CHAPTER I

INTRODUCTION

1.1 Background
In general, there are four skills that should be developed in the learning of
English. They are listening, speaking, reading, and writing skills. The mastering of
vocabulary has a very significance role in applying the four skills of language.
Unfortunately, most of learners do not have the high quality for those skills in
learning English. One of the reasons is poor students vocabulary.
Related to the issue, many studies have shown that reading has a beneficial
effect of foreign language learning, especially in expanding students vocabulary
knowledge. According Beare (1996), reading can be a great way to improve your
vocabulary. Moreover, reading is very important to the students because reading helps
to solidify the students grasp of vocabulary, structure and complements of the other
language skills. Those statements show that reading is a good approach to develop
students vocabulary.
Moreover, there are two popular reading approaches to expand students
vocabulary in teaching foreign language, namely extensive and intensive reading
approaches. Intensive reading approach is often called as traditional reading approach
while extensive reading approach is often called as modern reading approach (Nuttal,
1996, P.129). However, both of them have significant effect toward students
vocabulary growth. It is supported by Lado (1979: 140) in Dewi (2003: 2) states that
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intensive and extensive reading is admittedly one way to increase vocabulary power.
So, the writer thinks that the teaching of English vocabulary under both extensive and
intensive reading activities can develop students English vocabulary. Therefore,
some researchers are interested to investigate the effect of extensive reading approach
towards students vocabulary growth since they believe that extensive reading is
appropriate approach in expanding the students vocabulary. While others are
interested to investigate the effect intensive reading approach towards students
vocabulary growth because they also believe that intensive reading is appropriate
approach in expanding the students vocabulary.
In addition, many experts believe that the vocabulary can be learnt well
through extensive reading approach. For example, Pitts, White, and Krashen (1989)
in Bamford and Day (1998:34) set up extensive reading program, in ESL, adults,
USA. It gains in vocabulary. Similarly, Hafiz and Tudor (1990) in Bamford and Day
(1998:34), they applied extensive reading program in EFL, in Primary and Pakistan,
which the result is gain in vocabulary base and writing. Another research is Anderson
in Essberger (1997:2) shows their research that extensive reading is the major source
of vocabulary acquisition beyond the beginning step of learning to read. Those
studies shown that extensive reading is a great way to develop the students
vocabulary.
Furthermore, there have been a number of studies on the improvement of
English vocabulary under extensive reading approach that had been done by some
researchers in our area, South East Sulawesi. For example, Sahar (2003), he
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conducted a study which investigated the students vocabulary growth under

extensive reading at the second semester of English major at FKIP Unhalu. Likewise,
Basrun (2008) investigated students vocabulary growth under extensive reading.
Those studies also shown that there is a significant growth of students vocabulary
after exposure of extensive reading approach.
Similarly, intensive reading approach has been practiced in various fields
including in the field of English teaching vocabulary. Tukamasi (2002) investigated
students vocabulary growth under intensive reading approach at the second class of
SLTPN 2 Sampolawa. Dewi (2003) also investigated students vocabulary growth
under intensive reading approach at the second class of SLTPN 4 Pondidaha.
Likewise, Hani (2003) investigated students vocabulary growth under intensive
reading approach at the second class of SLTPN 2 Tongkuno. Those studies shown that
there is a significant effect of students vocabulary growth after exposure of intensive
reading approach.
Al-Homoud and Schmitt (1996) stated that gain scores in reading
comprehension ability, reading speed, and vocabulary acquisition showed that the
extensive reading approach was just as effective as the intensive reading. Likewise,
Carrel and Carson (1997) and Nuttal (1996) in Bamford and Day (1998: 296) stated
that it is important to note that these two approaches to teaching reading, intensive
and extensive reading should not be seen as being in opposition. Since the aim of
intensive reading is not only to help students obtain detailed meaning from the text
but also to enhance vocabulary and grammar knowledge. It means that there is not a
3

substantial difference between extensive reading approach and intensive reading

approach in teaching foreign language including in vocabulary learning.
In contrast, Bell (2001) stated that extensive reading achieved significantly
higher scores on measuring of reading comprehension than intensive reading. The
finding of his study shown that there is a significant difference of students reading
comprehension after exposure both of extensive and intensive reading approaches
that is extensive reading is more effective than intensive reading to reading
comprehension achievement. Although this study only measured the reading
comprehension,

vocabulary

knowledge

has

closed

relation

with

reading

comprehension,
After analyzing those theories and the previous studies about the effects of
extensive and intensive reading towards students vocabulary growth as well as a
comparative study between extensive and intensive reading, the researcher therefore
was interested to conduct a research to know the differences of those approaches
towards students vocabulary growth. The researcher then went to the SMP Negeri 10
Kendari at the class two to find out the information about teaching reading and
students vocabulary knowledge in English. The researcher found that the teacher use
intensive reading approach in teaching reading. The researcher then found that
students vocabulary knowledge is categorized enough by the presentation of their
English score. In which, their English average score is about 6, 7. The researcher
chosen the class two, especially at the second semester because these classes are very
appropriate to conduct a study about extensive and intensive reading approaches
4

rather than class one and class three. In which, the researcher assumed that students in
class one do not have enough vocabulary to read extensively. Likewise, students in
class three will face the national examination. Therefore, it has not enough time to
conduct a study to the class three.
Taking the above statements of two reading approaches, the writer therefore
investigated a comparative study between extensive reading and intensive reading
approaches to find out the differences and which approach is more effective towards
students vocabulary growth to the year two of SMP Negeri 10 Kendari.

1.2 Research Questions

The research questions of this study were as follows:
1. Is there any significant difference of students vocabulary growth as a result of
applying two different teaching approaches, extensive reading approach and
intensive reading approaches to the year two of SMP Negeri 10 Kendari?
2. Which is more effective between extensive reading and intensive reading
approaches on students vocabulary growth to the year two of SMP Negeri 10
Kendari?

1.3 Objective of Study

The objectives of this study were as follows:
1. To find out the students vocabulary growth under Extensive Reading Approach to
the year two of SMP Negeri 10 Kendari
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2. To find out the students vocabulary growth under Intensive Reading Approach to
the year two of SMP Negeri 10 Kendari
3. To find out the empirical data concerning the different of students vocabulary
growth under Extensive Reading Approach and Intensive Reading Approaches to
the year two of SMP Negeri 10 Kendari

1.4 Significant of the Study

The significant of the study are as follows:
1. The result of research will become as one of useful information about a
comparative study between Extensive and Intensive Reading Approaches for the
teachers, particularly for the english teachers who want to develop the students
vocabulary
2. To help the students for increasing their vocabulary
3. As one of the reference for the further studies who want to conduct a research
about Extensive and Intensive Reading Approach
4. To help teachers in choosing the appropriate approach or method in teaching
reading to expand students vocabulary.

1.5 Scope of the Study

This study focused on measuring the students vocabulary growth difference
under Extensive and Intensive Reading Approaches to the year two of SMP Negeri 10
Kendari. Moreover, this study was concentrated on the second semester of the year
two of SMP Negeri 10 Kendari. Furthermore, this study didnt not measure the

students achievement on the reading comprehension. However, comprehension

questions were provided in order to check the students understanding of the material.
The presented vocabulary was limited on nouns, verbs, and adjectives that wanted the
learners can understand the meaning of the words that taught. Besides that, the study
focused on short story books in order to suit with students level.

1.6 Hypothesis
The hypotheses of this research are:
1. There is a significant difference on students vocabulary growth as a result of
applying two different teaching approaches, extensive reading approach and
intensive reading approaches to the year two of SMP Negeri 10 Kendari
2. The result of applying extensive reading approach is more effective than intensive
reading approach on students vocabulary growth to the year two of SMP Negeri
10 Kendari

1.7 Definition of Terms

1. Intensive Reading Approach is the one of reading approaches, that the students or
the readers read the text carefully for getting the information in comprehending
the text contents (Tarigan, 1987:10). Intensive reading allows students to pause
the reading and look new words up in the dictionary to get a better understanding
of reading text.

2. Extensive Reading Approach is associated with reading large mounts with aim of
getting an overall understanding of the material, but also leads them to enjoy
reading (Bamford and Day, 1998:xiii).
3. Vocabulary growth is a gradual process of one meeting with a word adding to or
strengthening the small amounts of knowledge of gained from previous meeting.
In other words, vocabulary growth is the increasing of students vocabulary after
they are exposure by extensive reading approach and intensive reading approach.
It can be seen by the result of their post-test scores.

CHAPTER II
LITERATURE REVIEW

This chapter presents the concept of vocabulary, theory of extensive reading,

the characteristic of extensive reading, the role of the teacher in intensive reading,
extensive reading approach in improving students vocabulary, extensive reading
strategies, setting up an extensive reading, extensive reading procedures, the theory of
intensive reading, the characteristics of intensive reading phase, the role of the
teacher in intensive reading, teaching intensive reading, expanding students
vocabulary through intensive reading, vocabulary learning strategy in intensive
reading, and distinguishing extensive and intensive reading approaches.

2.1 The Concept of Vocabulary

Nation (1990:119) stated that vocabulary knowledge refers to the ability to
recognize words and understand their meaning. It is recognized as possibly the factors
in being able to use and understand spoken and written language. Vocabulary
knowledge is very closely associated with the ability to comprehend what is heard
and read, and may be related to general intelligence and reasoning ability. Therefore,
the quality of someone language skills depends on the quantity of vocabulary that
he/she has. Someone who has enough vocabulary, enable to communicate well. We
should ensure that our students are aware of the vocabulary that they need for their
level and they can use the words.
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In addition, Nation (1990: 147) stated that the beginning learner need around
300 words in order to read simplified English reading text. Then, around 2000 to
3000 words can be used effectively to express enormous number of ideas. However,
the learners need their productive vocabulary of their areas of study and interest.
Based on explanation above, the researcher states that vocabulary is the most part in
language learning. In other words, vocabulary is very important in learning a
language because if someone want to make sentence or want to speak, she must has
enough vocabulary knowledge. Learning the new vocabulary does not only mean s
memorizing the form of the word but also understand its meaning and can use it in
four aspects of language, namely speaking, writing, reading, and listening.
Furthermore, the researcher would like to give the definition of vocabulary. Ur
(1994: 60) states that vocabulary can be defined as roughly as the words we teach in
the foreign language. However, a new item of vocabulary may be more than single
words. For example, post office, and mother in law which are made up two words but
express a single idea. Furthermore, according to Glorier (1992:250-251), vocabulary
is:
1. Stock of word used by people by a particular class of person
2. A list of collection of words of a language, book, author or branch of the science or
the like, usually in alphabetical order or defined.
3. The words of language: work book glossary.
From the definiton above, the researcher concludes that vocabulary is the
colllection of words. In which, it is arranged in appropriate way that consist of one or
more than single word on an item.

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In addition, the target of students vocabulary mastered in the first semester of

the second year students of junior high school based on english curriculum is 750
words. The total of vocabulary which should be preseted is approximately 750 words.
Total of meeting for a semeter is 24 meetings. It means that the curriclums target
vocabulary should be matered by on each meeting is 15 words. To know the mastery
level of students vocabulary, the reseracher needs to test through vocabulary testing
Furthermore, there are several asspects which should be pay attention by the
teacher in presenting vocabulary. They are pronounciation and spelling, grammar,
collocation meaning, word formation, enumeration, and translation aspects Ur
(1996:60-62). In which, the vocabularies can be developed through different methods,
and techniques such as word games, picture, and more especially by reading. The
purpose is to make the material more enjoyable, interesting, and challenging (Napa.
1991:1). It means that, the important thing in teaching vocabulary is how the teacher
create the enjoyable and interesting situation during teaching and learning process.

2.2 Theory of Extensive Reading

In this section, it is presented some theories about extensive reading.
According to Palmer (1968) in Banford and Day (1997: 5) stated that extensive
reading as an approach to teaching reading might be of in terms of purpose or
outcome. Mikulecky (1990) in Bamford and Day (1997:6) called extensive reading as
pleasure reading. Likewise, Karshen (1993) in Bamford and Day (1997:6) called
extensive reading as free voluntary reading or when teacher gives students time for

11

in-class sustained silent reading (SSR) in a period of 20 minutes. Those theories

shown that extensive reading is one approach in teaching reading with the main
purposes is creating the enjoyable reading class. In which, students are free in reading
and pleasurably.
However, Waring (1998:15) called extensive reading as primarily an out of
class activity. This activity encourages students to read individually, and to administer
the program. The students are not reading simply for the sake reading, but they are
improving their fluency, learning new words, collocations, patterns, and so on.
On the other hand, Nuttal (1982: 169) in Kamaluddin (2008 : 10-11) stated
that if the teacher wants to teach a second language, the teacher needs to select the
texts based on the students interest and ask students to skim the reading text.
Moreover, Djuharie (2008) mentioned that extensive reading also includes
previewing, scanning, and skimming. In which, in previewing, the students may read
the title, subtitle, indexes or other illustrations such as the information either on the
front or on the back of the book cover before reading the entire or the content of the
book (Djuharie, 2008 P. 73). It means that, in extensive reading, the students can read
the books or texts by scanning or skimming. Besides that, the students are free in
reading and they read any kinds of books based on their interest and preference.
The above theories of extensive reading emphasizes on as the approach to
teaching reading in particular and the approach to teaching foreign language in
general. They also emphasize on the reading activities as free activities without any
force in order to get pleasure from reading and the students read independently.
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Bell (1998:13) in Basrun (2008: 10) mentioned some thoughts of extensive

reading. First, extensive reading can use specifically prepared materials or self
selected materials. Second, extensive reading requires fluent reading. Third, the goal
of extensive reading is to increase motivation. It means that, in extensive reading
approach, students read fluently based on their preference. It therefore can increase
students motivation. Besides that, Diem (1999:112) also stated that extensive reading
is a kind of reading for main ideas without trying to understand every word of what is
being read. The emphasis is only on what can be understood about the reading
materials. Williams (1994) in Diem (1999:112) point out that extensive reading is a
reading program in which students read widely without restraints, with emphasis on
broadening the scope of materials read.
Based on the above theories of extensive reading, some ideas about extensive
reading can be generated. Firstly, that extensive reading is basically reading for
pleasure. It means that the students do reading activities because they like reading and
there is not any force to do reading. Secondly, the outcome of the reading activity is
the ideas about the reading material understanding in general. It means that, the main
purpose of extensive reading is the readers are only needed understand the reading
text in general. Thirdly, extensive reading is both in and outside classroom activity.
So, the teacher can ask the students to read either in class or at home. Fourthly, the
materials to be read can be self selected or prepared by the teacher. In which, the
students are given free to choose any kinds of book that they are interested to read.
Fifthly, the emphasis of the extensive reading activity is idea expansion about what is
13

being read. Thats why in extensive reading, the students are encouraged to read
largely and based on their preference. The main purpose is in order they have wide
knowledge and idea about what they are reading.

2.3 The Characteristic of Extensive Reading

The characteristic of extensive reading are as follows:
1. Students read as much as possible
This means that the students are encouraged to read a lot. They devotee the
time in reading process. It can be done in and out of the classroom.
2. A variety of materials on a wide range of topics is available
It means that the teacher must provide some or various topics of reading
materials.
3. Students select what they want to read
The students can choose the material based on their need and interest.
4. The purpose are usually related to pleasure, information, and general understanding
Mostly students read the books to get pleasure, information, and general
understanding.

5. Reading is its own reward

The main task of student is just reading without doing exercise after reading.
6. Reading is individual and silent

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In extensive reading program, reading is not done in group but individual and
students are silent while reading.
7. Reading speed is usually faster
The students are suggested to read fast than read slowly so that students can
read a lot of book in limited time.
8. The teacher is a role model of a reader for students
In extensive reading program the teacher must be good model of good reader.
It means that the teacher should read as well.
9. Teacher oriented students to the goals of the program, explain methodology, keep
track, and guide of extensive reading.
The teacher needs to explain about purpose, methodology, and to control
students in understanding plot of text.
10. Reading materials are well within linguistic competence of the students.
The vocabulary and grammatical level of reading material is suitable with
students ability or level.
11. Students usually take part in post reading activities.
The most commonly reported post reading task that teachers employ is
summary writing or book review. These include asking students to copy interesting
words and useful expressions into a notebook and share their views about the book
with a small group of classmates. According Renandya and Jacobs (1997) in Bamford
and Day (1998: 290) stated that post reading tasks, if carefully designed can be used
to (1) reinforce what students have learned from their reading; (2) give students a
15

sense of progress; and (3) help students share information about materials to read. It
means that, post reading tasks in extensive reading also necessary to help develop
students vocabulary. One important thing is how the tasks do not inhibit the students
to read a lot of English books.

2.4 The Role of Teacher in Extensive Reading

Extensive reading gives valuable activities in order the students can expand
their vocabulary. Therefore, the teacher should manage the class well in order to
make the students successfully in increasing their vocabulary. Nation (1998:3) stated
that if the small amount of learning of a word is not soon reinforced by another
meeting, then the learning will be lost. It means that, when the students read the
English text books, they will have repeated opportunities to find the wanted
vocabulary. It can help them to memorize or remind the meaning of the words well.
Thats why; Nation here warns that is one important thing in extensive reading
program that learners should keep meeting words that they have met before. It
therefore, the teacher should provide the vocabulary teaching during extensive
reading program.
Furthermore, Nation (1998:3) then suggests three ways in order to realize his
idea

(a) by doing large amounts of extensive reading at suitable vocabulary levels

so that there are repeated opportunities to meet wanted vocabulary, (b) by completing
the extensive reading program with the direct study of vocabulary, and (c) by
providing other reading materials, such as novels, stories, or magazines. So, the
16

teacher should apply the three important things to the students in extensive reading
class. In which, the teacher asks the students to read largely and based on their
interest and preference. The teacher therefore should provide a lot of reading books
for students. Besides that, the teacher should give the direct study of vocabulary and
control the students during reading class. The purposes are to help students in
understanding the content of reading texts and help them to read fluently.
Based on the above statements, the teacher has a big role to make extensive
reading class run well and successfully. Therefore, the teacher should manage the
class well because the success of the program is much more determined by teachers
management of the extensive reading activities.

