A STUDY ON STUDENTS ABILITY IN COMPREHENDING SPOOF TEXTS AT THE SECOND GRADE STUDENTS OF SEKOLAH MENENGAH ATAS PERSATUAN GURU

REPUBLIK INDONESIA (SMA PGRI) PEKANBARU

A THESIS Submitted to fulfill One of the Requirements To Obtain a Degree of Sarjana Pendidikan (S.Pd)

RISKI ADE PUTRA 0810041745120

ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHERS TRAINING LANCANG KUNING UNIVERSITY PEKANBARU 2012

ABSTRACT

Riski Ade Putra. 2012: A Study on the Ability of Comprehending Spoof Texts at the Second Grade Students of SMA PGRI Pekanbaru. The problem of this research was pertinent to the second grade students of SMA PGRI Pekanbaru in comprehending Spoof Texts. This research was done to identify the second grade students ability in understanding generic structures and language features of spoof texts. The type of the research was cross sectional survey design with the aim was to be an evaluation program. The number of the participant in this research was 27 second grade students of SMA PGRI Pekanbaru which were selected by using stratified random sampling. The instrument used in this research was test. In collecting the data, the researcher gave the students test on generic structures and language features (spoof text). The data gained was analyzed by using descriptive statistic. After analyzing the data, the students ability in understanding generic structures and language features of spoof texts was categorized into fair level. It was probed by their mean score 70.70. Therefore the finding of this research will be useful for the English teacher to do some improvement in teaching strategy.

Key word: Generic structures, language features, spoof text

ii

ABSTRAK

Riski Ade Putra. 2012: Kemampuan Siswa Kelas XI IPS di SMA PGRI Pekanbaru dalam Pemahaman Teks spoof. Masalah dalam penelitian ini adalah pemahaman siswa terhadan spoof text pada siswa kelas XI SMA PGRI Pekanbaru. Penelitian ini dijalankan untuk mengetahui penguasaan siswa kelas XI dalam memahami generic structures dan language features (spoof text) di SMA PGRI Pekanbaru tahun ajaran 2011/2012. Jenis penelitian ini adalah cross-sectional survey design sebagai program evaluasi bagi guru mata pelajaran. Jumlah sample pada penelitian ini adalah 27 orang siswa kelas XI SMA PGRI Pekanbaru yang ditentukan secara acak dengan menggunakan stratified random sampling. Instrumen yang digunakan dalam penelitian ini adalah tes. Dalam mengumpulkan data, peneliti memberikan tes tentang generic structures dan language features. Data yang diperoleh dianalisa menggunakan statistik deskriptif. Setelah data dianalisa, peneliti menemukan bahwa pemahaman siswa dalam generic structures dan language features (spoof text) dikategorikan cukup. Hal ini diketahui dari nilai rata rata siswa yaitu 70.70. Oleh karena itu, penemuan ini sangat berguna bagi guru bahasa inggris untuk melakukan beberapa perbaikan dalam sratgi pembelajaran. Kata kunci: Generic structures, language features, spoof text.

iii

LEMBARAN PENGESAHAN

Judul: A STUDY ON THE ABILITY OF COMPREHENDING SPOOF TEXTS AT THE SECOND GRADE STUDENTS OF SMA PGRI PEKANBARU

Nama : RISKI ADE PUTRA Nim : 0810041745120 Program Study : Pendidikan Bahasa Inggris

DISETUJUI

Advisor

Co-Advisor

(Marwa, M.A)

(Herlinawati, M.Ed)

DIKETAHUI

Dekan FKIP-UNILAK

Ketua Prodi Pend. Bhs. Inggris

(Dr. Adolf Bastian, M.Pd)

(Herlinawati, M.Ed)

iv

EXAMINERS APPROVAL

A Thesis under the Title:

A STUDY ON THE ABILITY OF COMPREHENDING SPOOF TEXTS AT THE SECOND GRADE STUDENTS OF SEKOLAH MENENGAH ATAS PERSATUAN GURU REPUBLIK INDONESIA (SMA PGRI) PEKANBARU

Has been examined on 30th July 2012

APPROVED BY

Advisor

: Marwa, M.A

Co-Advisor

: Herlinawati, M.Ed

Examiner 1

: Syaifullah, M.Pd

Examiner 2

: Kurniawan, M.Pd

SURAT PERNYATAAN

Dengan ini saya menyatakan bahwa:

1. Karya tulis saya, skripsi dengan judul A Study on the Ability of Comprehanding Spoof Texts at the Second Year Students of SMA PGRI Pekanbaru adalah asli dan belum pernah diajukan untuk mendapatkan gelar sarjana pendidikan, baik di Universitas Lancang Kuning maupun di perguruan tinggi lainnya. 2. Karya tulis ini murni gagasan, penelitian, dan rumusan saya sendiri tanpa bantuan pihak lain terkecuali arahan dari pembimbing pertama dan kedua. 3. Di dalam karya tulis ini tidak terdapat hasil karya atau pendapat yang telah ditulis dipublikasikan orang lain, terkecuali dikutip secara tertulis dengan jelas dan dicantumkan sebagai referensi di dalam naskah saya ini dengan disebutkan nama pengarangnya dan dicantumkan pada daftar pustaka. 4. Pernyataan ini saya buat dengan sesungguhnya dan apabila dikemudian hari terdapat penyimpangan dan ketidakbenaran dari pernyataan ini saya bersedia menerima sanksi akademik berupa pencabutan gelar sarjana pendidikan yang telah saya peroleh dari karya tulis ini, serta sanksi lainnya sesuai dengan norma dan ketentuan hukum yang berlaku.

Pekanbaru 30 Juli 2012 Saya yang menyatakan

Riski Ade Putra 0810041745120

vi

ACKNOWLEDGEMENT

BISMILAHIRAHMANIRAHIM

In the name of Allah SWT, the most gracious and most merciful. Praises, belong to Allah SWT Almighty, the Lord of Universe, who has rewarded the researcher health, time, energy, opportunity, financial, and belief in finishing this thesis. Shalawat and gratitude to our prophet Muhammad SAW. Doe to Allah SWT, I finally can finish and complete this research entitled A Study on the Ability of Comprehending Spoof Texts at the Second Year Students of SMA PGRI Pekanbaru and to fulfill one of the requirements for the award of bachelor degree at teacher in SMA PGRI Pekanbaru. In conducting and completing this research, I got significance help, suggestion, encouragement, motivation, support, and conveniences from people around the researcher. Therefore, I would like to express I thankfulness in depth to: 1. Marwa, M.A as my advisor and Herlinawati, M.Ed as my co-advisor who have encouraged, contributed, motivated, guided the researcher to complete this research, thank you very much for your kindness. 2. Syaifullah, M.Pd and Kurniawan, M.Pd as the examiner who has gave suggestions, critics, and correction to complete this thesis. 3. Herlinawati, M.Ed, the Head of English Education Department of Faculty of Education and Teachers Training of Lancang Kuning University. 4. The headmaster of SMA PGRI Pekanbaru, Dra. Karnida and Yosi, S.Pd, the English teacher of SMA PGRI Pekanbaru, all of staffs of SMA PGRI Pekanbaru, and all of the students at second grade of SMA PGRI Pekanbaru. Thank you for your help, participation, and services. 5. Prof. Dr. Syafrani, M.Si, the Rector of Lancang Kuning University and all of staffs who have dedicated their time to increase this University development.

vii

6. Dr. Adolf Bastian, M.Pd, the Dean of Faculty of Education and Teachers Training and all of staffs who have dedicated their time to increase this Faculty development. 7. My beloved family; especially to my beloved parents, Abdul Murad and my lovely mother Murniar and my sister, Dahniar S.pi, Dewi Fitrisartika Sp. and my brother Idi Risadi SE Ismail Syapril S.pi and Jhon Kenedi, Thank you very much for your praying, love, support, motivation, affection, and finance to me to accomplish this research. 8. And all of my friends Andi Fitriyani, Yesie Florida, Niki Utari, Anggia Putri Yani, Nurjanah S.Pd, Juliana Rahmah, Nova Eftarina, Riski Hardani, Marlin, Witri Widiyanti, Nurfikasari, Syarufah Hurul Aini, Putut Dw, Ilham Tawakal, Ekakurnia Wati, Lismiyati, Elvina, Ahmad Yusuf, Si Ilham, Yeni and others that I can not mention one by one. Thank you very much for your love, support, and motivation. Finally, I realize that this research is still far from being perfect. Therefore, I do appreciate some comments, critics, and other constructive suggestion for making this research better. May Allah bless you all.

