the instrument to obtain the data.
The kind of test is an objective which is multiple choice. There will be 40 numbers
of multiple choice that the students have to finish. The researcher will give 1 hour
30 minutes to finish the test. The test will be given before and after being taught by
using SQ4R method. Before the test will give to the students from XI Agama, the
researcher will check the validity and the reliability by give it the test to another
class. The aspect of reading in multiple choice are review as follows:
Aspect of Reading Number of Questions Score
Identifying Main Idea 2, 8, 14, 18, 22, 25, 34, 36 Correct: 1
Identifying Details 3, 6, 10, 11, 15, 21, 26, 35 Incorrect: 0
Determining Inference 12, 17, 19, 23, 27, 30, 31, 39
Understanding Vocabulary 4, 7, 16, 24, 28, 32, 37, 40
Reference 1, 5, 9, 13, 20, 29, 33, 38
Total 40
Tabel 3
Blueprint Instrument of Try Out Test
Validity Testing
The instrument can be valid instrument if it can accurately measure
what is to be measure. Validity will use to know whether the test is valid or
not. To get the validity from the test, the researcher will use the formula as
follow:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
Where:
rxy = Correlation coefficient of an item
N = Number of sample
∑X = The total score for each instrument
∑Y = The total score obtain by all students for one item
Sugiono (2017 p.228)
Try out was given to the second grade students (XI IPA) that consist of 18
students. This is the example of the walidity test and how to calculate the
test:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.318 − (13.388)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.9610 − (388)2 }
680
𝑟𝑥𝑦 =
√{65}{22436}
𝑟𝑥𝑦 = 0,563
In the try out, there were 40 multiple choice questions about
analytical and explanation text with the level significant (a) of 0,05. From
the sample, there were 18 students, the rlist became 0,468 (see appendix 3).
The instrument valid if rcount > rlist, meanwhile the instrument invalid if rcount
< rlist . Based on the example above, the instrument of test was valid because
rcount = 0,563 was high than rlist =0,468. From all question, there were 28
numbers of questions that was valid (see appendix 3 and 4).
Aspect of Reading Number of Questions Score
Identifying Main Idea 2, 14, 18, 25, 34, 36 Correct: 1
Identifying Details 3, 6, 10, 15, 21, 26 Incorrect: 0
Determining Inference 12, 17, 19, 27
Understanding Vocabulary 4, 24, 28, 32, 37
Reference 1, 5, 9, 13, 20, 29, 33
Total 28
Tabel 4
Blueprint Instrument After Try Out Test
Reliability Testing
The data obtained from the test that will be analyze to find out the
reliability of the test. In addition, a test should be consistent and reliable. To
get the reliabilty of the test, the Kuder-Richardson 21 Formula (K2 21) will
be applied. The researcher will use the formula as follow:
𝑛 𝑠 2 𝑥−∑ 𝑝𝑞
KR-21 =
𝑛−1
( 𝑠2𝑥
)
Where:
KR-21 = Reliability coefficient
𝑆𝑥2 = Total Varians Score

p1 = The right response
q1 = The wrong response
Xi = Total Score
n = The total of respondents
According to Sugiono (2017 p.359) the categories of coefficient
correlations are as the following:
0,00 – 0,199 = The reliability is very low
0,20 - 0,399 = The reliability is low
0,40 – 0,599 = The reliability is fair
0,60 – 0,799 = The riliability is high
0,80 – 1,000 = The reliability is very high
From the KR 21 formula, it showed that the reliability of the test was
0,91 (see appendix 5). It means, based on Sugiono (2017 p.359) the
categories of coefficient correlations above, the level of reliability test was
very high.
Technique of Analyzing Data
Normality Testing Data
Normality of the data aims to determine whether the data that will obtain
from this research normal distribution or not before analyzing the hypothesis.
To test the normality data, the researcher will use lilliefors test as follows:
1. Observation X1, X2, X3, …………………….. Xn become derivation

Z1, Z2, Z3, ……………….. Zn by using formula as follow:
𝑋1 − 𝑋̅
𝑍𝑛 =
𝑆
Where:
Zn = Standard of value
𝑋̅ = Mean of sample
S = Standard derivation
2. Count the value of F (Zi) by using the formula: F (Zi) = P (Z ≤ Zi)
3. Every standard number that is use table of standard number of normal
distribution, then count by using forula as follow:
4. Next, count the proportion Z1, Z2, Z3, ………… Zn which is smaller or
similar with Zi, if the proportion is stated by S (Zi):
𝑍1 , 𝑍2 , 𝑍3 , … … … … … … 𝑍𝑛 ≤ 𝑍𝑖
𝑆(𝑍𝑖 ) =
𝑛
5. Next, count F (Zi) – S (Zi)
Ho accepted if Lo < L𝛼 = normal
Ho rejected if Lo > L𝛼 = normal
Normality testing of pre test
In pre-test, the data was normally distributed because L0 ˂ Llist. The
L0 = 0,1575 and it is obtained by taking the highest score in F(Zi)-S(Zi). The
level significant α = 0, 05 with the sample (n) is 20. Meanwhile, the Llist =
0,190. Based on the result by using Lilliefors formula, the pre test result was
distributed normally. For more details about the analysis, it can be seen in
appendix 10.
Normality testing of post test
In post-test, the data was normally distributed because L0˂ Llist. The
L0 = 0,140 and it is obtained by taking the highest score in F(Zi)-S(Zi). The
level significant α = 0, 05 with the sample (n) is 20. Meanwhile, the Llist =
0,190. Based on the result by using Lilliefors formula, the pre test result was
distributed normally. For more details about the analysis, it can be seen in
appendix 13.
Data Analysis
After knowing the score, the researcher makes an anlysis based on the data
that will be collected. The analysis will be the score from students before and after
been taught by using SQ4R method. In this research, the data will be obtained from
the experimental group in order to know the difference between the the score from
pre-test and post-test, the data will be analyzed by using the t-test formula as follow:
𝑀𝑑
𝑡𝑡𝑒𝑠𝑡 = ∑ 𝑥2 𝑑
√
𝑛 (𝑛−1)
Where:
t = t-Test
∑ 𝑥 2 𝑑 = Total quadrate Deviation
n = Number of students
After got the score from pre test to post test, the researcher compare the score
by using t test with the sample of 20 students. This is the example of the walidity test
and how to calculate the test:
N Df (n-1) Tcount Tlist
20 19 3,356 2,101
Hypothesis verivication :
Tlist = (1 – ½ α) (n - 2)
= (1-1/2 (0.05)) (18)
= (1- 0,025) (18)
= (0,975) (18)
= 18
= 2,101
Statistical Hypothesis
The pre test and post test will be compared in order to find out the progress of
students’ reading comprehension after treatments. The researcher will use Repeated
Measure T- test towards the average score of pre test and post test.
The hypothesis drawn as follows:
H1 : There is significant difference of students’ reading comprehension before
and after taught throug SQ4R method.
H0 : There is no significant difference of students’ reading comprehension before
and after taught through SQ4R method.

(Hatch and Farhady, 1982)
The criteria for accepting the hyphothesis were as follows:
1. H1 is accepted if the t-value is higher than T- ratio.
2. H0 is accepted if the t-value is lower than T- ratio.
From the t testing, it can be concluded that “SQ4R method can increase
students’ English learning achievement in reading comprehension”. The hypothesis
was accepted because tcount ˃ tlist. The analysis got tcount = 3,356 and tlist = 2,101,
therefore the hypothesis of this study was received and rejected H0. For more details
about hypothesis verification, the data can be seen in appendix 16.

Chapter IV: Research Findings and Discussion
Research Findings
In this chapter, the researcher presented and discussed the data findings that
began on August 31st 2019 by giving try out 40 questions about analytical and
explanation text in the class except the experiment class that is XI IPA. After a
month, pre test was given to experiment class, then followed by giving treatment for
about eight meetings and post test as the last step to check students’ result after
treating them with SQ4R method. As the researcher explained in the previous
chapter, this research was conducted to find out whether SQ4R method can
significantly increase students’ reading comprehension or not.
Research Procedure
The first thing that the researcher done is asked the headmaster’s and
teachers’ permission in MA AL-Huda Gorontalo on September 3rd 2019. After
having the permission, the data conducted through the following step:
1. The first observation has done before the researcher conducted this research.
2. Determining the object of research, especially students at sixth grade of MA
AL-Huda Gorontalo.
3. Designing the test that is multiple choices for try out and gave the students
ninety minutes to finish.
4. Analyzing the validity and realibility from the test.

5. Did the pre-test to know the students’ reading comprehension before they had
treatment.
6. Analyzing the data from pre-test.
7. Count the normality data from pre-test.
8. Giving treatment for about eight meetings used SQ4R method.
9. Did post-test to know the students’ reading comprehension after the
treatment.
10. Count the normality data from post-test.
11. Analyzing the data from post-test. The data was analyzed used statistic
formula.
12. Testing the hypothesis and making the conclusion.
13. Reporting the result of the research.
The Description of Pre Test
Pre test was given before applying SQ4R method to check students’ ability in
reading comprehension. This research was conducted on February 4th 2019. Pre test
was followed by 20 students. The data was collected by using multiple choice tests
which consist of 28 items number of questions (appendix 8). From the data analyze,
the researcher found:
1) The students highest score was 16
2) The students lowest score was 7
3) The mean score (𝒙̅) was 12,6

4) The standard deviation of score was 2,54
5) The amount of class (K) = 5
6) The wide of interval class were (P) = 2
7) Class interval (R) was = 9
The data finding of pre-test was presented by following table below.
Amount of
No The Score in the Pre Test Percentage
Students
1 7–8 1 5%
2 9 – 10 4 20%
3 11 – 12 3 15%
4 13 – 14 6 30%
5 15 - 16 6 30%
The total 20 100%
Table 5: The Interval Relative Frequency of Students’ Reading Comprehension

in Pre-Test
From the table above, it can be summed up that the students’ score in the pre-
test can be divided into five interval classes. In the column 1 with the score 7-8, there
was 1 student which was 5% (as the lowest score); the column with the score 9-10,
there were 4 students which was 20%; the column with the score 11-12, there were 3
students which was 15%; the column with the score 13-14, there were 6 students
which was 30%, and the last for the column with the score 15-16, there were also 6
students which was about 30% (as the highest score). For detail information, the
researcher presented the data in graphic below:
Graphic 1: Pre Test Result
Additionally, this research contained 28 questions and every right answer
would get 1 point, meanwhile the wrong answer would get 0 point. In addition, in
question number 6 there were only 5 students who answered it correctly. In number
12, there were 13 students who the most correctly answer. Moreover, according to
the analysis data of pre-test, students’ average score got 45% from mean score 12,6.
All questions in this research were divided into 5 aspects to assess students’
reading comprehension. The aspects are identifying main idea, identifying details,
determining inference, understanding vocabulary, and reference. For more details,
here is the graphic presentation that showed students’ comprehension of analytical
and explanation text:

Aspect
60%
50%
40%
30%
20%
10%
0%
40% 45% 43.75% 44% 50.71%
Main Idea Details Inference Vocabulary Reference
Graphic 2: Pre Test Result (Aspect of Reading
Comprehension)
Based on the graphic above, it can be summed up that identifying details was
the highest from all the aspect of students’ reading comprehension. Meanwhile,
identifying main idea is the lowest from all the aspect of students’ reading
comprehension. For more detail, in main idea, students should understand about
what is the text tells about, such as what is the main idea in paragraph two?. There
were 6 numbers of questions in identifying main idea. Moreover, in identifying
details, there were 6 numbers that students should understand about supporting idea,
which means identifying details can give more information about main idea and get
the illustration of the story. Then, in determining inference, students should get the
implied meaning or the conclussion from the text itself. There were 4 questions in
determining inference. Next, in understanding vocabulary, there were 5 questions
that students should understand the meaning from each word, such as synonym or
antonym. The last, in reference, there were 7 numbers of questions in the test.
Treatment
After the pre-test, the researcher gave treatments for the students through
teaching reading comprehension by using SQ4R method. There were 8 meetings for
treatment with 2 kinds of text such as explanation and analytical exposition text.
There were 20 students who taught with SQ4R method.
First Meeting
The first meeting was conducted on Monday, February 25, 2019. At 8.30 am,
the lesson began. Firstly, I as the teacher greeted the students and checked the
attendance. Some of the students were absence, especially men. When the lesson
begun, 3 or 4 students were outside. This is happened because the regulation in that
school was not effective, students cannot leave the schools during the lesson. In fact,
some students did that. All the problems made the learning process became
disturbed.
Then, I introduce myself first in order to make the situation more
comfortable. After that, I asked the students about their self such as their family and
daily life. Almost all of them were understand about my question, but some of them
are difficult to say it, they just used Bahasa or sometimes mixed their language to
answer my questions.
Not only asked about their self, but I also asked about their perception of
English subject itself. Almost all of the students said that English is difficult, even
some of them said that they hate English very much. After that, I gave them some
motivations that English is not difficult as they think. I told them that we have to face
it because Engish is used in our daily life such as in games, Korean drama, movie
and etc.
Moreover, I also explained to them about the benefit of English in daily life.
The students were became eager to learn English. This activity plays an important
role because students already motivated in learning, they can understand my
explanation easily.
I started the lesson by explained to the students about basic material of
analyticl exposition text (the definition, purpose, and the generic structure) by
showing them short text. The students became more familiar and understand about
analytical exposition text. After they got basic explanation, they were identify the
generic structure and the purpose from the text that given. The sudents that were
choosen were answered it. They are shy when answer the question. But, the good
thing is they were brave.
The students were divided into 4 groups and from each group consisted of 4-
5 students. An example of a text was given about “Cars Should Be Banned in the
City” and the students analyse it by using SQ4R method with teacher guidance.
The first activity that the students did after got their reading material is
‘survey’, they were survey or look at the section headings and subheadings, pictures
and graphs, boldface or italicized terms. In this step, they were guessing, “What is
the text tells about?” and they got an overview to obtain a general idea of what
material discussed. The students looked confused and asked question about how to
do this step.
Next activity, the students were made questions in their mind. In this step, the
students construct the questions using the information that they have got from
previous step. The questions were “what?”, “where?”, “when?”, “why?”, “how?”. By
asking some questions in their mind, the students asked their self related to the text,
such as “What does the title of the chapter mean?” and “What do I already know
about this text?". Through this step, students were curious about the text and
challenged them to read.
After doing the second step, the students started to read the whole text in
order to find the answer of the questions in their mind. The purpose of this step is to
read for understanding. The students read the text and knew what are the text talks
about, specific information and main idea from the text. Even, 2 or 3 students were
not serious to read, but the others were looked enthusiastic.
The next activity was recite. After reading the text, the students recall the
main points. By doing this, the students used their pencil to underline/highlight each
word that is important and checked is there any forgotten information in the text.
They were practice remembering the information and think about the reading
material that they have read. The students were easy when they made a conclusion
for the next step.