2.5 Extensive Reading Approach in Improving Students Vocabulary

According Forte (in Chapter 2 Vocabulary Building, P.20) states that there are
six approaches to vocabulary building. Some of them are read widely and use a
dictionary. By reading different kinds of material with large quantities, it increases
your exposure to words and your opportunities to meet new words. It will be more
successful in reading if as you read, you take notices of words and how they are used.
Concerning the relationship between extensive reading and vocabulary
growth, Nation (1998:40) stated, There is no reason to doubt that learners
incidentally gain small amounts of vocabulary knowledge from each meaning
focused reading of an appropriate text. It means that, the reader will find the new
words for each reading books. Moreover, according to Graves (2000) in Diamond and
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Gutlon (2006), there are four components of an effective vocabulary program. One of
them is wide or extensive independent reading to expand word knowledge. They
explain that by reading in large quantities, it can help to expand the students
vocabulary.
In addition, according to Ree (1978:112) mentioned that wide reading as a
vehicle for expanding vocabulary. Likewise, Mcwhorter (1989, P. 315) stated that one
of the best ways to improve your vocabulary is by reading widely and diversely.
Besides that, Pigada and Schmitt (2006: 5) mentioned that there are a number of
extensive reading studies that have found gains in vocabulary using either direct or
indirect measures of vocabulary such as Cho and Krashen (1994), Grabe and Stoller
(1997), Elley and Mangubai (1983), etc. By those statements and studies, the writer
concludes that extensive reading can expand the students vocabulary. In which, when
the students read the English text books in large quantities, they will have repeated
opportunities to find the wanted vocabulary on each their reading book. It can help
them to memorize or remind the meaning of the words well.
Furthermore, from a cognitive point of view (Renandya and Jacobs in Banford
and Day, 1998: 299), ER is particularly crucial in aiding development of three of the
most important component of fluent reading: a large sight vocabulary, a sizable
general vocabulary, and knowledge of the target language. Moreover, Krashen (1993,
P.23) states that through extensive reading we can develop a good writing style, and
an adequate vocabulary. It means that, from cognitive point of view, extensive
reading can help readers to develop their vocabulary stock or knowledge.
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Likewise, Nations statement provides very important implication of extensive

reading on the vocabulary growth. In which, through extensive reading, the small
number of vocabulary gained in the previous reading can be strengthened or added in
the next reading. Therefore, it depends on how well extensive reading activities are
managed. It proved that extensive reading is a very effective way in developing
students vocabulary.

2. 6 Extensive Reading Strategies

Students participating in an extensive reading are expected to read quickly and
smoothly. By explicitly teaching reading strategies to students, teachers can help them
read more effectively and thus with more enjoyment. Powel (2005) stated that,
extensive reading strategy can be divided into three phases. These phrases are
repeated each time the student reads a section from her book. Those phases are prereading stage, during reading stage, and after reading stage.
In the pre-reading stage includes the readers should be relax and get
comfortable or use positive self talk to build confidence and encouragement. Besides
that, you can guess the story from the cover, predict what will happen, and imagine
that you are one of the characters in the story. The goal of pre reading activity is to
prepare the students for reading activity. Nuttal (1982:27) points out that the goal of
pre reading is the skill anticipation forming prediction about what is to be read. It is
important part for effective reading.

19

While, in reading stage involves guessing exercises when you dont know for
sure and visualize the story as it happens by reading silently. In this stage, the
students find out the meaning of unfamiliar words by guessing their meaning from
context or find it in a dictionary if it is necessary. The goal of reading activity is to
give students a successful experience with fast and fluent reading.
Last, after reading stage, the students share reaction to the section read with
their friends, and summarize or retell what they have read in general. Besides that, the
teacher may also give the vocabulary exercises to develop their vocabulary
knowledge. Moreover, Nuttal (1982:31) point out that in the post reading exercises,
students do exercises to show their understanding of reading books that they have
read. In other words, in this stage, the teacher checks the students comprehension by
giving question and also checks their unfamiliar words that they found before.
Shortly, the teacher will probably organize some kinds of follow-up task related to
their reading.

2. 7. Setting up an Extensive Reading

The term setting in extensive reading is defined as how the teacher create
condition for reading in order students can get the value from reading based on their
interest. This statement is supported by Nuttal (1996: 127) stated that teachers have to
create the right condition for reading to become a valued part of every students life.
Below are some setting up an extensive reading program, namely, how much material
should be students read?, How can teachers evaluate students?, Should students in
20

class or for homework or both?, At what level of difficulty should students read?, and
Should students use dictionaries while reading?. Each of them will be clearly
explained below:
1. How much material should be students read?
Bamford and Day (1998:84) explain that extensive reading means reading a
large amount. How much a student read is based on their circumstances and abilities?
Therefore, if the students goal is to the fluent readers, the students should read as
much as possible. Shortly, the students read according their level, ability, and their
interest to reading.
2. How can teachers evaluate students?
Bamford and Day (1998:86) stated that there are some methods of record
keeping and evaluation such as weekly reading diary and book reports. Weekly
reading diary means students write their names at the top and fills in the forms daily,
noting down what they read that day and for how long. If these diary forms are turned
in at the end of each week to see at a glance how much reading each student. Book
reports is the students write brief summaries of personal reactions to the books they
read. Teachers can keep tract of how many reports are submitted before handling
them back to the students. So, in evaluating the students, the writer uses book repots
and weekly reading diary because they give students opportunity to express their
personal comment after reading.
3. Should students read in class or out of class or both?

21

Marrow and Schocker (1987: 254) in Bamford and Day (1997: 91) stated that
reading involves choice on many levels and one important aspect of choice is when
and under what conditions the text is read. Bamford and Day (1998: 91) stated that
out of class reading is a crucial component in building the habit of reading. The
students have to find out when and where they like to read. Where and when to read
are matters of individual choice and preference. So, there is no limitation of students
to read, it can be done in classroom or out of classroom. In addition, it also based on
their choice and speed in reading.
4. At what level of difficulty should students read?
Bamford and Day (1998: 91) stated that for teachers who are lucky enough to
have a large library with books of various level, it is good idea for all students to
begin by reading very easy books. This will quickly build confidence and make it
easier for them to begin building both sight and general vocabularies. Reading in the
second language directly without translation and without struggle will likely be a new
experience. Reading with easy material, at the i minus 1 level, builds confidence and
makes it clear to students that it is a different kind of reading practice from what they
are probably used to. So, it concludes that extensive reading program offers what
level of difficulty that students should read as follows: read very easy book, build
confidence to guest meaning, level of text must i minus 1 level.

5. Should students use dictionaries while reading?

22

Dupuy, Cook, and Tses (1995: 2) in Bamford and Day (1998: 94) stated that
words get into the habit of reading daily and out of the habit of looking everything up
in the dictionary. An orientation of extensive reading notices will therefore probably
include the instruction to never use dictionaries, and the reason for such a direction.
Students who understand what extensive reading is can be given more freedom.
Having the freedom to use dictionary allows students to get used in making decisions
like this on a case by case basis. Students learn a flexible approach to unknown words
depending on the way a word is used in the text and why one is reading the text. So,
the use of dictionary here is only depending on the students needs. In other words,
the dictionary is freedom used by students or not.

2.8. Extensive Reading Procedures

According Bamford and Day (1998:121) the procedure of extensive reading
are:
1. Self Selection Material
Bamford and Day (1998: 121) stated that students should choose the material
that can be read with ease and comfort. They might be told that you will be helping
them in the begging to select material that matches their reading abilities but in the
end, they are the ones who determine what they want to read. This orientation in
order students can choose their own reading text based on their pleasure and ease
without pressure to read what they do not like.
2. No Dictionaries
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The students should aware that, in terms of reading, it is unnatural to be

looking up words constantly in the dictionary. Luppescu and Day (1993:287) in
Bamford and Day (1998: 122) stated that students think of dictionaries as a linguistic
lifeline. However, looking up words constantly in the dictionary while reading can
break the readers concentration. In addition, constant dictionary means that students
read less. So, students should not look up every word in dictionary during reading
process.
3. Class Activities
Bamford and Day (1998: 128) stated that various classroom activities in
extensive reading can help students begin to see reading as a valuable, exciting,
pleasurable, and worthwhile activity. It means that with the variation of classroom
activities in extensive reading is to help students in reading with comfort, meaning
full, enjoyable, and also it benefits for them to read, so, all the following activities are
suitable for any level of linguistic or reading ability. It covers sustained silent reading,
browsing and choosing, teachers read aloud to students, repeated times reading,
reading laboratory, and free time.
a. Sustained Silent Reading (SSR)
Richard Robinson and Joycelin Hullet (1991: 106) in Bamford and Day
(1998: 128) stated that view Sustained Silent Reading as highly motivational
because it encourages reading that is meaningful to the individual as opposed to
reading as an academic subject. Bamford and Day (1998: 128) stated that silent
reading in class can also give teachers a chance to observe individual students
24

reading. Some students use silent reading period is longer rather than shorter, and if
the quiet teacher and students conversations do not disturb the other students who are
reading. Besides that, students silent reading will also improve their motivation in
reading for every person without disturbance from others in reading process. It also
can give the students change by reading and finally students realize that they need
serious time in reading.
b. Browsing and Choosing
Bamford and Day (1998: 130) stated if books are shelved in the classroom,
the students can browse and select books to check out. It means that, with shelved in
the classroom can help students to look for and choose the books that they like. On
the other hand, Soedarso (1988: 85-88) stated that browsing refers to skimming
technique in reading while choosing means the students scan the text that is they read
directly to the points they want. This statement shows that both skimming and
scanning techniques can be applied in extensive reading approach.
c. Teachers Read Aloud to Students
Catharine Pegolo (1985:323) in Bamford and Day (1998: 130) found evidence
to suggest that reading aloud to American university students learning French helped
them acquire a feel for the rhythm of the target language. Where, Pegolo (1996) in
Bamford and Day (1998: 132) believes that this can help the students learn how to
read in chunks or meaningful sense group. Smith (1997:30) stated that with the use
reading aloud as a way of introducing students to reading. So, with reading aloud can
be an initial strategy in promoting extensive reading.
25

Thus, the writer stated that if the teacher read aloud to students, it helps
students to read fluently. By reading aloud to the class and act as role models for their
students, it can share their love of reading because reading is important enough to do
and share.
d. Repeated Times Reading
Bamford and Day (1998: 132) explained that for this exercise aimed at
developing sight vocabulary, each student uses a book she or he is reading. If the
students are between books, any books or material at an appropriate level will do. So,
repeated time readings can be an ideal way of opening a period of sustained silent
reading.
The writer stated that the repeated time reading can build vocabulary of students from
every book they read.
e. Free Time
Bamford and Day (1998: 135) states that students and teacher are free to do
anything they want to do with the activities be connected to extensive reading
activities. It gives students the authority and responsibility to do what they think they
need to do in the process of learning to read. The students and teachers will free time
to read whether it is from the first page, middle, or the last page.

2.9 The Theory of Intensive Reading

26

Intensive reading or content study reading carefully and it is done in a brief

practicing sentence style, practicing vocabulary and general discussion are being
intensive reading technique, reading text must be chosen as good to reach better
results. Moreover, in intensive reading, students normally work with short texts with
close guidance from the teacher. The aim of intensive reading is to help students
obtain detailed meaning from the text, to develop reading skill-such as identifying
main ideas, recognizing text connectors-and to enhance vocabulary and grammar
knowledge (Renandya and Jacobs, 1997 in Bamford and Day, 1998: 296). In other
words, intensive reading is aimed to success in a full comprehension on logical
arguments. Symbolic styles, position, and authors sense. Intensive reading
comprehension degree has a high relation with reading speed. It is closely can bee
seen that reading speed will slow down in a deepest reading comprehension. Other
factor that can influence reading speed becomes slows down in reader experience
toward reading content.
Furthermore, intensive reading aims to build more language knowledge rather
than practice the skill of reading (Tse and Cook, 1996:10). Therefore, in intensive
reading focus on grammatical forms, discourse markers and other surface structure
details for the purpose of understanding literal meaning, implications, etc. It means
that in intensive reading, the students mostly read accurately, slowly for each word,
sentence, or paragraph to get the specific meaning of the text. So, the students should
have to the dictionary in the intensive reading class. The students try look up the
meaning of unfamiliar words in the dictionary. Since the students read the text based
27

on teachers choice, do in class and then mostly answer the questions from the text
that the teachers provide.
As a reading technique, Baret and Datasment (1992) in Dewi (2003: 9) said
that intensive reading has general purpose of developing and improving reading
ability to read well. They defined intensive reading is as a kind of reading which is
done carefully by looking up any familiar words to extract specific information.
Reading carefully here means that how the students get much information they read
by reading each sentence carefully. When they read, they can get main ideas versus
details from reading text and learn new vocabulary from reading text. Hence,
intensive reading focuses on getting students to concentrate on exact meaning.
According to Lewis and Jimiie (1992:109), intensive reading means students
are expected to understand everything what they read and be able to answer the
detailed vocabulary and comprehension questions. As a reading program, intensive
reading is a reading approach in which students read one or very few selections. It
therefore can sharpen their critical reading ability.
Furthermore, Intensive reading is reading for a high degree of comprehension
and retention over a long period time. In other words, intensive reading refers to
complete comprehension of the text, Williams (1994:68). Similarly, Tarigan
(1987:12) stated that intensive reading is a kind of silent reading that used to
comprehend of the text content. Here, comprehend refers to analyzing and
understanding the meaning of the text content.
2.10 The Characteristics of Intensive Reading Phase
28

The characteristics of intensive reading are (1) readers have a purpose of

gaining information and knowledge, (2) comprehension deeper the scope of material
is narrow and the manner for the reading is slow and careful, and (3) the result is
reading quality
Firstly, readers have a purpose of gaining information and knowledge. It
means that, in intensive reading, the readers are planning to gather the information in
the text and then the primary object is general comprehension. The readers must
identify exactly what they are trying to retrieve from the text and can learn lot of
attention to the vocabulary, grammar, and discourse of the text.
Secondly, comprehension deeper the scope of material is narrow and the
manner of the reading is slow and careful. It means that the most important part in
intensive reading is comprehension. In this case, the reader can build up
comprehension by reading carefully in order to get much information. Moreover,
Williams, (1994) cited in Diem (1992:2) states that, intensive reading is reading
which refers to extremely careful reading where the aim is to complete
comprehension of the text.
The last is reading quality. The end activity in intensive reading is the reader
can develop and improves reading quality. It means that, the reader can understand
everything they read and to be able to answer the comprehension questions.

2. 11. The Role of the Teacher in Intensive Reading

29

In order to get students to read enthusiastically in class, we need work to

create interest in the topic and tasks. According to Halmer (2001:213) there are 4
roles of the teacher when asking the students to read intensively. They are organizer,
observer, feedback organizer, and prompter.
As an organizer the teacher tells the students exactly what their reading
purpose and gives them clear instruction about how to achieve it, and how long they
have to do this. While, as observer the teacher asks the students to read in their own
and need to give them space to do so. It means that restraining ourselves from
interrupting that reading, even though the temptation maybe to add more information
or instructions. When the students are reading, the teacher can observe their progress
since this will give us valuable information about how well they are doing
individually and collectively and will tell us whether to give them some extra time or
instead move to organizing feedback more quickly than we had anticipated.
In feedback organizer, when the students have completed the task
successfully. Teacher may star by having them compare their answer in pairs and then
ask them for answering from the class in general pr forms pairs in particular. Students
often appreciate giving paired answer like this since by sharing their knowledge; they
are also sharing their responsibility for the answer. When we ask the students to give
answer, we should ask them to say where in the text they found the information for
they answer. This provokes a detailed study of the text which will help in the next
time when they come to a similar reading passage. It also tells us exactly what
comprehension problems they have and when they get answers wrong.
30

As prompter, teacher may also as controllers, direct them to certain features of

the text instruction, clarifying ambiguities, and making them aware of issues of text
structure which they had not come across previously.

2.12 Teaching Intensive Reading

According to Diem (1992:2) and Williams (1994 :370 in Dewi (22003: 11)
mentioned the material for intensive reading often advocate in three phase stages,
namely pre reading stage, while reading and post reading stage.
The first phase is intended to make learners aware of the reason why they have to
read the text. In which, it activates their relevant background knowledge which they
can bring to encounter the text more easily. In other words, at the first stage, the
presentation of reading material involves group work activities, discussion and
writing, but is usually done by asking the questions related to the text given. In
theoretical terms, such as activities constituted attempts to activate the students
schemata. They may also provide language preparation, motivation, and variety in the
classroom. The activation their prior knowledge tends to improve the reader
comprehension and also can remind the students vocabulary. The goal of pre reading
activity is to prepare the students for reading activity. Nuttal (1982:27) points out that
the goal of pre reading is the skill anticipation forming prediction about what is to be
read. It is important part for effective reading since it can motivate the students to
read. Besides that, Grellet (1981:117) states that there are three goals of pre-reading
activity, they are as follows:
31

1. To introduce and to raise students interest about the topic of passage given.
2. To motivate students by giving the reason of reading.
3. To give preparation about language used in the text
The above statements indicate that the objective of pre-reading is to
emergence students motivation and interesting in reading
While, in reading stage involves exercises guessing word meaning, recovering
pronoun reference, inference, and prediction. The goal of reading activity is to give
students a successful experience with fast and fluent reading. In other words, it
explains clearly that the goal of while reading activity is to help the students to
expand reading strategy or reading skill. So, the students will be effective and
independent readers. From those activities, the learner can enrich their vocabulary.
Last, post reading stage, the reader makes a conclusion about what they have
studied. Nuttal (1982:31) point out that in the post reading exercises students do
exercise in the understanding reading. This stage, the teacher checks the students
comprehension by giving question and also checks their unfamiliar words that they
found before. In other words, the teacher will probably organize some kind of followup task related to task.
2.13 Expanding Students Vocabulary through Intensive Reading
Intensive reading gives valuable activities in order to expand the students
vocabulary growth. In intensive reading activities, teacher has important roles to help
the students develop a deeper and more accurate understanding of word meaning. If
the students have a habitual in applying of intensive reading, they will improve their
32

comprehension about the reading matter that they have read such as structure of
words, construction of sentences (grammatical aspects), arranging of paragraph, and
more especially vocabulary one. Therefore, by reading intensively, the students can
enrich their English vocabulary because intensive reading needs students attention or
reading carefully in comprehending of a text.
In addition, intensive reading provides short texts are used to learn new
vocabulary. The improvement of the students vocabulary growth under intensive
reading involves looking for the meaning unfamiliar words, especially by using a
dictionary. In which, Mcwhorter (1989, P. 316) stated that a dictionary is the basic
tool for expanding students vocabulary. It means that, the students comprehension
depends on the word in the text that is recognized by the students. Therefore, they can
learn new vocabulary. Furthermore, Lado (1979, 140) states that intensive reading is
admittedly one of the best ways to increase vocabulary power. It showed that
intensive reading approach one way to increase the students English vocabulary
because by reading intensively, the students can comprehend the content of reading
texts in detail including the meaning of English words in the text.
From the above theories, the researcher concludes that intensive reading
focuses on getting students to concentrate on exact meaning. Besides that, the
researcher point outs that intensive reading can give contribution in expanding
students vocabulary. In other words, intensive reading is very useful to make the
students become a good reader and improve or expand their vocabulary.