Pekanbaru, July 30th 2012 The researcher,

RISKI ADE PUTRA

viii

TABLE OF CONTENT

ABSTRACT ................................................................................................... ABSTRAK ...................................................................................................... LEMBARAN PENGESAHAN .................................................................... EXAMINERS APPROVAL .......................................................................

ii iii iv v

SURAT PERNYATAAN ............................................................................... vi ACKNOWLEDGEMENT ............................................................................ vii TABLE OF CONTENT ............................................................................... ix LIST OF TABLES ......................................................................................... xi LIST OF FIGURES ....................................................................................... xii LIST OF APPENDICES ............................................................................... xiii CHAPTER I: INTRODUCTION A. Background of the Study .................................................................. B. Identification of the Study ................................................................ C. Limitation of the Study ..................................................................... D. Formulation of the Study .................................................................. E. Purposes of the Research .................................................................. F. Significance of the Research ............................................................ G. Definition of the Key Terms ............................................................. 1 2 3 3 4 4 4

ix

CHAPTER II: REVIEW OF THE RELATED LITERATURE A. Review of the Related Theories ....................................................... 1. Definition of Reading .................................................................. 2. Reading comprehension .............................................................. 3. Reading comprehension for senior high school .......................... 5 5 6 8

4. Nature of spoof text ..................................................................... 10 B. Review of the Related Finding ......................................................... 19

CHAPTER III: METHOD OF THE RESEARCH A. Type of the Research ........................................................................ 21 B. Place of the Research ........................................................................ 22 C. Population and Sample ..................................................................... 22 D. Instruments ....................................................................................... 24 E. Technique of Collecting the Data ..................................................... 24 F. Technique of Analyzing the Data ..................................................... 26

CHAPTER IV: FINDINGS AND DISCUSSION A. Finding ........................................................................................... 29 B. Discussion ...................................................................................... 32

CHAPTER V: CONCLUSION, IMPLICASIONS AND SUGGESTION A. Conclusion ..................................................................................... B. Implication ..................................................................................... C. Suggestion ..................................................................................... 34 34 35

BIBLIOGRAPHY .......................................................................................... 36 APPENDICES ................................................................................................ 38

xi

LIST OF TABLES

Table 3.1 : The Population of the Research.................................................... Table 3.2 : The Sample of the Research ......................................................... Table 3.3 : The Blue Print of Reading Test of Spoof Text ............................. Table 3.4 : The Categorization of Students Passed Grade in Reading at SMA PGRI Pekanbaru ............................................. Table 4.1 : Descriptive Statistic Scores of the Students Ability in Understanding Spoof Text..........................................................

22 23 25

28

30

xii

LIST OF FIGURE Figure 3.1 : Descriptive Statistic .

26

xiii

LIST OF APPENDICES

Appendix I Appendix II Appendix III Appendix IV Appendix V Appendix VI Appendix VII Appendix VIII Appendix IX

: Research Instrument Tryout .......................................... : Research Instrument Test .............................................. : The Answer Keys of the Tryout .................................... : The Answer Keys of the Test ........................................ : Rejected Item Test ......................................................... : Revised Items Test ........................................................ : The Result of the Tryout ............................................... : The Result of the Test ................................................... : Descriptive Statistic Scores of the Students Ability in Understanding Spoof text..............................................

38 45 52 55 58 60 62 63

64 66

Appendix X

: The Students Pictures ...................................................

xiv

CHAPTER I INTRODUCTION A. Background of the Study Reading is one of the most common ways to get the information and knowledge. Through reading people will get the ideas they want and will be able to use them in accordance with their needs, we can have much useful knowledge such as able understand the structure of sentence form and enlarge the vocabulary. It means that reading is good for us. Reading is one of four competence English skills (speaking, listening, reading, and writing) that have to be learned by students. In addition, reading includes important part when we analyze a text because it helps the students in analyzing kinds of reading text and the information from the reading itself. In learning reading, students have to realize that the aim of learning this skill is to enable them to comprehend reading text and get ideas from the text. They are also expected to read the text effectively and efficiently, they should understand each paragraph in text and correlate an idea from one paragraph to other paragraphs. In Junior High School level, the purpose of reading is to make them able to of the text. But sometimes they still cannot analyze text well, because they do not understand what the text means. This is the reason why they cannot answer the given question of the texts. Based on Kurikulum Tingkat Satuan Pendidikan (KTSP) (2006), Sekolah Menengah Atas Persatuan Guru Republik Indonesia (SMA PGRI) students are expected to be able to comprehend 13 genres of English texts. They are recount, report, discussion, explanation, analytical exposition, hortatory exposition, spoof, news item, anecdote, narrative, procedure, description and review. Every text has different contextual factors or subject matters (field), textual features (generic structure) and grammatical features. They must be able to recognize and distinguish those text types such as the social function; a vaguely specified social event in the texts that write by a writer to persuade or describe to reader and language function; language feature that use in the texts like simple present tense, conjunction, adverbs, nouns and adjective. The

students also must be able to apply reading strategies when they comprehend those kinds of text types. Spoof text is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. Indicators of spoof text are Generic structure and Language feature. Generic structures of spoof text are: Orientation sets the scene, Events; writer tells what happened, Twist; provide the punch line. Language feature of spoof text are focusing on people, animals or certain things, using action verb (material processes), e.g. ate, ran, saw, etc, using adverb of time and place, told in chronological order, use of past tense (Wahidi: 2011). However, based on the interview (May 19th 2012) with the English teacher Yosi S.Pd who is teaching the second grade pertaining to the students ability in understanding spoof text; the students got confused about the end (twist) in spoof text. Considering the importance of comprehending the spoof texts for second grade students at SMA PGRI and the facts of some possible problems dealing with their understanding toward the language features and generic structure of the given texts, the researcher intends to conduct a survey research. It aims to investigate the students ability in comprehending spoof texts as demanded by the curriculum. Based on the explanation above, the researcher is interested in doing a research to find out the ability of the second year students in reading comprehension. The research title is A Study on the Ability of Comprehending spoof Texts at the Second Great Students of Sekolah Menengah Atas Persatuan Guru Republik Indonesia (SMA PGRI) Pekanbaru B. Identification of the Study Based on KTSP (2006), Senior High school students are expected to be able to comprehend 13 genres of English texts. They are recount, report, discussion, explanation, analytical exposition, spoof, hortatory exposition, news item, anecdote,

narrative, procedure, description and review. Genres are taught for the second year students of SMA PGRI Pekanbaru. The students are only focused on comprehend of report, narrative, analytical exposition, spoof, and hortatory exposition. The students are asked to comprehend the text. In this case is a spoof text. In Comprehending the text, the students have to know about the types of the text. In this case is spoof text. The students ability in understanding spoof text might be influenced by their understanding to the preceding material. It also possible influences the following that they learn. The students ability and experience in reading are not the same. Some students may understand it easily. Other students may find the difficulties in understanding spoof text. The possible problems might be in terms of language feature and generic structure. They have problems in terms to the language features that are used in the text such as focusing on people, animals or certain things, Using action verb (material processes), e.g. ate, ran, saw, etc, Using adverb of time and place, Told in chronological order, Use of past tense. They also have problems in terms of the generic structures that are Orientation sets the scene, Events, the writer tell what happened, Twist, provide the punch line. C. Limitation of the Study In this study, the researcher only focuses on the spoof texts. Based on information from English teacher at SMA PGRI Pekanbaru, some students still have difficulties in finding generic structures (orientation, events, and twist) and language feature (people, action verb, and chronological order). So problem in this research is limited to the ability of second year students of SMA PGRI Pekanbaru in comprehending the spoof texts. D. Formulation of the Study The formulation of the problem is formulated as follows how is the students ability of SMA PGRI Pekanbaru in understanding spoof text?

