A. Background of the Study
Reading is one of the language skills which help students in the process of learning English. In teaching and learning English we usually find students difficulties in reading English text, because they do not read the text only, but they are require to understand the contents of reading materials such as; find out the topic, theme, main idea, and answer the question that related with the text, they are required to have adequate knowledge of language which has different system, including vocabulary and structure.
Reading activity has important role in language learning, in that sense of teaching reading, the teacher should consider among others likes; facilities, students background knowledge and method. To understand a text, student must have good understanding on vocabulary in the target language, as learning a language does not mean merely learning word. Vocabulary proficiently will enable the student to acquire the skills of listening, speaking, reading, and writing.
Valetta (in Rahmatannas, 2008: 1) says that the ability to understand the target language greatly depend on one knowledge of vocabulary in the broader sense. It proves that student who does not know English vocabulary fairly well, will have problems when facing new reading materials.
If we want to develop students reading skill ability fastly,we must have many kinds of method to increase the students interest in learning vocabularies and their reading activity.
Teacher in MA Ittihad Al-Ummam Gerung use the English textbook “Module Bahasa Inggris” as media in learning English. Content on this book material is adapted from the teaching learning cycle method which put genres as the main tool. This book include four aspect of language skills; listening, speaking, reading and writing. In this study, the writer focus only one aspect that is reading material. But the question is does the textbook Module Bahasa Inggris available to increase students’ reading skill or not?
Based on the phenomenon above, the writer is interested in investigate the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill at the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011.
B. Statement of Problem
The problem of this research is an attempt to answer the following research questions:
1. Is “Textbook Module Bahasa Inggris” effective to increase students reading skill of the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011?
2. How is the “Textbook Module Bahasa Inggris” effective to increase students reading skill of the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011?
C. The Purpose of Study
This is intended to cover the following purpose:
1. To know the effectiveness of textbook “Module Bahasa Inggris” on the students reading skill at the second year students of MA Ittihad AL-Ummam Gerung.
2. To identify the level lack of textbook “Module Bahasa Inggris” on the students reading skill at the second year students of MA Ittihad AL-Ummam Gerung.
D. Significance of the Study
The significant of the study are as follows:
1. Through this investigation the writer hopes that the student will be motivated in learning English to increase their reading skill.
2. To the teachers, the technique applied in this research can enrich their insights to teach reading.
3. Finally, the result of this study can give contribution to enrich students reading skill in the school.
E. Scope of the Study
The scope of the study is limited to the following points:
1. The subject of this study is the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011.
2. The object of this study is the students’ reading skill in using textbook “Module Bahasa Inggris”.
F. Assumption of the Study
To avoid misunderstanding of this study, the writer purposed the following assumption:
1. The method of collecting data is accurately selective and the instruments are considered valid.
2. The score objective is offered in this investigation.
3. The second year students of MA Ittihad Al-Ummam must use other supporter books in teaching and learning English.
G. Formulation of Hypothesis
This investigation is based on hypothesis the following:
1. The use of textbook Module Bahasa Inggris on students reading skill at the second year students of MA Ittihad Al-Ummam Gerung is effective.
H. Definition of Key Terms
The writer considers that it is important to define some term used in this study. The terms are as follows:
1. Effectiveness is producing the result that is wanted or intended
2. Textbook Module Bahasa Inggris is a series of English course books that taught a particular subject.
3. Student is a person who is studying.
4. Reading is rooted in experience, meaning that the experience has already possessed by the reader and it will be determine his understanding of the meaning intended by the author (Logan et al. 1993). Bitstock, (1986) sated that reading are the following points:
a. A process of conveying the meaning of the symbol.
b. An act of perceiving a written material.
5. Skill is ability to do something well.
6. Reading skill are spesific abilities which enable a reader.
7. MA Ittihad Al-Ummam Gerung is a name of Islamic senior high school which located in Gerung. Where a junior high school students who has graduated continue their education for 3 (three) years.
REVIEW OF RELATED LITERATURE
Reading is about understanding written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes, they are as follows:
a. Word recognition refers to the process of perceiving how written symbols correspond to one spoken language.
b. Comprehension is the process of making sense of words, sentences and connected text.