When students have finished read and recite the entire section of the text,
they move on to the next step, write. Through this step, students were easy to write it
down the conclussion because they already underline/highlight the important
information and made keynotes. They also were practice remembering or recalled
the content and specific information from the text. All students were did it well.
After all steps are complete, the the next step was review. The student were
did an overall review from the text. It involved them for looking over key notes
again, read the answer from the questions, check the specific information that they
made before. By doing that, students were checked the forgotten information from
the text and they also practising their retention.
After students analysed the text by using six steps with their groups
discussion, I asked them several questions such as “What is the text about?”, “What
happen with the text?”, “What can be infer from the text?”, “Why cars should be
banned in the city?”. The students who pointed out randomly were answer those
questions. Although some of them were mixed their language when answered the
question.
At the end of the meeting, I closed the lesson by gave the students conclusion
of all the material that they have got in that day.
Second Meeting
The second meeting were behold on February 25th. The material is about
“All Children Should Have to Play Sport?” Before the text was given, firstly I
opened the class by greeting, pray, checked students’ attendance, and gave them
some motivations like I did in the previous meeting. Through the motivation, the
students became eager to learn English.
I asked the students to identify the generic structure and the purpose from the
text that given. Then, the sudents that were choosen should answered it. After that,
the students were divided into 4 groups and from each group consisted of 4-5
students. Some students were not happy with their group. I gave a text about
analytical exposition “All Children Should Have to Play Sport?”. The students
analysed the text with their group by using six steps that they already got in the first
meeting.
material discussed.

about, specific information and main idea from the text.
for the next step.
the content and specific information from the text. The students looked confused and
asked question about how to do this step.
the text and they also practising their retention. They did it good because some of
students were remember the important information that they got.

happen with the text?”, “What can be infer from the text?”, “Why all children should
have to play sport?”. The students who pointed out randomly were answer those
questions. Although some of them were mixed their language when answered the
question.
At the end of the meeting, I closed the lesson by asked the students the
conclusion about the material that they have got in that day.
Third Meeting
The third meeting were behold on March 4th. As well as the first and second
meeting, the material was about analytical exposition. Before the text was given,
firstly I opened the class by greeting, pray, checked students’ attendance, and gave
them some motivations. Through the motivation, the students became eager to learn
English.
text that given. Then, the sudents that were choosen should answered it. After that,
the students were divided into 4 groups and from each group consisted of 4-5
students. they were choosed their good friends to join the group. The students
analysed the text with their group by using six steps that they already got in the
previous meeting.
After the students got their reading material about “Why books are important
for us?”. The first activity that the students did was survey or look at the section
headings and subheadings, pictures and graphs, boldface or italicized terms. In this
step, they were guessing, “What is the text tells about?” and they got an overview to
obtain a general idea of what material discussed.
for the next step.
the text and they also practising their retention. They did it good because some of
students were remember the important information that they got.
happen with the text?”, “What can be infer from the text?”, “Why books are
important for us?”. The students who pointed out randomly have to answer those
questions. Although some of them still mixed their language when answered the
question.
At the end of the meeting, I closed the lesson by gave the students changed to
make their own conclusion about the material that they have got in that day.
Fourth Meeting
The fourth meeting were behold on March 5th. The material was about
explanation text. Before the text was given, firstly I opened the class by greeting,
pray, checked students’ attendance, and gave them some motivations. Through the
motivation, the students became eager to learn English.
text that given. Then, the sudents that were choosen should answered it. After that, I
started the lesson by explained to the students about basic material of explanation
text (the definition, purpose, and the generic structure) by showing them short text.
The students became more familiar and understand about explanation text. After I
gave them basic knowledge, the students were divided into 4 groups and from each
group consisted of 4-5 students. For the next meeting, They can choosed their partenr
to join the group. I gave them an example of a text about “How is Food Digested?”
and asked them to analyse it by using SQ4R method with my guidance.
material discussed. They became easy to do the whole step.
for the next step.
happen with the text?”, “What can be infer from the text?”, “What are the kind of our
body that help digests food?”. The students who pointed out randomly have to
answer those questions. Although some of them were mixed their language when
answered the question. All students were do well and became trained.
Fifth Meeting
The fifth meeting were behold on March 11th. The material was about
text that given. Then, the sudents that were choosen should answered it. After that, I
divided the students into 4 groups and from each group consisted of 4-5 students. I
gave them an example of a text about “Aurora” and asked them to analyse it by using
SQ4R method with my guidance.
for the next step.
happen with the text?”, “What can be infer from the text?”, “When is the different
colors in auroras are formed?”. The students who pointed out randomly have to
answer those questions. Although some of them were mixed their language when
answered the question.
At the end of the meeting, I closed the lesson by gave the students questions
about the conclusion from all the material that they have got in that day.
Sixth Meeting
The sixth meeting were behold on March 18th. The material was about

text that given. Then, the sudents that were choosen should answered it. They were
became trained. The students were not shy anymore and became brave. Like usual,
the students were divided into 4 groups and they choosed their own partners for join
the group. I gave them an example of a text about “How Does The Fan Work” and
asked them to analyse it by using SQ4R method with my guidance.
about, specific information and main idea from the text. Even, they are trained to do
the whole steps, but there are some students who played with their friends and made
the classroom became noisy.
for the next step.
happen with the text?”, “What can be infer from the text?”.. The students who
pointed out randomly have to answer those questions. Although some of them were
mixed their language when answered the question.
Seventh Meeting
The seventh meeting were behold on March 19th. The material was about
analytical exposition text. Before the text was given, firstly I opened the class by
greeting, pray, checked students’ attendance, and gave them some motivations.
Through the motivation, the students became eager to learn English.
I started the lesson by rewiew all the materials that I ever thaugh to the
students about analytical exposition and explanation text. the students were asked to
distinguish both material, identify the generic structure, and the purpose from the
text that given. After that, students were divided into 4 groups and from each group
consisted of 4-5 students. I gave them an example of a text about analytical
exposition text “The Problem of Being Too Fat?” and asked them to analyse it by
using SQ4R method with my guidance.

for the next step.

happen with the text?”, “What can be infer from the text?”, “What are the problem of
being too fat?”. There were 2 students who answered the question correctly. After
they answered it, I gave them gifts. For the students who did not correct or answer
were got candy for each of them to appreciate their hard work.
Eighth Meeting
The sixth meeting were behold on March 25th. The material was about

I asked the students to identify the generic structure from the text that given.
Then, the sudents that were choosen answered it nicely. After that, I divided the
students into 4 groups and from each group consisted of 4-5 students. I gave them an
example of a text about “How is Snow Formed?” and asked them to analyse it by
using SQ4R method with my guidance.
for the next step.
All students were not felt difficult when they analyse the text because they
are trained. After students analysed the text by using six steps with their groups
happen with the text?”, “What can be infer from the text?”. The students who
pointed out randomly have to answer those questions. Although some of them were
mixed their language when answered the question.
The Description of Post Test
The post test was given after giving the treatments. The post test was conducted
on April 15th 2019. Trough the post test, the researcher could know if this method are
success or not by seeing the comparison result between pre test and post test. In post
test, there were followed by 20 students and all questions are the same like in the pre
test that had been given (apendix 11). From the data analyze, the researcher found:
1. The students highest score was 18
2. The students lowest score was 9
3. The mean score (𝒙̅) was 15,05
4. The standard deviation of score was 2,11
5. The amount of class (K) = 5
6. The wide of interval class were (P) = 2
7. Class interval (R) was 9
The data finding of post-test was presented by following table below.
No The Score in the Post Test Amount of Students Percentage
1 9 – 10 1 5%
2 11 – 12 1 5%
3 13 – 14 4 20%
4 15 - 16 9 45%
5 17 - 18 5 25%
The total 20 100%
Table 6: The Interval Relative Frequency of Students’ Reading Comprehension

in Post-Test
From the table above, it can be summed up that the students’ score in the
post-test can be divided into five interval classes. In the column 1 with the score 9-
10, there was only 1 student which was 5% (as the lowest score); the column 2 with
the score 11-12, there was also 1 student which was 5%; the column 3 with the score
13-14, there were 4 students which was 20% ; the column 4 with the score 15-16,
there were 9 students which was 45%, and the last for the column 5 with the score
17-18, there was 5 students which was about 25% (as the highest score). For detail
information, the researcher presented the data in graphic below:
Graphic 3: Post Test Result

Generally, the whole questions were same with the pre test that was divided
into 5 aspects to assess students’ reading comprehension. The aspects are identifying
main idea, identifying details, determining inference, understanding vocabulary, and
reference. For more details, here is the graphic presentation that showed students’
comprehension of analytical and explanation text:
Aspect
62%
60%
58%
56%
54%
52%
50%
48%
46%
44%
50% 52.5% 53.75% 60% 53.57%
Graphic 4: Post Test Result (Aspect of Reading

Comprehension)
Based on the graphic above, different with pre test, understanding vocabulary
was the highest in all aspect of reading comprehension. Meanwhile, main idea was
the lowest aspect as well as pre test.
Data Analysis
The analysis of the data was begun by seeing the differences students’ result
in pre test and post test. The difference (d) students’ result in pre test and post test
was 49 and the difference squared (D^2) was 327. In pre test, students obtained score
252 with an average of 12,6. In post test, this result changed. From pre test result
which were students obtained score 301 with an average of 15,05. Here is the
percentage result of mean score pre-test and post test:
54%
52%
50%
48% 53.75%
46%
44% 45%
42%
40%
45% 53.75%
Pre Test Post Test
Pre Test 45% Post Test 53.75%
Graphic 5: Mean Score Percentage
In the pre test, the highest score was 16 and the lowest score was 7.
Meanwhile, in the post test, the highest score was 18 and the lowest score was 9. In
addition, the number that students most correctly answered in pre test was number 12
which total of 13 students who can answered it. Meanwhile, the number that students
most wrongly answered was number 6 which total of 5 students who can answered
the question. The result of post test is different with pre test. In the post test, the
numbers of question from the most correctly answered by the students were 18, 22,
and 24 which total of 13 students who can answer it. Meanwhile, the numbers that
the students answered it wrongly were 16, 23, and 27 which only 8 students who can
answer correctly.
By seeing the raw score of post test, questions number 12, which was the
most correctly answered by 10 students from 13 students in the previous (Pre Test).
Meanwhile, the most wrongly answered in number 6 which was answered correctly
by 10 students from 5 students in the previous (Pre Test).
In addition, from total 28 numbers of questions were divided into 5 aspects to
assess students’ reading comprehension. The aspects are identifying main idea,
identifying details, determining inference, understanding vocabulary, and reference.
From all the aspect, the first was identifying main idea that has increased as much as
10%. In the next aspect which is identifying details increased about 7,5%.
Additionally, in the third aspect which is determining inferenceincreased as much as
10%. Then, understanding vocabulary has increased about 16%. The last was
reference. This aspect increased 2,86%. From entire aspects, the widely increased
was understanding vocabulary and the least increased was reference.
Here is the graphic of the increase from students’ comprehension:
Aspect
Pre-test Post-test
60%
50% 52.5% 53.75% 53.57%
50.71%
40% 45% 43.75% 44%
Graphic 6: Students Comprehension Result