E. Purpose of the Study The purpose of this research is to find out the students ability in understanding spoof texts at the second year of SMA PGRI Pekanbaru. F. Significance of the Study By doing this study, the researcher hopes that the findings of the study may: 1. Present the ability of the second year students of SMA PGRI Pekanbaru in comprehending the spoof texts. 2. As the information for the teacher about the ability of the second year students of SMA PGRI Pekanbaru in comprehending the spoof texts. G. Definition of key terms In order to avoid misunderstanding about the title of researcher, the definition the terms in the study are given below: 1. Ability: the quality or state of being able; power to perform, whether physical moral, intellectual, conventional, or legal; capacity; skill or competence in doing; sufficiency of strength, skill resources. 2. Spoof text: is a text which tells factual story, happened in the past time with unpredictable and funny ending 3. Comprehending is understands fully. In this study, comprehend means understanding spoof texts fully.

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. Review of related theory 1. Definition of Reading Reading can be an enjoyable activity when it is carried out effectively. Students should be motivated to acquire this competence. They should read a lot to cover information and to increase their knowledge. Reading is an activity with purpose. A person may read in order to gain information or verify existing knowledge, or in order to criticize a writers idea or writing style. A person may also read for enjoyment or to enhance knowledge of the language being read. Talk this as consideration; the purpose of reading is to guide the readers selection of the text. According to Ziegler (2005), reading is a process of understanding speech written down. It is a result of the interaction between the perception of graphic symbol that represent language and the readers language skill; cognitive skill, and knowledge of the word. It means the students who mastering in reading they can understand and gain information from the text. The students can be easy to enrich their ability in reading. Nunan (1991:33) defines that reading is an interactive process between what are reader already knows about given topic or subject and what the writer writes. It means that reading is an interactive process between writer and the reader in delivering and getting information. Functionally, Reading is useful for any purpose. Harmer (1991) states reading are an exercise which is dominated by eyes and brain. The eyes receive message and the brain has to work out the significance of these message. In this case, the readers not only read the text but also understand the meaning of written text being read. According to Nuttal ( 1982:6) states that reading comprehension is the process of decoding information of the text into ones mind. Reading is not a passive but rather

than an active process, involving the reader ongoing interaction with the text. Simply, readers not only read the text, but they interact with the text. In addition, Burnes (1998) states that reading is readers knowledge, skill and strategies. He defines it into four classifications. First, it is classified into linguistics competence; the ability to recognize the elements of writing system, knowledge of vocabulary, knowledge of how words are structured into sentences. Second, it is classified into discourse competence: knowledge of discourse markers and how they connect parts of the text to one another. Third, it is classified into sociolinguistics competence; knowledge about different types of texts and their usual structure and content. Forth, it is classified into strategic competence; the ability use top-down strategies (attend to the overall meaning) or bottom up strategies (knowledge of the language that focuses on the words and phrases). The last, the goal of reading class is to enable the students to have a good reading skill when they are dealing with texts. The skill will be helpful because it treats the students how to catch the information in the text. In other words, this skill teaches the students how to stay longer when they are reading something. Automatically, the focus of teaching reading is how to make the students have a good understanding of what they are being read.

2. Reading Comprehension Reading comprehension is not an easy process. Johns (1997: 99) states that the processing and comprehending a text with a new, difficult information, and vocabulary, particularly in foreign language, is considerably different from processing something on familiar topic in ones language. It can be conclude that the students in foreign language will get difficulties in comprehending text if the text is not appropriate with their level. Reading and comprehension are the first steps towards learning a language. For instance, when it comes to English as a foreign language, reading comprehension is more important. If there is no reading you want know what aspects it is, you do not understand and then you would not seek to understand them, which will hamper your comprehension of the language.

Reading can be seen as an interactive process between a reader and a text which leads automatically. In this process, the readers interact dynamically by trying to elicit the meaning and where various kinds of knowledge are being used; linguistics or systematic knowledge (through bottom-up) as well as schematic knowledge (through todown processing). Since reading is a complex process, Grebe argues that many researchers attempt to understand and explain to fluent reading process by analyzing the process to into a set of component skills (1991: 379) in reading. There are some components of reading comprehension which should be focused when reading a text. King and Stanley (2004: 8) state that there are five components that may help the students to read carefully: a. Finding Factual Information Factual information requires readers to scan the specific details of the text. There are many types of question of factual information such as question type of reason, purpose, result, comparison, means, identity, time, and amount in which most of the answer can be found in the text. b. Finding Main Idea Reading concerns with meaning to a greater extent than it is with form. An efficient reader understands not only the ideas but also their relative significance, as expressed by the author, in order words, some of the ideas are super ordinate while other subordinate. c. Finding the Meaning of Vocabulary Context Finding the meaning of vocabulary in context means that reader could develop his or her ability in guessing the words which is familiar or not, by relating the close meaning of unfamiliar words to the text and the topic of the text which is read. The words have nearly equivalent meaning when it has multiple connotations or nearly same meaning as another word. d. Identifying Reference In English, as in other language, it would be clumsy and boring to have and to repeat same word or phrase. Instead of repeating the same word or phrase several times it has been used, we usually refer to it rather than repeat it. For this purpose,

we use reference words most often, the reference expression will refer to a preceding word or phrase. e. Making Inference The important thing needed in reading is an understanding. Writers, however does not write out everything, he expects the reader to understand. Writers use language efficiently and recognize what can be inferred from their sentence. Five components above are indicators in comprehending any passage. This study is to find out the students ability in comprehending analytical exposition texts. It means that they also need understand the components of analytical exposition texts as the indicators of understanding analytical exposition texts. 3. Reading Comprehension for Senior High School It is necessary for the students of Senior High School to master reading comprehension. Cooper (1986:11) stated that comprehension is a process in which the reader may construct meaning by interacting with the text. In reading comprehension, a reader should have knowledge about understanding the reading passage. The common questions on the passages are primarily about the main ideas, details, and an inference that can be drawn from the passages. According to Singer (1985) reading comprehension has been defined as an interpretation of written symbols, the apprehending of meaning, the assimilation of ideas presented by the written, and the process of thinking while deciphering symbols. Further, reading comprehension is closely related to the cognitive competence of the readers, because this will produce comprehension. This idea also supported by Parera in Kahayanto (2005:9), he states as follows: Memahami adalah memperhatikan naskah tertulis dengan maksud memahami isinya. Proses ini dilakukan dengan mata diam atau membaca dalam hati. Hasil pemahaman disebut pemahaman bacaan. Cara membaca yang demikian disebut cara membaca pemahaman.

In comprehending a topic, the readers interacts with the text relate to the prequestioning of the text to prior experiences of construct meaning which can be found in the text. Skimming and scanning are two very useful techniques that will help the reader become a better reader. a. Skimming Skimming is a technique used to look for the gist of what the author is saying without a lot of detail (Kustaryo, 1988:5). This reading technique is used if one wants to get a general impression of a book, essay, article and determine whether or not to read it more carefully. Moreover, Yorkey (134) defines that there are two purposes of skimming; to locate a specific word, fact, or idea quickly, and to get a rapid general impression of the material. Azies & Alwasilah (1996:114) said Aktifitas skimming melibatkan proses membaca, sekalipun dengan kecepatan melebihi kecepatan membaca pada umumnya. Thus, in skimming the text, a reader needs to practice in order he or she can learn the key words and phrases which can cover all the material he or she is reading. To do the skimming, the reader should go through a passage quickly, jumping over parts of it, in order to get a general idea of what it is about. b. Scanning Scanning is quickly reading to find the specific information. Brown (2001:308) stated that scanning is quickly searching for some particular piece or pieces of information in a text. By scanning, a reader mean glancing rapidly through a text either a text either to search a specific piece of information (e.g. name, date) or to get an initial impression of whether the text is suitable for a given purpose, Nuttall in Kahayanto (2005:11). When scanning the reader lets his or her eyes wander over the text until he or she is looking for, whether it is a place, a kind of food, a kind of verb, or specific information. To enable the student to scan effectively, he or she should know what

kinds of information he or she needs, also, he or she should have the strong belief where he or she will find such information needed from the text. (Yulianto) 4. Nature of Spoof Text According to Hartono (2005:4), text is a unit of meaning which is coherent and appropriate for its context. In school based KTSP, Senior High School should master 13 types of texts; they are recount, spoof, report, discussion, explanation, new item, anecdote, narrative, procedure, description, review, exposition (hortatory) and exposition (analytical). Grace (2005: 80) says that there are 13 kind of the text; they are recount, report, discussion, review, spoof, explanation, anecdote, and exposition, and procedure, news item, descriptive and narrative. Yulianto (2010:36) Spoof text is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. Wahidi (2012) Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. Generic structure of spoof texts: 1. Orientation, sets the scene; 2. Events, the writer tells what happened; 3. Twist, provide the part of the story with an unpredictable ending; Language feature of spoof text includes: 1. Focusing on people, animals or certain things; 2. Using action verb (material processes), e.g. ate, ran, saw: 3. Using adverb of time and place; 4. Told in chronological order; 5. Use of past tense;