Reading thinking, it is not just the recognition of words. Without reader cannot only read printed words understanding the meaning it carrier, (Papas, in Baiq Mardiana, 2007: 7). Moreover, Papas explain that, “Reading is predominantly a visual thinking skill utilizing the eyes and the high mental process. It is the method by which the perception of the printed symbol causes some forms reaction in mind.
Another scholar, Burns (in Baiq Mardiana, 2007: 7) also wrote that reading is thinking process. In this extent, the reader must be able to use the information to make inferences and read critically and creatively to understand the figurative language, determined, the author purpose, evaluate the ideas conveyed and apply the ideas to actual situations.
Fortunately in the following parts the writer would like to quote again what had been quoted by Burns at all. From Chambers and Lowry in their book entitled, “Teaching reading in university students” which read:
“Reading is more than merely recognizing the words for which certain combinations of letters bring about correct recall. It includes the whole gamut of thinking responses, feeling and defining some needs, identifying a solution for meeting the needs, selecting from alternatives means, experimenting with cotises. Rejecting or retaining the choosing route, and devising some means of evaluating the result” (Chambers and Lowry, in Baiq Mardiana, 2007: 12).
In order to read rapidly some expert from different specialization view reading contribution, and definition of reading carefully. Actually they have been conducting extensively the research on the nature of reading and sequential development of language skill.
Among the discoveries of the researches, as stated by Longman et al. (1987: 223) in the writing on that article, he listed several integrated phenomenon concerning reading in nature as follows: (1) Reading is rooted in experience, (2) Reading is responding, (3) Reading is reaction, (4) Reading is native language process, (5) Reading is complex, (6) Reading is tool of communication (7) Reading is creatively, (8) Reading is specific purpose, and the last, (9) Reading is development in nature.
A. Reading as a Language Skill
Reading skills enable readers to turn writing into meaning and achieve the goals of independence, comprehension, and fluency. Reading skills are specific abilities which enable a reader, to read the written form as meaningful language, to read anything written with independence, comprehension and fluency, and the last to mentally interact with the message.
Reading may be classed as two simply categories, intensive and extensive reading (River and Finnhochioro in Rahmatannas, 2008: 7).
Firstly, intensive reading according to River that reading activity is being related to further progress in language learning under the teacher guidance. He views that in this type of reading control from a teacher is compulsory and it will provide a basic for elucidation of difficulties of structure, and for the extension of vocabulary. Finnochioro (1983: 146) also glanced that the intensive reading when the students attention should be focused on all expressions, nations, sounds, structure, and cultural allusions will be unfamiliar to them in the passage.
Secondly, extensive reading develops at the students own pace according to his individual (Rivers, 1968: 229). In this extent, the activity is not completely controlled with the purpose of training students to read directly and fluently, for his or her own employment without the aid of teacher. Structures in the text will be already familiar to them and new vocabulary will be introduced slowly in such way that its meaning can be deduced from the context.
B. Factor Affecting Reading Achievement in General
Interest and motivation often work in cause affect relationship in reading. Hence, it is difficult to separate interest and motivation since they are very closely related.
If we find ways of keeping interest high, we may have solved the problem of motivation. Therefore, interest is also necessary ingredient in reading. We learn more readily when we are interested in the subject under the discussion. So, the student will learn more efficiently and they are interested in their reading materials (Papas, 1970: 20). Attention is closely related to interest and motivation since interest and motivation may cause the arousal of attention.
Students’ interest in reading can attract their attention when they do reading activities as what is stated by Crow And Crow (in Rahmatannas, 2008: 9) that stated, “Interest is powerful attention factors”. Attention is an important ingredient in reading. Therefore, attention is one of the factors that can influence that success of reading. Without attention it will be little learning takes place when they are reading.
C. Reading Activities
For reading rapidly some experts suggest that reader must use skimming techniques. Arunee (1982: 57) wrote that a proficient reader must use coordinate a number of skills, he must read rapidly as well as with understanding of subject matter, Skimming detail. Furthermore, the method of skimming can be such as: Preview, overview; and survey (Arunee, 1982: 20).