Discussion
This research is conducted to figure out whether SQ4R method can
significantly increase students’ achievement in reading comprehension or not,
especially in second grade of senior high school in MA Al-Huda Gorontalo. By
seeing the result from this research, SQ4R method can increase students’
achievement from pre-test to post-test with the increase of about 8,75% . In addition,
it proved that this method was good better than conventional method.
There are some factors that make SQ4R method (Survey, Question, Read,
Recite, wRite, Review) success for increase students’ reading comprehension, such
as;
First, through the first step “Survey” can help students to get an overview in
order to obtain the general idea of what material discuss. According to Coon and
Mitterer (2013, p.2) who said “Survey” is look the general aspect by skim the
subheading, heading, information in grapichs or picture, and title to get an overview.
From the treatment, the students were skim the subheading, heading, and title to
obtain the general aspect of what material discuss. Moreover, they got the overview
by survey the text.
Second, through “Question” students create several prediction questions in
their mind by using the information that they got from previous step. It is supproted
by Coon and Mitterer (2013, p.2) who said that “Question” is an active process wich
help concentration to organize the reading. The students can build their concentration
by ask their self related with the text. It means that this section is useful for students.
It can be seen in the treatment, students became concentration to think about (what?,
where?, when?, why?, how?) in order to find the answer that they have made and
they organized their reading nicely.
Third, through the next step “Read” students read for understanding. It means
that, the students read the text to find out the content of the text. According to Coon
and Mitterer (2013, p.2) who said “Read” is the way to guide the students for better
understand the material. It showed in the treatments, students were got better
understand by read the the whole text. They also got the content of the text.
Fourth, through “Recite” students can remembering the information and think
about the reading material that they have read. It helps students’ retention. It is
supproted by Coon and Mitterer (2013, p.3)who said that “Recite” is an active
process wich help students’ retention. It can be seen in the treatments that students
could remembering the information that they read before to answer the question by
underline it. It proved that this section is usefull to build students’ retention.
Fifth, through “wRite” students can draw a conclusion with their groups
based on previous steps that they have done before. Coon and Mitterer (2013, p.3)
believes that ‘wRite’process can increase students’ critical thinking by making a
coclusion. Students can build their critical thinking to draw a conclusion. From the
treatment, the students were able to write a conclusion from the important
information that they got and write it with their friends in group.
Sixth, through “Review” students can looking over key notes again, read the
answer from the questions to check their memory that they got before. Basar and
Gurbuz (2017, p.133) said that “Review” is the last step for looking over key notes
and read the answer from the questions. It can be seen in treatment, students were
glance to the key note and the answer from the question by using their memory.
SQ4R method made the students became more active in learning process.
The students discuss with their groups to answer the questions. They also share their
idea together. In addition, the result of this research shows that the students who
were participated actively in class discussion can answer the question easily.
Regarding to this, Watkins (2002) figured out that an effective learning is occurred
when the students participate actively in class discussion to achieve learning process.
SQ4R method also developed students' critical thinking, it require students to
understand the text easily. The result of this research shows that the students were
being critical in understanding the meaning of the text. In other words, through six-
steps from this method students can know the content of the text by guessing the
main idea, give questions in their mind about the text, analyse it, then they can draw
a conclusion. Wong (2009, p.216) said that students who learn reading by using
SQ4R typically it will be better for mastery the material or text.
Wong (2009, p.216-218) said that there are two problems when performing
SQ4R method in class, such as:
The first is, the method is consists of six steps that will cause young students
difficult to memorize all steps. In fact, in the treatment, the students were not
memorize the steps, but the teacher gave the students guidance to do all the steps.
The students were did it well. They also work in group, so they share their ideas
together.
The second is teacher will be difficult to control the students one by one
when they apply every steps of SQ4R method. Apparently, the researcher was not
difficult to control the students because they already divided into some 4 groups. The
time allocation also was enough to apply this method in class.
Although the increase was not too significant, using SQ4R method still can
increase students’ achievement in reading comprehension on analytical and
explanation text. This research also can motivate students to study. The hypothesis of
this research is received. Moreover, the used of SQ4R method in MA Al-Huda
Gorontalo at second grade is very helpful.
Limitation of Research
There were some limitations in this research. First, this research is limits in
certain KD, so this could be used for another genre text. Second, the instrument
questions used objective test, meanwhile there are a lot of test that could be used to
examine SQ4R. Third, the questions that the researcher used just cover 2 indicators
from the aspect of reading. Meanwhile, in pre-test and post-test the questions cover
all aspect of reading, such as identifying main idea, identifying details, determining
inference, understanding vocabulary, and reference. It is make the result of this
research is not too high. The increase was just 8,75%. Moreover, on students’ test
that given by the researcher, there are some number of questions which is same.
Chapter V: Conclusion and Suggestion
This chapter presents the general conclusion of the study and some
suggestions that hopefully will be valuable for others who want to use SQ4R method
as method of teaching.
Conclusion
SQ4R method can increase students’ achievement and it was prove by seeing
the result from this research. Based on this research that conducted in MA Al-Huda
Gorontalo, total score in pre-test, the students obtained 45%. Meanwhile, total score
in post-test, students obtained 53,75%. It can be summed up that the increase rate
from pre-test to post-test was about 8,75%. From this research, the hypothesis got
tcount = 3,356 and tlist = 2,101, therefore it was accepted if tcount ˃ tlist. The
hypothesis was SQ4R method can increase students’ English learning achievement
in reading comprehension. It means that there was different result before and after
being taught by using SQ4R method, this method gave positive impact to the
students even the increase is not too high.
Suggestion
Based on the result from data analysis, it can be seen that the teacher who
want to utilize SQ4R method in class, they should consider the characteristic of the
students first because this method not appropriate to young learners. This method
divided into six step that require students’ comprehensin and also need more time to
manage all students. Moreover, the use of SQ4R method can be considered because
it is usefull in learning process. Trough the six steps, students more active in class
and look enthusiastic.
For the next researchers who are interested in teaching reading in senior high
school, they can get the basic information from this study to do the further research.
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1
APPENDIX 1
TRY OUT TEST
Read the following text to answer questions number 1 to 4.
Antibiotic is a drug produced by certain microbes. Antibiotics destroy other

microbes that damage human tissues. They are used to treat a wide variety of
diseases, including gonorrhea, tonsillitis, and tuberculosis.
Antibiotics are sometimes called “Wonder drugs” because they can cure
diseases such as meningitis, pneumonia, and scarlet fever. But, when the antibiotics
are overused or misused, these drugs make a person sensitive being attacked by a
superbug.
Antibiotics do not always distinguish between harmless and dangerous
microbes. If a drug destroys too many harmless microorganism, the pathogenic ones
(the dangerous microbes) will have a greater chance to multiply. This situation often
leads to the development of a new infection called suprainfection.
Extensive use of some antibiotics may damage organs and tissues. For
example, streptomycin, which is used to treat tuberculosis, has caused kidney
damage and deafness.
Resistance to antibiotics may be ecquired by pathogenic microbes. The
resistant microbes transfer genetic material to non-resistant microbes and cause them
to become resistant. During antibiotic treatment, non-resistant microbes are
destroyed, but resistant types survive and multiply.
To avoid the side effect of antibiotics, you’d better not urge your doctor to
prescribe antibiotics. Keep in mind that antibiotics are only useful for bacterial
infections and have no effect on viruses, so they cannot be used for chicken pox,
measles, and other viral diseases.
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1. “They are used to treat a wide variety of diseases, ….” The underline word in
line two refers to?
a. Human tissues
b. Microbes
c. Antibiotics
d. Tuberculosis
e. Scarlet fever
2
2. What are the main idea in paragraph two and four?

a. Both paragraphs describe how antibiotics work
b. Both paragraphs tell about the effects of misusing antibiotics
c. Both paragraphs explain how antibiotics damage organs and tissues
d. Paragraph two tells what causes the pathogenic microbes multiply and
paragraph four tells how the un-resistant microbes become resistant
e. Paragraph two tells how antibiotics destroy harmless microbes and
paragraph four describes how the pathogenic microbes transfer genetic
material to non-resistant microbes
3. Choose one from the following which is not the effect of using antibiotics
improperly?
a. Organs and tissues are damaged
b. The pathogenic microbes multiply
c. Harmless microorganisms are destroyed
d. Pathogenic microbes become nonresistant
e. New infection which is called suprainfention develops
4. “Antibiotics do not always distinguish between harmless and dangerous
microbes.”(paragraph 2) The underlined word means ....
a. Vary
b. Compare
c. Correlate
d. Contradict
e. Differentiate
The government should Provide rehabilitation Program for Drug Users

Drug users are actually ill people who need help. Rehabilitation is one of the
main things they should get. Instead of punishing drug users in prisons, the
government should provide rehabilitation for them.
Most users are actually victims of persuasive peddlers and they suffer from
consuming the drugs. Therefore, by rehabilitating them, we are actually helping them
out from traps, which they might accidentally step on.
If we only arrest drug users and send them to jail, this doesn't solve the
problem as drug users will still be addicted unless proper rehabilitation is imposed to
them. Providing rehabilitation programs for drug users and forcing them to
3
participate in the programs is better than only arresting them and doing nothing to
their illness. Only drug dealers, traffickers, and wholesalers should be imprisoned.
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5. “……. which they might accidentally step on.” The underline word in
paragraph two refers to?
a. Drag users
b. Peddlers
c. Traffickers
d. Wholesalers
e. Government
6. Sending the drug users to prison is not a good solution because ....
a. They can't consume harmful drugs
b. They are treated normally
c. They may still be infected with harmful drugs
d. They can be freed as soon as possible
e. They are given the whole recovery program
7. “...drug users will still be addicted unless proper rehabilitation is imposed to
them." (Paragraph 3) The underlined word is closest in meaning to ....
a. Influenced
b. Treated
c. Forced
d. Burdened
e. Implemented
Acid rain is rain that is highly acidic because of sulfur oxides, nitrogen
oxides, and other air pollutants dissolved in it. Normal rain is slightly acidic, with a
pH of 6. Acid rain may have a pH value as low as 2.8.
Acid rain can severely damage both plant and animal life. Certain lakes, for
example, have lost all fish and plant life because of acid rain.
Acid rain comes from sulfur in coal and oil. When they burn, they make
sulfur dioxide (SO2 ). Most sulfur leaves factory chimneys as the gaseous sulfur
dioxide (SO2 ) and most nitrogen are also emitted as one of the nitrogen oxides (NO
or NO2 ), both of which are gasses. The gasses may be dry deposited–absorbed
directly by the land, by lakes or by the surface vegetation. If they are in the
atmosphere for anytime, the gasses will oxidize (gain an oxygen atom) and go into
4
solution as acids. Sulphuric acid (H2 SO4 ) and the nitrogen oxides will become
nitric acid (HNO3 ). The acids usually dissolve in cloud droplets and may travel
great distances before being precipitated as acid rain.
Catalysts such as hydrogen peroxide, ozone, and ammonium help promote
the formation of acids in clouds. More ammonium (NH4 ) can be formed when some
of the acids are partially neutralized by airborne ammonia (NH3 ). Acidification
increases with the number of active hydrogen (H+) ions dissolved in acid.
Hydrocarbons emitted by, for example, car exhausts will react in sunlight with
nitrogen oxides to produce ozone. Although it is invaluable in the atmosphere, low-
level ozone causes respiratory problems and also hastens the formation of acid rain.
When acid rain falls on the ground it dissolves and liberates heavy metals and
aluminum (Al). When it is washed into lakes, aluminum irritates the outer surfaces of
many fish. As acid rain falls or drains into the lake the pH of the lake falls. Forests
suffer the effect of acid rain through damage to leaves, through the loss of vital
nutrients, and through the increased amounts of toxic metals liberated by acid, which
damage roots and soil microorganisms.
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8. What is the text mainly about?

a. The definition of acid rain
b. The process of acid rain
c. The effect of acid rain
d. Acid rain
e. Rain
9. “When it is washed into lakes, aluminum irritates.…” The underline word in
the last paragraph refers to…..
a. Metals
b. Aluminum
c. Acid rain
d. Sulfur
e. Catalysts
10. What is the result of the burning of the coal and oil?
a. Ammonium
b. Nitric acid
c. Sulphuric acid
d. Sulfur dioxide
e. Airborne ammonia
5
11. The sulfur oxides and nitrogen oxides will …. in the air.
a. Be absorbed directly by the vegetation
b. Dissolved in the lake water and land
c. Emit another sulfur gas
d. Radiate an oxygen atom
e. Gain an oxygen atom
12. Which of the following is not true about acid rain?
a. It contains lower pH than the normal rain
b. It has higher pH than the normal rain
c. It can damage animal and plant life
d. It contains dangerous gasses
e. It endangers water life
13. “If they are in the atmosphere for anytime……” The uderline word in the
third paragraph refers to…..
a. Surface vegetation
b. Gasses
c. Acid rain
d. Sulfur
e. Atmosphere
Everybody should change their way of life to reduce global warming. There
are several things that we can do. One of them is by buying and consuming fresh
local groceries as much as possible. It of course includes local vegetables, fruits,
bread, etc.
Local groceries don’t need much transportation to get it into the market. It of
course means, the amount of carbon dioxide produced is less than the groceries from
other region. Therefore, by buying local groceries we are helping reduce the amount
of carbon dioxide produced.
Consuming fresh groceries instead of frozen ones are healthier for us.
Furthermore, fresh food or groceries means no requirements for it to be freeze up. It
means that no electricity is needed and saving energy means reducing carbon dioxide
and money.
So, from now on we should consume fresh local groceries to reduce global
warming.
6
14. The text gives us information about ….

a. The ways to minimize global warning
b. The ways to increase global warning
c. The effects of global warning
d. The importance of consuming local groceries
e. The importance of knowing global warning
15. To reduce the global warming we should ….
a. Buy import product
b. Buy expensive clothes
c. Consume frozen foods
d. Consume fresh foods
d. Not use electricity efficiently
16. We are helping reduce the amount of global warming” (Paragraph 2) The
underlined word can be replaced by ….
a. Increase
b. Decrease
c. Improve
d. Add
e. Maximize
The use of formalin and other dangerous preservatives in food has been
serious problem for three reasons. Firstly, formalin is not for human beings, but it is
for biological specimens and experiments. Formalin in Biology is a 10% solution of
formaldehyde in water which is usually used as a disinfectant or to preserve
biological specimens. Thus, it is not for food preservatives. Of course when it is used
for food preservative, it will be very dangerous to human’s body.
The second reason is that there is no tight control from the government. This
condition makes the people’s health is really in a threat. When the control is weak
and the use formalin was spread wide all over the Indonesian regions, and these days
it has really happened, the citizen's bodies will be badly contaminated with the
poisons. Fish or food traders still sell their products which contain formalin and
dangerous preservatives. Can you imagine that our digestive system absorbs the
substance that should be for the human and animal corpses?
Considering the reasons, we can make a conclusion that the use of formalin
and other preservatives is really a serious problem if it is not resolved immediately.
7
https://englishadmin.com/2018/11/50-contoh-soal-analytical-exposition-dan-
jawaban.html
17. Why is formalin dangerous for human`s body?

a. It is not food preservatives
b. It is a disinfectant for human beings
c. It is used to preserve biological specimens
d. It is 10% solution of formaldehyde in water
e. It is controlled flighty from the government
18. The main idea of paragraph two is ....
a. The human`s bodies will be harmful after consuming the formalin
b. The government has not controlled the use of formalin firmly
c. The weak control of using formalin is not threatening the human
d. The human`s bodies will be harmful after consuming the formalin
e. The use of formalin is known all over the regions
19. Based on the facts above, the writer suggest that ... .
a. People have to avoid consuming formalin in their food
b. The use of formal dehyde is necessary to control the food
c. People should add 100% solution of formaldehyde in water
d. The food preservative is required to make the food delicious
e. Food seller is supposed to pour formalin for vegetables and food products
20. “Thus, it is not for food preservatives” the word that underline in line 5 refers
to?
a. Formalin
b. Biological specimens
c. Experiment
d. Dangerous preservatives
e. Animal aspect
The following text is for questions 21 to 24.

superbug.
8

21. Which diseases cannot be cured by antibiotics?

a. Tonsillitis
b. Meningitis
c. Chicken pox
d. Tuberculosis
e. Scarlet fever
22. What are the main idea in paragraph two and four?
a. Both paragraphs describe how antibiotics work
b. Both paragraphs tell about the effects of misusing antibiotics
c. Both paragraphs explain how antibiotics damage organs and tissues
d. Paragraph two tells what causes the pathogenic microbes multiply and
paragraph four tells how the un-resistant microbes become resistant
e. Paragraph two tells how antibiotics destroy harmless microbes and
paragraph four describes how the pathogenic microbes transfer genetic
improperly?
9

microbes.”(paragraph 2)
The underlined word means ....
a. Vary
b. Compare
c. Correlate
d. Contradict
e. Differentiate
Biodiesel is a clean burning substitute for petroleum based diesel fuel.