10

Social function of spoof text is to retell events for the purpose of informing or entertaining. Example 1: ABSENCE Joe's Mother got angry because her son got a low mark on English test. "Why did you get such a low mark on that test?" Asked mother angrily. Asked by his angry mother, Joe just kept silent and went out. A few moment, Joe came back home and met his mother again. His mother asked the same question. Joe answered steadily, "Because of absence.""You mean you were absent on the day of the test?" Mother wondered. Joe replied, "No, but the kid who sits next to me was." Generic Structure Analysis Orientation : Joe's Mother got angry because her son got a low mark on English test Event 1 : A few moment, Joe came back home and met his mother again. His mother asked the same question. Twister : Joe answered steadily, "Because of absence.""You mean you were absent on the day of the test?" Mother wondered. Joe replied, "No, but the kid who sits next to me was." Language Feature Analysis Focusing on certain certain participants Using action verb Using adverb of time and place : joe and mother : talking : on English test

11

Told in chronological order Used of past tense

: A few moment : got

Example 2: SAM TING WONG Jacky Wong got married with Lia Wong. Both of them had a white skin and straight hair. They are really a well-matched couple. One year later, Wong family got a new baby. A nurse brought them a son with curly hair and a black skin. The nurse congratulated and said, "What name will you give to this son?" With a confused face, Jacky Wong grumbled, "Sam Ting Wong!" Generic Structure Analysis Orientation : Jacky Wong got married with Lia Wong. Both of them had a white skin and straight hair. They are really a well-matched couple Event 1 : One year later, Wong family got a new baby. A nurse brought them a son with curly hair and a black skin. Twister : What name will you give to this son?" With a confused face, Jacky Wong grumbled, "Sam Ting Wong!" Language Feature Analysis Focusing on certain certain participants : Jacky Wong, Lia Wong, Sam Ting Wong Using action verb Using adverb of time and place Told in chronological order : brought : One year : One year later

12

Used of past tense

: said

Example 3: Worlds Funniest Joke Couple of New Jersey hunters is out in the woods when one falls to the ground. He doesnt seem to be breathing, his eyes rolled back in his head. The other guy whips out his cell phone and calls 911. He gasps to the operator, My friend is dead! What can I do? The operator, in a calm soothing voice says:Just take it easy. I can help. First, lets make sure hes dead.There is a silence, and then a shot is heard. The guys voice comes back on the line. He says:OK, now what? Generic Structure Analysis Orientation : Couple of New Jersey hunters is out in the woods when one falls to the ground Event 1 : He doesnt seem to be breathing, his eyes rolled b ack in his head. The other guy whips out his cell phone and calls 911. He gasps to the operator, ead! What can I do? The operator, in a calm ys:Just take it easy. I can help. Twister : First, lets make sure hes dead.There is a silence, and then a shot is heard. The guys voice comes back on the line. He says:OK, now what? Language Feature Analysis Focusing on certain certain participants Using action verb Using adverb of time and place : he and couple : hunters : New Jersey

13

Told in chronological order

: First, lets make sure hes dead.

Used of past tense

: Example 4: Penguin in the Park

Once a man was walking in a park when he across a penguin. He took it to a policeman and said; "What should I do?" The policeman replied; "Take it to the zoo!". The next day, the policeman saw the man in the same park. The man was still carrying the penguin. The policeman was rather surprised and walked up to the man and asked; "Why are you still carrying the penguin? Didn't you take it to the zoo?" The man replied; "I certainly did. And it was a great idea because the penguin really enjoyed it. So, today I am taking it to the movie".

Generic Structure Analysis Orientation Event 1 : He" and Penguin. They were in the park : The following day, the man were still carrying the penguin Twister : finally the man would take the penguin to the movies Language Feature Analysis Focusing on certain certain participants Using action verb Using adverb of time and place chronological order : He, penguin, policeman
: carry, walk up

: once, in the park Told in : chronological order by days, the next day

Used of past tense

: said

14

Example 5: An Unlucky Prisoner One day there was a prisoner that escaped from a jail when it was hard rain. He broke and damaged its wall. After that he ran away to the main road. He walked away to the road slowly because it was rain. Due to hard rain, it made flood. The water volume increased and increased until it reached 2 meters. He ran fast. But he could not do because it was as tall as his chest and neck. It was so hard for him to walk. Moreover, he saw a car in front of him. It was about five meters. It was in the middle of the road. To make him safe, he walked to that car and reached its top. He didnt know whose car it was. He sat on the roof of car. He waited and waited until it was normal again. He still sat on it the he slept because of so tired. When he opened his eyes, he was so surprised and didnt believe it. He was sat and slept on the roof of polices car. It means that he would back to jail again. What a poor and unlucky prisoner. Generic Structure Analysis Orientation : One day there was a prisoner that escaped from a jail when it was hard rain Event 1 : He walked away to the road slowly because it was rain. Due to hard rain, it made flood Twister : When he opened his eyes, he was so surprised and didnt believe it. He was sat and slept on the roof of polices car. It means that he would back to jail again. What a poor and unlucky prisoner. Language Feature Analysis Focusing on certain certain participants Using action verb : he (prisoner) : escaped

15

Using adverb of time and place Told in chronological order Used of past tense

: escaped from a jail : One day : walked

Example 6: Mr. Gembils One day, an old man, Mr. Gembil was walking around his town. On the way he felt so tired because the weather was so hot. When he was walking he saw and read a notice board beside the street. Here is artificial rain place. He was very happy about it then he walked in hurry to that place. He was not patient but when he walked for fifteen meters, he saw and felt rainwater. He thought that it was rain. But he was so surprised because he then knew that it was not rain anymore. The rain was splashing water that from Legislator candidates mouth when he spoke for campaign. Generic Structure Analysis Orientation : One day, an old man, Mr. Gembil was walking around his town. On the way he felt so tired because the weather was so hot. Event 1 : When he was walking he saw and read a notice board beside the street. Here is artificial rain place. He was very happy about it then he walked in hurry to that place. He was not patient but when he walked for fifteen meters, he saw and felt rainwater

16

Twister

: The rain was splashing water that from Legislator candidates mouth when he spoke for campaign

Language Feature Analysis Focusing on certain certain participants Using action verb Using adverb of time and place Told in chronological order Used of past tense : Mr. Gembil : walking : his town : One day : walked

Example 7 Abu Nawas and the King Aaron The king wanted to test Abu Nawas smartness. So he invited Abu Nawas to the palace. You want me, your Majesty? greeted Abu Nawas. Yes, you have fooled me three times and thats too much. I want you to leave the country. Otherwise you will have to go to jail said the king. If that is what you want, I will do what you said said Abu Nawas sadly. Then Remember, from tomorrow you may not step on the ground of this country anymore the king said seriously. Then Abu nawas left the king palace sadly. The following morning the king ordered his two guards to go to Abu Nawas house. The guards were very surprised found Abu Nawas still in his house. He had not left the country yet. Instead leaving the country, Abu Nawas was swimming in small pool in front of his house. Hey Abu Nawas, why havent you left this country yet? The king ordered you not to step on the ground of this country anymore, didnt he? said the guards. Sure he did answered Abu Nawas calmly. But look at me! Do I step on the