By previewing, the students can be found out whether the book or the articles are written by a specialist in a certain field or whether it contains the information he is seeking in over viewing the students can discover the purposes and scope of the materials and can find action, there are especially interested to him. Through survey the students will get the general idea of the materials contain. Skimming is the skills that help the students read quickly and the selectively in order to obtain in general idea of the materials.
In the other hand scanning helps the students search quickly for the specific information; he wishes to get from the materials such as finding the meaning of word in a dictionary. In this technique, the students think of clues to help find the specific information in the text of the textbook “Module Bahasa Inggris” to find particular articles to be read.
D. Teaching Reading
Traditionally, to purpose of learning to read in a language has been to accessed to the literature written in that language. In Language instruction, reading materials has been chosen traditionally from literary text that represent “higher” forms of culture (Byrnes in Rahmatannas, 2008: 10).
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.
The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Websites become appropriate classroom materials, because reading them is one way
E. The Factors Influence of Reading Comprehension
There are some factors that may raise problem that understanding the reading materials in class concern with reading material, the total program of reading instruction, the interest, motivation and his out of schools (Alexander E.J., Hennings, in Rahmatannas, 2008: 11). On this particular matter also to be the point for Dawson and Bauman (in Rahmat Annas, 2008: 11) which the present several factor which strength influence reading comprehension, as the following:
It is the student’s general capacity to learn. The number of ideas that he understanding, the rate which he associate experience, will be largely depend on his intelligence.
The dept and broad experience of a student differs from those of the other students. A students with limited experiences may have difficulties in comprehension may of ideas and activities while others are quite familiar.
3. Interest and interest span
The dept of comprehension of student will be in direct proportion to the amount of interest and he has already in the selection. His interest span is related to the purpose of reading.
F. Some Kinds of Technique in Teaching Reading
The writer intends to state some kinds of that technique for teaching reading. James Ward (1980: 20) suggests some techniques for teaching reading comprehension consists of two steps, as follows:
Giving motivation to the students are needed. So that how to make the students to interest about the reading topic or how the teacher can make easier the technique in teaching reading if a picture accompanies the reading and creates interest to ask question about it.. If there is no picture, the teacher makes it self in blackboard and elided the students to interest about that picture.
2. Presenting Materials
a. The teacher asks the students from the passage. The students should answer the question automatically without much thinking.
b. Silent reading by student for the time is short to read aloud too. And the students read aloud after all students really understood.
c. Check the students’ comprehension by given passage. Before this, the teacher give change for the students to ask a difficult word or sentence might have hindered their attempt to understand the whole things.
A. Method of the Study
Observing and collecting the data for accomplishment of the study which is partially conducted through intensive library research. In research activities the function of method is very important because the success of research is depending on the methods applied. It is too difficult to achieve the purpose of research without using accurate method.
The method applied in this study is descriptive method. The research will illustrate the existence of the second year students of MA Ittihad Al-Ummam Gerung in the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill in academic year 2010/2011. The data is collecting through the result of the reading test that distribute to the students and data analysis in basic statically computation as some supporting data.
B. Population and Sampling Technique
Population is generalization of zone that consists of subject possess of quality and characteristic permanent by researcher for learning and then pulled the conclusion (Sugiono, 2009: 117). The population in this study is the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011, which consists of 28 students and only one class.
2. Sampling Technique
Sample is part of proportion of the population, which is used as the source of the real data of the research. Arikunto (2002: 220) state if the research subject is less than 100, it is better to take all, while if the research subject is more than 100, it is better to take 10%-15% or 20%-25%. Based on explanation above, from 28 students (less than 100) of the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011, the writer take all of students as sample.
C. Procedure of Data Collection
The data will be analyzed through the following procedures:
1. Reading Test
To the collect the significant data for this research, the writer will give reading test and observation research discriptive qualitative method. To know the effectiveness of textbook “Module Bahasa Inggris” on the students reading skill at the second year students of MA Ittihad AL-Ummam Gerung. The writer will give the objective test of multiple choice type in which the students should choose a, b, c or d as the best answer consists of 25 items.