Biodiesel is made of vegetable oil.
To make or manufacture Biodiesel, you must first start with raw materials.
The raw materials needed in the production of Biodiesel are a small amount of
methanol and a ready supply of vegetable product. One of the most common
vegetables used in the production of Biodiesel is corn, although depending on the
geographic location of the manufacturing facility many other plants are used as well
(rapeseed, soybeans, flaxseed, etc.). The first step is to use the raw vegetable product
to make vegetable oil. Vegetable oil by itself will not be what you need to power a
car, from here it has to be processed into Biodiesel.
The process for converting vegetable oil into Biodiesel is sometimes called
ester interchange. To complete this process the vegetable oil has to be combined with
a smaller amount of methanol and then put in the presence of a small quantity of an
alkaline catalyst (for example, 5% to 1% sodium hydroxide). Vegetable oil is made
up of so-called triglycerides, which is a compound of the trivalent alcohol glycerin
with three fatty acids. The goal of ester interchange is to separate the glycerin
molecule from the three fatty acids and replace it with three methanol molecules.
This process then yields roughly 90% Biodiesel and 10% of a glycerin byproduct.
The glycerin byproduct can be used in a number of other chemical processes for
different industries.
http://berita-english.blogspot.com/2019/03/explanation-text-beserta-soal-
dan.html?m=1
10
25. What is the text about?

a. The process of making Biodiesel.
b. The use of the Biodiesel.
c. The advantage of using the Biodiesel.
d. The benefit of producing the Biodiesel.
e. The development of the Biodiesel product.
26. What are interchanged in the process of ester interchange?
a. The three fatty acids with the glycerin molecules.
b. The glycerin molecule with three methanol molecules.
c. Methanol with the three fatty acids.
d. Vegetable oil with methanol
e. Methanol and alkaline catalyst.
27. According to the text, one of the advantages in using biodiesel is…
a. It is cheap.
b. It only uses vegetable oil.
c. It uses replaceable materials.
d. It can be done in small industry.
e. It gives less pollution than petroleum.
28. “The process for converting vegetable oil…”(Paragraph 3)
The underline word is closest in meaning to…
a. Producing
b. Separating
c. Attaching
d. Processing
e. Changing
Tsunami
Tsunami occurs when major fault under the ocean floor suddenly slips. The
displaced rock pushes water above it like a giant paddle, producing powerful water
waves at the ocean surface. The ocean waves spread out from the vicinity of the
earthquake source and move across the ocean until they reach the coastline, where
their height increases as they reach the continental shelf, the part of the earth crust
that slopes, or rises, from the ocean floor up to the land.
A tsunami washes ashore with oftendisastrous effects such as severe
flooding, loss of lives due to drowning and damage to property.
11
A tsunami is a very large sea wave that is generated by a disturbance along

the ocean floor. This disturbance can be an earthquake, a landslide, or a volcanic
eruption. A tsunami is undetectable far out in the ocean, but once it reaches shallow
water, this fast traveling wave grows very large.
29. “The displaced rock pushes water above it….” The underlind word in the first
paragraph refers to…..
a. Ocean floor
b. Rock pushes
c. Giant paddle
d. Ocean surface
e. Tsunami
30. What are the impacts of tsunami?
a. The part of the Earth’s crust that slopes, or rises, from the ocean floor
down to the land
b. A tsunami washes ashore with often disastrous effects such as flooding
and loss of lives
c. A tsunami is a very large sea wave which is not generated by a
disturbance a long the ocean floor
d. A tsunami is detectable far out in the ocean
e. Once tsunami reaches shallow water, the wave never grows very large
31. We understand from the text that tsunami ....
a. Causes the movement of earth
b. Forms a new shape of coastline
c. Makes unfortunate event
d. Rises a new coastal land
e. Displaces rocks to land
32. “... producing powerful water waves at the ocean surface.” The synonym of
the underlined word is....
a. Fast
b. Deep
c. Quick
d. Strong
e. Weak

12
All human beings eat food and make use of the chemical energy in it, so do
all other animals. Perhaps you wonder where all that chemical energy comes from.
Why doesn’t the food all get used up?
The answer is that new food is being grown as fast as old food is used to. It is
the green plants that form the new food. Animals either eat the plants or eat other
animals that have eaten plants.
The green substance of plants is chlorophyll. Chlorophyll can absorb
sunlight. When it does so, it changes the energy of the sun into chemical energy. The
chemical energy present in sunlit chlorophyll is used to combine dioxide in the air
with water from the soil. Starch and other complicated compounds are formed. These
are high in chemical energy obtained from the sunlit chlorophyll.
They make up the food on which mankind and all other animals live. In the
process of forming this food, some oxygen atoms are left over. These are given off
into the air by the plants. The whole process is called photosynthesis.
Thus, plants use sunlight to from food and oxygen to from carbon dioxide
and water again. Plants change the sun’s energy into chemical energy. And animals
change the animal energy into kinetic and heat energy.
https://www.itapuih.com/2018/02/kumpulan-soal-explanation-text-sma-dan-
pembahasan.html?m=1
33. “They make up the food on which mankind and all other animals live.” The
underline word in the fourth paragraph refers to…..
a. Chlorophyll
b. Sunlit chlorophyll
c. Starch and complicated compounds
d. Oxygen
e. Chemical energy
34. The text is about ....
a. The process of changing chemical energy
b. The formation of carbon dioxide
c. The green substance of plants
d. The process of photosynthesis
e. The use of chemical energy
35. What will happen when the chlorophyll absorbs sunlight? It will ....
a. Change heat into kinetic energy
b. Form complicated compound
13
c. Make use of heat energy

d. Change kinetic energy into chemical energy
e. Change the sun’s energy into chemical energy
36. From the text we know that ....
a. Plant need to heat energy to live
b. All human beings need chemical energy
c. Plants absorb sunlight to produce kinetic energy
d. Chlorophyll is the most important thing in photosynthesis
e. Sun’s energy cannot be formed into kinetic energy
37. The green substance of plants is chlorophyll. The underlined word in the
above is closest in meaning to ...
a. Core
b. Body
c. Stuff
d. Essence
e. Material
Apartments Offer Practical Living

The number of high-rise apartment buildings continues to mushroom not only
in the center of the city but also in suburban areas. This shows that many Indonesian
enjoy living in apartments. This is true for a number of reasons.
In the first place, people prefer to live in an apartment because it is located
near strategic areas. They can save time and energy as they don’t have to experience
terrible traffic jam.
In addition, they enjoy the new life style because an apartment offers comfort
and privacy so they don’t have to worry about the city’s high crime rate as most
apartments have 24-hour security systems.
Moreover, people now enjoy practicality and this is reflected in the design of
their place. Living rooms become smaller and a veranda is no longer considered an
important part of the house.
From the facts above, it is clear that apartments offer practical living which
thus make them mustrooming.
14
38. “…… energy as they don’t have to experience terrible traffic jam.” The
underline word in line 5 refers to…..
a. Strategic areas
b. Security
c. People
d. Privacy
e. Safety
39. It can be inferred from the text that ....
a. Many Indonesian people right now enjoy living in a small house
b. Practicality means security
c. People prefer living in an apartment because it is located near office areas
d. Living in an apartment creates practical lifestyle
e. Secure life style is mostly preferred now
40. “The number of high-rise apartment buildings continues to mushroom not
only in the center.... “ (Paragraph 1) The underlined word is closest meaning
to....
a. Increase
b. Enhance
c. Boost
d. Intensify
e. Raise
APPENDIX 2
ANSWER KEY OF TRY OUT
1. C 21. C
2. E 22. E
3. D 23. D
4. E 24. E
5. A 25. A
6. C 26. B
7. C 27. E
8. D 28. E
9. C 29. E
10. D 30. B
11. E 31. C
12. A 32. D
13. B 33. C
14. A 34. A
15. D 35. E
16. B 36. B
17. A 37. D
18. B 38. C
19. A 39. A
20. A 40. B
APPENDIX 3
Raw Score Try Out
Mata Pelajaran : Bahasa Inggris

Kelas : XI IPA
Jumlah Siswa : 18
Jumlah Soal : Multiple Choice
Nomor Butir Tes Total

No Nama Siswa
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 (Y)
1 Moh. Muslimin Adam 1 0 0 1 1 1 1 0 1 1 1 0 1 0 1 0 1 0 1 1 1 0 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 29
2 Ilham Sompa 1 0 1 1 1 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 32
3 Nur Tariza Tangahu 1 1 1 0 1 0 1 1 1 0 0 0 0 1 1 0 1 1 1 1 1 1 0 0 1 0 0 1 1 0 1 1 1 1 1 1 0 1 0 0 25
4 Moh. Renaldi Aliwu 1 0 1 1 0 0 1 1 1 1 1 0 1 1 0 0 0 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 27
5 Putri Nurnaha Tolinggi 1 0 0 1 0 1 0 0 1 1 1 0 0 1 1 1 1 0 1 1 0 0 0 1 0 1 1 0 1 0 0 0 0 1 0 1 0 1 0 1 20
6 Suti Fajria Botutihe 0 0 1 1 1 1 0 1 0 1 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 0 1 1 0 0 0 1 1 1 0 1 1 0 1 0 25
7 Rahmat Aditya 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 1 1 0 1 1 0 1 1 28
8 Nania Fajri Djeppu 1 1 0 0 0 0 1 0 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 1 1 0 0 1 1 0 1 0 0 1 0 1 0 0 14
9 Algi Pasisingi 0 0 1 0 0 0 1 1 0 0 0 1 1 0 0 0 0 1 1 1 1 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 1 0 1 0 15
10 Nur Fadilawati Pakaya 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 0 1 1 1 0 32
11 Moh. Ghufron 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 0 0 0 7
12 Indri Hapsa Pakaya 0 0 1 0 0 0 0 1 1 0 1 1 0 1 0 0 0 1 0 0 0 0 1 0 0 1 0 0 0 0 1 1 1 0 0 1 0 1 1 0 15
13 Nadya Maharani 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 0 0 1 1 0 1 0 0 1 1 0 1 1 30
14 Ihsanul Haq Inayatullah 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 0 1 0 1 0 1 1 0 0 1 1 1 0 1 33
15 Frans Pakaya 0 0 0 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 1 0 0 0 1 0 8
16 Moh. Ilham Lihawa 1 0 1 0 0 0 0 1 0 1 1 0 0 0 1 1 1 0 1 0 1 0 1 0 0 0 0 0 0 0 1 1 0 1 0 0 0 0 0 1 15
17 Rizky 1 0 0 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 1 1 1 0 1 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 0 0 21
18 1 0 1 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 1 1 0 1 1 0 0 0 0 0 1 12
Jumlah (X) 13 5 12 8 8 6 10 12 12 12 9 6 10 11 11 9 11 10 14 12 13 5 12 9 8 9 9 6 8 6 13 11 13 10 5 12 10 10 10 8 388
0.563 0.361 0.451 0.693 0,652 0.562 0.167 0.429 0.670 0.288 0.146 -0.888 0.570 0.464 0.505 0.387 0.683 0.624 0.469 0.415 0.444 0.361 0.373 0.600 0.639 -0.213 0.400 0.661 0.477 0.051 0.115 0.258 0.682 -0.020 0.018 0.486 0.570 0.355 0.342 0.437
r tabel 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468 0,468
APPENDIX 4
VALIDITY TESTING
Number of test 1:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.318 − (13.388)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.9610 − (388)2 }
680
𝑟𝑥𝑦 =
√{65}{22436}
𝑟𝑥𝑦 = 0,563 Valid
Number of test 2:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.132 − (5.388)
𝑟𝑥𝑦 =
√{18.5 − (5)2 }{18.9610 − (388)2 }
436
𝑟𝑥𝑦 =
√{65}{22436}
𝑟𝑥𝑦 = 0,361 Invalid
Number of test 3:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.295 − (12.388)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.9610 − (388)2 }
654
𝑟𝑥𝑦 =
√{72}{22436}

Number of test 4:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.224 − (8.388)
𝑟𝑥𝑦 =
√{18.8 − (8)2 }{18.9610 − (388)2 }
928
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 5:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.221 − (8.388)
𝑟𝑥𝑦 =
√{18.8 − (8)2 }{18.9610 − (388)2 }
874
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 6:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.169 − (6.388)
𝑟𝑥𝑦 =
√{18.6 − (6)2 }{18.9610 − (388)2 }
714
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 7:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.228 − (10.388)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.9610 − (388)2 }
224
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 8:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.289 − (12.388)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.9610 − (388)2 }
546
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 9:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.306 − (12.388)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.9610 − (388)2 }
852
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 10:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.279 − (12.388)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.9610 − (388)2 }
366
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 11:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.205 − (9.388)
𝑟𝑥𝑦 =
√{18.9 − (9)2 }{18.9610 − (388)2 }
198
𝑟𝑥𝑦 =
√{81}{22436}
Number of test 12:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.150 − (6.388)
𝑟𝑥𝑦 =
√{18.6 − (6)2 }{18.9610 − (388)2 }
−1128
𝑟𝑥𝑦 =
√{72}{22436}
𝑟𝑥𝑦 = −0,888 Invalid
Number of test 13:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.258 − (10.388)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.9610 − (388)2 }
764
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 14:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.271 − (11.388)
𝑟𝑥𝑦 =
√{18.11 − (11)2 }{18.9610 − (388)2 }
610
𝑟𝑥𝑦 =
√{77}{22436}
Number of test 15:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.274 − (11.388)
𝑟𝑥𝑦 =
√{18.11 − (11)2 }{18.9610 − (388)2 }
664
𝑟𝑥𝑦 =
√{77}{22436}
Number of test 16:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.223 − (9.388)
𝑟𝑥𝑦 =
√{18.9 − (9)2 }{18.9610 − (388)2 }
522
𝑟𝑥𝑦 =
√{81}{22436}

Number of test 17:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.287 − (11.388)
𝑟𝑥𝑦 =
√{18.11 − (11)2 }{18.9610 − (388)2 }
898
𝑟𝑥𝑦 =
√{77}{22436}
Number of test 18:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.262 − (10.388)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.9610 − (388)2 }
836
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 19:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.331 − (14.388)
𝑟𝑥𝑦 =
√{18.14 − (14)2 }{18.9610 − (388)2 }
526
𝑟𝑥𝑦 =
√{56}{22436}
Number of test 20:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.288 − (12.388)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.9610 − (388)2 }
528
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 21:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.310 − (13.388)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.9610 − (388)2 }
536
𝑟𝑥𝑦 =
√{65}{22436}
Number of test 22:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.132 − (5.388)
𝑟𝑥𝑦 =
√{18.5 − (5)2 }{18.9610 − (388)2 }
436
𝑟𝑥𝑦 =
√{65}{22436}
Number of test 23:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.285 − (12.388)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.9610 − (388)2 }
474
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 24:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.239 − (9.388)
𝑟𝑥𝑦 =
√{18.9 − (9)2 }{18.9610 − (388)2 }
810
𝑟𝑥𝑦 =
√{81}{22436}
Number of test 25:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.220 − (8.388)
𝑟𝑥𝑦 =
√{18.8 − (8)2 }{18.9610 − (388)2 }
856
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 26:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.178 − (9.388)
𝑟𝑥𝑦 =
√{18.9 − (9)2 }{18.9610 − (388)2 }
−288
𝑟𝑥𝑦 =
√{81}{22436}