17

ground of this country? No, I do not step on the ground. I am swimming on the water continued Abu Nawas. The guards were not able to argue with Abu Nawas so they left Abu Nawas house and went back to the palace. The guards reported what they had seen to the king. The king was curious on Abu Nawas excuse not to leave the country. Therefore the king ordered his guard to call Abu Nawas to come to the palace. Abu Nawas came to the palace on stilts. The king wondered and said Abu, I will surely punish you because you havent done what I have said. You have not left this country. The King continued And now, look at you. You walk on stilts like a child. Are you crazy? The king pretended to be furious. I remember exactly what you said, Your Majesty Abu Nawas answered calmly. This morning I took a bath in the small pool in my house so that I had not to step on the ground. And since yesterday, I have been walking on this stilts. So you see, Your Majesty, I do not step on the ground of this country. The king was not able to say anything. Generic Structure Analysis Orientation : Introducing Abu Nawas and the King on the counteracts about leaving and staying in the country Event 1 Event 2 Twister : Abu Nawas was swimming on the pool : Abu Nawas was walking on the stilts : Abu Nawas explained that swimming in the pool and walking on the stilts meant not stepping on the ground of the country. Language Feature Analysis Focusing on certain certain participants Using action verb : He, king : said, order

18

Using adverb of time and place Told in chronological order Used of past tense B. Review of the Related Findings

: country, : tomorrow . : siad

There are some researchers have proved their research dealing with analysis in understanding descriptive text. Based on the title above, the researcher have to find out the previous research that relate to the title as follows: The first, the research from: the research from Safrion( Riau University) which is entitled A Study on the Ability of the Second Grade Students of SMP 4 Teluk Kuantan in Understanding Descriptive Text This research involved 32 students of SMA 4 Teluk Kuantan. From these 32 students 17 students or (50%) are classified as good, 12 student or (37, 5 %) are classified as mediocre, 4 students or (12,5%) are classified as poor. The second study conducted by Iwai (2007:1), conducted a research entitle Developing ESL/EFL learner reading comprehension of expository texts. The objective of expository texts is written to convey, describe, or explain nonfictional information. It is more difficult for ESL/EFL learners to understand these types of materials than narrative texts because they have specific text structures hich containing technical vocabulary, and require readers to have background knowledge. The instrument explores effective strategies that enhance ESL/EFL learners understanding of informational texts. After examining elements of expository text, this paper lists the differences between skillful readers and struggling readers. Some recommended strategies then follow. The researcher also conducts a research on the text. However, the researcher wants to know the ability of students in comprehending analytical exposition text. The third study conducted by Muharomadhan (2010), conducted a research entitle A study on the students reading comprehension achievement of the second year students at M.A Hasanah Pekanbaru. He found that the most of respondents are in the

19

very good level. There were 9 students or 45% in very good level, 5 students or 25% were in good level, and 6 students or 30% were in fair level. No students were in level of poor or very poor. The fourth, the research from Reni (Lancang Kuning University) which entitled A Study on Ability of Tenth Grade Students at SMA N I Tambang in Understanding Descriptive Text From these 40 students, the average of mean score of the students ability in understanding descriptive text is 56.5 (less). The fifth, the researcher from Syaputri (Islamic University of Riau) which entitled An Analysis of the Second Years Students in Writing Spoof at SMA PGRI Pekanbaru from these 60 students, the average of score the students in writing spoof text is 0 students get Excellent, 0 students get Very Good, 4 students get Good, 14 student get Fairly Good, 18 students get Fair, 10 students get Poor, and 14 students get Very Poor. The seventh, the researcher from Hayati (Shahid Chamran University,)Using Humorous Texts in Improving Reading Comprehension of EFL Learners. The results of the present study revealed improvement in the recall and comprehension of the texts by participants of the humorous group across the seven sessions reading and testing. The scores obtained during the seven sessions of reading and testing revealed no significant difference in recall and comprehension of the two groups. Finally, the results of comparing the scores of males and females of the humorous group showed a relatively better performance of males compared to females. These results is interpreted in the light of the cognitive and affective processes involved in comprehension. The last research from Aidon (Lancang Kuning University) which entitled A Study on the Students Reading Comprehension of Recount Text at the Grade Eight of SMPN 015 Pekanbaru from these 40 students, the average of mean score of Reading Comprehension of Recount Text is Finding Factual Information 35.6 (Poor), Finding Main Ideas 82.5 (Excellent), Finding Meaning of Vocabulary 61.25 (Good), Finding References 76.86 (Good), Finding Inferences 53.12 (Mediocre).

20

CHAPTER III METHOD OF THE RESEARCH

A. Type of Research This research was designed as survey research. Creswell (2005:354) write survey research designs are procedures in quantitative research in which investigators administer a survey to a sample or to the entire population of people in order to describe the attitude, opinions, behavior, or characteristics of population. The survey design has two kinds; the first is at one point in time (Cross-Sectional), and the second, study over time (Longitudinal). In this case, the researcher conducted one point in time (Cross-sectional survey). A Creswell (2005:355) state that cross-sectional designs consist of particularly type that matches to this research is related to program evaluation. Program evaluation is a survey that provides useful information to decision makers. In this study, the performance of a study on the students ability in comprehending of spoof text will be reported to SMA PGRI Pekanbaru. With regard to the finding of the research it is hoped be an input for the English teacher make such as evaluation in teaching especially, in spoof text according to the curriculum target. In conducted this research, the researcher applied quantitative research. According to Creswell (2005: 39) A quantitative research is a type of educational research in which the researcher decides what to study, asks specific, narrow questions, collects numeric (numbered) data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. Furthermore, the researcher used descriptive statistics to measure students ability in comprehending spoof text. Creswell (2005:183) states that descriptive statistic will help you to summarize the overall trends or tendencies in your data. Provide insight into where one score might be, and provide insight into where one score stands in comparison with others. These three ideas from descriptive statistic are the central

21

tendency, variability, and relative standing. Descriptive statistic can be used in analyzing statistical data, which in short the data was gained from test. In short, the students ability in comprehending spoof text at the second year students of SMA PGRI Pekanbaru was scored by using numbers. So, the mark they got in doing the test is indicated the students ability in comprehending spoof text. This research consists of one variable only, that is, the students ability in comprehending spoof text. B. Setting of the Research This research was conducted in SMA PGRI Pekanbaru at grade XI. The research was done from on 30th May until 7th June 2012. C. Population and Sample 1. Population The population is the subject of the research. Population is the number of subject who is not yet selected to be a sample. Population of this research was all the second year students at SMA PGRI Pekanbaru in academic years 2011/2012. The population was chosen from three classes, XI IS 1, XI IS 2, XI IS 3. There is 30 (14 male and 16 female) in class XI IS 1, 39 (20 male and 19 female) in class XI IS 2, 38 (15 male and 23 female) in XI IS 3. So, total of the population was 107. The population of this research can be seen in the following table:

Table 3.1 The Population of the Research No Population Students at Grade XI IS 1 30 XI IS 2 39 XI IS 3 38 Total 107

22

2. Sample The sample of the research is stratified random sampling. Creswell (2005:148) states that in stratified sampling, the researcher divide (stratify) the population on some specific characteristics (e.g., gender) and then, using simple random sampling, sample from each subgroup (stratum) of the population (e.g., females and males). This guarantees that the sample was included specific characteristics that the researcher wants included in the sample. All number of the second grade students social department of SMA PGRI Pekanbaru who were selected through a lottery to simplify of choosing subject of this research. Because the population was too big (more than 100 students), the researcher minimized the number of population to be the sample. Arikunto (2006: 134) suggests that if the population is considerably big (more than 100 persons), the researcher may take 10 15 % or 20 25 % of the population to be the sample of the research. Based on Arikuntos suggestion above, the researcher took 25 % of the population in this research. Therefore, the total of the sample in this research was 26 students. Based on the statement above, the researcher took 25% of the population in this research. So that, the total research sampling were 27 students (12 males and 15 females) of students in the grade second in SMA PGRI Pekanbaru. The sample of the research can be seen as follows:

Table 3.2 The Sample of the Research

No Population Sample

Students Grade Second Male 49 12 Female 58 15

Total 107 27

23

D. Instrumentation The instruments of this research were test. Test is the instrument in quantitative method to answer the research question in this research. Test was used when the researcher works on the inquiry of numbers using statistics in analyzing the obtained data. In educational terms, tests have subject matter or content. The test was a task or set of tasks that elicits observable behavior from the test taker. With regard to this research the items test consisted of essay and multiple choices. The students were given three texts for essay and four texts for multiple choices. Essays were used to find the generic structures (orientation, events, and twits) and multiple choices were used to find the language feature (focusing on people, action verb, adv of time and place, chronological order). In essay, the researcher gave three texts. Every text consisted of three question and for one text the score was 20 (orientation is 5, events is 5, twist is 10) and total question for essay were 9 questions. So, the total score for essay was 60. In multiple choices, the researcher gave four text. Every text consisted of fives questions, and total question in multiple choices were 20 questions (focusing on people was 2, action verb was 2, adv of time was 2, adv of place was 2, chronological order was 2). So, the total score for multiple choices were 40. So the total score for correct answer of both essay and multiple choices were 100.