The questionnaire contain of some questions/statements in order to get the data about the influence factor in reading skill through textbook “Module Bahasa Inggris”. The questionnaire based on Gotham scale consists of 10 items (Sugiyono, 2009: 93-95) as showed in the following table 2 bellows:
Table 1. Questionnaire
No Questions/statements Yes % No %
D. Technique of Data Analysis
Basically the result of the student test of course different. To know whether students are effective using the textbook on reading skill, at least 75% must get a score about 60 or more and if less than 75% of students received the score, they are supposed to have failed (Depdikbud, Dirjen DIKTI, 1983/1984 PP.S and 15).
This investigations aim to determine of students regarded effective, at least 75% students get score 60 or more. From 25 items which each of items scored 4. So the low score is 0 and the high score is 100. The following steps can be applied to analyze the students of test.
1. To give score for students answer.
2. Tabulation in table.
To find out the percentage for the test of the students score ≥ 60 and < 60 by..........
∑S = Number of students score ≥ 60
∑F = Number of students score < 60
N = Number of population.
RESULT AND DISCUSSION
This chapter deals with the presentation of the results of the test given to the sample (The students of MA Ittihad Al-Ummam Gerung) about the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill in academic years 2010/2011. The result of the research is presented as the data description based on the result of the test and the result of the data analysis obtained through questionnaire.
In this research, before giving test to the students, the writer giving treatment by using textbook “Module Bahasa Inggris“ this research occur during a month, in that case, the treatment were done in six meetings, appropriate with schedule of English lesson that have been recommended that are twice a week. And than twice time in the last meeting, the students asked to answer the test, the questions in the form of multiple choices that consist of 25 items. And also the students asked to answer the questionnaire, the questionnaire consist of 10 items which the students just answer by “yes” or “no”.
1. Finding out the mean score of the students’ score in using text book “Module Bahasa Inggris” on students reading skill.
The students’ score in using text book ”Module Bahasa Inggris” on students reading skill.
No Name Score classify
1625 Fairly good
The formula used to count the score, after finding out the students’ mean score
The students’ mean score in using text book “Module Bahasa Inggris ” on students’ reading skill is M= 1625 = 58,03
Based on the data above the students’ mean score in using text book “Module Bahasa Inggris” on students’ reading skill is 58,03.
2. Finding out the factor that in fluence the students ability of using text book “Module Bahasa Inggris” on students’ reading skill.
The result of data obtained from the all questionaire answer number 1—10.
No Questions/statements yes % no %
10. Apakah anda suka/senang belajar bahasa Inggris?
Apakah anda juga suka/senang dengan pelajaran membaca?
Apakah anda tahu apa itu reading skill?
Pernahkah anda belajar membaca dengan menggunakan buku text module bahasa Inggris sebelumnya?
Apakah ada kesulitan dalam memahami bacaan berbahasa Inggris?
Apakah memahami bacaan berbahasa Inggris itu sulit?
Apakah guru anda pernah menjelaskan untuk memahami bacaan melalui buku text module bahasa Inggris?
Ketika guru menjelaskan pelajaran menggunakan buku text module bahasa Inggris, apakah anda memahaminya?
Apakah pelajaran membaca menggunakan buku text module bahasa Inggris menarik perhatian anda?
Jika ada teman yang mendiskusikan tentang buku text module bahasa Inggris, apakah anda tertarik untuk mengikutinya? 14
3. The students’ ability level
The students ability, level and percentage in using textbook “Module Bahasa Inggris ” on students’ reading skill.
No classify Number of students’ percentage
1. Excellent 5 17%
2. Good 11 39%
3. Fairly good 10 35%
4. Fair 2 9%
5. Total 28 100%
Mean score 58,03
Based on the data analysis, there are 5 students (17%), got excellent level, 11 students (39%) got good level, 10 students (35%) got fairly good level, and 2 students (9%) got fair level. After calculating the score obtained by the students, there was found that students mean score in using text book “Module Bahasa Inggris” on students’ reading skill is 58,03.
The aims of this study are focused to find out the answers of the questions stated in chapter 1, they are:
1. Whether Textbook “Module Bahasa Inggris“ effetive to increase students’ reading skill of the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011?
2. How is the textbook “Module Bahasa Inggris“ effective to increase students’ reading skill of the second year students of MA Ittihad Al-Ummam Gerung in academic year 2010/2011?