33

2.14 Vocabulary Learning Strategy in Intensive Reading

In identifying word meaning in intensive reading, there are some vocabulary
learning strategies. They are guessing meaning from context and using dictionary.
When a word appears in a context that provides a lot of clues to its meaning, it is a
good opportunity to know the meaning of unfamiliar words in the text. Guessing
meaning from context is one strategy to learn vocabulary. It helps the reader make a
general prediction about meaning. According Halmer (2001:54) when students learn
new words in context, they are more likely to remember the words. The aims of
guessing meaning is the reader to be able to make well informed guess at the meaning
of unknown word in context without interrupting in reading.
Dictionary use is one of the steps to check if a guess is correct. Good
dictionaries provide a wealth of information about words and can help the students to
fix its form in memory. According Halmer (2001:174):Obviously, the dictionary
provides one of the best resources for students who want to increase the number
words. It has bees shown that students who use a bilingual dictionary learn more
vocabulary than students who read without vocabulary (Luppescu and Day, 1993:
287-288). It means that, the students mush have a dictionary in intensive reading class
in order they can look up the meaning of unfamiliar words. As the result, it can
increase their vocabulary stock.
Furthermore, the teacher gives the students a chance to ask questions about
individual words or gives them a chance to look them up. Moreover, according
Halmer (2001: 214), teaching vocabulary in intensive reading, the teacher limit the
34

amount of time spent on vocabulary checking in the following ways such as word
limit and meaning consensus. In word limit, the teacher can say that we will only
answer questions about five or eight words. And meaning consensus means that
teacher asks students to work together (pair work) to search for and find out words
meaning.

2. 15 Distinguishing Extensive and Intensive Reading Approach

According to Palmer (1968) in Bamford and Day (1997: 10), intensive
reading offers refer to the careful reading or translation of shorter, more difficult
foreign language text. Its goal is to complete of detailed understanding. Texts are
studied intensively in order to introduce and practice reading skills such as
distinguishing the main idea of a text from detail, finding pronoun referents, or
guessing the meaning of unknown words.
Extensive reading in contrast, is generally associated with reading large
amounts with the aim of getting an overall understanding of the material. Readers are
more concerned with the meaning of the text than the meaning of individual words or
sentences. Therefore, in extensive reading, the students focus on getting the info and
reading pleasure.
In addition, Waring (1998:15) called extensive reading as primarily an out of
class activity. In which, extensive reading is often applied out of class activity.
However, extensive reading program can be done in class activity. While, intensive
reading program is primarily done in class activity.
35

Furthermore, West (1955) in Bamford and Day (1997:11) states that intensive
reading is that the students do not read very much with bottom- up (word
recognition) processes. In contrast, the students read a lot of books with top down
process in extensive reading class. Moreover, extensive reading program can be the
main focus of a reading course, an add-on to ongoing reading course, or an extracurricular activity. While, intensive reading activity only refers to the main focus of a
reading course.
Based on the above theories, the writer concludes the differences between
extensive and intensive reading approaches in detail as they are shown in the table
below:
Table 2.1 The Differences between Extensive and Intensive Reading Approaches
Intensive Reading
Language
study

Aspects
or Reading Purpose (1)

answering questions
Mostly difficult (material

Level/Material (2)

Extensive Reading
General understanding
Easy (graded readers),

for native speakers),

interesting, and students

sometime irrelevant, and

choice

teachers choice
Small or a few pages
Slowly
Word or sentence
In class
Read accurately

Amount (3)
Speed (4)
Focus (5)
Method (6)
Class goal (7)

Much or a lot
Fast and fluently
Meaning
Both in and out class
Read
for
info,

and

pleasure/enjoyment

36

CHAPTER III
METHODOLOGY OF THE STUDY

This chapter aims to provide the methodology of study. This chapter is

divided into the following sections: design of study, variable of the study, control of
the study, population and sample, instrument of the study, pilot study, the result of
pilot study, procedure of data collection, observer analysis, technique of testing the
homogeneity of the sample, technique of data analysis, and teaching procedures.
37

3.1 The Design of the Study

This study used true experimental design which applied two classes that are
given pre-test and post test before and after the exposure to the use of extensive and
intensive reading to the year two of SMP Negeri 10 Kendari. This study was chosen
to know the comparative study between extensive and intensive reading on the
students vocabulary growth. The scheme of the design of the study is as follows:
Table 3. 1 The Scheme of the Design of the Study
Class

Pre Test

Treatments

Post Test

First
Experiment
(Group A)
Second
Experiment
(Group B)

T1

X1

T2

T3

X2

T4

(Isaac and Mirchael, 1971 in Nurdiana, 2007: 22)

Where, TI is the result of pre-test and T2 is the result of post-test for extensive
reading class. While T3 is the result of pre-test and T4 is the result of post test for
intensive reading class. Next, X1 is treatment for extensive reading class and X2 is
treatment for intensive reading class.

3.2 Variable of the Study

1. Independent variable
There are two independent variables of this study. They are the exposure of
Extensive and Intensive Reading Approaches
38

2. Dependent variable
The dependent variables in this study are the students vocabulary growth
before and after the exposure both Extensive and Intensive Reading Approaches. The
students vocabulary growth are treated as dependent variable because the vocabulary
growth are the effect of the exposure both extensive and intensive reading activities
(Arikunto, 1996:101). Furthermore, the students vocabulary growth before the
exposure to both extensive reading activities (pre-test) is symbolized by T1 and
intensive reading (pre-test) is symbolized by T3. While after the exposure both
extensive reading activities (post-test) is symbolized by T2 and intensive reading
activities (post-test) is symbolized by T4.

3.3 Control of the Study

In relation to the design of the study, the researcher used control of the study
design. In which, they were formed as follows:
1. The English teacher who taught for both classes were same, namely the researcher
himself
2. The English teaching technique applied in teaching reading was the same, namely
three steps strategy.
3. The time used in teaching reading for both classes were similar. It was about 80
minutes for each treatment/meeting
39

4. The test used for both classes were the same, namely fill in the blank test and
matching form test that consist of 60 numbers/items.
5.

The teacher combined Indonesian and English as medium of instruction in

teaching both classes.

6. The teacher used whiteboard as media of teaching and learning process on both
classes.
7. Before conducting of this study, the researcher consulted with English teacher in
order to determine the appropriate time to give test and treatment for groups,
extensive reading and intensive reading classes to ensure a similar condition for
both classes.

3. 4 Population and Sample

3.4.1 Population
The populations of this study were the entire second class students of SMP
Negeri 10 Kendari registered in academic year of 2009/2010. The total of the
population in this study are 190 students. These classes consist of 6 parallel classes
and each class consists of 32 or 31 students. The following table provides a brief
description at the year two students of SMP Negeri 10 Kendari
Table 3.2 The Description at the Year Two Students of SMP Negeri 10 Kendari
No.

Class

Number of Students
40

VIII1

32

VIII2

32

VIII3

31

VIII4

32

VIII5

32

VIII6
Total

31
190

3.4.2 Sample
In taking the sample of this study, the researcher applied the purposive
random sampling because the English students ability all the second classes were
homogenous. In other words, those classes have same ability level. So, two classes
were determined as the samples, they can represent of the whole year two students at
SMP Negeri 10 Kendari. It was proved by the English mean score of all classes are
same about 6, 7 since they were in the year one up to the year two of the first
semester. So that, the researcher took the class VIII 1 and class VIII2 as the sample
which consist of 32 students in each class. Then, the researcher random these classes
to determine the first and the second experimental classes. Finally, class VIII 1 is
pointed to be the first experimental class that was taught under extensive reading
approach and class VIII2 is pointed to be the first experimental class that was taught
under intensive reading approach.

3.5 Instrument of the Study

41

The instrument for getting the data of this study was vocabulary test which
was made by the researcher and some other items are taken from English in focus
book for grade VIII in 2009 on page 92, 96, and 137 . The test arranged was such a
way that the students match the word in the left column to the right or matching form
test and fill in the blank test.
The total number of the test is 60 items, i.e. 20 numbers for each verbs, nouns,
and adjectives. These words come from the target words. In which, the target words
are chosen or determined by the researcher itself based on the words that appear
frequently of both reading texts, extensive reading and intensive reading texts. The
purpose is to make the similar test on both classes and can represent what students
learnt for both extensive reading and intensive reading classes.
The details of the test can be seen in the table 3.3:

Table 3.3 the Details of Vocabulary Test

No

Vocabulary

Items Number

Number

Tested
1
2

Verbs

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 26, 27,

20

Nouns

28, 29, 30, 31, 32, 33, 34, and 35.

11, 12, 13, 14, 15, 16, 17, 18, 19,

20

20, 36, 37, 38, 39, 40, 41, 42, 43,

3

Adjectives

44, and 45.

21, 22, 23, 24, 25, 46, 47, 48, 49,

20

50, 51, 52, 53, 54, 55, 56, 57, 58,

42

59, and 60.

Total

60
The writer decided that score one was given to every item of the test.

Furthermore, the mark of the students was obtained by using the following formula:
Mark =

Number of correct answer

The total number of question

X 10
( Sayekti in Saharu, 2002)

The criteria of the students vocabulary achievement:

8, 6 10

= Very Good

7, 0 8. 5

= Good

5. 6 6. 9

= Fair

3. 6 5, 5

= Low,

0. 0 - 3. 5

= Very Low

(Surachmand, 1984: 27)

3. 6 Procedures of Selecting the Target Words

Before determining the target words, the researcher did the procedures are as
follows:
1. The researcher read all reading texts for intensive reading class and listed some
vocabularies for each reading text.
2. The researcher read all books for extensive reading class and listed some
vocabularies for each reading book.
3. The researcher collected the same words for both readings.
43

4. The researcher then found that there are 90 words that appear frequently of both
reading texts, extensive reading and intensive reading texts.
5. At the end, the researcher took those words as the target words with about 14-16
words for each meeting during six meetings.

3.7 Pilot Study of the Test Instrument and Treatment

Before applying real test, the test was piloted with 15 students at class VIII 3
who are not included the sample of the study namely at the class eight-three students
at the SMP Negeri 10 Kendari. The aim of piloting the test is to know the validity as
well as the reliability of the test. The computation of the analysis of pilot study for the
validity of test, the researcher used Persons Product Moment formula because it was
suitable to find out the validity of the objective test. The formula as follow:
r xy=

n (XY) - (X) (Y)

[ n (X2)-(X)2] [n (Y2)-(Y)2]

Where:
n

= Total of the sample

r xy = The coefficient correlation between variables X and Y

X = The students score on each items
Y = The total of students score

(Arikunto, 2002: 146)

Next, to know the reliability of the test, the researcher used KR-21 formula as
follows:

44

Reliability estimate =

M (K-M)

1K-1

KS2

Where:
K

= number of items of the test

= means score

S2

= standard deviation score

The criteria of reliability in this analysis are:

0, 80 to 1, 00 = very high
0, 60 to 0, 79 = high
0, 40 to 0, 59 = enough
0, 20 to 0, 39 = low
0, 00 to 0, 19 = very low,

(Sudjana, Anas, 1987:17 in Aldofin, 2001:22)

In addition, extensive reading approach is a new approach in teaching English,

especially at the year two of SMP Negeri 10 Kendari. So, before giving treatment in
the real class, the researcher needed to try out it. Besides that, the researcher was
necessary to pilot intensive reading approach to see the students response and to
minimize the students difficulty during treatment as well as in extensive reading
class. The pilot study of extensive reading approach was conducted on Wednesday at
7.15 until 8. 35 on March 10 th at class VIII3. While, the pilot study of intensive
reading approach was conducted on Tuesday at 7.15 until 8. 35 on March 16 th at class

45

VIII3. In piloting the approaches, the researcher controlled the allocation of the time
and evaluation in teaching and learning process.

3. 8 The Result of Pilot Study

The pilot study for test instrument was conducted on one meeting before
treatment, exactly on Wednesday, March 17th, 2010. By using the formula of validity
and reliability of the test, the researcher found that 45 of the test items were valid and
15 items were not valid. The calculation and the criteria of validity items more clearly
can be seen in data presented in appendix 18 on page 154.
The formula that used to compute the reliability of the test items was KR 21.
Based on the data presented in the appendix 17 on page 153, we got mean of
students score was 36, 26 and the variant total was 76, 64
SD

n ( X 2 ) ( X ) 2
=
n (n 1)

15 ( 20802) (544) 2
=
15(15 1)

16094
210

= 76. 64
So,
r11

= (k : k-1) (1-M(k-M) : k x Vt

r11

= (60 : 60 1) (1 36,26(60 36,26) : 60 x 76,64

= (60 : 59) x 1 (860 : 4598,4)
= (1.02) x 0, 19
= 0, 92 (Very High reliability)
46

According to the result of the data above, we can see that the reliability of
the test is 0, 92. According to the criteria suggested by Sudjana (1987:17) that is 0.801.00 shows that the degree of the test reliability is very high category.
In addition, in piloting the extensive reading and intensive reading
approaches, the researcher needed to change the allocation time to suit with the
needed time for students in doing reading and some exercises after reading. Besides
that, the teacher needs to explain the benefits or advantages of both approaches for
students as well as the activities during extensive reading class such as book talk and
book report. Since in piloting extensive reading approach, the students are confused
in writing book report and in reading a lot of reading text with limited time.

3.9 Procedure of Data Collection

In collecting the data of this study, the writer used the following procedures as
follows:
1.)

Pre-test
Pre-test was aimed to know students vocabulary prior knowledge or the

students vocabulary achievement before doing extensive reading and intensive

reading approaches.
2.)

Treatment
Treatment means that the writer gave the students two treatments, extensive

reading and intensive reading approach by applying three phase strategy. This study

47

was conducted in six meetings for each class. Every meeting lasted 80 minutes for
each class.
3.)

Post-test
The function of the post-test was to know the students vocabulary growth

after giving them the treatment. The following table describes the students activities
during conducting this study.
Table 3. 4 The Schedules of Students Activity
No.
1

Meetings
I(March 10th, 2010)

II (March 16th, 2010)

3
4
5
6
7

III (March 17th, 2010)

IV (March 20th, 2010)
V (March 27th, 2010)
VI (April 3rd, 2010)
VII (April 7th, 2010)

Topics
Pilot Extensive Reading
Approach
Pilot Extensive Reading
Approach
Pilot Test
Pre-Test
Treatment 1
Treatment 2
Treatment 3 (Group B)

Duration
2X 40 Minutes

8
9
10

VII (April 8th, 2010)

VIII (April 10th, 2010)
XI (April 17th, 2010)
X (April 21th, 2010)

Treatment 3 (Group A)
Treatment 4
Treatment 5
Treatment 6 (Group B)

2X 40 Minutes
2X 40 Minutes
2X 40 Minutes
2X 40 Minutes

11

X (April 22th, 2010)

XI (April 24th, 2010)

Treatment 6 (Group A)
Post-Test

2X 40 Minutes
2X 40 Minutes

2X 40 Minutes
2X 40 Minutes
2X 40 Minutes
2X 40 Minutes
2X 40 Minutes
2X 40 Minutes

3. 10 Observers
In doing treatment, the researcher was helped by the English teacher of the
school as the observer to check the teaching procedures that were used by the teacher
when he was teaching. Besides that, the purpose of giving observation sheet is to see

48

the researchers consistency in applying two approaches. The observer observed two
groups namely the classes under extensive reading and intensive reading approaches.
Before the observer observed the class, the researcher trained her to use a classroom
observation sheet (see in the data presented in appendix 5 on page 107 for Extensive
Reading Class and appendix 10 on page 130 for Intensive Reading Class)

3. 11 Technique of Testing the Homogeneity of the Sample

All the data in the pre test analyzed by using the formula as follows:
F0 = Big Variance

Or

Little Variance

S12
S22
( Sudjana, 1996, P. 250)

S12

n1X12-(X1)2
n1 (n1-1)

S22

n2X22-(X2)2
n2 (n2-1)

Where:
n1

= The number of students in the first experimental class (extensive reading

class)

n2

= The number of students in the second experimental class (intensive reading

class)

X12

= The sum of the squared deviation scores in the first experimental class
(extensive reading class)

X22 = The sum of the squared deviation scores in the second experimental class
(intensive reading class)
49

The criteria of testing the homogeneity of the sample as follows:

1. If F0> f- Value, it means that there is a significant difference for both groups or
both of the samples are heterogeneous.
2. If F0> f- Value, it means that there is not a significant difference for both groups
or both of the samples are homogenous.

3.12 Technique of Data Analysis

All the data analyzed by using statistical technique; they are descriptive and
inferential statistic. Descriptive statistic was used to describe the result of the study
for both classes and inferential statistic was used to test the hypothesis. The
researcher used two tailed test (Hatch and Lazaraton puw, 1991 in Mappe, 2000:52)
to analyze the data in testing the hypothesis about students vocabulary growth
difference after doing treatment, extensive reading and intensive reading approaches.
The formula was used is as follows:
t=

X1 X2
S

1
N1

1
N2
( Sudjana, 1984, P. 91)

S=

( N1-1) S12+(N2-1)S22
N1 + N2 -2

50

Where:
X1

= Mean score from extensive reading class

X2

= Mean score from intensive reading class

N1

= Number of sample in extensive reading class

N2

= Number of sample in intensive reading class

= Standard deviation of score

The standard deviation shows the variation of the data. If the standard

deviation is low, the students score are not varied. On the contrary, if the standard
deviation is high, the students score are varied ( Santoso, P. 197 in Nuli, 2006: 37).
The criteria of examine of hypothesis of this study as follows:
1.

If t test > t table is accepted, it means that there is a significant difference of

applying two different teaching approaches, Extensive Reading Approach
and Intensive Reading Approach on students vocabulary growth to the
year two of SMP Negeri 10 Kendari

2.