E. Technique of Collecting Data The test was used by the researcher to get the data was pertinent to the students understanding reading text. The researcher used this instrument to identify descriptive statistic of the students understanding spoof text in reading. The test in this research was reading test. The researcher gave some spoof text. In this case, the researcher gave the test in essay and multiple choice forms. The indicators of the items of the test, the researcher explained in the table below:

24

Table 3.3 The Blue Print of Reading Test of Spoof Text No Indicator Score per Item Total Score

Essay Generic Structure : 1 1. orientation 2. event 3. twits

3 texts Orientation = 5 Event = 5 Twist = 10 60

@ text = 20 Multiple choice Language feature 1. Focusing on people, animals or certain things; 2. Using action verb (material 4 texts

processes), e.g. ate, ran, saw: 3. Using adverb of time and place; 2 4. Told in chronological order; 5. Use of past tense; Each correct 1 item x 2 @ texts consist of 5 questions 40

Total Score

100

Based on the table above, the researcher explained more clearly about items of the test. In essay, the researcher gave three texts. According to the English teachers of

25

SMA PGRI class XI, to score the generic structure on the spoof text can be referred to the score distribution as presented in the table 3.3. The score were 20 (orientation is 5, events is 5, twist is 10) and total question for essay were 9 questions. So, the total score for essay was 60. In multiple choices, the researcher gave four text, every text consisted of fives questions, and total question in multiple choices were 20 questions (focusing on people was 2, action verb was 2, adv of time was 2, adv of place was 2, chronological order was 2). So, the total score for multiple choices were 40. If the students could answer all questions, they get 100 points.

F. Technique of Analyzing Data According to Creswell (2005:182), descriptive statistic will help you summarize the overall trends or tendencies in your data. Provide insight into where one score might be, and provide insight into where one score stands in comparison with others. These three ideas are central tendency, variability, and relative standing. The clear description of using this statically method is as in the following diagram:

Descriptive Statistics

Central Tendency

Variability

Relative Standing

Mean Median Mode (Creswell, 2005:182) Mean =

Variance Standard Deviation Range

Z-score Percentile ranks

26

Median = Half of all scores Mode = the scores that apprerears on the list of the scores

Variance (SD2) =

Standard Deviation (SD) = Range = Maximum Minimum

Z-score =

The first idea is central tendency. Central tendency is summary numbers that represent a single value in a distribution of score (Vogt.1999). They are expressed as an average score (the mean), the middle of a set of scores (the median), or the most frequently occurring score (the mode). A mean is the total of the scores divided by the numbers of scores. To calculate the mean, you can sum all of scores and then divide the sum by the number of scores. The median is score divides the score, rank ordered from top to bottom, in half. Fifty percent of the scores lie above the median and 50% lie below the median. The mode is the score that appears most frequently in a list of scores. The next idea is variability. Variability indicated the spread of the scores in distribution of scores in a distribution. Range, variance, and standard deviation all indicate the amount of variability in a distribution of scores. Range of score is the difference between the highest and the lowest scores to items on an instrument. The variance is indicated the dispersion of scores around the mean. Standard deviation does provide useful information, and we look on it as an indicator of the dispersion or spread of the score. The last idea is relative standing. It is statistic that describe one score relative to a group of score. Two frequently are used statistics are percentile rank and Z score. A percentile rank of a particular score is the percentage of participants in the distribution

27

with scores at or below a particular. A Z score is a popular form of the standard score, and it has a mean of zero and a standard deviation of one. Also, the researcher refered to students passed grade or Kriteria Ketuntasan Minimum (KKM) to know the students level ability in comprehending spoof text. That table can be seen as follow:

Table 3.4 The Categorization of Students Passed Grade in Reading at SMA PGRI Pekanbaru

1 2 3 4 5

86 100 71 85 56 70 41 55 < 40

Very Good Good Fair Poor Very Poor (SMA PGRI Pekanbaru 2011)

28

CHAPTER IV FINDINGS AND DISCUSSION

This chapter presents the description of data analysis namely findings and discussion. There is to answer the research questions, How is the ability of the second grade students of SMA PGRI Pekanbaru in comprehending Spoof texts? This question is answered based on the data gotten from test.

A. Findings The researcher has done the test to 27 students at the second grade students of SMA PGRI Pekanbaru on May, 30th until 7th June 2012 to find out the students ability in understanding spoof text. The test has been given to answer the research question in this research. The question was How is the ability of the second grade students of SMA PGRI Pekanbaru in comprehending spoof texts. In order to answer this question, the researcher gave some the texts that kind of spoof text. Then the students read the paragraph and identified the generic structures (orientation, event and twist) and language features (focusing on people, animal or certain things, using action verb, using adverb of time and place, told in chronological order, and use of past tense ) of the spoof

After giving the test, the researcher calculated the score of the students from individual correct answer. The more the correct answer they made, the higher their scores would be. On the other hand, the fewer the correct answer they made, the lower their scores would be. The complete description of the scores obtained can be seen in the following table:

29

Table 4.1 Descriptive Statistics Scores of the Students Ability in Understanding Spoof Text
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Total Raw Score 45 46 55 62 62 64 65 66 66 70 71 71 73 73 74 75 76 76 76 77 78 78 80 80 82 84 84 1909 Raw Score Mean -25,7 -24,7 -15,7 -8,7 -8,7 -6,7 -5,7 -4,7 -4,7 -0,7 0,3 0,3 2,3 2,3 3,3 4,3 5,3 5,3 5,3 6,3 7,3 7,3 9,3 9,3 11,3 13,3 13,3 (Raw Score Mean) 660,49 610,09 246,49 75,69 75,69 44,89 32,49 22,09 22,09 0,49 0,49 0,09 5,29 5,29 10,89 18,49 28,09 28,09 28,09 39,69 53,29 53,29 86,49 86,49 127,69 176,89 176,89 2715,63
2

Z score -2,56 -2,46 -1,56 -0.86 -0,86 -0,67 -0,57 -0,47 -0,47 -0,07 0,03 0,03 0,23 0,23 0,33 0,43 0,53 0,53 0,53 0,63 0,73 0,73 0,93 0,93 1,13 1.33 1,33

Percentile Rank 3,70 7,40 11,10 18,51 18,51 22,21 25,91 33,32 33,32 37,02 44,43 44,43 51,84 51,84 55,54 59,24 66,65 66,65 70,35 74,05 81,46 81,46 88,87 88,87 92,57 100 100

30

Sum Mode Median

= 1909 = 76 = 73 Raw Score 1909 = 70.70 N 27

Mean

(Raw Score Mean) 2 Variance (SD2) = N =

2715,63 = 100,58 27

Standard Deviation (SD) = Raw Score Mean Z Score = SD

= 10,03

Range: Minimum = 45; Maximum = 84

Based on the table above, it can be seen the ability of the students in understanding Spoof text test. The ability of the second grade students of SMA PGRI Pekanbaru in understanding spoof text could be generally categorized into fair. Table 4.1 above shows that the total of the students scores in understanding spoof text test is 1909, mode of the students scores is 76, median of the students scores is 73, variance of the students scores is 100,58, and standard deviation are 10.03. The scores range