Based on the data description above concludes that the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill is at low level, it based on the result of data analysis.
This result of data analysis in the effectivennes of using textbook “Module Bahasa Inggris”on students’ reading skill, the students’ mean score in excellent level are 5 students (17%), 11 students (39%) got good level, 10 students (35%) got fairly good level and 2 students ( 9%) in fair level.
From the data above can describe that the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill is not effective. It based on their mean score is 58,03.
There are several factors influence the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill, based on the result of the questionnaire.
From the students answer conclude that:
1. They are not interested in learning English, because there are no language laboratory as a supporting learning process, the comtents of the book that used is not interesting.
2. They are not interested in learning reading. Because the reading texts not along with the picture, in that case the picture very useful to help the students easier to understand the meaning of reading texts.
3. The contents of the book is not interested, because the color of the book out white and black, the materials explanation is little the book not along with the picture.
The answer for aim of the research focus which stated in chapter 1, conclude that result of students’ score in reading material by using textbook “Module Bahasa Inggris” is not effective, appropriate from the result of the students’ score, after through many times of the treatments, which given during a month, were done in six meeting and continue with given the test in the form of multiple choice that consist of 25 items, the result of the test answer the aim of the research focus in point 1 which stated in the statement of problem.
The answer for point 2 in the statement of problem, the research also along with asked some questionnaire to the students the questionnaire consist of 10 items which related to English subject in reading material by using textbook “Module Bahasa Inggris”. The students only answer the question by “Yes” or “No” from the students’ answer conclude that how many percentages the students’ interested in learning English through textbook “Module Bahasa Inggris”.
CONCLUSSION AND SUGGESTION
The previous chapter has shown the data analysis in reading text. From the data can describe some conclusions as follow:
1. The using textbook “Module Bahasa Inggris” at MA Ittihad Al-Ummam Gerung in academic year 2010/2011 are not effective on student’s reading skill.
2. The realities from 28 students of population, just 5% students got excellent score in reading subject and 2 students got failed score in reading subject.
The suggestion to the teacher and the students more effective in reading material are:
1. For the teacher:
a) The English teacher must be able to diagnose the students’ difficulties in learning English especially in reading text.
b) To correct the students’ mistakes in reading, the teacher of MA Ittihad Al-Ummam Gerung should more emphasize on teaching program by using the effective methods.
c) The English teacher of MA Ittihad Al-Ummam Gerung must be using other supported book.
d) English teacher of MA Ittihad Al-Ummam Gerung should motivate the students to comprehend in the reading passage.
e) The English teacher of MA Ittihad Al-Ummam Gerung should make the students to be more active in the class.
2. For the students:
a) Student should be familiar with reading text.
b) The students should keep or increase their achievement in learning English.
c) Students should have high motivation to read reading text.
d) The students must be active in teaching reading, with make a notes to keep their concentration and understanding.
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THE EFFECTIVENESS OF USING TEXTBOOK ”MODULE BAHASA INGGRIS” ON STUDENTS’ READING SKILL; A CASE STUDY AT THE SECOND YEAR STUDENTS OF MA ITTIHAD AL-UMAM GERUNG IN ACADEMIC YEAR 2010/2011
Presented as a partial fulfillment of the requirements for
the Sarjana Degree of the Faculty of Education for
Language and Art of Mataram Institute of
Teacher Training and Education
HENI SULISTIAWATI H.
FACULTY OF EDUCATION FOR LANGUAGE AND ARTS
MATARAM INSTITUTE FOR TEACHER TRAINING AND EDUCATION
THE EFFECTIVENESS OF USING TEXTBOOK TEST ”MODULE BAHASA INGGRIS” ON STUDENTS’ READING SKILL; A CASE STUDY AT THE SECOND YEAR STUDENTS OF MA ITTIHAD AL-UMAM GERUNG IN ACADEMIC YEAR 2010/2011
Thesis by : Heni Suslistiawati H
Student Number : 07.411.200
Approved on : ....................... 2011
In certify that the thesis entitled: The Effectiveness of Using Textbook “Module Bahasa Inggris” on Students’ Reading Skill; A case study at the second year students of MA Ittihad Al-Umam Gerung in Academic Year2010/2011. It Submitted as Partial Fulfillment for the degree of “Sarjana Pendidikan” is the result of my own work, except where otherwise acknowledge and that is thesis (or any part or the same) has not been submitted for higher degree to any other university or institution.