If t test < t table is rejected, it means that there is not a significant difference
of applying two different teaching approaches, Extensive Reading Approach
and Intensive Reading Approach on students vocabulary growth to the
year two of SMP Negeri 10 Kendari

3. 13 Teaching Procedures
3. 13.1 Teaching Procedures of Extensive Reading
The teaching procedures under extensive reading approach as follows:
51

1. The teacher provides a lot of reading books for students.

2. The teacher calls the students to choose the book that they want to read based on
their interest and needs.
3. The teacher asks the students to guess the story from the cover and the teacher also
gives general picture about the books that the students will read
4. The teacher provides 15 of other words target with its meaning in Indonesian as a
guide in reading activity
5. Teacher asks students to read the book in classrooms with sustained silent reading
about 20-30 minutes
6. Teacher asks the students to retell the content of the book in general after reading
or write a book report based on their own words
7. The teacher asks the students to do vocabulary tasks such as identifying part of
speech and translate the meaning of the target words or the teacher review of
unfamiliar or target words that students found before

3. 13.2 Teaching Procedures of Intensive Reading

The teaching procedures under intensive reading approach as follows:
1. The teacher introduces about material that are going to be taught
2. The teacher asked some questions related to the topic given
3. The teacher distributed reading text to the students
4. The teacher asked the students to read the whole text intensively

52

5. The teacher asked the students to list unfamiliar words in reading text such as
nouns, verb, and adjectives
6. The teacher asked the students to write the meaning of unfamiliar words by
guessing their meaning from context and, or find it in a dictionary if it is
necessary
7. The teacher asked the students to answer the following questions in reading text.
8. The teacher asked the students to make sentences based on unfamiliar words that
the students listed
9 The teacher review of unfamiliar words that students found before.
10 The teacher ask students to make conclusions about the topic given

53

CHAPTER IV
FINDINGS AND DISCUSSIONS

This chapter presents students vocabulary achievement on pre test, the

classroom observation sheet analysis, students vocabulary achievement on post test
after being taught under extensive reading approach and intensive reading
approaches, descriptive of the data analysis, hypothesis testing, and summary of
findings and discussion of the study.

4.1 Findings
4.1.1 Data Pre-test of the Study
The students vocabulary improvement on pre-test was measured by the
students scores after answering 60 items of objective test. These scores were
obtained from the students raw score (total correct answer) which were divided by
minimum score of the test and multiplied by ten. To know the students prior

54

knowledge, the researcher was necessary to give more information about the students
score description on pre-test before giving them treatment.

4.1.1.1 The Students Description on Pre Test at Extensive Reading Class

The data pre test of students achievement who were taught under extensive
reading can be seen in the data presented in appendix 19 on page 157.
In addition, the classification of the data pre test of students who were taught
under extensive reading approach (X1) in terms of very good, good, fair, low, and
very low level can be seen on the table below:
Table 4.1 The classification of students pre test scores under extensive reading
approach
Score (X1)
Classification
Frequency (f)
8.6 10
Very good
3
7.0 8.5
Good
13
5.6 6.9
Fair
5
3.6 5.5
Low
7
0.0 3.5
Very low
4
Total

32
Mean
6.46
Mode
5
Max
8.66
Min
1.83
SD
1.82
Source: Data pre test presented in appendix 19 on page 157

Percent (%)
9.37
40.63
15.62
21.88
12.5
100

Relating to the data above, the classification of students vocabulary

achievement on pre test is shown as follows: the very good score (8.6 10) was
achieved by 3 students or 9.37%; the good scores (7.0 8.5) was achieved by 13
students or 40.63%; the fair score (5.6 6.9) was achieved by 5 students or 15.62%;

55

the low score (3.6 5.5) was achieved by 7 students or 21.88% and very low score
(0.0 3.5) was achieved by 4 students or 12.5%. It means that the high frequently of
students vocabulary achievement was on good category (40.63%).
Furthermore, based on the table above for extensive reading class, the
researcher found that the mean score of pre-test was 6. 46, the mode was 5, the
maximum score was 8. 66, the minimum score was 1. 83, and the standard deviation
was 1.82.
In addition, based on the mean of students scores, referring the criteria
provided by Surachmand (1984:27), the criteria of students score before being taught
under extensive reading approach is categorized as fair level (6.46). It means that, the
students score on pre test at extensive reading class is categorized with fair category.

4.1.1.2 The Students Description on Pre Test at Intensive Reading Class

The data pre test of students achievement who were taught under intensive
reading can be seen in the data presented in appendix 20 on page 159.
In addition, the classification of the data pre test of students who were taught
under intensive reading approach (X2) in terms of very good, good, fair, low, and very
low level can be seen on the table below:
Table 4.2 The classification of students pre test scores under intensive reading
approach
Score (X2)
8.6 10
7.0 8.5
5.6 6.9

Classification
Very good
Good
Fair

Frequency (f)
3
14
4

Percent (%)
9.37
43.75
12.5
56

3.6 5.5
Low
7
0.0 3.5
Very low
4
Total

32
Mean
6.5
Mode
5
Max
8.66
Min
3.33
SD
1.71
Source: Data pre test presented in appendix 20 on page 159

21.88
12.5
100

Relating to the data above, the classification of students vocabulary

achievement on pre test for intensive reading class is shown as follows: the very good
score (8.6 10) was achieved by 3 students or 9.37%; the good scores (7.0 8.5) was
achieved by 14 students or 43.75%; the fair score (5.6 6.9) was achieved by 4
students or 12.5%; the very low score(3.6 5.5) was achieved by 7 students or
21.88% and very low score (0.0 3.5) was achieved by 4 students or 12.5%. It means
that the high frequently of students vocabulary achievement was on good category
(43.75 %.)
Furthermore, based on the table above, the researcher found that the mean
score of pre-test was 6. 5, the mode was 5, the maximum score was 8. 66, the
minimum score was 3. 33 and the standard deviation was 1.71
Moreover, based on the students average scores, referring the criteria
provided by Surachmand (1984:27), the criteria of students score before being taught
under intensive reading approach is categorized as fair level (6.5). It means that, the
students score on pre test at intensive reading class is categorized with fair category.

57

4.1.1.3 The Summary of Students Pre Test under Extensive Reading and
Intensive Reading Approaches.
As one of the purposes of pre-test in comparative study that is to know the
students homogeneity level, the researcher was necessary to give the summary of
students score before giving them treatment. Clearly the summary of students score
on pre test can be seen on the table 4.3.
Table 4.3 The summary of the descriptive statistics from the students pre test
under extensive reading and intensive reading approaches.
Variables
Total Score
SD Score
Extensive Reading (X1)
206.74
61.85
Intensive Reading (X2)
208.26
58.09
Source: Data pre test presented in appendix 14 on page 147
Table 4.3 shows that the total score of the students score who were taught
under extensive reading was 206.74 and the variant total was 61. 85. While the total
score of students who were taught under intensive reading was 208. 26 and the
variant total was 58. 09.
From those students score, the researcher found that F (count) was 1. 06 (See in
appendix 14 on page 147). It is consulted to the F-value (table)

0. 05

was 1. 83. So, it

shows that F (count) was 1. 06 < F-Value was 1. 83 with a significant level was 0. 05. It
indicates that both of samples were homogenous.

4.1.2 The Observation Sheet Analysis

The data in the observation sheet (See in the data presented in appendix 5 on
page 107 for extensive reading class and appendix 10 on page 130 for intensive

58

reading class) shows the procedures used by the researcher in the entire reading
activity in the first experimental class and the second experimental class. The school
English teacher as the observer took the data while the researcher was teaching for
the whole meetings in the first and second experimental class.

In the first experimental, the researcher used the procedures of extensive

reading approach during the reading activities in the whole meetings, while in the
second experimental class, the researcher used the procedures of intensive reading
approach in the entire of reading activities along with the six meetings.

4.1.3 Data Post-test of the Study

The students vocabulary growth in post-test was measured by the students
scores after answering the 60 items of objective test. These scores were obtained from
the students raw scores (total correct answer) which were divided by maximum score
of the test and multiple by ten.
In addition, the description of the findings in this study was taken from
students post test given to the two experimental classes. Based on the result of the
data analysis, it has found the characteristics, the classification and the percentage of
students score for both sets of the data.

4.1.3.1 The Students Description on Post Test at Extensive Reading Class

59

The data post test students achievement who were taught under extensive
reading can be seen in the data presented in appendix 19 on page 157.
The characteristic of students who were taught under extensive reading
approach (X1) can be seen on the table below:

Table 4.4 Students score characteristic on post test at extensive reading class
No.
1
2
3
4
5
6
7
8
9
10
1
12
13
14

Total Correct Answer

Score (X1)
Frequency (f)
60
10
3
59
9.83
2
58
9.66
5
57
9.5
3
56
9.33
2
54
9
1
53
8.83
1
52
8.66
2
51
8.5
1
50
8.33
1
49
8.16
4
47
7.83
3
45
7.5
2
41
6.83
2
TOTAL
32
Source: Data post test presented in appendix 19 on page 157
Table 4.4 shows that there were three students got 10 or very good score, two
students got 9.83 or very good score, five students got 9.66 or very good score, three
students got 9.5 or very good score, two students got 9.33 or very good score, one
student got 9 or very good score, one student got 8.83 or very good score, two
students got 8.66 or very good score, one student got 8.5 or good score, one student

60

got 8.33 or good score, four students got 8.16 or good score, three students got 7.83
or good score, two students got 7.5 or good score, and two students got 6.83 or fair
score.
From those students score characteristic, it is found that the high frequently
of students vocabulary achievement was on very good category or level. While, the
low frequently of students vocabulary achievement was on fair category or level,
namely 6.83. It means that the students vocabulary achievement was dominated by
very good category and there is not any student got either low or very low scores.
The classification of the data post test of students who were taught under
extensive reading approach (X1) in terms of very good, good, fair, low, and very low
level can be seen on the table below:
Table 4.5 The classification of students scores under extensive reading approach
Score (X1)
Classification
Frequency (f)
8.6 10
Very good
19
7.0 8.5
Good
11
5.6 6.9
Fair
2
3.6 5.5
Low
0
0.0 3.5
Very low
0
Total

32
Mean
8.81
Mode
9.66
Max
10
Min
6.83
SD
0.87
Source: Data post test presented in appendix 19 on page 157

Percent (%)
59.38
34.37
6.25
0
0
100

Relating to the data above, the classification of students vocabulary

achievement who were taught under extensive reading approach is shown as follows:

61

The very good score (8.6 10) was achieved by 19 students. The good scores (7.0
8.5) was achieved by 11 students. The fair score (5.6 6.9) was achieved by 2
students. It means that there was no of low or very low level in the class.
Based on those scores, the criteria of students score after being taught under
extensive reading approach is dominated by very good category. It means that, the
students score on post test under extensive reading is categorized with very good
category.
In addition, based on those scores, clearly the percentage level of students
classification is shown in the graph below:
Graph 4.1 The Percentage Level of Students Score under Extensive Reading

The graph shows the distribution among students level, i.e. the very good
level was 59.38%, the good level was 34.37%, and the fair level was 6.25%. The very
good level contributed with more percentage than good, fair, low and very low level.
62

From the percentage level of students score, it is found that the high
frequently of students vocabulary achievement was on very good category or level.
In other words, the large percentage of the students score (59.38%) were in very
good level. It means that the students vocabulary achievement on the post test was
categorized as the very good level and there was no level of low or very low in the
class.
The characteristics of students score of the second year students of SLTP
Negeri 10 Kendari on posttest who were taught under extensive reading approach in
terms of mean score, standard deviation score, mode score, median score, maximum
and minimum score can be seen on table below:
Table 4.6 Dispersion Measure of Students Score on Posttest
Variables

Mean
SD
Mode
Max.
Score
Score
Score
Score
X1
32
8.81
0.87
9.66
10
Source: Data post test presented in appendix 19 on page 157.

Min.
Score
6.83

Range
Score
3.17

Table 4.6 shows that the mean score of students who were taught under
extensive reading approach was 8.81, it means that the average of students
vocabulary achievement after being given vocabulary test was 8.81 or very good
level. The standard deviation score was 0.87, it means that the deviation on every unit
score was 0.87. The mode score was 9, 66, it means that the students score that
appear most was 9.66 or very good score. The maximum score was 10 and minimum
score was 6.83 Meanwhile, the range score (Rn) was 3.17. It indicates that the
difference between the highest scores and lowest scores was 3.17.

63

Based on the description of students score above, we take concluded that the
students score on post test under extensive reading is higher or better than the
students score on pre test. In which, the mean score on pre test was 6. 46, while the
mean score on post test was 8.81. It means that the increasing of students average
score from pre test to post test was 2.35.
4.1.3.2 The Students Description on Post Test at Intensive Reading Class
The data post test students achievement who were taught under intensive
reading can be seen in the data presented in appendix 20 on page 159.
The characteristic of students who were taught under intensive reading
approach (X2) can be seen on the table below:
Table 4.7 Students score characteristic on post test at intensive reading class
No.
1
2
3
4
5
6
7
8
9
10
1
12

Total Correct Answer

Score (X2)
Frequency (f)
55
9.16
2
54
9
4
52
8.66
7
51
8.5
6
50
8.3
3
49
8.16
2
48
8
3
46
7.66
1
40
6.66
1
30
5
1
27
4.5
1
24
4
1
TOTAL
32
Source: Data post test presented in appendix 20 on page 159
Table 4.7 shows that there were two students got 9.16 or very good score,
four students got 9 or very good score, seven students got 8.66 or very good score, six

64

students got 8.5 or good score, three students got 8.3 or good score, two students got
8.16 or good score, three students got 8. or good score, one student got 7.66 or
good score, one student got 6.66 or fair score, one student got five or low score, one
student got 4.5 or low score, and one students got 4 or low score.
From those students score characteristic, it is found that the high frequently
of students vocabulary achievement was on good category or level. While, the low
frequently of students vocabulary achievement was on low category or level, namely
4. It means that the students vocabulary achievement was dominated by good
category and there was not any student got very low score.
The classification of the data post test of students who were taught under
intensive reading approach (X2) in terms of very good, good, fair, low, and very low
level can be seen on the table below:
Table 4.8 The classification of students scores under intensive reading approach
Score (X1)
Classification
Frequency (f)
8.6 10
Very good
13
7.0 8.5
Good
15
5.6 6.9
Fair
1
3.6 5.5
Low
3
0.0 3.5
Very low
0
Total
32
Mean
8.09
Mode
8.66
Max
9.16
Min
4
SD
1.48
Source: Data post test presented in appendix 20 on page 159

Percent (%)
40.62
46.88
3.12
9.38
0
100

Relating to the data above, the classification of students vocabulary

achievement who were taught under intensive reading approach is shown as follows:
65

the very good score (8.6 10) was achieved by 13 students. The good scores (7.0
8.5) was achieved by 15 students. The fair score (5.6 6.9) was achieved by only one
student and low score (3.6 5.5) was achieved by 3 students.
Based on those scores, the criteria of students score after being taught under
intensive reading approach is dominated by good scores. It means that, the students
score on post test under intensive reading is categorized with good category.
In addition, based on those scores, clearly the percentage level of students
score classification can be shown in the chart below:
Graph. 4.2 The Percentage Level of Students Score under Intensive Reading

The graph shows the distribution among students score level, i.e. the very
good level was 40. 62 %, the good level was 46.88%, the fair level was 3.12%, and
66

the low level was 9.38%. The good level contributed a more percentage than very
good, fair, low and very low levels.
From the percentage level of students score, it is found that the high
frequently of students vocabulary achievement was on good category or level. In
other words, the large percentage of the students score (46.88%) were in good level.
It means that the students vocabulary achievement on the post test was categorized as
the good level and there was not any student got very low score in the class.
The characteristics of students score of the second year students of SLTP
Negeri 10 Kendari on posttest who were taught under intensive reading approach in
terms of mean score, standard deviation score, mode score, median score, maximum
and minimum score can be seen on Table 4.6
Table 4.9 Dispersion Measure of Students Score on Posttest
Variables

Mean
SD
Mode
Max.
Score
Score
Score
Score
X1
32
8.09
1,48
8.66
9,16
Source: Data post test presented in appendix 20 on page 159

Min.
Score
4

Range
Score
5.16

Table 4.9 shows that the mean score of students who were taught under
intensive reading approach was 8.09, it means that the average of students
vocabulary achievement after being given vocabulary test was 8.09 or good level.
The standard deviation score was 1, 48, it means that the deviation on every unit
score was 1, 48. The mode score was 8, 66, it means that the students score that
appear most was 8.66 or very good score. The maximum score was 9, 16 and

67

minimum score was 4. Meanwhile, the range score (Rn) was 5.16. It indicates that the
difference between the highest scores and lowest scores was 4.
Based on the description of students score above, we take concluded that the
students score on post test under extensive reading is higher or better than the
students score on pre test. In which, the mean score on pre test was 6. 5, while the
mean score on post test was 8.09. It means that the increasing of students average
score from pre test to post test was 1.59.