31

from a low of 45 to a high of 84, a range of 39 points. The average of mean score of the students ability in understanding spoof text is 70.70. B. Discussion As explained previously, this research was carried out in three classes. This research was conducted at second grade students of SMA PGRI Pekanbaru. The classes were chosen due to the generic structure problem and language feature problem in understanding spoof text. The purpose of this research was to identify the students ability in understanding spoof text. In accordance with the data analysis done during this research, the researcher found that the students ability in understanding spoof texts is categorized into the fair level. Based on the presentation and analysis of the research data above, the finding of the whole participants (27 students) led the researcher to infer that the ability of the second grade students of SMA PGRI Pekanbaru in understanding spoof text is categorized into fair. The data gained was analyzed by using descriptive statistic to found the sum, mode, median, mean, variance, standard deviation (SD), z-score and range. The sum was used to find the calculation of the students raw score. The total of the students scores in spoof text test is 1909. The mode is the score that appears most frequently in a list of scores. It is used when researchers want to know the most common score in an array of scores on a variable. Mode of the students scores was 76. The median was the middle score among all scores. The median score divides the score, rank-ordered from top to bottom, in half. Median of the students scores was 73. The variance indicates the dispersion of scores around the mean. Variance of the students scores was 100.58. The square root of the variance, the standard deviation (SD), does provide useful information, and we look on it as an indicator of the dispersion or spread of the scores. Standard deviation was 10.03. The range of scores is the difference between the highest and the lowest scores to items on an instrument. The scores range from a low of 45 to a high of 84, a range of 39 points. The mean used to describe responses of all participants to items on an instrument. A mean is the total of the scores divided by the number of scores. The mean gives us an average for all of the scores. The

32

average of mean score of the students ability in understanding spoof text is 70.70. In other words, the students ability in understanding Spoof text is on fewer categories referring to Kriteria Ketuntasan Minimum (KKM) of SMA PGRI Pekanbaru. Based on the finding of the test that the researcher gave in two forms; multiple choice (language features) and essay (generic structures). The researcher found that the students understandings on language features (74.44%) are better than the students understanding on generic structures (68.20%). It can be seen from the tryout and test that the researcher gave for the students. So, the teacher must know the students problem with their understanding spoof text in learning English. In this research, the teacher must know how to teach the students to analyze language features in spoof text well. Based on the aims of survey design research, the findings of this research have purpose to give information or input for the English teacher such as evaluation in teaching especially in understanding spoof text according to the English curriculum target of SMA PGRI Pekanbaru. The findings of this research are hoped to evaluate and to give information to the students achievement in learning English especially in understanding spoof text. The findings of this research can be seen that the mean score of the students ability in understanding spoof text is 70.70. In other words, the students ability in understanding spoof text is categorized into fair. In short, this research aims to dedicate for English teacher of SMA PGRI Pekanbaru.

33

CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGESTIONS

A. Conclusions Based on the data analysis explained in chapter IV, the researcher will describe some conclusions as in the following: 1. There are 27 students of the second grade students of SMA PGRI Pekanbaru who participated in this research. From these 27 students can be seen that the total of the students scores in descriptive test is 1909, mode of the students scores is 76, median of the students score is 73, variance of the students score is 100.58, and standard deviation is 10.03. The scores range from a low of 45 to high of 84, a range of 39 points. 2. The average score of the students ability in understanding spoof text is 70.70. It means that the students ability in understanding spoof text is categorized into fair. 3. The researcher concludes that the findings on students ability in understanding spoof text are categorized into fair. B. Implications Referring to the findings and discussion, the implication of the students ability in understanding Spoof text can be seen as follows: 1. To the English teacher: a) The teachers know the students ability (language features and generic structures) with their understanding spoof text in learning English. b) The teachers know how to teach the reading text in understanding spoof text and know how to teach the students to analyze generic structure and language feature of spoof text well. c) as information for the teacher about the ability of the second years students of SAM PGRI Pekanbaru in comprehending spoof texts. 2. To the students:

34

a) The students will know the importance of spoof text, especially in generic structures and the language features. b) The students will really understand about information of given texts and their ability in understanding spoof texts. 3. To the researcher herself: a) The researcher hopes that this research will give significant contribution to the students where have problem with their understanding spoof text. b) The researcher hopes the students understand more improve after this research is completed and the students will be more active involving in learning process. c) Finally, the researcher hopes this research result is very useful for whoever teacher in teaching English especially in understanding spoof text.

C. Suggestions Concerning the above conclusions, it is necessary for the researcher will to give some suggestions as in the following: 1. The students of SMA PGRI Pekanbaru are expected to increase their knowledge, particularly spoof text. 2. The students should concern on generic structure and language feature of spoof text in understanding reading. 3. The teacher should give more explanation about text with spoof text. 4. It is also hoped that all findings, conclusions, implication, and suggestions of this research will give a valuable contribution to both teachers and students especially the students of the second grade at SMA PGRI Pekanbaru. 5. It is better for the next researchers to take some references in this research to be used in their research.

35

BIBLIOGRAPHY Siskandar, Aidon. 2011. A Study on the Students Reading Comprehension of Recount Text at the Grade Eight of SMPN 015 Pekanbaru: Lancang Kuning University. Unpublished thesis. Arikunto, S. 2006. Prosedur Penelitian; Suatu Pendekatan Praktek. Jakarta: PT Rineka Cipta. Burnes, Don. 1998. Insight and Strategies for Teaching Reading. Sydney: Harcourt Brace Jovanich Group. Creswell, John W. 2005. Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New York:. Merrill Prentice Hall. Gay, L. R. 2000. Educational Research Competences for Analysis and Application. Sixth Edition. Peter Airasian: New York: Boston College. Hartono, R. 2005. Genres of Text. Semarang: Semarang State University. Harmer, Jeremy. 2001. The Practice of English Language Teaching. New York: Longman, Inc. Hayati, A. Majid. 2011. Using Humorous Texts in Improving Reading Comprehension of EFL Learners. Retrieved on May 15, 2011 from, http://itselj.org/Techniques/Texts in Improving Reading Iwai, Yuko. 2007. Developing ESL/EFL Learners Reading Comprehension of Expository Texts. Retrieved June 30, 2011 from, http://itselj.org/Techniques/Iwai_Expository Muharomadhan. 2010. A Study on the Students Reading Comprehension Achievement of the Second Year Students at M. A Hasanah Pekanbaru. Pekanbaru:Islamic University of Riau. . Unpublished thesis. Nunan, D. 1991. Language Teaching Methodology a Text. Book of Teacher. New York: Pretice Hall. Inc. Nuttal, C. 198. Teaching Reading Skills in a Foreign Language. London: Cambrigde University.

36

Elvita, Reni. 2011. A Study on Ability of Tenth Grade Students at SMA N I Tambang in Understanding Descriptive Text, Pekanbaru: Lancing Kuning University. Unpublished thesis. Safrion. 2008. A Study on the Ability of the Second Year Students of SMP 4 Teluk Kuantan in Understanding Descriptive Text, Pekanbaru: Riau University. Unpublished thesis. Sudijono, anas. 2010. Pengantar statistic pendidikan. Jakarta: PT. raja grafindo persada. Syaputri. 2009. An Analysis of the Second Years Students in Writing Spoof at SMA PGRI Pekanbaru: Islamic University of Riau. Unpublished thesis. Yulianto, puguh. 2010. Genre of the text for senior high school. Retrieved on May 05, 2012 from http://document.issuu.com. Ziegler, Johannes C. 2005. Reading Acquisition, Development Dyslexia, and Skilled Reading Across Language: A Psycholinguistic Grain Size Theory. University of Cambridge. Vol. 131. American Psychological Assosiation. Retrieved on March 2011, From http://www.scribd.com.

37

Appendix I Research Instrument TRYOUT

TEST 1

Name: _____________________ Class: XI IPS

Read the story. Then, answer the questions. I. Penguin in The Park Once a man was walking in a park when he across a penguin. He took it to a policeman and said; "What should I do?" The policeman replied; "Take it to the zoo!". The next day, the policeman saw the man in the same park. The man was still carrying the penguin. The policeman was rather surprised and walked up to the man and asked; "Why are you still carrying the penguin? Didn't you take it to the zoo?" The man replied; "I certainly did. And it was a great idea because the penguin really enjoyed it. So, today I am taking it to the movie".

Analyze the generic structure of the text: a) Orientation:_______________________________________________________ ________________________________________________________________ ________________________________________________________________ ______________________________________________

38

b) Event:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________ c) Twist:___________________________________________________________ ________________________________________________________ ________________________________________________________________ ________________________________________________________

Analyze the language feature of the text: 1. The word He in line 1 refers to: a). a man b). policeman c). Penguin d). Zoo

2. The word carry in line 5 is synonym to: a). cause b). go down 3. Where did the story happen: a). In the Zoo b). in the park c). In the hotel d). In the market c). Walk d). Raise

4. Whats the stated chronological order in this story: a). once b). the next day c). Today d). The next weak

5. In line 6, the word walked is closest in meaning to: a). ran b). run c). Running d). Runner

II.