Number of test 27:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.224 − (9.388)
𝑟𝑥𝑦 =
√{18.9 − (9)2 }{18.9610 − (388)2 }
540
𝑟𝑥𝑦 =
√{81}{22436}
Number of test 28:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.176 − (6.388)
𝑟𝑥𝑦 =
√{18.6 − (6)2 }{18.9610 − (388)2 }
840
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 29:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.208 − (8.388)
𝑟𝑥𝑦 =
√{18.8 − (8)2 }{18.9610 − (388)2 }
640
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 30:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.133 − (6.388)
𝑟𝑥𝑦 =
√{18.6 − (6)2 }{18.9610 − (388)2 }
66
𝑟𝑥𝑦 =
√{72}{22436}
Number of test 31:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.288 − (13.388)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.9610 − (388)2 }
140
𝑟𝑥𝑦 =
√{65}{22436}
Number of test 32:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.256 − (11.388)
𝑟𝑥𝑦 =
√{18.11 − (11)2 }{18.9610 − (388)2 }
340
𝑟𝑥𝑦 =
√{77}{22436}
Number of test 33:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.326 − (13.388)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.9610 − (388)2 }
824
𝑟𝑥𝑦 =
√{65}{22436}
Number of test 34:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.214 − (10.388)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.9610 − (388)2 }
−28
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 35:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.109 − (5.388)
𝑟𝑥𝑦 =
√{18.5 − (5)2 }{18.9610 − (388)2 }
22
𝑟𝑥𝑦 =
√{65}{22436}
Number of test 36:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.293 − (12.388)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.9610 − (388)2 }
618
𝑟𝑥𝑦 =
√{72}{22436}

Number of test 37:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.258 − (10.388)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.9610 − (388)2 }
764
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 38:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.242 − (10.388)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.9610 − (388)2 }
476
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 39:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.241 − (10.388)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.9610 − (388)2 }
458
𝑟𝑥𝑦 =
√{80}{22436}
Number of test 40:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.205 − (8.388)
𝑟𝑥𝑦 =
√{18.8 − (8)2 }{18.9610 − (388)2 }
586
𝑟𝑥𝑦 =
√{80}{22436}

APPENDIX 5
RELIABILITY TEST
KR 21 Formula:
KR-21 =
𝑛−1
( 𝑠2𝑥
)
(∑ 𝑥𝑖)2
∑𝑥𝑖 2−
𝑛
➢ 𝑠2𝑥 =
𝑛−1
(388)2
9610− 18
=
18−1
150544
9610−
18
=
17
1246,5
=
17
= 73,32
➢ KR-21 =
𝑛−1
( 𝑠2𝑥
)
40 73,32−7,15
=
40−1
( 73,32
)
66,17
= 1,02 (73,32)
= 1,02 (0,90)
= 0,91
APPENDIX 6
VALIDITY TESTING
Number of test 1:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.142 − (10.234)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.3158 − (234)2 }
216
𝑟𝑥𝑦 =
√{80}{2088}
Number of test 2:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.158 − (12.234)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.3158 − (234)2 }
36
𝑟𝑥𝑦 =
√{72}{2088}
Number of test 3:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.134 − (10.234)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.3158 − (234)2 }
72
𝑟𝑥𝑦 =
√{80}{2088}
Number of test 4:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.168 − (12.234)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.3158 − (234)2 }
216
𝑟𝑥𝑦 =
√{72}{2088}
Number of test 5:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.123 − (9.234)
𝑟𝑥𝑦 =
√{18.9 − (9)2 }{18.3158 − (234)2 }
108
𝑟𝑥𝑦 =
√{81}{2088}
Number of test 6:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.180 − (13.234)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.3158 − (234)2 }
198
𝑟𝑥𝑦 =
√{65}{2088}

Number of test 7:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.171 − (13.234)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.3158 − (234)2 }
36
𝑟𝑥𝑦 =
√{65}{2088}
Number of test 8:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.141 − (10.234)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.3158 − (234)2 }
198
𝑟𝑥𝑦 =
√{80}{2088}
Number of test 9:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.171 − (13.234)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.3158 − (234)2 }
36
𝑟𝑥𝑦 =
√{65}{2088}
Number of test 10:

𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.180 − (14.234)
𝑟𝑥𝑦 =
√{18.14 − (14)2 }{18.3158 − (234)2 }
−36
𝑟𝑥𝑦 =
√{56}{2088}
Number of test 11:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.118 − (8.234)
𝑟𝑥𝑦 =
√{18.8 − (8)2 }{18.3158 − (234)2 }
252
𝑟𝑥𝑦 =
√{80}{2088}
Number of test 12:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.167 − (12.234)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.3158 − (234)2 }
198
𝑟𝑥𝑦 =
√{72}{2088}
Number of test 13:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.169 − (13.234)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.3158 − (234)2 }
0
𝑟𝑥𝑦 =
√{65}{2088}
𝑟𝑥𝑦 = 0 Invalid
Number of test 14:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.181 − (14.234)
𝑟𝑥𝑦 =
√{18.14 − (14)2 }{18.3158 − (234)2 }
−18
𝑟𝑥𝑦 =
√{56}{2088}
Number of test 15:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.181 − (13.234)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.3158 − (234)2 }
216
𝑟𝑥𝑦 =
√{65}{2088}
Number of test 16:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.182 − (13.234)
𝑟𝑥𝑦 =
√{18.13 − (13)2 }{18.3158 − (234)2 }
234
𝑟𝑥𝑦 =
√{65}{2088}
Number of test 17:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.145 − (11.234)
𝑟𝑥𝑦 =
√{18.11 − (11)2 }{18.3158 − (234)2 }
36
𝑟𝑥𝑦 =
√{77}{2088}
Number of test 18:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.162 − (12.234)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.3158 − (234)2 }
108
𝑟𝑥𝑦 =
√{72}{2088}
Number of test 19:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.135 − (10.234)
𝑟𝑥𝑦 =
√{18.10 − (10)2 }{18.3158 − (234)2 }
90
𝑟𝑥𝑦 =
√{80}{2088}
Number of test 20:
𝑁 ∑ 𝑋𝑌 − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁 ∑ 𝑋 2− (∑ 𝑋)2 }{𝑁 ∑ 𝑌 2− (∑ 𝑌)2 }
18.150 − (12.234)
𝑟𝑥𝑦 =
√{18.12 − (12)2 }{18.3158 − (234)2 }
−108
𝑟𝑥𝑦 =
√{72}{2088}

APPENDIX 7
RELIABILITY TEST
KR 21 Formula:
KR-21 =
𝑛−1
( 𝑠2𝑥
)
(∑ 𝑥𝑖)2
∑𝑥𝑖 2−
𝑛
➢ 𝑠2𝑥 =
𝑛−1
(234)2
3158− 18
=
18−1
54756
3158−
18
=
17
116
=
17
= 6,82
➢ KR-21 =
𝑛−1
( 𝑠2𝑥
)
20 6,82−4,72
=
20−1
( 6,82
)
2,1
= 1,05 (6,82)
= 1,05 (0,31)
= 0,33
1
APPENDIX 8
PRE TEST AND POST TEST

superbug.
1. “They are used to treat a wide variety of diseases, ….” The underline word in
line two refers to?
a. Human tissues
b. Microbes
c. Antibiotics
d. Tuberculosis
e. Scarlet fever
2
2. What is the main idea in paragraph four?

a. Paragraph four describe how antibiotics work
b. Paragraph four tell about antibiotics produced
c. Paragraph four explain how antibiotics damage organs and tissues
d. Paragraph four tells how the un-resistant microbes become resistant
e. Paragraph four describes how the pathogenic microbes transfer genetic
improperly?
microbes.”(paragraph 2) The underlined word means ....
a. Vary
b. Compare
c. Correlate
d. Contradict
e. Differentiate
The government should Provide rehabilitation Program for Drug Users

Drug users are actually ill people who need help. Rehabilitation is one of the
main things they should get. Instead of punishing drug users in prisons, the
government should provide rehabilitation for them.
Most users are actually victims of persuasive peddlers and they suffer from
consuming the drugs. Therefore, by rehabilitating them, we are actually helping them
out from traps, which they might accidentally step on.
If we only arrest drug users and send them to jail, this doesn't solve the
problem as drug users will still be addicted unless proper rehabilitation is imposed to
them. Providing rehabilitation programs for drug users and forcing them to
participate in the programs is better than only arresting them and doing nothing to
their illness. Only drug dealers, traffickers, and wholesalers should be imprisoned.
3
5. “……. which they might accidentally step on.” The underline word in
paragraph two refers to?
a. Drag users
b. Peddlers
c. Traffickers
d. Wholesalers
e. Government
6. Sending the drug users to prison is not a good solution because ....
a. They can't consume harmful drugs
b. They are treated normally
c. They may still be infected with harmful drugs
d. They can be freed as soon as possible
e. They are given the whole recovery program
Acid rain is rain that is highly acidic because of sulfur oxides, nitrogen
oxides, and other air pollutants dissolved in it. Normal rain is slightly acidic, with a
pH of 6. Acid rain may have a pH value as low as 2.8.
Acid rain can severely damage both plant and animal life. Certain lakes, for
example, have lost all fish and plant life because of acid rain.
Acid rain comes from sulfur in coal and oil. When they burn, they make
sulfur dioxide (SO2 ). Most sulfur leaves factory chimneys as the gaseous sulfur
dioxide (SO2 ) and most nitrogen are also emitted as one of the nitrogen oxides (NO
or NO2 ), both of which are gasses. The gasses may be dry deposited–absorbed
directly by the land, by lakes or by the surface vegetation. If they are in the
atmosphere for anytime, the gasses will oxidize (gain an oxygen atom) and go into
solution as acids. Sulphuric acid (H2 SO4 ) and the nitrogen oxides will become
nitric acid (HNO3 ). The acids usually dissolve in cloud droplets and may travel
great distances before being precipitated as acid rain.
Catalysts such as hydrogen peroxide, ozone, and ammonium help promote
the formation of acids in clouds. More ammonium (NH4 ) can be formed when some
of the acids are partially neutralized by airborne ammonia (NH3 ). Acidification
increases with the number of active hydrogen (H+) ions dissolved in acid.
Hydrocarbons emitted by, for example, car exhausts will react in sunlight with
nitrogen oxides to produce ozone. Although it is invaluable in the atmosphere, low-
level ozone causes respiratory problems and also hastens the formation of acid rain.
4
When acid rain falls on the ground it dissolves and liberates heavy metals and
aluminum (Al). When it is washed into lakes, aluminum irritates the outer surfaces of
many fish. As acid rain falls or drains into the lake the pH of the lake falls. Forests
suffer the effect of acid rain through damage to leaves, through the loss of vital
nutrients, and through the increased amounts of toxic metals liberated by acid, which
damage roots and soil microorganisms.
7. “When it is washed into lakes, aluminum irritates.…” The underline word in

the last paragraph refers to…..
a. Metals
b. Aluminum
c. Acid rain
d. Sulfur
e. Catalysts
8. What is the impact of Acid Rain?
a. Damage both plant and animal life
b. Damage to leaves
c. The loss of vital nutrients
d. Respiratory problems
e. The increased amounts of toxic metals
9. Which of the following is not true about acid rain?
a. It is good for animal and plant life
b. It can lost all fish in lakes
c. It can damage animal and plant life
d. It contains dangerous gasses
e. It endangers water life
10. “If they are in the atmosphere for anytime……” The uderline word in the
third paragraph refers to…..
a. Surface vegetation
b. Gasses
c. Acid rain
d. Sulfur
e. Atmosphere

5
Everybody should change their way of life to reduce global warming. There
are several things that we can do. One of them is by buying and consuming fresh
local groceries as much as possible. It of course includes local vegetables, fruits,
bread, etc.
Local groceries don’t need much transportation to get it into the market. It of
course means, the amount of carbon dioxide produced is less than the groceries from
other region. Therefore, by buying local groceries we are helping reduce the amount
of carbon dioxide produced.
Consuming fresh groceries instead of frozen ones are healthier for us.
Furthermore, fresh food or groceries means no requirements for it to be freeze up. It
means that no electricity is needed and saving energy means reducing carbon dioxide
and money.
So, from now on we should consume fresh local groceries to reduce global
warming.
11. The text gives us information about ….

a. The ways to minimize global warning
b. The ways to increase global warning
c. The effects of global warning
d. The importance of consuming local groceries
e. The importance of knowing global warning
12. To reduce the global warming we should ….
a. Buy import product
b. Buy expensive clothes
c. Consume frozen foods
d. Consume fresh foods
d. Not use electricity efficiently
The use of formalin and other dangerous preservatives in food has been
serious problem for three reasons. Firstly, formalin is not for human beings, but it is
for biological specimens and experiments. Formalin in Biology is a 10% solution of
formaldehyde in water which is usually used as a disinfectant or to preserve
biological specimens. Thus, it is not for food preservatives. Of course when it is used
for food preservative, it will be very dangerous to human’s body.
6
The second reason is that there is no tight control from the government. This
condition makes the people’s health is really in a threat. When the control is weak
and the use formalin was spread wide all over the Indonesian regions, and these days
it has really happened, the citizen's bodies will be badly contaminated with the
poisons. Fish or food traders still sell their products which contain formalin and
dangerous preservatives. Can you imagine that our digestive system absorbs the
substance that should be for the human and animal corpses?
Considering the reasons, we can make a conclusion that the use of formalin
and other preservatives is really a serious problem if it is not resolved immediately.
https://englishadmin.com/2018/11/50-contoh-soal-analytical-exposition-dan-
jawaban.html
13. Why is formalin dangerous for human`s body?

a. It is not food preservatives
b. It is a disinfectant for human beings
c. It is used to preserve biological specimens
d. It is 10% solution of formaldehyde in water
e. It is controlled flighty from the government
14. The main idea of paragraph two is ....
a. The human`s bodies will be harmful after consuming the formalin
b. The government has not controlled the use of formalin firmly
c. The weak control of using formalin is not threatening the human
d. The human`s bodies will be harmful after consuming the formalin
e. The use of formalin is known all over the regions
15. Based on the facts above, the writer suggest that ... .
a. People have to avoid consuming formalin in their food
b. The use of formal dehyde is necessary to control the food
c. People should add 100% solution of formaldehyde in water
d. The food preservative is required to make the food delicious
e. Food seller is supposed to pour formalin for vegetables and food products
16. “It is for biological specimens and experiments.” the word that underline in
line 2 refers to?
a. Formalin
b. Biological specimens
c. Experiment
d. Dangerous preservatives
e. Animal aspect
7

superbug.
17. Which diseases cannot be cured by antibiotics?

a. Tonsillitis
b. Meningitis
c. Chicken pox
d. Tuberculosis
e. Scarlet fever
microbes.”(paragraph 2)
The underlined word means ....
a. Vary
8
b. Compare
c. Correlate
d. Contradict
e. Differentiate
Biodiesel is a clean burning substitute for petroleum based diesel fuel.