4.1.4

Comparison of pre test and post test score under extensive reading and
intensive reading approaches
The characteristics of students score of the second year students of SLTP

Negeri 10 Kendari before and after applying both extensive reading approach and
intensive reading approach in terms of mean score, standard deviation score, mode
score, median score, maximum and minimum score can be seen on the table 4.10
Table 4.10 The summary of the descriptive statistics from the students pre test
and post test under extensive and intensive readings approaches
Approaches Sum Median Mean
SD
Mode Min
Max
Score
Score
Score Score Score
ER (X1) Pre Test
32
6.83
6.46
1.82
5
1.33
8.66
ER (X1) Post Test
32
8.91
8.81
0.87
9.66
6.83
10
IR (X2) Pre Test
32
7
6.5
1.71
5
3.33
8.66
IR (X2) Post Test
32
8.66
8.09
1.48
8.5
4
9.16
Source: Data pre test and post test presented in appendix 19 (p.157) and 20 (p. 159)
The table shows that on pre test for extensive reading class, the mean score
was 6. 46, the mode was 5, the maximum score was 8. 66, the minimum score was 1.
33, and the standard deviation was 1. 82. While, on post test for extensive reading
68

class, the mean score was 8.81, the mode was 9.66, the maximum score was 10, the
minimum score was 6.83, and the standard deviation was 0.87.
Based on the description of students score above, we take concluded that the
students score on post test under extensive reading is higher or better than the
students score on pre test. In which, the mean score on pre test was 6.46, while the
mean score on post test was 8.81. It means that the increasing of students average
score from pre test to post test was 2.35
While, the students score for intensive reading class on pre test, the
researcher found that the mean score was 6. 5, the mode was 5, the maximum score
was 8. 66, the minimum score was 3. 33, and the standard deviation was 1.71
Moreover, the students score on post test, the researcher found that the mean score of
was 8. 09, the mode was 8. 5, the maximum score was 9. 16, the minimum score was
4, and the standard deviation was 1. 48
Based on the description of students score above, we take concluded that the
students score on post test under intensive reading is higher than the students score
on pre test. In which, the mean score on pre test was 6. 5, while the mean score on
post test was 8.09. It means that the increasing of students average score from pre
test to post test was 1.59
Furthermore, to make clearer about the comparison or the differences of
students score on pre test and post test under extensive reading and intensive reading

69

approaches, the researcher was necessary to give the difference average of students
score as it can be seen in the graph below:
Graph 4.3

The Difference Average of Pre Test and Post Test Mark under
Extensive Reading and Intensive Reading Approaches

The graph 4.3 shows the comparison of post test score for students
vocabulary achievement. It indicates that there was a significant gain of students
vocabulary for both classes. Moreover, all of scores above shows that there is a
significant difference of students vocabulary growth under extensive reading and
intensive reading approaches. In which, in the first experimental class, the mean score
was 8. 81 and the standard deviation was 0.87 (See on Table 4.10, page 69). While in
the second experimental class, the mean score was 8.09 and the standard deviation
was 1.48 (See on table 4.10, page 69).
Based on the description of students mean score above, we take concluded
that the students mean score on post test under extensive reading is higher than the
70

students mean score on post test under intensive reading. In which, the mean score
on post test under extensive reading was 8.81, while the mean score on post test under
intensive reading was 8.09. It means that the difference of students average score on
post under extensive reading and intensive reading approaches was 0.72. Thus, the
students score on post test under extensive reading is higher than the students score
on post test under intensive reading.
In addition, based on the classification of students score under extensive
reading and intensive reading, it shows that the vocabulary achievement of students
who were taught under extensive reading was in very good contribution. While, the
vocabulary achievement of students who were taught under intensive reading was in
good contribution.
Furthermore, based on the students average score and students score
contribution, it shows that the applying of extensive reading on students vocabulary
growth is better or more effective than the applying of intensive reading on students
vocabulary growth.
However, the vocabulary achievement of students who were taught under
extensive reading more varied than the vocabulary achievement of students who were
taught under extensive reading because the standard deviation in the extensive
reading class was higher than the standard deviation in the intensive reading class
(1.48>0.87)

71

4.1.5 Hypothesis Testing

The hypothesis testing is used to investigate whether there is a significant
differences or not on students vocabulary growth under extensive reading and
intensive reading approaches at the year two of SLTP Negeri 10 Kendari
From the computation of t-count, the researcher found that the total of the
students score in the first experimental class was 281.89 and the standard deviation
was 0.87, while the total of the students score under intensive reading was 250.07
and the standard deviation was 1.48.
Based on the computation of the t- Test in Appendix 22 on page 162, it shows
that t-count = 1.96. It is consulted to the t-table at the level of = 0,05 with degree of
freedom 32 + 32 2 = 62 found that t- table 1.66, it can be seen that t-count is higher than
t-table, so the hypothesis is accepted. It means that there is a significant difference on
students vocabulary growth under extensive reading and intensive reading
approaches. The summary of hypothesis testing can be seen on the table below:
Table 4.11: Summary of Hypothesis Testing
Df
62

t-count
1.96

Symbol
>

t-table
1.66

Result
Ho
:
Rejected
Hi
:
Accepted

Table 4.11 shows that t-Test was > t-Value was in the significant level of 0, 05.
It means that H1 was accepted and H2 was rejected. Therefore, statistically, it can be
concluded that there was a significant difference of students vocabulary growth who

72

were taught under extensive reading and those who were taught under intensive
reading approach to the year two of SMP Negeri 10 Kendari.
Furthermore, the mean score of students who were taught under extensive
reading was 8.81, while the mean score of students who were taught under intensive
reading approaches 8.09. Since the mean of students score under extensive reading is
higher than the students score under intensive reading (8.81 > 8.09), it means that the
students vocabulary achievement under extensive reading approach was better than
the students vocabulary achievement under intensive reading approach. The
difference of their mean score was 0.72. In other words, the result of applying
extensive reading approach on students vocabulary growth was more effective than
intensive reading approach.

4.2 Summary of Findings

The classification of vocabulary achievement of students who were taught
under extensive reading on post-test shows that there was 19 student who got score
8.6 10 or categorized as very good, 11 students who got 7.0 8.5 categorized as
good, and 2 students who got 5. 6 6.9 categorized as Fair. It means that most
students got score with the very good level. While, the classification of vocabulary
achievement of students who were taught under intensive reading on post-test shows
that there was 13 student who got score 8.6 10 or categorized as very good, 15
students who got 7.0 8.5 categorized as good, one student who got 5. 6 6.9

73

categorized as Fair, and 3 students who got 3.6 5.5 categorized as low. It means
that most students got score with the good level.
Based on the description of students score, it shows that the applying of
extensive reading on students vocabulary growth is better or more effective than the
applying of intensive reading on students vocabulary growth.
In addition, the hypothesis testing of the study shows that t- count was 1.96. It is
consulted to the t-table at the level of = 0.05 with degree of freedom 32 + 32 2 = 62
found that t-table = 1.66. It shows that t-count is higher than t-table, so the hypothesis is
accepted. It indicates that there is significant difference of students vocabulary
improvement under extensive reading and intensive reading approaches. As well as,
the mean score of students taught under extensive reading was higher than the mean
score of students taught under intensive reading approaches ( 8.81 > 8.09). It means
that the achievement of students under extensive reading was better than the students
vocabulary achievement under intensive reading approach.
4.3 Discussion
Based on the result of pre-test and post test, both extensive reading and
intensive reading approaches shows that both approaches have a significant effect on
students vocabulary growth. It can be seen by the difference of students score on
pre-test and post-test, where the students score increase on post-test for both groups
(See on table 4.10, Page 69). However, the result of the study showed that there is a
significant difference of students vocabulary growth under extensive reading and

74

intensive reading approaches. It can be proven that t-count = 1.96 is higher than t-table =
1.66. In which, the mean score of students taught under extensive reading was 8.81,
while the mean score of students taught under intensive reading was 8.09.
Based on the result, the use of extensive reading in teaching vocabulary seems
to be more effective in establishing the students vocabulary achievement than
intensive reading approach. In other words, the students in the extensive reading
group achieved higher score than students in intensive reading group. In order to
support this finding, it is necessary to look back at the theories about the relationship
between extensive reading and vocabulary growth. Based on the theories, it may be
caused by some factors are as follows:
1. Extensive reading made the students enthusiastic in attending the lesson which
shown by their attitude with relax and pleasure condition but still be seriously in
learning process. In which, the students choose the books based on their interest
and they can change their reading books if they felt bored. Thats why this
approach make the students to be more active and freely in learning process.
According to Krashen (1993) in Bamford and Day (1997:6), simple getting
students to spend time on silent reading of interesting books is more effective in
promoting vocabulary growth. Therefore, in this study, the students were
provided with short story books in order to attract students interest. We can see
their interest from the result of their book talk and book report. In which, the
result of their book talk and book report are increasing from previous meeting to

75

the next meeting. It makes the result of their vocabulary evaluation also increased
to the next meetings.
2. Reading large materials influence readers knowledge. Haris and Sipay (1990:533)
in Bamford and Day (1998: 18) state wide reading not only increases word
meaning knowledge but can also produce gain in topical and word knowledge.
The students read much will influence their knowledge because they input much
information from many resources.
3. They expressed their big motivation in attending the lesson which was proved
from the result of their task and during the treatment. It is supported by Bell
(2001) that with freedom to select material according to their interest is associated
with high motivation. Therefore, they always did all those activity well. On the
other hand, this approach also made the atmosphere of the class more interactive,
means that not only one person involved in the process of teaching and learning,
but all students in the classroom. It could be seen when the teacher asks the
students to retell what they have read, they were enthusiasm and active to do it. In
other words, the activities were not only reading, but also book talk and book
report. Book talk was done to retell their reading in front of the class, while book
report was an activity to summarize the result of their reading. Underhill
(1987:45) points out that retelling technique can be used for all level. In which, it
may be necessary to offer helping with vocabulary and to check understanding,
like repetition words. The use of book report was suggested by Waring (1998: 5)
that intermediate students, book reports may be used, with sections for questions,
76

new vocabulary, and for recording the main events. Therefore, it can be
confirmed that extensive reading was more effective in expanding readers
vocabulary. It differs with intensive reading approach; the students are focus on
comprehending the text in detail by answering the detail questions.
4. There are two major stages which implicate model of memory functioning, namely
short-term memory and long term memory. In long term memory system has
larger in capacity, the word that saved in long-term memory could be usefully if
the students often use it in the way of spoken or written. In which, it was done
more to extensive reading program. After reading, the teacher asks the students to
retell what students have read and write a book report. It means that, the students
practiced the reading tasks either orally or in written. While, the students in
intensive reading class mostly practiced the reading tasks in written rather than
orally. In other words, extensive reading approach is a successful program that
can bridge students vocabulary growth.
5. The extensive reading approach provides grade readers. Therefore, the students
read the easy story books based on their level. Then, they can move to rather
difficult story books to suit with the level of their students vocabulary growth. It
can help them to read fluently and develop their vocabulary knowledge
significantly. It is supported by Bell (2001) states that grade readers very
beneficial for developing students reading comprehension and vocabulary
acquisition. It is different with intensive reading class that is only provides the
difficult short story in parallel not based on students linguistic competence.
77

6. The students in extensive reading program read the story books that the teacher
applies with pleasure. It can be seen when the students in the first meeting asked
to bring the story books at home, they took soon and even some of them took
more than one story book. Thats why; extensive reading can provide learning
activity easier, more enjoyable, more self- directed, more effective, and more
transferable to new situation. While, students in intensive reading class
sometimes get bored in reading activity since the students read based on teacher
choice and sometime it is not relevant with their interest or needs.
7. The students automatically deal with words in the reading text. It is supported by
Elley and Mangubai (1983:55) that the importance of extensive reading is in
providing learners with practice in automaticity of word recognition. It means
that, the students will find a lot of words during reading and they recognize the
words in automaticity. Besides that, by reading a story book, there is a great
chance for words from previous reading to be reinforced to the next reading.
Nation (1998:40) states that vocabulary growth is a gradual process of one
meeting with a word adding to or strengthening the small amounts of knowledge
gained from previous meeting.
In addition, extensive reading help the students revisit vocabulary. Hui-Fang,
Broody, and Chin-Yun Lin (2005) point out that by extensive reading, students can
acquire a more vocabulary. If the students read more, their vocabulary recognition
will develop. In contrast, the students read a little in extensive reading class.

78

Furthermore, since the students found many times the words in their reading, it makes
the words automatically saved in their memory.
However, both approaches have a significant effect of students vocabulary
growth since both approaches can build prior students knowledge, recognize the
vocabulary by reading and the students are completed with vocabulary exercises. In
other words, the students could build their prior knowledge or schema through both
extensive reading and intensive reading activities. In which, they could use their prior
knowledge to know and memorize the information that they have learned before. It
relates to what Talek (1993: ii) stated in his book Reading Comprehension that the
teacher can build the students prior knowledge by anticipation of books content and
vocabulary preview. In other words, this way can be practiced by using both
extensive reading and intensive reading approaches which demands the students to
practice their vocabulary.
Furthermore, since the students who were taught under intensive reading
focus on linguistic knowledge or detail comprehension, they may get input in detail
about linguistic knowledge such as structure of words, construction of sentences or
other grammatical aspects. In other words, it can be stated that intensive reading has
tendency to students vocabulary knowledge qualitatively, while extensive reading
refers to both students vocabulary knowledge qualitatively and quantitatively. Since
the students in extensive reading class read a lot of books, so they also find some
grammar aspects frequently in their reading.

79

CHAPTER V
CONCLUSION AND RECOMMENDATION

This chapter presents the conclusion and recommendation for another

researcher who plans to conduct the similar study to this research.

5. 1 Conclusion
Based on findings in this research, the researcher found that the total of the
students score under extensive reading was 281.89 and the standard deviation was
0.87, while the total of the students score under intensive reading was 250.07 and the
standard deviation was 1.48. Moreover, based on the computation by using t-Test, it
shows that t-count = 1.96. It is consulted to the t- table = 1.66. It can be seen that t-count is
higher than t-table. It means that there was a significant difference on students
vocabulary growth under extensive reading and intensive reading approaches.
Furthermore, the mean score of students who were taught under extensive reading
was higher than the man score of students who were taught under intensive reading
approaches (8.81 > 8.09). It means that the achievement of students under extensive
reading was better than the students vocabulary achievement under intensive reading
approach. The difference of their mean score was 0.72
In conclusion, from some factors above show that extensive reading is more
effective in expanding the students vocabulary rather than intensive reading. Thats

80

why; the students got higher scores in extensive reading class than the students in
intensive reading class.

5.2 Recommendation
After conducting this study the researcher thought and considered several
recommendations to the next researchers, they are:
1. Since the study was conducted in Junior High School level the researcher asks the
next researcher to conduct it in Senior High School level.
2. Since the study was conducted to measure the students vocabulary growth under
extensive reading and intensive reading approaches, the researcher then asks the
next researcher to measure the differences of students reading comprehension
and reading speed under extensive reading and intensive reading approaches.
3. The researcher also asks to the next researcher to see the factors that affect the
differences of students vocabulary achievement more deeply under extensive
reading and intensive reading approaches
4. The researcher also asks to the next researchers to see the students perception
under extensive reading and intensive reading approaches
5. The researcher then give recommendation to Educational Department to apply the
extensive reading program in teaching English to improve students English
knowledge in some school levels such as junior and senior high schools including
in the university levels.

81

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Appendix 1 Test Instrument

Petunjuk
86

1. Tulis nama dan nomor induk anda pada lembar jawaban

2. Jumlah soal 60 nomor dan harus dijawab semua
3. Anda diberikan waktu 80 menit untuk mengerjakan test ini
4. Jawablah lebih dahulu soal-soal yang dianggab mudah
5. Laporkan kepada pengawas jika terdapat tulisan yang kurang jelas
A. Match the verbs in group A with their meaning in group B!
A

1. began

a. pergi

2. went

b. Menangis

3. happen

c. Memakai

4. love

d. Menyanyi

5. granted

e. Tinggal

6. live

f. Berlari

7. ordered

g. Menyuruh

8. cry

h. Menangkap

9. sing

i. Membuat tertawa

10 captured

j. Menjamin
k. Terjadi
l. Mencintai
m. mulai

B. Match the nouns in group A with their meaning in group B!

87

A
11. science

B
a. ilmu pengetahuan

12. summary

b. perak

13. house

c. rumah

14. time

d. rangkuman

15. prize

e. kapal

16. wife

f. titipan

17. a ship

g. Ikan lumba-lumba

18. palace

h. hadiah

19. flowers

i. anak perempuan

20 Dolphin

j. istana
k. istri
l. bunga
m waktu

C. Match the adjectives in group A with their meaning in group B!

A

21. jealous

a. kasar

22. amazing

b. lembut

23. smooth

c. harum

24. great

d. menakjubkan

25.surprised

e. terkejut
f. mengerikan
g. hebat
h. cemburu

D. Complete the sentences below by using of the words in the chart

D1

88

Love

Allowed

Proved

Brings

Hire

Reach

Manage

Visit

Remember

Give

26. Budi really..his daughter

27. Rina usually .many books at the school
28. the students should their time table well
29. I can not .. what I learnt yesterday
30. My parents . Me to go in the cinema
31. I want to. The green car for a picnic
32. I will ..my grandfathers house in the next year
33. My parents a beautiful gift to me
34. Many people want to .. the moon
35. The police that the man is a beggar
D2
Palace
Food
Dolphin
House
Flowers
windows
Summary
earth
36. The king lives in the

Elephant
science

37. The man kills a big . in the sea

38. I usually water my .. in the morning
39. The teacher asks his students to write a of the book
40. .. and technology are very important for human kind
41. My girl friend wants to eat a delicious ..
42. The is one of the biggest animal in the zoo
43. My brother builds a big .
44. Human kind lives on the.
45. The house has four in the right side
89

D3
Famous

difficult

high

Hungry
beautiful
46. I want to go in the cafeteria because I am very ..
47. The mountain is very
48. Baim is one of the most .film star
49. Most students could not answer the test correctly. The test is very
50. Marshanda is a .artist
E. Match the words below with their synonym in group B!
Words
51. Huge

Synonym
Well

52 Smart

Popular

53. Famous

Big

54 Good

Clever

55 Foolish

Stupid

F. Match the words below with their antonym in group B!

Words
56 Good

Antonym
Weak

57 Beautiful

Low

58 High

Sad
90

59 Strong

ugly

60 Happy

Bad

Appendix 2 Key Answers of Test Instrument

1
2
3
4
5

Mulai
Pergi
Terjadi
Mencintai
Menjamin

21
22
23
24
25

Cemburu
Menakjubkan
Lembut
Hebat
Terkejut

41
42
43
44
45

Food
Homework
House
Earth
Windows
91

6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Bertempat tinggal/hidup
Menyuruh

26
27

Love
Brings

46
47

Menangis
Menyanyi
Menangkap
Ilmu pengetahuan
Rangkuman
Rumah
Waktu
Hadiah
Istri
Kapal
Istana
Bunga
Tingkah laku

28
29
30
31
32
33
34
35
36
37
38
39
40

Manage
Remember
Allowed
Hire
Remember
Give
Reach
Proved

48
49
50
51
52
53
54
55
56
57
58
59
60

Palace
Dolphin
Flowers
Summary
Science

Hungry
High
Famous
Difficult
Beautiful
Big
Clever
Popular
Well
Stupid
Careless
Ugly
Low
Weak
Sad

Appendix 3 The List of Reading Materials for Extensive Reading Class

Nu.
1
2
3

The Title of Book

Embarrassing Stories
(Part 1)
Embarrassing Stories
(Part 2)
Embarrassing Stories

Authors (Publisher/Place/Year)
Silvester Goridus
(Sukur/Kanisius/Yogyakarta/2009)
Silvester Goridus
(Sukur/Kanisius/Yogyakarta/2009
Silvester Goridus

Pages

Number

11

14
17

4
4

92

(Part 3)
Embarrassing Stories
(Part 4)

I Wish to be a Teacher

Animal Stories (Part 1)

Animal Stories (Part 2)

Animal Stories (Part 3)

Animal Stories (Part 4)

10

Animal Stories (Part 5)

11

Animal Stories (Part 6)

12

Animal Stories (Part 7)

13

Elephant Stories (Part 1)

14

Elephant Stories (Part 2)

15

Elephant Stories (Part 3)

16

The Enormous Crocodile

(Sukur/Kanisius/Yogyakarta/2009
Silvester Goridus
(Sukur/Kanisius/Yogyakarta/2009
Preeeat Vgas (PT Elex Media
Komputindo/Jakarta/2008)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Edward and Marguerite P. Dolch( Garrard
Publishing Company/ USA/1952)
Roald Dahli( Sackville Press Billerica/
USA/1978)
Total