This particular research is aimed to know the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill at the second year students of MA Ittihad Al-Umam Gerung. The method used in this research is descriptive method. Reading test was administered to students in order to collect the data needed, in the form of multiple choice and consist of 25 items. The sample was taken 28 students from all of the population. Based on the result of this study, the students’ mean score in using text book “Module Bahasa Inggris” is 58.03, they are categories; 5 students (17%), got excellent level, 11 students (39%) got good level, 10 students (35%) got fairly good level, and 2 students (9%) got fair level. The writer concludes that the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill is at low level. It is mean that the using of textbook “Module Bahasa Inggris” is not effective. Some factors influence the effectiveness of using textbook “Module Bahasa Inggris” on students’ reading skill are: (a) The students are not interested in learning English, (b) They got difficulties in understanding of reading comprehension, and (c) The contents of the textbook “Module Bahasa Inggris” is not interested them, because no color, little of explanation and no interested pictures inside.
In the name of Allah most gracious and merciful. First of all the best gratitude expressed to Allah SWT, for blessing that the thesis could be well accomplished completely.
Thanks says to Mr. Aprianoto, S.Pd., M.Pd as my first consultant and Mr. Muh. Muaidi, S.Pd as my second consultant for their critical guidance advice encouragement.
Furthermore, thankful delivered to all staff of Faculty of Education for Language and Arts, Mataram Institute for Teacher Training and Education, and all of my friends who supported and helped during writing this thesis.
Special words of thankfulness are addressed to my beloved parents and siblings for their continual encouragement and financial support.
Finally, that in the world there is no such a things quite perfect, this writing hopes can be useful and valuable contribution to the developing of English Language Teaching in especially in West Nusa Tenggara.
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
MOTTO AND DEDICATION iv
CANDIDATE STATEMENT v
TABLE OF CONTENTS viii
CHAPTER I INTRODUCTION 1
A. Background 1
B. Statement of Problem 2
C. Purpose of Study 3
D. Significance of Study 3
E. Scope of Study 3
F. Assumption of Study 4
G. Formulation of Hypothesis 4
H. Definition of Key Terms 4
CHAPTER II REVIEW OF RELATED LITERATURE 6
A. Reading as a Language Skill 8
B. Factor Affecting Reading Achievemet in General 9
C. Reading Activities 9
D. Teaching Reading 10
E. Factors influence the Reading Comprehension 11
F. Some Kinds of Technique in Teaching Reading 12
CHAPTER III RESEARCH METHODOLOGI 14
A. Method of Study 14
B. Population and Sample 14
C. Data Collection 15
D. Data Analysis 17
CHAPTER IV RESULT AND DISCUSSION 19
A. Result 19
B. Discussion 23
CHAPTER V CONCLUSSION AND SUGGESTION 26
A. Conclusion 26
B. Suggestion 26
• Tulislah identitas Anda pada tempat yang telah disediakan!
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• Berilah tanda (√) pada salah satu kolom yang telah tersedia sebagai jawaban anda.
No Pertannyaan Ya Tdk
1. Apakah anda suka/senang belajar bahasa Inggris?
2. Apakah anda juga suka/senang dengan pelajaran membaca?
3. Apakah anda tau apa itu reading skill?
4. Pernahkah anda belajar membaca dengan menggunakan buku text modul bahasa Inggris sebelumnya?
5. Apakah ada kesulitan dalam memahami bacaan berbahasa Inggris?
6. Apakah memahami bacaan berbahasa Inggris itu sulit?
7. Apakah guru anda pernah menjelaskan untuk memahami bacaan melalui buku text modul bahasa Inggris?
8. Ketika guru menjelaskan pelajaran menggunakan buku text modul bahasa Inggris, apakah anda memahaminya?
9. Apakah pelajaran membaca menggunakan buku text modul bahasa Inggris menarik perhatian anda?
10. Jika ada teman yang mendiskusikan tentang buku text modul bahasa Inggris, apakah anda tertarik untuk mengikutinya?
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