Biodiesel is made of vegetable oil.
To make or manufacture Biodiesel, you must first start with raw materials.
The raw materials needed in the production of Biodiesel are a small amount of
methanol and a ready supply of vegetable product. One of the most common
vegetables used in the production of Biodiesel is corn, although depending on the
geographic location of the manufacturing facility many other plants are used as well
(rapeseed, soybeans, flaxseed, etc.). The first step is to use the raw vegetable product
to make vegetable oil. Vegetable oil by itself will not be what you need to power a
car, from here it has to be processed into Biodiesel.
The process for converting vegetable oil into Biodiesel is sometimes called
ester interchange. To complete this process the vegetable oil has to be combined with
a smaller amount of methanol and then put in the presence of a small quantity of an
alkaline catalyst (for example, 5% to 1% sodium hydroxide). Vegetable oil is made
up of so-called triglycerides, which is a compound of the trivalent alcohol glycerin
with three fatty acids. The goal of ester interchange is to separate the glycerin
molecule from the three fatty acids and replace it with three methanol molecules.
This process then yields roughly 90% Biodiesel and 10% of a glycerin byproduct.
The glycerin byproduct can be used in a number of other chemical processes for
different industries.
http://berita-english.blogspot.com/2019/03/explanation-text-beserta-soal-
dan.html?m=1
19. What is the text about?

a. The process of making Biodiesel.
b. The use of the Biodiesel.
c. The advantage of using the Biodiesel.
d. The benefit of producing the Biodiesel.
e. The development of the Biodiesel product.
20. The goal of ester interchange is to?
9
a. Separate the three fatty acids with the glycerin molecules.

b. Separate the glycerin molecule with three methanol molecules.
c. Separate methanol with the three fatty acids.
d. Separate vegetable oil with methanol
e. Separate methanol and alkaline catalyst.
21. From the text, one of the benefit of using biodiesel is…
a. It is cheap.
b. It only uses vegetable oil.
c. It uses replaceable materials.
d. It can be done in small industry.
e. It gives less pollution than petroleum.
22. “The process for converting vegetable oil…”(Paragraph 3)
The underline word is closest in meaning to…
a. Producing
b. Separating
c. Attaching
d. Processing
e. Changing
The following text is for questions 23 to24.
Tsunami
Tsunami occurs when major fault under the ocean floor suddenly slips. The
displaced rock pushes water above it like a giant paddle, producing powerful water
waves at the ocean surface. The ocean waves spread out from the vicinity of the
earthquake source and move across the ocean until they reach the coastline, where
their height increases as they reach the continental shelf, the part of the earth crust
that slopes, or rises, from the ocean floor up to the land.
A tsunami washes ashore with oftendisastrous effects such as severe
flooding, loss of lives due to drowning and damage to property.
A tsunami is a very large sea wave that is generated by a disturbance along
the ocean floor. This disturbance can be an earthquake, a landslide, or a volcanic
eruption. A tsunami is undetectable far out in the ocean, but once it reaches shallow
water, this fast traveling wave grows very large.
23. “The displaced rock pushes water above it….” The underlind word in the first
paragraph refers to…..
10
a. Ocean floor
b. Rock pushes
c. Giant paddle
d. Ocean surface
e. Tsunami
24. “...this fast traveling wave grows very large.” The synonym of the underlined
word is....
a. Speedy
b. Deep
c. Slow
d. Strong
e. Weak
All human beings eat food and make use of the chemical energy in it, so do
all other animals. Perhaps you wonder where all that chemical energy comes from.
Why doesn’t the food all get used up?
The answer is that new food is being grown as fast as old food is used to. It is
the green plants that form the new food. Animals either eat the plants or eat other
animals that have eaten plants.
The green substance of plants is chlorophyll. Chlorophyll can absorb
sunlight. When it does so, it changes the energy of the sun into chemical energy. The
chemical energy present in sunlit chlorophyll is used to combine dioxide in the air
with water from the soil. Starch and other complicated compounds are formed. These
are high in chemical energy obtained from the sunlit chlorophyll.
They make up the food on which mankind and all other animals live. In the
process of forming this food, some oxygen atoms are left over. These are given off
into the air by the plants. The whole process is called photosynthesis.
Thus, plants use sunlight to from food and oxygen to from carbon dioxide
and water again. Plants change the sun’s energy into chemical energy. And animals
change the animal energy into kinetic and heat energy.
https://www.itapuih.com/2018/02/kumpulan-soal-explanation-text-sma-dan-
pembahasan.html?m=1
25. “They make up the food on which mankind and all other animals live.” The
underline word in the fourth paragraph refers to…..
11
a. Chlorophyll
b. Sunlit chlorophyll
c. Starch and complicated compounds
d. Oxygen
e. Chemical energy
26. What is the paragraph 3 mainly talks about ....
a. The process of changing chemical energy
b. The formation of carbon dioxide
c. The green substance of plants
d. The process of photosynthesis
e. The use of chemical energy
27. From the text we know that ....
a. Plant need to heat energy to live
b. All human beings need chemical energy
c. Plants absorb sunlight to produce kinetic energy
d. Chlorophyll is the most important thing in photosynthesis
e. Sun’s energy cannot be formed into kinetic energy
28. The green substance of plants is chlorophyll. The underlined word in the
above is closest in meaning to ...
a. Core
b. Body
c. Stuff
d. Essence
e. Material
APPENDIX 9
ANSWER KEY OF PRE TEST AND POST TEST
1. C
2. C
3. D
4. E
5. B
6. C
7. C
8. A
9. A
10. B
11. A
12. D
13. A
14. B
15. A
16. A
17. C
18. E
19. A
20. B
21. E
22. E
23. E
24. A
25. C
26. C
27. B
28. D
APPENDIX 10
Raw Score of Pre-Test

Kelas : XI Agama
Jumlah Siswa : 20
Nomor Soal Ke- Total

No.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 (Y)
1 Fahrudin Umar 0 0 0 1 1 0 1 0 0 1 1 0 1 0 0 1 1 0 1 1 0 1 0 0 1 1 1 1 15
2 Basir Apajulu 1 0 1 0 1 0 0 0 1 1 0 1 1 1 0 1 1 0 1 0 1 1 1 0 0 0 0 1 15
3 Novriyanto Abdul 0 1 0 0 1 0 1 0 0 0 1 1 0 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 15
4 Rifka Pateda 1 0 1 1 0 0 1 1 0 1 0 1 1 0 0 0 0 1 0 1 1 0 1 1 0 0 0 0 13
5 Moh. Fajar Waluyo 0 0 0 0 0 1 1 0 1 1 0 0 0 1 1 1 1 0 0 1 0 0 0 1 0 0 1 0 11
6 Hafidz Kaluku 1 0 1 0 1 1 0 1 0 1 0 1 1 0 0 0 1 0 1 0 0 1 0 1 1 0 0 1 14
7 Mukhlis Sore 1 1 0 1 0 0 1 1 1 1 0 1 1 0 1 1 0 1 0 1 0 0 1 0 0 0 0 0 14
8 Amunawir As. Ahmad 0 1 0 0 1 0 1 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 1 1 1 0 9
9 Revalin Maulana 1 0 1 1 0 0 1 1 0 0 0 1 1 0 0 0 1 1 0 1 1 0 0 1 0 0 0 0 12
10 Moh. Fauzil Lakoro 0 1 1 0 1 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 0 1 1 0 1 0 1 1 15
11 Moh. Jasman Rivai 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 0 1 1 0 0 7
12 Helmi Alhasni 1 0 1 0 0 0 0 1 1 0 0 1 0 1 0 0 1 1 0 0 1 0 0 1 0 0 0 0 10
13 Moh. Raihan A. Kondengis 1 0 1 1 0 1 0 0 0 0 1 1 1 0 1 1 0 1 1 1 0 1 1 0 0 0 1 0 15
14 Ayub Hala 0 1 0 0 1 0 0 1 1 1 0 0 0 1 0 0 0 0 0 1 0 1 1 0 1 1 1 1 13
15 Zulkifli Zakaria 0 0 0 0 0 0 1 0 0 0 1 0 0 0 1 1 0 1 1 0 0 1 0 1 0 1 0 0 9
16 Moh. Fahrul Pakaya 0 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 1 0 0 1 1 0 0 1 0 0 0 1 10
17 Faramita Nusi 1 0 0 1 0 1 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 0 1 0 1 0 1 1 14
18 Wahyudi Dama 1 1 0 0 0 0 0 0 0 0 1 0 1 0 1 1 0 1 0 1 0 0 1 0 1 0 1 0 11
19 Taufiqurrahman Biahimo 0 1 1 0 1 0 1 0 0 1 0 1 1 1 0 1 0 0 1 0 1 1 1 1 0 1 0 1 16
20 Abd. Aliyansyah Hakibu 1 0 1 0 0 0 1 1 1 0 0 1 0 1 1 1 0 0 0 0 1 0 1 1 0 1 1 0 14
10 7 9 8 9 5 10 9 8 10 6 13 10 9 7 12 8 8 9 10 10 9 11 10 9 7 10 9 252
APPENDIX 11
Finding Class Interval, Mean Score, and Standard Deviation of Pre Test
1. Class Interval (R)

R = highest score – lowest score
= 16 – 7
=9
2. Amount of Class Interval (K)
K = 1 + 3,3 log 𝑛
= 1 + 3,3 log 20
= 1 + 4,29
= 5,29 5
3. Wide of Class Interval (P)
𝑅
P=
𝐾
9
=
5
= 1,8 2
̅)
4. Mean Score (𝑿
∑ xi
𝑋̅ =
n
252
=
20
= 12,6
Pre Test Score Fi Xi 𝑿−𝑿 ̅ (𝑿 − 𝑿̅ )2 Fi(𝑿 − 𝑿 ̅ )2 F absolute
7-8 1 7,5 -5,1 26,01 26,01 5%
9 – 10 4 9,5 -3,1 9,61 38,44 20%
11 – 12 3 11,5 -1,1 1,21 3,63 15%
13 – 14 6 13,5 0,9 0,81 4,86 30%
15 - 16 6 15,5 2,9 8,41 50,46 30%
Total 20 - - - 123,4 100%
5. Standart Deviation
∑ 𝐹𝑖(𝑋−𝑋̅)2
𝑆2 =
(𝑛−1)
123,4
=
19
= 6,49
= √6,49
S = 2,54
APPENDIX 12
Normality Data of Pre Test by Using Lillieforse Formula
Xi Zi F(Zi) S(Zi) | F(Zi) - S(Zi) |

1 7 -2.185030658 0.014443299 0.05 0.035556701
2 9 -1.404662566 0.080060821 0.1 0.019939179
3 9 -1.404662566 0.080060821 0.15 0.069939179
4 10 -1.01447852 0.155177237 0.2 0.044822763
5 10 -1.01447852 0.155177237 0.25 0.094822763
6 11 -0.624294474 0.266217106 0.3 0.033782894
7 11 -0.624294474 0.266217106 0.35 0.083782894
8 12 -0.234110428 0.407449625 0.4 0.007449625
9 13 0.156073618 0.562012504 0.45 0.112012504
10 13 0.156073618 0.562012504 0.5 0.062012504
11 14 0.546257664 0.707555583 0.55 0.157555583
12 14 0.546257664 0.707555583 0.6 0.107555583
13 14 0.546257664 0.707555583 0.65 0.057555583
14 14 0.546257664 0.707555583 0.7 0.007555583
15 15 0.93644171 0.825477095 0.75 0.075477095
16 15 0.93644171 0.825477095 0.8 0.025477095
17 15 0.93644171 0.825477095 0.85 0.024522905
18 15 0.93644171 0.825477095 0.9 0.074522905
19 15 0.93644171 0.825477095 0.95 0.124522905
20 16 1.326625756 0.907683744 1 0.092316256
Taraf Nyata (α) 0.05

Jumlah Sampel (n) 20
Nilai Rata-Rata (Mean) 12,6
Simpangan Baku (S) 2,56
Lillieforse Hitung (Lo) 0.1575
Lillieforse Tabel (LTABEL) 0.190
Lo = 0.1575 < 0.190 = LTABEL
Lo < LTABEL Kesimpulan: Data Berdistribusi Normal