18

24

20

22

22

21

27

30

27

27

20

18

30

2
90

Appendix 4 Lesson Plan for Extensive Reading Class

Lesson Plan for the First Meeting
School
Course
Skill
Topic

: SMP Negeri 10 Kendari

: English
: Reading
: Teacher and Animal Stories
93

Time
Class/Semester
Approach
Technique
Competency Standard

: 80 Minutes (2 x 40 Minutes)
: VIII/2
: Extensive Reading
: Three-Step Strategy
: Understanding the meaning of narrative text to interact
to around environment
Indicators
:
-Students are expected be able to read loudly and comprehensively the simple
narrative text
-Students are expected be able to identify the meanings of the simple narrative
text
Objectives
: Students are able to understand the content of the
reading text in general
Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (30 minutes)
- Teacher greets students
- Teacher gives brief explanation about extensive reading and procedure of
extensive reading
- Teacher will explain about what the book report is, how to write book report,
and also gives an example of book report
- Teacher will provide some books on the table
- The teacher calls the students to choose book they want to read
2. Main Activity (40 minutes)
A. Pre Reading (10 Minutes)
- The teacher asks the students to guess the story from the cover and the
teacher gives general picture about the books that students will read.
- The teacher provides 10 of words target with its meaning in Indonesian
as a guide in reading
B. Whilst Reading
-Teacher asks students to read the book in classrooms with sustained silent
reading about 20 minutes
C. Post Reading(10 Minutes)
-Book Report; (1) Students have to write a book report about 10
minutes.
(2)Teacher collects a book report from each student.
3. Post Activity (10 minutes)
- The teacher gives feedback
- The teacher gives motivation to the students
Kendari,

March 2010
94

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249

Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Second Meeting

School
Course
Skill
Topic
Time

: SMP Negeri 10 Kendari

: English
: Reading
: Teacher, Animal Stories, and Elephant Stories
: 80 Minutes (2 x 40 Minutes)
95

Class/Semester
Approach
Technique
Competency Standard

: VIII/2
: Extensive Reading
: Three-Step Strategy
: Understanding the meaning of narrative text to interact
to around environment
Indicators
:
-Students are expected be able to read loudly and comprehensively the simple
narrative text
-Students are expected be able to identify the meanings of the simple narrative
text
Objectives
: Students are able to understand the content of the
reading text in general
Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students
- The teacher calls the students to choose book they want to read based on
their interest
2. Main Activity (60 minutes)
A. Pre Reading (10 Minutes)
- The teacher asks the students to guess the story from the cover and the
teacher also gives general pictures about the books that students will
read
- The teacher provides 15 of other words target with its meaning in
Indonesian as a guide in reading
B. Whilst Reading
-Teacher asks students to read the book in classrooms with sustained silent
reading about 30 minutes
C. Post Reading (20 Minutes)
- Teacher asks the students to retell the content of the book after they read
based on their own words in front of the class about 3-4minutes for each
student about 15 minutes randomly
-The teacher asks the students to do vocabulary tasks such as identifying
part of speech and translate the meaning of the target words.
3. Post Activity (10 minutes)
- The teacher gives feedback
- The teacher gives motivation to the students

Teacher,

Kendari, April 2010

Observer,
96

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249

Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Third Meeting

School
Course
Skill
Topic

: SMP Negeri 10 Kendari

: English
: Reading
: Teacher, Animal Stories, The Enormous Crocodile
and Elephant Stories
97

Time
Class/Semester
Approach
Technique
Competency Standard

: 80 Minutes (2 x 40 Minutes)
: VIII/2
: Extensive Reading
: Three-Step Strategy
: Understanding the meaning of narrative text to interact
to around environment
Indicators
:
-Students are expected be able to read loudly and comprehensively the simple
narrative text
-Students are expected be able to identify the meanings of the simple narrative
text
Objectives
: Students are able to understand the content of the
reading text in general
Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students
- The teacher calls the students to choose book they want to read
2. Main Activity (60 minutes)
A. Pre Reading (10 Minutes)
- The teacher asks the students to guess the story from the cover and decide
what will be read.
- The teacher provides 15 of other words target with its meaning in
Indonesian as a guide in reading
B. Whilst Reading
-Teacher asks students to read the book in classrooms with sustained silent
reading about 30 minutes
C. Post Reading (20 Minutes)
-Book Report; students have to write a book report about 15 minutes.
-Teacher collects a book report from each student.
-The teacher asks the students to do vocabulary tasks such as identifying
part of speech and translate the meaning of the target words.

3. Post Activity (10 Minutes)

- The teacher gives feedback
- The teacher gives motivation to the students
Teacher,

Kendari, April 2010

Observer,
98

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249

Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Fourth Meeting

School
Course
Skill
Topic

: SMP Negeri 10 Kendari

: English
: Reading
: Teacher, Animal Stories, The Enormous Crocodile
and Elephant Stories
99

Time
Class/Semester
Approach
Technique
Competency Standard

: 80 Minutes (2 x 40 Minutes)
: VIII/2
: Extensive Reading
: Three-Step Strategy
: Understanding the meaning of narrative text to interact
to around environment
Indicators
:
-Students are expected be able to read loudly and comprehensively the simple
narrative text
-Students are expected be able to identify the meanings of the simple narrative
text
Objectives
: Students are able to understand the content of the
reading text in general
Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students
- The teacher calls the students to choose book they want to read based on
their interest
2. Main Activity (60 minutes)
A. Pre Reading (10 Minutes)
- The teacher asks the students to guess the story from the cover and the
teacher also gives general pictures about the books that students will
read
- The teacher provides 15 of other words target with its meaning in
Indonesian as a guide in reading
B. Whilst Reading
-Teacher asks students to read the book in classrooms with sustained silent
reading about 30 minutes
C. Post Reading (20 Minutes)
- Teacher asks the students to retell the content of the book after they read
based on their own words in front of the class about 3-4minutes for each
student about 15 minutes randomly
- The teacher asks the students to do vocabulary tasks such as identifying
part of speech and translate the meaning of the target words.
3. Post Activity (10 minutes)
- The teacher gives feedback
- The teacher gives motivation to the students
Kendari,

April 2010
100

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249

Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Fifth Meeting

School
Course
Skill
Topic

: SMP Negeri 10 Kendari

: English
: Reading
: Animal Stories, The Enormous Crocodile, and
Embarrassing Stories
101

Time
Class/Semester
Approach
Technique
Competency Standard

: 80 Minutes (2 x 40 Minutes)
: VIII/2
: Extensive Reading
: Three-Step Strategy
: Understanding the meaning of narrative text to interact
to around environment
Indicators
:
-Students are expected be able to read loudly and comprehensively the simple
narrative text
-Students are expected be able to identify the meanings of the simple narrative
text
Objectives
: Students are able to understand the content of the
reading text in general
Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students
- The teacher calls the students to choose book they want to read based on
their interest
2. Main Activity (60 minutes)
A. Pre Reading (10 Minutes)
- The teacher asks the students to guess the story from the cover and the
teacher also gives general pictures about the books that students will
read
- The teacher provides 15 of other words target with its meaning in
Indonesian as a guide in reading
B. Whilst Reading
-Teacher asks students to read the book in classrooms with sustained silent
reading about 30 minutes
C. Post Reading (20 Minutes)
- Teacher asks the students to retell the content of the book after they read
based on their own words in front of the class about 3-4minutes for each
student about 15 minutes randomly
-The teacher asks the students to do vocabulary tasks such as identifying
part of speech and translate the meaning of the target words..
3. Post Activity (10 minutes)
- The teacher gives feedback
- The teacher gives motivation to the students
Kendari,

April 2010
102

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249

Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Sixth Meeting

School
Course
Skill

: SMP Negeri 10 Kendari

: English
: Reading

103

Topic

: Animal Stories, The Enormous Crocodile, and

Embarrassing Stories
Time
: 80 Minutes (2 x 40 Minutes)
Class/Semester
: VIII/2
Approach
: Extensive Reading
Technique
: Three-Step Strategy
Competency Standard
: Understanding the meaning of narrative text to interact
to around environment
Indicators
:
-Students are expected be able to read loudly and comprehensively the simple
narrative text
-Students are expected be able to identify the meanings of the simple narrative
text
Objectives
: Students are able to understand the content of the
reading text in general
Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students
- The teacher checks the students homework
- The teacher calls the students to choose book they want to read based on
their interest
2. Main Activity (60 minutes)
A. Pre Reading (10 Minutes)
- The teacher asks the students to guess the story from the cover and the
teacher also gives general pictures about the books that students will
read
- The teacher provides 15 of other words target with its meaning in
Indonesian as a guide in reading
B. Whilst Reading
-Teacher asks students to read the book in classrooms with sustained silent
reading about 30 minutes
C. Post Reading (20 Minutes)
- Teacher asks the students to retell the content of the book after they read
based on their own words in front of the class about 3-4minutes for each
student about 15 minutes randomly
-The teacher asks the students to do vocabulary tasks such as identifying
part of speech and translate the meaning of the target words.

3. Post Activity (10 minutes)

104

-Book Report; (1) Students have to write a book report about 15 minutes.
(2) Teacher collects a book report from each student
- Teacher will ask the impressions of students during joining extensive reading
activities
Kendari,
Teacher,

April 2010

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Appendix 5 The Students Observation Sheet for Group A (Extensive Reading

Class)
School

: SMP Negeri 10 Kendari

Teacher

: Maulid Taembo

105

Topic

: Any kinds of book

Time

: 80 Minutes for each meeting (6 times of meetings)

Class
Approach

: VIII/2
: Extensive Reading

Technique

: Three-Step Strategy

Check () in the column YES if the researcher did each point and check () column
NO if the researcher didnt do the points
ACTIVITIES

YES

NO

1. Pre Activities
- The teacher greets the students
- Teacher provides the kinds of short story books
- The teacher calls the students to choose book they want to
read
2. Main Activities
- The teacher asks the students to guess the story from the
cover and decide what will be read.
-Teacher provides 10 of words target
- Students do sustained silent reading about 30 minutes
- Students write a book report or retell the content of the
book
- Students do vocabulary tasks
- Teacher review of target words
3. Post Activities
- Teacher gives feedback
- Teacher gives motivation
Kendari,
Teacher,

April 2010

Observer,

106

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249

Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Appendix 6 Students Book Report

Book Report
Name
Reg. Nu
1. Book title
2. Author
3. Number of pages read

:
:

:
:
:
107

4. I really learned a lot from this book and I just finished reading.
It was all about
And here are some of the things I learned

5. Why did you like the book? Mention 1- 4 points!

1. did you like the book? Mention 1- 4 points!
5. Why
2.
3.

4.

Appendix 7 The Example of Result of Students Book Report

108

109

110

111

112

Appendix 8 Vocabulary Evaluations during Instruction

A. First Meeting
Translate the following English words!
No.
1
2
3
4
5

English
Sings (v)
Allowed (v)
Love (v)
Hug (v)
Felt (v)

Indonesian

113

6
7
8
9
10
11
12
13
14
15

Found (v)
Asked (v)
Birds(n)
Prize(n)
Science(n)
Summary(n)
Strong(a)
Sad(a)
Great(a)
Beautiful(a)

B. Second Meeting
Translate the following English words!
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

English
Think(v)
Throw(v)
Granted(v)
Love(v)
Cry(v)
Realized(v)
Help(v)
House (n)
Prince(n)
Homework(n)
Intention(n)
Careful (a)
Surprised(a)
Smooth(a)
Happy(a)

Indonesian

C. Third Meeting
Translate the following English words!
No.
1
2
3
4
5
6
7

English
Begin(v)
Made(v)
Visit(v)
Hire(v)
Order(v)
Weep(v)
Puzzled(v)

Indonesian

114

8
9
10
11
12
13
14
15

Head(n)
Behavior(n)
Singer(n)
A dolphin(n)
Angry(a)
Famous(a)
Big(a)
High(a)

D. Fourth Meeting
Translate the following English words!
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

English
Jumped(v)
Discovered(v)
Come (v)
Remember(v)
Happen(v)
Receive(v)
Arrived(v)
Food(n)
A ship(n)
Day (n)
Wife(n)
Angry(a)
Diligent(a)
Huge(a)
Hungry(a)

Indonesian

E. Fifth Meeting
Translate the following English words!
No.
1
2
3
4
5
6
7
8

English
Reach(v)
Heard(v)
Went(v)
Asked(v)
Allowed(v)
Brings(v)
Give(v)
Palace(n)

Indonesian

115

9
10
11
12
13
14
15

Earth(n)
Elephant(n)
Food(n)
Brave(a)
Afraid(a)
Jealous(a)
Difficult(a)

F. Sixth Meeting
Translate the following English words!
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

English
Grow(v)
Captured(v)
Live(v)
Manage(v)
Time(n)
An owl(n)
Flowers(n)
Moon(n)
Forest(n)
Husband(n)
Hand(n)
Diligent(a)
Intelligent(a)
Clever(a)
Amazing (a)

Indonesian

Appendix 9 Lesson Plan for Intensive Reading Class

Lesson Plan for the First Meeting
School
Teacher
Course
Time
Class/Semester
Skill
Approach

: SMP Negeri 10 Kendari

: Maulid Taembo
: English
: 80 Minutes (2 X 40 minutes)
: VIII/2
: Reading
: Intensive Reading
116

Technique
Competency Standard

: Three-Step Strategy
: Understanding the meaning of narrative text to
interact to around environment
Basic Competency
: Read loudly the simple narrative text with correct
intonation
Indicators
:
-Students are expected be able to read loudly and comprehensively the simple
narrative text
-Students are expected be able to identify the meanings of the simple narrative
text
-Students are expected be identify the communicative purpose of narrative
text
-Students are expected be identify some rhetorical patterns of the simple
narrative text
Objective
: Students are able to understand the subject matter in
detail
Teaching material
a. Sub Theme
: My Personal Experience
b. Material
: Vocabulary and reading
c. Resource
: English in Focus for Grade VIII, 2009
d. Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10minutes)
- Teacher greets students and calls the students name
- The teacher will distribute reading text to the students
2. Main Activity (60 minutes)
a. Pre reading (10 Minutes)
-The teacher will ask some questions related to the topic given to build
their prior knowledge
- The teacher explains the material briefly
b. Whilst reading (30 Minutes)
- The teacher asks the students to read the text intensively in pair
works
- The teacher asks the students to list the unfamiliar words on the
text and find out the meaning of unfamiliar words by guessing
their meaning from context and find it in a dictionary if it is
necessary.
c. Post reading (20 Minutes)
- The teacher asks the students to answer the following questions in
reading text.
- The teacher checks the students answer
117

The teacher will ask the students to make 5 sentences based on the
words
The teacher review of unfamiliar words that students found before

3. Post Activity (10 minutes)

-Teacher concludes the material and gives feedback
- Teacher gives motivation
Kendari,

March 2010

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505
Lesson Plan for the Second Meeting
School
Teacher
Course
Time
Class/Semester
Skill
Approach
Technique

: SMP Negeri 10 Kendari

: Maulid Taembo
: English
: 80 Minutes (2 X 40 minutes)
: VIII/2
: Reading
: Intensive Reading
: Three-Step Strategy

118

Competency Standard

: Understanding the meaning of narrative text to

interact to around environment
Basic Competency
: Read loudly the simple narrative text with correct
intonation
Indicators
:
-Students are expected be able to Read loudly and comprehensively the
simple narrative text
-Students are expected be Identify the meanings of the simple narrative text
-Students are expected be Identify the communicative purpose of narrative
text
-Students are expected be Identify some rhetorical patterns of the simple
narrative text
Objective
: Students are able to understand the subject matter in
detail
Teaching material
a. Sub Theme
: The Flowers from the Moon
b. Material
: Vocabulary and reading
c. Resource
: English in Focus for Grade VIII, 2009
d. Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students and calls the students name
- The teacher will distribute reading text to the students
2. Main Activity (60 minutes)
a. Pre reading (10 Minutes)
-The teacher will ask some questions related to the topic given to build
their prior knowledge
- The teacher explains the material briefly
b. Whilst reading (30 Minutes)
- The teacher asks the students to read the text intensively in pair
works
- The teacher asks the students to list the unfamiliar words on the
text and find out the meaning of unfamiliar words by guessing
their meaning from context and find it in a dictionary if it is
necessary.
c. Post reading (20 Minutes)
- The teacher asks the students to answer the following questions in
reading text.
- The teacher checks the students answer
- The teacher will ask the students to make 5 sentences based on the
words
- The teacher review of unfamiliar words that students found before

119

3. Post Activity (10 minutes)

-Teacher concludes the material and gives feedback
- Teacher gives motivation

Kendari,

April 2010

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for theThird Meeting

School
Teacher
Course
Time
Class/Semester
Skill
Approach
Technique

: SMP Negeri 10 Kendari

: Maulid Taembo
: English
: 80 Minutes (2 X 40 minutes)
: VIII/2
: Reading
: Intensive Reading
: Three-Step Strategy
120

Competency Standard

: Understanding the meaning of narrative text to

interact to around environment
Basic Competency
: Read loudly the simple narrative text with correct
intonation
Indicators
:
-Students are expected be able to Read loudly and comprehensively the
simple narrative text
-Students are expected be Identify the meanings of the simple narrative text
-Students are expected be Identify the communicative purpose of narrative
text
-Students are expected be Identify some rhetorical patterns of the simple
narrative text
Objective
: Students are able to understand the subject matter in
detail
Teaching material
a. Sub Theme
: Telaga Warna
b. Material
: Vocabulary and reading
c. Resource
: English in Focus for Grade VIII, 2009
d. Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students and calls the students name
- The teacher will distribute reading text to the students
2. Main Activity (60 minutes)
a. Pre reading (10 Minutes)
-The teacher will ask some questions related to the topic given to build
their prior knowledge
- The teacher explains the material briefly
b. Whilst reading (30 Minutes)
- The teacher asks the students to read the text intensively in pair
works
- The teacher asks the students to list the unfamiliar words on the
text and find out the meaning of unfamiliar words by guessing
their meaning from context and find it in a dictionary if it is
necessary.
c. Post reading (20 Minutes)
- The teacher asks the students to answer the following questions in
reading text.
- The teacher checks the students answer
- The teacher will ask the students to make 5 sentences based on the
words
- The teacher review of unfamiliar words that students found before

121

3. Post Activity (10 minutes)

-Teacher concludes the material and gives feedback
- Teacher gives motivation

Kendari,

April 2010

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Fourth Meeting

School
Teacher
Course
Time
Class/Semester
Skill
Approach
Technique

: SMP Negeri 10 Kendari

: Maulid Taembo
: English
: 80 Minutes (2 X 40 minutes)
: VIII/2
: Reading
: Intensive Reading
: Three-Step Strategy
122

Competency Standard

: Understanding the meaning of narrative text to

interact to around environment
Basic Competency
: Read loudly the simple narrative text with correct
intonation
Indicators
:
-Students are expected be able to Read loudly and comprehensively the
simple narrative text
-Students are expected be Identify the meanings of the simple narrative text
-Students are expected be Identify the communicative purpose of narrative
text
-Students are expected be Identify some rhetorical patterns of the simple
narrative text
Objective
: Students are able to understand the subject matter in
detail
Teaching material
a. Sub Theme
: The Singer and the Dolphin
b. Material
: Vocabulary and reading
c. Resource
: English in Focus for Grade VIII, 2009
d. Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10minutes)
- Teacher greets students and calls the students name
- The teacher will distribute reading text to the students
2. Main Activity (60 minutes)
a. Pre reading (10 Minutes)
-The teacher will ask some questions related to the topic given to build
their prior knowledge
- The teacher explains the material briefly
b. Whilst reading (30 Minutes)
- The teacher asks the students to read the text intensively in pair
works
- The teacher asks the students to list the unfamiliar words on the
text and find out the meaning of unfamiliar words by guessing
their meaning from context and find it in a dictionary if it is
necessary.
c. Post reading (20 Minutes)
- The teacher asks the students to answer the following questions in
reading text.
- The teacher checks the students answer
- The teacher will ask the students to make 5 sentences based on the
words
- The teacher review of unfamiliar words that students found before

123

3. Post Activity (10 minutes)

-Teacher concludes the material and gives feedback
- Teacher gives motivation

Kendari,

April 2010

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Fifth Meeting

School
Teacher
Course
Time
Class/Semester
Skill
Approach
Technique

: SMP Negeri 10 Kendari

: Maulid Taembo
: English
: 80 Minutes (2 X 40 minutes)
: VIII/2
: Reading
: Intensive Reading
: Three-Step Strategy
124

Competency Standard

: Understanding the meaning of narrative text to

interact to around environment
Basic Competency
: Read loudly the simple narrative text with correct
intonation
Indicators
:
-Students are expected be able to Read loudly and comprehensively the
simple narrative text
-Students are expected be Identify the meanings of the simple narrative text
-Students are expected be Identify the communicative purpose of narrative
text
-Students are expected be Identify some rhetorical patterns of the simple
narrative text
Objective
: Students are able to understand the subject matter in
detail
Teaching material
a. Sub Theme
: The Owl and the Nightingale
b. Material
: Vocabulary and reading
c. Resource
: English in Focus for Grade VIII, 2009
d. Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students and calls the students name
- The teacher will distribute reading text to the students
2. Main Activity (60 minutes)
a. Pre reading (10 Minutes)
-The teacher will ask some questions related to the topic given to build
their prior knowledge
- The teacher explains the material briefly
b. Whilst reading (30 Minutes)
- The teacher asks the students to read the text intensively in pair
works
- The teacher asks the students to list the unfamiliar words on the
text and find out the meaning of unfamiliar words by guessing
their meaning from context and find it in a dictionary if it is
necessary.
c. Post reading (20 Minutes)
- The teacher asks the students to answer the following questions in
reading text.
- The teacher checks the students answer
- The teacher will ask the students to make 5 sentences based on the
words
- The teacher review of unfamiliar words that students found before
3. Post Activity (10 minutes)
125

-Teacher concludes the material and gives feedback

- Teacher gives motivation

Kendari,

April 2010

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Lesson Plan for the Sixth Meeting

School
Teacher
Course
Time
Class/Semester
Skill
Approach
Technique

: SMP Negeri 10 Kendari

: Maulid Taembo
: English
: 80 Minutes (2 X 40 minutes)
: VIII/2
: Reading
: Intensive Reading
: Three-Step Strategy
126

Competency Standard

: Understanding the meaning of narrative text to

interact to around environment
Basic Competency
: Read loudly the simple narrative text with correct
intonation
Indicators
:
-Students are expected be able to Read loudly and comprehensively the
simple narrative text
-Students are expected be Identify the meanings of the simple narrative text
-Students are expected be Identify the communicative purpose of narrative
text
-Students are expected be Identify some rhetorical patterns of the simple
narrative text
Objective
: Students are able to understand the subject matter in
detail
Teaching material
a. Sub Theme
: The Caliph and the Clown
b. Material
: Vocabulary and reading
c. Resource
: English in Focus for Grade VIII, 2009
d. Text frame
: Narrative text
Procedure of Teaching and Learning Activity:
1. Pre Activity (10 minutes)
- Teacher greets students and calls the students name
- The teacher will distribute reading text to the students
2. Main Activity (60 minutes)
a. Pre reading ( 10 Minutes)
-The teacher will ask some questions related to the topic given to build
their prior knowledge
- The teacher explains the material briefly
b. Whilst reading (30 Minutes)
- The teacher asks the students to read the text intensively in pair
works
- The teacher asks the students to list the unfamiliar words on the
text and find out the meaning of unfamiliar words by guessing
their meaning from context and find it in a dictionary if it is
necessary.
c. Post reading (20 Minutes)
- The teacher asks the students to answer the following questions in
reading text.
- The teacher checks the students answer
- The teacher will ask the students to make 5 sentences based on the
words
- The teacher review of unfamiliar words that students found before
127

3. Post Activity (10 minutes)

-Teacher concludes the material and gives feedback
- Teacher will ask the impressions of students during joining intensive
reading activities

Kendari,

April 2010

Teacher,

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Appendix 10 Students Observation Sheet for Group B (Intensive Reading Class)

School

: SMP Negeri 10 Kendari

Teacher

: Maulid Taembo

Topic

:
1. The Caliph and the Clown
2. My Personal Experience
3. The Flowers from the Moon
128

4. Telaga Warna
5. The Singer and the Dolphin
6. The Owl and the Nightingale
Time

: 80 Minutes for each meeting (six times of meetings)

Class

: VIII/2

Approach

: Intensive Reading

Technique

: Three-Step Strategy

Check () in the column YES if the researcher did each point and check () column
NO if the researcher didnt do the points
ACTIVITIES

YES

NO

1. Pre Activities
- Teacher greets students and calls the students name
- The teacher distributes reading text
2. Main Activities
- The teacher builds students prior knowledge
- The teacher explains the material briefly
- The students read the text intensively
- The students list the unfamiliar words
- The students find out the meaning of unfamiliar
words
- The students answer the following questions
- The teacher checks the students answers
- The students make a sentence based on unfamiliar
words
- The teacher review unfamiliar words that the
students found before
3. Post Activities
- Teacher gives feedback
- Teacher gives motivation
129

Teacher,

Kendari, April 2010

Observer,

Maulid Taembo
Stb. A1D2 06 068

Hj.Sri Wahyuni, S.Pd

NIP. 590 011 249
Mengetahui:
The headmaster of SMP Negeri 10 Kendari

Drs. Ahmad Hamdan

NIP. 131 292 505

Appendix 11 Students Worksheet for Class B (Intensive Reading Class)

Students Worksheet 1
A. Pre- Reading Activity
Task 1 Answer the questions orally!
1. Do you have a funny story?
2. Do you know the Clown?
3. What is your opinion about the Clown?
B. Whilst - Reading Activity
Task 2 Read the text intensively and list unfamiliar words!
130

The Caliph and the Clown

The caliph of Baghdad hired an intelligent and high spirited man as his court
jester, and was much amused by his clever, witty comments. The Clown was so well
loved by his master that everyone at court showed his great respect. And so the caliph
was much surprised one day when he heard his beloved clown crying out in distress
from throne room. The Caliph hurried there and was astonished to find the guards
beating the clown badly.
Leave him alone at once! he order. Why are you beating him?
We found him sitting on your throne, Oh majesty! the captain of the guards
explained.
Out of my sight! commanded the Caliph. For sure the jester did not do it
with the intention of offending me.
The clown, however, continued to weep and wail even after the guards left.
Stop it! Said the irritated Caliph.
I not crying for my self, my lord, I weep for you, the clown explained.
For me? exclaimed the Caliph in surprise.
Certainly! If I get beaten so badly for having been only a few minutes on the
throne, how many beatings must you have suffered in all the years that you have been
there?
(Adopted from English in Focus for Grade VIII, Junior High School, Published by
Pusat Pembukuan, Departemen Pendidikan Nasional, 2008 on page 135)
List of Vocabulary Target
1 High
2 Great
3 Astonished
4 Find
5 Crying out
6 Orders
131

7 Hire
8 Wails
9 Loved
10 Intelligent
11 Clever
12 Heard
13 Surprised
14 Surprises
C. Post Reading Activity
Task 3 Find out the meaning of the unfamiliar words based on the content of the
reading!

Task 4 Answer the following questions in reading text!

1. Identify the introduction of this story!

2. Mentions its conflict!
3. Write how the conflict is resolved!
Task 5 Write 5 sentences by using some of the words target!

Students Worksheet 2
A. Pre- Reading Activity
Task 1 Answer the questions orally!
1. Dou you have an unforgotten experience?
2. What kinds of your experience? Bad or good experience?
B. Whilst- Reading Activity
Task 2 Read the text intensively and list unfamiliar words!
My Personal Experience
When I was in junior high school, I was not a very diligent student. In fact, I
was quite lazy. I hated all subjects that I took during school, especially science. For
me science was very difficult. It was hard for me to remember the chemical
processes, physics processes, and biological processes.
132

Once, my teacher grounded me in the library because I did not do my biology

homework. The teacher asked me to read several books and make a summary about
them. When I was browsing the selves, I found a book entitled the inventors of
medicine. I though OK, this start. I took it out the began reading it.
I learned from the book about Edward Jenner. He was an English doctor who
found the cure for smallpox. The next one was Louis Pasteur. His interest in bacteria
led him to discover the treatments for rabies and anthrax. Just like Pasteur, Robert
Koch s experiments on bacteria also proved that tuberculosis can be spread to others
by contact. Finally, there was Alexander Fleming, a British bacteriologist who found
the first antibiotic and penicillin.
After I read the book, I realized that science is useful for human kind. By
studying, we can discover things that can help human kind. Therefore, since that a
moment, I managed to change my behavior and become a doctor.
(Adopted from English in Focus for Grade VIII, Junior High School, Published by
Pusat Pembukuan, Departemen Pendidikan Nasional, 2008 on page 115)

List of Vocabulary Target

1. Science
2. Homework
3. Think
4. Behavior
5. Remember
6. Discover
7. Elephant
8. Summary
9 Proved
10 Found
133

11 Managed
12 Changes
13 Good
14 Diligent
15 Difficult
C. Post Reading Activity
Task 3 Find out the meaning of the unfamiliar words based on the content of the
reading!
Task 4 Answer the following questions in reading text!
1. Was the write a diligent student?
2. What lessons did the write hate?
3. What was the title of the book that the writer read?
4. Who are mentioned in the book? Who were they?
5. What happened to the writer after he read the book?
Task 5 Write 5 sentences by using some of the words target!

Students Worksheet 3
A. Pre- Reading Activity
Task 1 Answer the questions orally!
1. Do you have the flowers in your house?
2. What kinds of flowers do you have?
3. Do you ever go to the moon?
4. Do you ever give or receive the flowers from someone?
B. Whilst Reading Activity
Task 2 Read the text intensively and list unfamiliar words!
The Flowers from the Moon

134

High in the mountains live a prince whose great wish was journey to the
moon, because he love its gentle low. His dream finally came true. When he reached
the moon he discovered its light came from moon kings beautiful daughter.
The two young people soon fall in love, but the worlds they come was just too
different and soon they had to part. As a sign of her great love, the moon kings
daughter give the prince one of the smooth and lovely flowers that covered the moon
like snow and this was how the first alpine was bringing to earth.
(Adopted from English in Focus for Grade VIII, Junior High School, Published by
Pusat Pembukuan, Departemen Pendidikan Nasional, 2008 on page 127)
List of Vocabulary Target
1 Live
2 Reach
3 Great
4 Mountains
5 Come
6 Give
7 Discover
8 Princes
9 Bring
10 Earth
11 Great
12 Flowers
13 Beautiful
14 Smooth
15 High
C. Post Reading Activity
Task 3 Find out the meaning of the unfamiliar words based on the content of the
reading!
135

Task 4 Answer the following questions in reading text!

1. What the prince great wish?
2. What did happen when he reached the moon?
3. What is the meaning of the phrase but the worlds they came from was just too
different?
4. What the king give to the prince?
Task 5 Write 5 sentences by using some of the words target!

Students Worksheet 4
A. Pre- Reading Activity
Task 1 Answer the questions orally!
1. What do you know about the princess?
2. Have you ever read a story about a spoiled prince? Who is she?
B. Post Reading Activity
Task 2 Read the text intensively and list unfamiliar words!
Telaga Warna

136

Long ago there was a kingdom in west java. The kingdom was ruled by a
king. People called their king, his majesty Prabu. Prabu was a kind and wise king. No
wonder if the country was prosperous. Theres no hunger in this kingdom.
It was a very happy condition. But it was a pity that Prabu and his queen
hadnt got any children. It made the royal couple was very sad.
The queen was very sad. She often cried. That was why Prabu decided to go.
He went to the jungle. There he prayed to God. Everyday he begged for a child. His
dream came true. A few months later, the queen got pregnant. All people in the
kingdom felt happy. They sent many presents to the palace to express their happiness.
Nine months later a princess was born. People sent their presents again as a
gift to a little princess. This baby grew as a beautiful teenager the.
Prabu and Queen loved their daughter so much. They gave what ever she wanted. It
made princess a very spoiled girl. When her wish couldnt be realized, she became
very angry. She even said bad things often. A true princess wouldnt do that. Even
thought the princess behaved badly, her parents loved her, so did the people in that
kingdom.
Day by day, the princess grew more beautiful. No girls couldnt compare with
her. In a few days, princess would be 17 years old. So, people of that kingdom went
to palace. They brought many presents. Then Prabu stored them in a building. Some
times, he could take them to give to his people.
Prabu only took some gold and jewels. Then she brought them to the
goldsmith. Please make a beautiful necklace for my daughter. Said Prabu. My
pleasure you majesty, the goldsmith replied. The goldsmith worked with all his
hearth and his ability. He wanted to create the most beautiful necklace in the world
because he loved his princess.
The Prabu gave the necklace to the princess. However, she threw the beautiful
necklace. The beautiful necklace was broken. The gold and jewels were spread out
on the floor.

137

Then there was a miracle. Earth was crying. Suddenly from the under ground,
a spring emerged. It made a pool of water. The palace was getting full. Soon the
palace became a big lake. The lake sank all of the kingdom.
Nowadays, the water on that lake is not as full as before. There is only a small
lake now. People called the lake Telaga Warna. It is mean lake of colors. Its
located in Puncak, west java. These colors come from shadows of forest, plants,
flowers, and sky around the lake. But some people said that the colors are from the
princesss necklace, which spreads at the bottom of the lake.
(Adopted from English in Focus for Grade VIII, Junior High School, Published by
Pusat Pembukuan, Departemen Pendidikan Nasional, 2008 on page 140)
List of Vocabulary Target
1. Hungry
2. Palace
3. Wife
4. Prize
5. Earth
6. Live
7. Reach
8 Amazing
9 Sad
10 Beautiful
11 Bring
12 Strong
13 House
14 Went
15 Happy
16. Give
C. Post Reading Activity

138

Task 3 Find out the meaning of the unfamiliar words based on the content of the
reading!
Task 4 Answer the following questions in reading text!
1. Identify the introduction of this story!
2. Mentions its conflict!
3. Write how the conflict is resolved!
Task 5 Write 5 sentences by using some of the words target!

Students Worksheet 5
A. Pre- Reading Activity
Task 1 Answer the questions orally!
1. Do you like to be a singer? Why?
2. Have you ever seen a dolphin? Where?
Task 2 Read the text intensively and list unfamiliar words
The Singer and the Dolphin
139

Arian did not put up a straggle; instead he asked only that he be allowed to
sing one last song. His wish was granted and the sailors were so enchanted by his
voice that they were hardly aware of what happened next. At the first notes of his
song, a dolphin swan alongside, attracted by the beautiful music. Immediately, Arion
jumped overbroad onto dolphins back and was carried back across the sea.
In memory of this event, a statue of a young man on the back of dolphin was
erected in the port of Corinth. This statue is still there today.
Arian was one of the most famous singers in the ancient world. On once
occasion he won an important festival in Sicily, and a his prize, he received so many
jewels and golden cups that he was obliged to hire a ship to carry them all home to
Corinth.
When the ship finally reached port in Corinth, the wicked sailors began to tell
everyone that there had been a storm, during which the famous singer had been lost at
sea. They were struck dumb with amazement, however, when Arion arrived with a
company of soldiers to arrest them
Unfortunately, this huge treasure made the sailors very jealous and in order to
have it for themselves, they attacked the singer and were about to throw him
overbroad.
(Adopted from English in Focus for Grade VIII, Junior High School, Published by
Pusat Pembukuan, Departemen Pendidikan Nasional, 2008 on page 99)

List of Vocabulary Target

1 Sing
2 A dolphin
3 Throw
4 Prizes
5 Famous
6 Attacks
140

7 A ship
8 Happen
9 Hire
10 Allowed
11 Received
12 Jealous
13 Begin
14 Granted
15 Huge
16. Arrived
C. Post Reading Activity
Task 3 Find out the meaning of the unfamiliar words based on the content of the
reading!
Task 4 Answer the following questions in reading text!
1. Identify the introduction of this story!
2. Mentions its conflict!
3. Write how the conflict is resolved!
Task 5 Write 5 sentences by using some of the words target!

Students Worksheet 6
A. Pre- Reading Activity
Task 1 Answer the questions orally!
1. Do you have a bird in your house?
2. What kinds of bird do you have?
3. Can the birds sing?
B. Whilst Reading Activity
141

Task 2 Read the text intensively and list unfamiliar words!

The Owl and the Nightingale
There was once a nightingale in a cage by a window that was his habit to sing
only at night. An owl was puzzled by this and went to ask the nightingale what
reasons was. When I was captured, explained the nightingale, it was day and I was
singing. In this way in learnt to be more carefully and to sing only at night.
Are you afraid you might be captured a second time? asked the owl. Oh, it
would have been better if you had been more carefully the first time when your
freedom was a risk. Now it doesnt really matter any more, right?
(Adopted from English in Focus for Grade VIII, Junior High School, Published by
Pusat Pembukuan, Departemen Pendidikan Nasional, 2008 on page 134)
List of Vocabulary Target
1. Sing
2. Cage
3 An owl
4 Freedom
5 Puzzled
6 Captured
7 Careful
8 Window
9 Time
10 Went
11 Reasons
12 Afraid
13 Asked
14 Habit
15 Explained
C. Post Reading Activity
142

Task 3 Find out the meaning of the unfamiliar words based on the content of the
reading!
Tasks 4 Answer the following questions in reading text!
1. Where did the nightingale?
2. What did his habit?
3. What was the question of the owl?
4. What was the answer of the nightingale
5. What did the owls reply?
Task 5 Write 5 sentences by using some of the words target!