APPENDIX 13
Raw Score of Post-Test

Kelas : XI Agama
Jumlah Siswa : 20
Total
No. Nama Nomor Soal Ke-
(Y)
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
1 Mukhlis Sore 0 1 0 1 1 0 1 1 0 1 1 0 0 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 17
2 Faramita Nusi 1 0 1 1 0 1 1 0 0 1 0 1 0 1 0 1 1 1 0 1 1 0 1 1 1 0 0 0 16
3 Rifka Pateda 1 0 1 0 1 1 0 1 1 1 1 0 1 1 0 0 1 0 1 1 0 1 0 1 1 0 1 1 18
4 Zulkifli Zakaria 1 1 0 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 0 0 1 1 0 1 0 1 0 0 17
5 Novriyanto Abdul 0 1 0 0 1 0 0 0 1 1 0 1 1 0 1 1 1 0 0 1 1 1 1 0 1 1 0 1 16
6 Taufiqurrahman Biahimo 1 0 1 1 0 1 1 1 0 0 1 0 0 1 0 1 0 1 1 0 0 1 0 0 1 0 0 1 14
7 Revalin Maulana 0 1 1 0 1 1 0 0 1 0 1 0 1 0 1 0 1 1 0 0 1 0 1 1 0 1 1 1 16
8 Moh. Raihan A. Kondengis 0 1 1 0 0 0 1 1 0 1 0 0 0 1 1 0 0 1 1 0 1 1 1 0 1 1 0 1 15
9 Moh. Jasman Rivai 1 0 0 1 0 1 0 1 1 0 0 1 1 0 1 1 0 0 0 1 0 1 0 1 1 0 1 1 15
10 Abd. Aliyansyah Hakibu 1 0 1 0 1 1 1 1 0 1 1 0 1 0 1 0 1 1 0 1 0 0 0 1 0 1 0 0 15
11 Fahrudin Umar 1 1 0 0 1 0 1 0 0 1 0 0 1 0 0 0 0 0 1 0 1 1 0 1 1 0 1 1 13
12 Basir Apajulu 0 1 0 1 0 0 0 1 0 0 1 0 1 1 0 0 1 1 1 0 0 1 0 0 0 1 1 0 12
13 Moh. Fajar Waluyo 1 0 1 0 1 1 0 0 1 0 1 1 0 1 1 0 1 0 0 1 1 0 1 1 0 1 0 1 16
14 Moh. Fauzil Lakoro 1 0 1 0 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 0 0 1 0 1 1 0 0 0 15
15 Hafidz Kaluku 0 0 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 0 0 1 0 0 1 1 1 1 0 0 16
16 Helmi Alhasni 0 1 0 1 1 0 0 0 1 1 0 1 0 1 0 0 1 1 0 1 0 1 1 0 1 0 1 0 14
17 Moh. Fahrul Pakaya 1 1 1 0 0 1 0 1 0 1 1 1 1 0 1 0 0 0 1 1 1 0 1 0 1 0 1 0 16
18 Amunawir As. Ahmad 0 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 0 1 1 0 0 1 0 1 0 1 0 1 14
19 Wahyudi Dama 0 1 0 1 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 0 9
20 Ayub Hala 1 0 0 1 0 1 1 0 1 1 0 1 1 1 0 1 0 1 1 0 1 1 0 1 0 0 1 1 17
11 10 11 10 12 10 12 10 11 12 11 10 12 11 10 8 11 13 10 11 10 13 8 13 12 10 8 11 301
APPENDIX 14
Finding Class Interval, Mean Score, and Standard Deviation of Post Test
1. Class Interval (R)

R = highest score – lowest score
= 18 – 9
=9
2. Amount of Class Interval (K)
K = 1 + 3,3 log 𝑛
= 1 + 3,3 log 20
= 1 + 4,29
= 5,29 5
3. Wide of Class Interval (P)
𝑅
P=
𝐾
9
=
5
= 1,8 2
̅)
4. Mean Score (𝑿
∑ xi
𝑋̅ =
n
301
=
20
= 15,05
Post Test Score Fi Xi 𝑿−𝑿 ̅ (𝑿 − 𝑿̅ )2 Fi(𝑿 − 𝑿̅ )2 F absolute
9 – 10 1 9,5 -5,55 30,80 30,8 5%
11 – 12 1 11,5 -3,55 12,60 12,6 5%
13 – 14 4 13,5 -1,55 2,40 9,6 20%
15 - 16 9 15,5 0,45 0,20 1,8 45%
17 - 18 5 17,5 2,45 6,00 30 25%
Total 20 - - - 84,8 100%
5. Standart Deviation
∑ 𝐹𝑖(𝑋−𝑋̅)2
𝑆2 =
(𝑛−1)
84,8
=
19
= 4,46
= √4,46
S = 2,11
APPENDIX 15
Normality Data of Post Test by Using Lillieforse Formula
Xi Zi F(Zi) S(Zi) | F(Zi) - S(Zi) |

1 9 -2.967946772 0.001498981 0.05 0.048501019
2 12 -1.496237629 0.067295871 0.1 0.032704129
3 13 -1.005667915 0.157287671 0.15 0.007287671
4 14 -0.5150982 0.3032422 0.2 0.1032422
5 14 -0.5150982 0.3032422 0.25 0.0532422
6 14 -0.5150982 0.3032422 0.3 0.0032422
7 15 -0.024528486 0.490215531 0.35 0.140215531
8 15 -0.024528486 0.490215531 0.4 0.090215531
9 15 -0.024528486 0.490215531 0.45 0.040215531
10 15 -0.024528486 0.490215531 0.5 0.009784469
11 16 0.466041229 0.679407005 0.55 0.129407005
12 16 0.466041229 0.679407005 0.6 0.079407005
13 16 0.466041229 0.679407005 0.65 0.029407005
14 16 0.466041229 0.679407005 0.7 0.020592995
15 16 0.466041229 0.679407005 0.75 0.070592995
16 16 0.466041229 0.679407005 0.8 0.120592995
17 17 0.956610943 0.830618168 0.85 0.019381832
18 17 0.956610943 0.830618168 0.9 0.069381832
19 17 0.956610943 0.830618168 0.95 0.119381832
20 18 1.447180658 0.926076834 1 0.073923166
Taraf Nyata (α) 0.05

Jumlah Sampel (n) 20
Nilai Rata-Rata (Mean) 15,05
Simpangan Baku (S) 2,04
Lillieforse Hitung (Lo) 0.140
Lillieforse Tabel (LTABEL) 0.190
Lo = 0.140 < 0.190 = LTABEL
Lo < LTABEL Kesimpulan: Data Berdistribusi Normal

APPENDIX 16
The Difference of Students’ Score in Pre Test and Post Test
Xd=(d-
No Nama Pre-Test Post-Test Difference ∑
Md)
1 Fahrudin Umar 15 13 -2 -4.45 19.8025
2 Basir Apajulu 15 12 -3 -5.45 29.7025
3 Novriyanto Abdul 15 16 1 -1.45 2.1025
4 Rifka Pateda 13 18 5 2.55 6.5025
5 Moh. Fajar Waluyo 11 16 5 2.55 6.5025
6 Hafidz Kaluku 14 16 2 -0.45 0.2025
7 Mukhlis Sore 14 17 3 0.55 0.3025
8 Amunawir As. Ahmad 9 14 5 2.55 6.5025
9 Revalin Maulana 12 16 4 1.55 2.4025
10 Moh. Fauzil Lakoro 15 15 0 -2.45 6.0025
11 Moh. Jasman Rivai 7 15 8 5.55 30.8025
12 Helmi Alhasni 10 14 4 1.55 2.4025
Moh. Raihan A.
13 Kondengis 15 15 0 -2.45 6.0025
14 Ayub Hala 13 17 4 1.55 2.4025
15 Zulkifli Zakaria 9 17 8 5.55 30.8025
16 Moh. Fahrul Pakaya 10 16 6 3.55 12.6025
17 Faramita Nusi 14 16 2 -0.45 0.2025
18 Wahyudi Dama 11 9 -2 -4.45 19.8025
Taufiqurrahman
19 Biahimo 16 14 -2 -4.45 19.8025
20 Abd. Aliyansyah Hakibu 14 15 1 -1.45 2.1025
SUM 49 206.95
MEAN OF DIFFERENT SCORE 2.45
The squared of the sum difference score 2401
The squared of the sum difference score
APPENDIX 17
Steps of finding t-test Value
∑𝑑
Md =
𝑛
49
=
20
= 2,45
n = 20 ∑ 𝑑 = 49 Md = 2,45 ∑ 𝑥 2 𝑑 = 206,95
2,45
t =
206,95
√20 (20−1)
2,45
=
√0,544
2,45
=
0,73
= 3,356
APPENDIX 18
Lesson Plan (RPP)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Pertemuan Pertama
Sekolah : MA Al-Huda Gorontalo

Kelas/ Semester : XI/ Genap
Materi Pokok : Analytical Exposition Text (Cars Should Be
Banned In The City)
Alokasi Waktu : 1 x 45 menit
A. KOMPETENSI INTI
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yangspesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan.
B. KOMPETENSI DASAR
3.4 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks
eksposisi analitis tentang topic yang hangat dibicarakan umum, sesuai
dengan konteks penggunaannya.
4.4 Teks eksposisi analitis
4.4.1 Menangkap makna dalam teks eksposisi analitis tentang topic yang hangat
dibicarakan umum.
C. INDIKATOR PEMBELAJARAN
3.4.1 Mampu mengidentifikasi fungsi dan struktur pada teks eksposisi analitis
analitis tentang topic yang hangat dibicarakan umum, sesuai dengan
konteks penggunaannya.
4.4.1.1 Mampu menganalisis makna dalam teks eksposisi analitis tentang topic
yang hangat dibicarakan umum.
D. TUJUAN PEMBELAJARAN
1. Setelah menyimak penjelasan guru, siswa mampu mengidentifikasi fungsi,
struktur dan unsur kebahasaan pada teks eksposisi analitis analitis tentang
topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya.
2. Melalui kerja kelompok dan arahan dari guru, siswa dapat menganalisis
makna dalam teks eksposisi analitis tentang topic yang akan diberikan oleh
guru.
E. MATERI AJAR
• Fungsi Sosial
Menyatakan pendapat, mempengaruhi, dengan argumentasi analitis
• Struktur Teks
Dapat mencakup
- Pendapat/pandangan
- Argumentasi secara analitis
- Kesimpulan
• Unsur Kebahasaan
- Ungkapan seperti I believe, I think
- Adverbia first, second, third …
- Kata sambungTherefor, consequently, based on the arguments
- Nomina singular dan plural dengan atau tanpa a, the, this, those, my,
their, …
F. METODE PEMBELAJARAN
Metode SQ4R (Survey, Question, Read, Recite, wRite, and Review)
G. KEGIATAN PEMBELAJARAN
Tatap Muka Aktifitas Siswa Tugas Individu Catatan

Pertemuan Pertama Siswa bisa:
Pendahuluan (10 menit)
✓ Menucapkan salam Dialog singkat
✓ Perkenalan bersama guru.
✓ Berdoa
✓ Cek kehadiran
✓ Memberikan motivasi
Kegiatan Inti (30 menit)
• Guru menjelaskan tentang teks Siswa
eksposisi analitis (definisi, memperhatikan
tujuan, generic structure) penjelasan guru
• Guru mengecek pemahaman
siswa terkait penjelasan
sebelumnya.
• Arahkan siswa untuk bertanya
sebelum masuk kelangkah
selanjutnya.
• Guru memberikan teks “Cars
Should Be Banned in the City”
dan bertanya kepada siswa
(definisi, tujuan, generic
structure)
• Siswa dibagi menjadi beberapa
kelompok. Bersama
kelompoknya siswa diberikan
teks yang sama “Cars Should
Be Banned In The City”
➢ Survey Secara berkelompok, Siswa
siswa mensurvey memperhatikan
judul, gambar/grafik penjelasan dan
dari teks bacaan arahan guru.
untuk mendapatkan
ide pokok dari teks
tersebut.
➢ Question Setelah itu siswa Siswa
membuat pertanyaan memperhatikan
dalam benak mereka penjelasan dan
sebelum membaca arahan guru.
teks bacaan.
➢ Read Siswa diarahkan Siswa
untuk membaca teks memperhatikan
untuk menjawab arahan guru dan
pertanyaan dalam fokus pada teks
benaknya guna bacaan.
menemukan
informasi penting
dalam teks.
➢ Recite Setelah siswa Siswa
membaca mereka memperhatikan
akan menjawab penjelasan dan
pertanyaan tersebut. arahan guru.
Setelah itu siswa
membuat keynotes
dari informasi
penting yang telah
ditemukan.
➢ wRite Selanjutnya, siswa Siswa
membuat memperhatikan
kesimpulan dari penjelasan dan
keynotes yang telah arahan guru.
mereka buat.
➢ Review Setelah siswa Siswa
membuat sebuah memperhatikan
rangkuman, siswa penjelasan dan
diarahkan untuk arahan guru.
membaca ulang teks
bacaan untuk
menemukan
informasi penting
yang terlewat.
• Guru mengecek kepahaman Siswa secara
setiap kelompok dengan cara berkelompok
bertanya terkait dengan teks bergiliran untuk
bacaan yang telah mereka menjawab
kerjakan. pertanyaan guru.
Bagi kelompok yang
menjawab benar
maka akan
mendapatkan reward
dari guru.
Penutup (5 menit)
✓ Guru memberikan kesimpulan.
✓ Berdoa
✓ Salam
H. PENILAIAN, PEMBELAJARAN REMEDIAL DAN PENGAYAAN

a. Penilaian Sikap
Hari/Tgl Nama Siswa Deskripsi Sikap
b. Penilaian Pengetahuan
Bentuk Tehnik
Indikator Instruksi Soal
Penilaian Penilaian
3.4.1 Mampu mengidentifikasi Lisan Personal What is the social
fungsi dan struktur pada Communication function of analytical
teks eksposisi analitis exposition?
analitis tentang topic
yang hangat dibicarakan What are the generic
umum, sesuai dengan structure of Analytical
konteks penggunaannya. Exposition Text?
c. Penilaian Keterampilan
Bentuk Teknik
Penilaian Penilaian
4.4.1.1 Mampu menganalisis Tulisan Essay Please, analyze the
makna dalam teks meaning from the text
eksposisi analitis below!
tentang topic yang
hangat dibicarakan
umum.
d. Pembelajaran Remedial
Pembelajaran remedial dilakukan segera setelah kegiatan penilaian
dan análisis ulangan harian dengan nilai minimal: baik untuk sikap, 66.67
untuk pengetahuan, dan 66.67 untuk keterampilan.
e. Pengayaan
Pengayaan diberikan pada waktu tertentu sebelum KD selanjutnya
diberikan.
I. MEDIA/ALAT, BAHAN, DAN SUMBER BELAJAR
Media/Alat : LCD, laptop, power point, teks (cetak), papan tulis dan
spidol.
Sumber Belajar : Buku Bahasa Inggris SMA Kelas XI Kurikulum 2013
LAMPIRAN 1
MATERI PEMBELAJARAN
Analytical Exposition
An analytical exposition To make the persuasion This type of text can be

is a type of spoken or stronger, the speaker or found in scientific
written text that is writer gives some books, journals,
intended to persuade the arguments as the magazines, newspaper
listeners or readers that fundamental reasons articles, academic
something is the case. why something is the speech or lectures,
case. research report etc.
The purpose of the text:

To persuade listeners or readers that something is the case.
Generic Structure of Analytical Exposition
Thesis Arguments Conclusion
- Introduces the topic It consists about Point and Reiteration

and shows speaker Elaboration (restatement),
or writer’s position restates speaker or
- Point, states the main argument writer’s position
- Outlines of the
- Elaboration, develops and
arguments are
supports each point of argument
presented.
The Example of Analytical Exposition
Cars should be banned in the city

Title
Cars should be banned in the city. As we all know, cars

Thesis create pollution, and cause a lot of road deaths and other
accidents.
Firstly, cars, as we all know, contribute to most of the
pollution in the world. Cars emit a deadly gas that causes
illnesses such as bronchitis, lung cancer, and ‘triggers’ off
asthma. Some of these illnesses are so bad that people can die
from them.
Secondly, the city is very busy. Pedestrians wander
Arguments everywhere and cars commonly hit pedestrians in the city,
which causes them to die. Cars today are our roads biggest
killers.
Thirdly, cars are very noisy. If you live in the city, you
may find it hard to sleep at night, or concentrate on your
homework, and especially talk to someone.
In conclusion, cars should be banned from the city for the

Reiteration
reasons listed.
LAMPIRAN 2
LEMBAR KERJA PESERTA DIDIK
Cars Should Be Banned In The City

Cars should be banned in the city. As we all know, cars create pollution, and
cause a lot of road deaths and other accidents.
Firstly, cars, as we all know, contribute to most of the pollution in the

world.Cars emit a deadly gas that causes illnesses such as bronchitis, lung cancer,
and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from
them.Secondly, the city is very busy. Pedestrians wander everywhere and cars
commonly hit pedestrians in the city, which causes them to die. Cars today are our
roads biggest killers.
Thirdly, cars are very noisy. If you live in the city, you may find it hard to
sleep at night, or concentrate on your homework, and especially talk to someone.
In conclusion, cars should be banned from the city for the reasons listed.
Please identify the generic structure and

purpose from the text
Work in group! Please analyze the meaning from the

text, such as:
“What is the text about?”, “What happen with the text?”,
“What can be infer from the text?”
(Don’t forget to follow teachers’ guidance)
LAMPIRAN 3
ASSESSMENT
a. Penilaian Pengetahuan
Bentuk Tehnik
Penilaian Penilaian
3.4.2 Mampu mengidentifikasi Lisan Personal What is the social
fungsi dan struktur pada Communication function of analytical
teks eksposisi analitis exposition?
analitis tentang topic
yang hangat dibicarakan What are the generic
umum, sesuai dengan structure of Analytical
konteks penggunaannya. Exposition Text?
b. Penilaian Keterampilan
Bentuk Teknik
Penilaian Penilaian
4.4.1.2 Mampu menganalisis Tulisan Essay Please, analyze the
makna dalam teks meaning from the text
eksposisi analitis below!
tentang topic yang
hangat dibicarakan
umum.
Rubrik penilaian pengetahuan dan keterampilan
Keterampilan Pengetahuan
Content
No Nama Fluency Accuracy Content Performance Exp. Grammar
Vocab
(1-4) (1-4) (1-4) (1-4) Used (1-4)
(1-4)
(1-4)
1
2
3
4
5
Fluency
4: Berbicara dengan sangat lancar dan intonasi mendekati native speaker
3: Berbicara dengan sangat lancar tapi intonasi masih belum mendekati native
speaker
2: Berbicara dengan lancar dan intonasi masih belum mendekati native speaker
1: Berbicara tidak lancar dan intonasi masih belum mendekati native speaker
Accuracy
4: 90% Pronunciation benar
Content
4: Diksi 90% tepat dan ungkapan sesuai dengan yang diajarkan
3: Diksi 80 % tepat dan ungkapan sesuai dengan yang diajarkan
2: Diksi 70% tepat dan ada ungkapan sesuai dengan yang diajarkan
1: Diksi 60% tepat dan banyak ungkapan sesuai dengan yang diajarkan
Performance
4: Penuh percaya diri dan penyampaiannya jelas
3: Percaya diri dan penyampaian jelas
2: Kurang percaya diri dan penyampaian kurang jelas
1: Tidak percaya diri dan penyampaian tidak jelas
Grammar
4: struktur kalimat 90% memenuhi kaidah tata bahasa Inggris
Rumus perhitungan nilai Peserta didik, sebagai berikut :
Jumlah skor yang diperoleh Peserta didik x 100
Gorontalo, 2019
Kepala Sekolah Guru Pengajar
SUHARMIN H. ALINTI, S.Ag Nina Nurhidayanti

APPENDIX 19
Students’ Answer Sheet of Pre Test
APPENDIX 20
Students’ Answer Sheet of Post Test
APPENDIX 21
Documentation
DOCUMENTATION
KEMENTBRTAN RISET, TBKNOLOGI, DAN PENDIDIKAN TINGGI
UNIVERSITAS NEGERI GORONTALO
FAKULTAS SASTRA DAN BUDAYA
Jln. Jenderal Sudirman No. 6. Kota Gorontalo, 96128
Telepon (0435) 821125 - 831944 . Fax.(0435\ 821752
Laman : http ://www.ung.ac. id
No. : 249 |IJN47.B3. I iDTl2O 1 8 28 Agustus 201 8

Lamp : 1 (satu)
Hal : Rekolren4psi Penelitian
Yth. Kepala Kantor Kementerian Agama Kota Gorontalo

di Gorontalo
Dengan hormat,
Dengan ini
dimohonkan kepada Bapak/lbu kiranya dapat diterbitkan
Rekomendasi Penelitian atas nama
Nama Nina Nurhidayanti

Nim 321 415 089
Angkatan 2015120t6
Jurusan/Program Studi Pendidikan Bahasa Inggris
Untuk kepentingan pengumpulan data dalam rangka penyusunan Skripsi yang berjudul:
SQ4R Method for Teaching Reading Comprehension
LokasiPenelitian :
MA Al-Huda Gorontalo
Demikian Permohonan ini disampaikan, atas kerjasama yang baik diucapkan terima
kasih.
KEMENTERIAN AGAMA REPUBLIK INDONESIA
KANTOR KEiilEI{TERIAN AGAUA KOTA GORONTALO
Jln. Arif Rahman Hakim No.22, Telp. (04il5) B214Ti
REI(OtEilDASr
Nomor : t%i KK.30.06/1.Mr1.00/088018
Berdasarkan $unat dari Universihs Negeri Gomrfrb Nomor : 249AIM7.B3.llDTp01 g
hnggal 24 Agustts 2018, perihal Permohonan Rekomerdasi lzin Fenelilian, derqan ini
_ _lcBdal0nbrlGmenbdan Agrarna l(nh Goronbb rpmberikan Reftonendasi*ep#a+
Nama t{ha }lurh&dapnti

NIM 321 415 089
Program Studi Pendillikan Bahasa lnggris
Angkahn 2015/2016
Untuk ncngadakan penelilian/pergumpulan dab pada MA Al Huda Kota &ronhlo dengan

judul Skripsi .SQ4Rltrdhod fsTeaching Rmding Gomprehenrlon"
Demikian Rekonrendasi ini diberikan untuk dgunakan sperlunya
- ': i1:;i;;i:
lliki
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Agustns 2018
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Ternbusan Yth.:
1. lGpala Kanbr Wlayah Kementerian Agama prov. Gorontalo
2. V{aldlDekan I Univenitas Negeri Gorontalo
3. Kepala MA Al Huda Kda Gorontalo
YAYASAN PENDIDIKAI{ ISLAMTYAH PONIX)K PESANTREN AL HTJDA
MADRASAII ALIYAH AL IIT'DA KOTA GORONTALO
Jl.Moh.Yamin III No.09 Kel.Limba B Kec. Kota Selatan Kota Gorontalo
Telp : (0435) E23552 email : maalhudaeorontalo@vahoo.com
SURAT KETERANGAN
Nomor : ZLL /Ma.30.0L / AHD lPP.006 / 07 / 20Lg
Yang bertanda tangan di bawah ini :
Nama Suhamin H. Alinti,S.Ag

Jabatan Kepala Madrasah
Unit Organisasi ! MA At Huda Kota Gorontalo
Dengan ini menyatakan bahwa :
Nama : Nina Nurhidayanti

Nim :321415089
Telah melaksanakan Tugas uPenelitian" di Madrasah Aliyatr Al Huda Kota Gorontalo dari
tanggal 28 September 201 8.
Demikian surat keterangan ini dibuat dengan sebenarnya dan diperguoakan sebagaimana
mestinya.
Gorontalo,3l Juli 2019

CURRICULUM VITAE
SELF IDENTITY
Name : Nina Nurhidayanti
Place, Date of Birth : Sorong, April 05, 1997
Address : Dewi Sartika Street, Gorontalo
Email : nina.nurhidayanti@gmail.com
ACADEMIC BACKGROUND
▪ 2002 – 2003 TK Pertiwi Kota Sorong
▪ 2003 – 2005 MIS Yapis Guppi Kota Sorong
▪ 2005 – 2009 SDN Inpress 2 Tatura Palu
▪ 2009 – 2012 SMP N 9 Palu
▪ 2012 – 2015 SMA Negeri 1 Tolangohula
▪ 2015 – 2019 Universitas Negeri Gorontalo
ACHIEVEMENTS
▪ The Presenter of the 5th International Students Conference on English
Language Teaching, Linguistics, and Literature, 2018

SEMINAR AND WORKSHOP PARTICIPATION
▪ Participant of Teacher Training Program at SMP N 1 Limboto held by
LP3M UNG, 2018
▪ Participant of KKS Tematik “Desa Tangguh Bencana” at Desa Batu
Keramat held by LP2M UNG, 2018
▪ Participant of Job Training Program at TVRI Gorontalo, 2018
▪ The participant of “Seminar Nasional Bahasa, Seni, dan Budaya dalam
rangka Bulan Bahasa” in Ballroom TC Damhil, 2015.
▪ The participant of Motivation Training for Grand Opening Mentoring
“Menjadi Mahasiswa Dasyat Full Manfaat” in PKM, 2015.
▪ The participant of “Computer and Networking Training” in
Universitas Negeri Gorontalo, 2015.
▪ The partisipant of “Kuliah Umum” BkkbN in Universitas Negeri
Gorontalo, 2015.
▪ The partisipant of “Masa Orientasi Mahasiswa Baru” Organized by
BEM UNG, 2015
▪ The participant of the 3rd International Students Conference on
English Language Teaching, Linguistics and Literature Organized by
Students Union of English Department, 2016.
▪ The participant of “Energizing Campuses” in Auditorium UNG, 2016.
▪ The participant of seminar ilmiah dosen “The Study on English &
Indonesian Phono-tactic Constraints and the Implication to English

Teaching” in LAB-SAC and Resource Center, 2016.
▪ The partisipant of “Menyiapkan Mubaligh/Mubaligoh dari Universitas
ke Lingkungan Masyarakat” Organized by LDF Al-Faruq in FSB,
2016.
▪ The participant of “Teknologi Tepat Guna” organized by Himpunan
Mahasiswa Teknik Industri, 2017.
▪ The participant of “Pelatihan Soft Skill Kewirausahaan dan Business
Plan” in Universitas Negeri Gorontalo, 2017.
ORGANIZATION AND COMMITTEE EXPERIENCES
▪ Commitee of Drama Performance by Class of 2015 English
Department Students, UNG, 2017
▪ Commitee of the 5 th International Students Conference, 2018

SQ4R Method Increases Reading Comprehension

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SQ4R Method Increases Reading Comprehension

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SQ4R Method for Teaching Reading Comprehension

(A Research Conducted at Second Grade of MA Al-Huda Gorontalo)

Presented to English Education Study Program

Letters and Cultures Faculty

As a Partial Fulfillment of the Requirement for the Degree of Educational Scholar

LETTERS AND CULTURES FACULTY

STATE UNIVERSITY OF GORONTALO

Faculty Letters and Culturcs FacultY

Nina Nurhidayanti. 321415089. 2019. SQ4R method for teaching reading

Key Words: SQ4R method, Students’ reading comprehension

Nina Nurhidayanti. 321415089. 2019. Metode SQ4R untuk Pengajaran

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Motto and Dedication

“Remember!, there’s always a change for someone who struggle”

I dedicate this undergraduate thesis to:

My Beloved Parents (Munadi and Sumini)

My Big Brother (Imam Tohari)

This undergraduate thesis also dedicate to:

Letters and Cultures Faculty

State University of Gorontalo

tabi’ahum, and his followers.

my undergraduate thesis, as follows:

everything to lead me finish my undergraduate thesis.

3. My admirable examiners, Dr. Rasuna R. Talib, M. Hum and Sri Rumiyatiningsih

toward my undergraduate thesis.

rector of State University of Gorontalo. Besides, my regard goes to the dean of

for all the lecturer of English Department.

could not mention one by one.

help me towards my analysis data in my undergraduate thesis.

9. The headmaster of MA Al-Huda Gorontalo who permitted me to conduct this study

guide and help me during my research.

not stop studying English.

that I could finish my undergraduate thesis.

Gorontalo, August 2019

Statement of Authorship ............................................................................................ i

Legalization Sheet ....................................................................................................... iii

Motto and Dedication ................................................................................................. vi

Acknowledgements ..................................................................................................... vii

Table of Contents ........................................................................................................ x

List of Table ................................................................................................................ xiv

List of Graphic ............................................................................................................ xv

Chapter 1: Introduction ............................................................................................. 1

The Basic Consideration ................................................................................... 1

Research Question ............................................................................................ 5

Research Objective ........................................................................................... 5

The Scope of Study........................................................................................... 6

Significant of Study .......................................................................................... 6

Previous Study .................................................................................................. 7

Chapter 2: Theoretical Framework .......................................................................... 8

Concept of Reading Comprehension ................................................................ 8

Analytical Exposition Text ............................................................................... 12

Generic Structure of Analytical Exposition Text ........................................ 12

The Characteristics/Language Feature of Analytical Exposition Text ........ 13

Example of Analytical Exposition Text ...................................................... 13

Generic Structure of Explanation Text ........................................................ 14

The Characteristics/Language Feature of Explanation Text ....................... 14

Example of Explanation Text ...................................................................... 14

SQ4R Method ................................................................................................... 15

Strengths and Weakness of SQ4R Method ....................................................... 19

The Procedure of SQ4R Method ...................................................................... 20

Research Hypothesis ......................................................................................... 23

Chapter 3: Methodology ............................................................................................ 24

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