Appendix 12 Marking Schema of Vocabulary Achievement

Number of
Correct Answer

Mark

Number of Correct
Answer

Mark

1
2
3
4
5
6

0, 16
0,33
0, 5
0, 66
0, 83
1

31
32
33
34
35
36

5, 16
5, 33
5, 5
5, 66
5, 83
6
143

7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

1, 16
1, 33
1, 5
1, 66
1, 83
2
2, 16
2, 33
2, 5
2, 66
1, 83
3
3, 16
3, 33
3, 5
3, 66
3, 83
4
4, 16
4, 33
4, 5
4, 66
4, 83
5

37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60

6, 16
6, 33
6, 5
6, 66
6, 83
7
7, 16
7, 33
7, 5
7, 66
7, 83
8
8, 16
8, 33
8, 5
8, 66
8, 83
9
9, 16
9, 33
9, 5
9, 66
9, 83
10

Appendix 13 List of Vocabulary Target in Instruction

Nu.
1
2
3
4
5
6
7
8

Verbs
Sings
Allowed
Love
Hug
Felt
Found
Asked
Think

Nouns
Birds
Prize
Science
Summary
House
Prince
Homework
Intention

Adjectives
Strong
Sad
Great
Beautiful
Careful
Surprised
Smooth
Happy

144

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

Throw
Granted
Love
Cry
Realized
Help
Proved
Begin
Made
Visit
Hire
Order
Weep
Puzzled
Jumped
Discovered
Come
Remember
Happen
Receive
Arrived
Reach
Heard
Went
Asked
Allowed
Brings
Give
Grow
Captured
Live
Manage

Head
Behavior
Singer
A dolphin
Palace
Earth
Elephant
Food
A ship
Day
Palace
Window
Wife
Time
An owl
Flowers
Moon
Forest
Husband

Stupid
Famous
Big
High
Foolish
Afraid
Jealous
Difficult
Hungry
Huge
Diligent
Good
Clever
Amazing
Well

Total

90

Appendix 14 The Homogeneity of the Sample

Respondents
1
2
3
4
5
6
7
8

ER Group(X1)
8.66
8.66
8.66
8.5
8.33
8.33
8.16
8.16

Score(X1)
52
52
52
51
50
50
49
49

IR Group(X2)
3.33
3.33
3.33
3.33
5
5
5
5

Score(X2)
20
20
20
20
30
30
30
30

145

9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
TOTAL
SD

8
7.5
7.5
7.5
7.16
7
7
7
6.66
6.66
6.66
6.66
6.66
5.5
5
5
5
5
5
5
3.33
3.33
3.33
1.83
206,74

48
45
45
45
43
42
42
42
40
40
40
40
40
33
30
30
30
30
30
30
20
20
20
11
X1=1241

61.85

5
30
5
30
5.5
33
6.66
40
6.66
40
6.66
40
6.66
40
7
42
7
42
7
42
7
42
7.16
43
7.5
45
7.5
45
7.5
45
8
48
8
48
8
48
8.33
50
8.33
50
8.5
51
8.66
52
8.66
52
8.66
52
208,26
X2=1250
58.09

In this analysis, the writer found that

(X12) = 50045
(X22) = 50629
(X1)2 = 1540081
(X2)2 = 1562500

N (Xi2) (Xi)2
The computation of (SD) = -------------------------N (N- 1)
S12 = 32 x 50045 - 1540081
992
61359
992
146

= 61, 85
S22 = 32 x 50629 - 1562500
992
57628
992
= 58. 09
df within groups = n-2 = 64-2=62
For knowing the homogeneity of the sample, the researcher used the following
formula:
F0 = Big Variance
Little Variance
( Sudjana, 1996:250)
F0

= 61.85
58.09
= 1, 06

It found that f(count) < f-value means 1, 06 < 1, 83 with significant level was 0,05.
It indicates that there was not significant difference for both groups or both of the
samples are homogenous.
Appendix 15 Matrix of Result of Pilot Study for Validity Test

147

148

Appendix 16 Matrix of Result of Pilot Study for Reliability Test

149

150

Appendix 17: The result of Pilot Study for Reliability Test

Resp.
1
2
3
4
5
6
7
8
9
10

Total ItemTests
60
60
60
60
60
60
60
60
60
60

Score
50
39
43
30
39
44
35
41
30
35

151

11
12
13
14
15

60
60
60
60
60

Total score
Mean score (M)
Standard deviation
(SD)
Variance Score
(SD2)

39
15
29
46
29
544
36,26
8,75
76,64

Formula used:
r11

= (k : k-1) (1-M(k-M) : k x Vt

r11

= (60 : 60 1) (1 36,26(60 36,26) : 60 x 76,638

= (60 : 59) x 1 (860 : 4598,4)
= (1.02) x 0,19
= 0, 92 (Very High reliability)

Appendix 18 Item Validity Analyses

In finding the items validity of the instrument of the study, the formula used was
r xy=

n (XY) - (X) (Y)

[ n (X2)-(X)2] [n (Y2)-(Y)2]

Where:
n

= Total of the sample

152

r xy = The coefficient correlation between variables X and Y

X = The students score on each items
Y = The total of students score
For example analyzing the item no. 1 determined by using the data below:
Respondent
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
TOTAL

X
1
1
1
1
1
1
1
1
1
1
1
0
1
1
0
13

Y
50
39
43
30
39
44
35
41
30
35
39
15
29
46
29
544

X2
1
1
1
1
1
1
1
1
1
1
1
0
1
1
0
13

Y2
2500
1521
1849
900
1521
1936
1225
1681
900
1225
1251
225
841
2116
841
20802

XY
2500
1521
1849
900
1521
1936
1225
1681
900
1225
1251
0
841
2116
0
486

Based on the table above, it was found that:

X

= 13

Y = 544
XY = 486
X2 = 13
Y2 = 20802
So that
r xy=

n (XY) - (X) (Y)

[ n (X2)-(X)2] [n (Y2)-(Y)2]

153

r xy=

15(500) - (13) (544)

[ 15 (13)-(13)2] [15(20802)-(544)2]

7500 - 7072
[ 15 (13)-(13)2] [15(20802)-(544)2]

428
41844

428
646, 87

= 0, 661
Where:
Rxy 0, 441 the item was valid
Rxy 0, 441 the item was invalid
Therefore, the item no. 1 was valid because its Rxy = 0, 661
By using the same analysis above, the result of validity testing can be shown on
the table below:
Items
1
2
3
4
5
6
7
8
9
10
11
12

rxy/r count
0, 661
0, 552
0, 456
0, 335
0, 473
-0, 203
0, 728
0, 902
0, 552
0,152
0,172
0,831

Explanation
Valid
Valid
Valid
Invalid
Valid
Invalid
Valid
Valid
Valid
Invalid
Invalid
Valid

Items
31
32
33
34
35
36
37
38
39
40
41
42

rxy/r count
0,595
0,443
0,579
0,54
0,488
-0,03
0, 172
0,370
0,535
0,457
0,313
0,535

Explanation
Valid
Valid
Valid
Valid
Valid
Invalid
Invalid
Invalid
Valid
Valid
Invalid
Valid

154

13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Invalid
Valid
Invalid
Valid
Valid
Valid
Invalid
Valid
Invalid
Valid
Valid
Invalid
Valid
Valid
Valid
Valid
Invalid
Invalid

-0,284
0,672
0,390
0,449
0,728
0,661
0,370
0,728
-0,17
0,661
0,661
0,07
0,579
0,552
0,552
0,728
0,392
0,187

43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60

Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid
Valid

0,460
0,598
0,523
0,707
0,487
0,488
0, 473
0, 445
0,657
0,790
0,657
0,657
0,557
0,790
0,605
0,605
0,557
0, 557

Appendix 19 Data Pre-test and Post-test for Extensive Reading Class to the
Year Two Students of SLTP Negeri 10 Kendari
Res.

Result of Pretest
Total
Correct
Answer

1
2
3
4
5
6
7
8
9
10

11
20
20
20
30
30
30
30
30
30

Score (X1)
1.83
3.33
3.33
3.33
5
5
5
5
5
5

Result of Posttest
(X1)2
3.35
11.09
11.09
11.09
25
25
25
25
25
25

Total
Correct
Answer
41
41
45
45
47
47
47
49
49
49

Score (X1)
6.83
6.83
7.5
7.5
7.83
7.83
7.83
8.16
8.16
8.16

(X1)2
46.64
46.64
56.25
56.25
61.3
61.3
61.3
66.59
66.59
66.59

155

11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

33
40
40
40
40
40
42
42
42
43
45
45
45
48
49
49
50
50
51
52
52
52

Sum
Mean
SD/s
S2
Mode
Max
Min
Range

5.5
6.66
6.66
6.66
6.66
6.66
7
7
7
7.16
7.5
7.5
7.5
8
8.16
8.16
8.33
8.33
8.5
8.66
8.66
8.66

X=206,74
6,46
1,82
3.32
5
8,66
1,83
6,83

30.25
44.36
44.36
44.36
44.36
44.36
49
49
49
51.27
56.25
56.25
56.25
64
66.59
66.59
69.39
69.39
72.25
74.99
74.99
74.99

X2=1438.87
-

50
51
52
52
53
54
54
56
56
57
57
57
58
58
58
58
58
59
59
60
60
60
Sum
Mean
SD/s
S2
Mode
Max
Min
Range

8.33
8.5
8.66
8.16
8.83
9
8.66
9.33
9.33
9.5
9.5
9.5
9.66
9.66
9.66
9.66
9.66
9.83
9.83
10
10
10
X=281.89
8.81
0.87
0.76
9.66
10
6.83
3.17

66.59
69.39
72.25
79.99
79.99
68.89
81
87.05
87.05
90.25
90.25
90.25
92.16
92.16
92.16
92.16
92.16
96.63
96.63
100
100
100

X2=2506.46
-

156

Appendix 20 Data Pre-test and Post-test for Intensive Reading Class to the Year
Two Students of SLTP Negeri 10 Kendari
Resp.

Result of Pretest
Total
Correct
Answer

1
2
3
4
5
6
7
8
9
10

20
20
20
20
30
30
30
30
30
30

(X2)2

Score (X2)
3.33
3.33
3.33
3.33
5
5
5
5
5
5

Result of Posttest

11.09
11.09
11.09
11.09
25
25
25
25
25
25

Total
Correct
Answer
24
27
30
40
46
48
48
48
49
49

Score (X2)

(X2)2

4
4.5
5
6.66
7.66
8
8
8
8.16
8.16

16
20.25
25
44.36
51.27
64
64
64
66.59
66.59

157

11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

33
40
40
40
40
42
42
42
42
43
45
45
45
48
48
48
50
50
51
52
52
52

Sum
Mean
SD/s
S2
Mode
Max
Min
Range

5.5
6.66
6.66
6.66
6.66
7
7
7
7
7.16
7.5
7.5
7.5
8
8
8
8.33
8.33
8.5
8.66
8.66
8.66

X=208,26
6,5
1.71
2.09
5
8,66
3. 33
5. 33

30.25
44.36
44.36
44.36
44.36
49
49
49
49
51.27
56.25
56.25
56.25
64
64
64
69.39
69.39
72.25
74.99
74.99
74.99

X2=1446.07
-

50
50
50
51
51
51
51
51
51
52
52
52
52
52
52
52
54
54
54
54
55
55
Sum
Mean
SD/s
S2
Mode
Max
Min
Range

8.33
8.33
8.33
8.5
8.5
8.5
8.5
8.5
8.5
8.66
8.66
8.66
8.66
8.66
8.66
8.66
9
9
9
9
9.16
9.16

X=259.07
8.09
1.48
2.18
8.66
9,16
4
5.16

69.33
69.33
69.33
72.25
72.25
72.25
72.25
72.25
72.25
79.99
79.99
79.99
79.99
79.99
79.99
79.99
81
81
81
81
83.91
83.91
X=2175.3

158

Appendix 21 Students Score from Post Test under Extensive Reading and
Intensive Reading Approaches
Respondent
1
2
3
4
5
6
7
8
9
10
11
12

ER Approach
Post Test (X1)

6.83
6.83
7.5
7.5
7.83
7.83
7.83
8.16
8.16
8.16
8.16
8.33

X12
46.64
46.64
56.25
56.25
61.3
61.3
61.3
66.59
66.59
66.59
66.59
69.39

IR Approach
Post Test (X2)
4
4.5
5
6.66
7.66
8
8
8
8.16
8.16
8.33
8.33

X22
16
20.25
25
44.36
51.27
64
64
64
66.59
66.59
69.33
69.33

159

13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Total
Median
Mode
Mean
SD

8.5
8.66
8.66
8.83
9
9.33
9.33
9.5
9.5
9.5
9.66
9.66
9.66
9.66
9.66
9.83
9.83
10
10
10
281.89
8.91
9.66
8.81
0.87

72.25
79.99
79.99
68.89
81
87.05
87.05
90.25
90.25
90.25
92.16
92.16
92.16
92.16
92.16
96.63
96.63
100
100
100
2506.46
-

8.33
8.5
8.5
8.5
8.5
8.5
8.5
8.66
8.66
8.66
8.66
8.66
8.66
8.66
9
9
9
9
9.16
9.16
259.07
8.5
8.66
8.09
1.48

69.33
72.25
72.25
72.25
72.25
72.25
72.25
79.99
79.99
79.99
79.99
79.99
79.99
79.99
81
81
81
81
83.91
83.91
2175.3
-

Appendix 22 Hypothesis Testing

Based on the post-test for both extensive and intensive reading class data on
appendix 21 found that:
1. Mean of post-test (1) = 8.81

2. Mean of Post-test (2) = 8.09

S12 = 0.76

S22 = 2.18

n1 = 32

n2 = 32

To find out the combination of standard deviation for both classes, the
researcher used the formula as follows:
S2 gab. = (N1-1) S12 + (N2-1) S22
N1 + N2 - 2
S2 gab. = (32-1) 0.76 + (32-1) 2.18
160

32 + 32 - 2
= 23.56 + 67.58
62
= 1.47
So,
t=

X1 X2
S

N1
t=

N2

8.81 8.09
S

t=

32

32

0.72
1.47

1
16

0.72
1.47 X 0.25

1.96

161

Appendix 23 Students Score at the First Semester of Class Two of SMP Negeri
10 Kendari in Academic Year 2008/2009
A.

No.
1
2
3
4
5
6
7
8
9
10
11
12

CLASS VIII1
Nama Siswa
Arief rabbani
Ardi wijaya
Arsal iswandi
Bella sari
Brilian rahmat citra
T. I
Dedhy setyadi
Dian puspita
Diman saputra
Dwi rezky
syamsuddin
Eka sri darmayanti
Irfajrul falaah
fimansyah saputra

B. CLASS VIII2
Nilai
79
77
78
62

No.
1
2
3
4

70
62
79
82

5
6
7
8

58
58
80
70

9
10
11
12

Nama Siswa

Abdul muslimin
Aditiya P
Afandi
Alpian irawan
Anisa rahmadani
Arif hidayat
Aviana fitri rahmadani
Desi ratna sari
Dudi rahman
Elsa yunista
Fathurrahman
Fitra yanti jafar

Nilai
77
76
59
59
63
59
71
70
63
59
59
62

162

13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

Iriansyah
Iwan indra saputra
Kristian dongga
Laode Muh. Juanda
La ode tasman
Muh. Syahrir
Mulyadi syamsuddin
Murah rezky novi A.
Nursalimah
Nurnaningsih
Nurul ardani
Nyoman adrini
Rian nur shiddiq
Rosmini
Tiana sari may B.
Uun amaliah
ramadhani
Vinny virdayanti
Wa ode ningsih R.
Wiwin windasari
Muh. Asri zainuddin
TOTAL
RATA-RATA
C.

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

62
64
62
80
80
58
62
58
60
62
70
63
60
60
71

13
14
15
16
17
18
19
20
21
22
23
24
25
26
27

72
70
70
55
59
2153
67

28
29
30
31
32

CLASS VIII3

Nama Siswa
Adriana Tawulo
Agus Hasan
Andi Ardi
Anna Morini
Ariyadi Wijaya
Ayu Andira
Desti Munawarah
Fachrezy Syapara
Fariska Firtaningsih
Haerul Al Amin
Herawati
Ince Muh.Rezky F
Jaya Sofyan
Laode Ridwan A.
Muh. Irsan
Muh. Rifqi
Muh. Aqsha

Ilmi
Indri pratiwi A
Iyan maulana ismail
La ode muh. Ichsan
Lili cahyani
Muh. Herdiansyah I
Muh. Syapril nur munto
Muh rifaldi tamrin
Nurul okta wahyuni S
Rahmat hidayat
Ridwansyah alimin
Risdayanti
Sahda khairulnisa
Suci alyani
Susi hartini
Tri hardianto
Wahyuni
Widy permata putrid
Muh. Chaerul
Ali alam muhtabar
TOTAL
RATA-RATA

59
63
64
62
77
75
62
73
70
63
60
62
79
77
78
62
70
62
79
59
2133
67

D. CLASS VIII4
Nilai
61
49
69
71
69
56
64
71
65
64
62
66
73
60
72
66
67

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

Nama
Siswa

Nilai
71
69
70
71
71
58
59
70
60
71
65
64
57
71
69
73
71

163

18
19
20
21
22
23
24
25
26
27
28
29
30
31

Odhit Tri Amandari

Pipit Indra Dewi
Rezky Yunus Kambu
Riska Fadhillah P.
Riskal Maramis
Sari Dewi Astuti
Suhartina
Wahyudin
WD. Arifatul Rahmania
Yuriska Afiana K.
Muh. Ali Imran
Irsan Darma Putra
Irsha Utami N. M.M
Adriana Tawulo
TOTAL
RATA-RATA

E.

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

66
76
60
69
68
67
60
64
62
73
75
62
65
67
2039
66

CLASS VIII5

Nama Siswa

18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
TOTAL
RATA-RATA

73
68
66
69
63
69
73
46
67
65
72
76
72
60
69
2148
67

F. CLASS VIII6
Nilai
61
49
69
71
69
56
64
71
65
64
62
66
73
60
72
66
67
66
76

No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19

Nama
Siswa

Nilai
63
58
58
62
80
80
64
70
58
67
79
82
58
58
80
70
62
64
62

164

20
21
22
23
24
25
26
27
28
29
30
31
32
TOTAL
RATA-RATA

60
69
68
67
60
64
62
73
75
62
65
67
67
2039
66

20
21
22
23
24
25
26
27
28
29
30
31
32
TOTAL
RATA-RATA

80
80
58
62
58
60
62
70
62
58
70
60
63
2055
66

So, the average of students score to the class VIII at the first semester was
total of students average score is divided by the total number of class, namely 397 : 6
= 67 or 6, 7

165