Abu Nawas and the King Aron The king wanted to test Abu Nawas smartness. So he invited Abu Nawas to the

palace. You want me, your Majesty? greeted Abu Nawas. Yes, you have fooled me three times and thats too much. I want you to leave the country. Otherwise you will

39

have to go to jail said the king. If that is what you want, I will do what you said said Abu Nawas sadly. Then Remember, from tomorrow you may not step on the ground of this country anymore the king said seriously. Then Abu nawas left the king palace sadly. The following morning the king ordered his two guards to go to Abu Nawas house. The guards were very surprised found Abu Nawas still in his house. He had not left the country yet. Instead leaving the country, Abu Nawas was swimming in small pool in front of his house. Hey Abu Nawas, why havent you left this country yet? The king ordered you not to step on the ground of this country anymore, didnt he? said the guards. Sure he did answered Abu Nawas calmly. But look at me! Do I step on the ground of this country? No, I do not step on the ground. I am swimming on the water continued Abu Nawas. The guards were not able to argue with Abu Nawas so they left Abu Nawas house and went back to the palace. The guards reported what they had seen to the king. The king was curious on Abu Nawas excuse not to leave the country. Therefore the king ordered his guard to call Abu Nawas to come to the palace. Abu Nawas came to the palace on stilts. The king wondered and said Abu, I will surely punish you because you havent done what I have said. You have not left this country. The King continued And now, look at you. You walk on stilts like a child. Are you crazy? The king pretended to be furious.I remember exactly what you said, Your Majesty Abu Nawas answered calmly. This morning I took a bath in the small pool in my house so that I had not to step on the ground. And since yesterday, I have been walking on this stilts. So you see, Your Majesty, I do not step on the ground of this country. The king was not able to say anything.

40

Analyze the generic structure of the text: a) Orientation:_______________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________ b) Event:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ______________________________________________ c) Twist:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________

Analyze the language feature of the text: 1. The word he in line 8 paragraph 2 refers to: a). abu nawas b). king aron c).guard d). King

2. The word order in line 7 paragraph 2 is synonym to: a). command b). messenger 3. Where did story happen: a). a kingdom b). a jungle c). abu nawas home d). in the castile c).delegate d).rule

4. Whats the stated chronological order in this story? a). tomorrow b). the next day c). Today d). This day

5. In line 4, the word said is closest in meaning to : a). retold c). Spent

41

b). talked III. NasreddinsCoat

d). spoke

One day Nasreddin had been invited to the dinner party. He went to the party by wearing old clothes. When he arrived in the party, nobody looked at him and nobody gave him a seat. He got no food in the party so he went home and change his clothes Next he put on his best clothes. He wore his newest coat and went to the party again. The host at once got up and came to meet him. The host offered him the best table and gave him a good seat and served him the best food Nasreddin sat and put off his coat. He put his coat and said; Eat the food, Coat! the hosts and guests were very surprised and asked Nareddin; What are doing? Nasreddin replied calmly; When I came here with my old clothes, nobody looked at me. Then I went home and put on my best clothes. I came back in my newest coat and you all give me this best food and drink. So, you give food to my coat instead of me. Getting Nasreddin's answer, they just shook the head. Analyze the generic structure of the text: a) Orientation:_______________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________ b) Event:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ___________________________________________ c) Twist:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________

42

Analyze the language feature of the text 1. In line 6, the word met is closest in meaning to : a).sold b).showed c). Saw d). Visited

2. The word him in line 6 refers to : a). clothes b). nasreddin c). coat d). shook

3. Where did the story happen : a). in the party b). in the home c). in the room d). in the restaurant

4). the word invite in line 1 is synonym to: a). summon b). join c). combine d). joint

5). whats the stated chronological order in this story: a).next b).one day IV. Private Conversation Last week I went to the theatre. I had a very good seat. The play was very interesting.I did not enjoy it. A young man and a young woman were sitting behind me. They were talking very loudly.I got very angry. I could not hear the actors. I turned around. I looked at the man and the young woman angrily. They did not pay any attention.In the end, I could not bear it. I turned around again. I could not hear a word I said angrily.Its none of your business the young man said rudely. This is a private conversation c). Once d). Party

Analyze the language feature of the text:

43

1. Whats the stated chronological order in this story? a).a young man b).I got very angry c).in the and d).last weak

2. In line, the word looked is closest in meaning to: a).look b).meet c). See d). Saw

3. Where did the story happen? a). theatre b).behind me c). Private conversation d). Room

4. The word talking in line 2 is synonym to: a).conversation b).speaking c).silent d). talk

5. The word they in line 4 refers to: a). a man b). a woman c). I and a man d). man and woman

44

Appendix II Research Instrument TEST

Test 2

Name: _____________________ Class: XI IPS

Read the story. Then, answer the questions. I. Penguin in The Park Once a man was walking in a park when he across a penguin. He took it to a policeman and said; "What should I do?" The policeman replied; "Take it to the zoo!". The next day, the policeman saw the man in the same park. The man was still carrying the penguin. The policeman was rather surprised and walked up to the man and asked; "Why are you still carrying the penguin? Didn't you take it to the zoo?" The man replied; "I certainly did. And it was a great idea because the penguin really enjoyed it. So, today I am taking it to the movie". Analyze the generic structure of the text: d) Orientation:_______________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________

45

e) Event:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________ f) Twist:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________

Analyze the language feature of the text: 6. The word He in line 1 refers to: a). a man b). policeman c). Penguin d). Zoo

7. The word carry in line 5 is antonym to: a). cause b). put down 8. Where the penguin carried: a). In the Zoo b). in the park c). In the hotel d). In the market c). Walk d). Raise

9. Whats the stated chronological order in this story: a). once b). the next day c). Today d). The next weak

10. In line 6, the word walked is closest in meaning to: a). ran b). run c). Running d). Runner

46

II.

Abu Nawas and the King Aron The king wanted to test Abu Nawas smartness. So he invited Abu Nawas to the

palace. You want me, your Majesty? greeted Abu Nawas. Yes, you have fooled me three times and thats too much. I want you to leave the country. Otherwise you will have to go to jail said the king. If that is what you want, I will do what you said said Abu Nawas sadly. Then Remember, from tomorrow you may not step on the ground of this country anymore the king said seriously. Then Abu nawas left the king palace sadly. The following morning the king ordered his two guards to go to Abu Nawas house. The guards were very surprised found Abu Nawas still in his house. He had not left the country yet. Instead leaving the country, Abu Nawas was swimming in small pool in front of his house. Hey Abu Nawas, why havent you left this country yet? The king ordered you not to step on the ground of this country anymore, didnt he? said the guards. Sure he did answered Abu Nawas calmly. But look at me! Do I step on the ground of this country? No, I do not step on the ground. I am swimming on the water continued Abu Nawas. The guards were not able to argue with Abu Nawas so they left Abu Nawas house and went back to the palace. The guards reported what they had seen to the king. The king was curious on Abu Nawas excuse not to leave the country. Therefore the king ordered his guard to call Abu Nawas to come to the palace. Abu Nawas came to the palace on stilts. The king wondered and said Abu, I will surely punish you because you havent done what I have said. You have not left this country. The King continued And now, look at you. You walk on stilts like a child. Are you crazy? The king pretended to be furious.I remember exactly what you said, Your Majesty Abu Nawas answered calmly. This morning I took a bath in the small pool in my house so that I had not to step on the ground. And since yesterday, I have been walking on this stilts. So you see, Your Majesty, I do not step on the ground of this country. The king was not able to say anything.

47

Analyze the generic structure of the text: d) Orientation:_______________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________ e) Event:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________ f) Twist:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________

Analyze the language feature of the text: 1. The word he in line 11 paragraph 2 refers to : a). abu nawas b). king aron c).guard d). pool

2. The word order in line 7 paragraph 2 is synonym to : a). command b). messenger 3. Where did story happen: a). a kingdom b). a jungle c). abu nawas home d). in the castile c).delegate d).rule

4. Whats the stated chronological order in this story: a). tomorrow b). the next day c). Today d). This day

5. In line 4, the word said is closest in meaning to : a). retold c). Spent

48

b). talked III. NasreddinsCoat

d). spoke

One day Nasreddin had been invited to the dinner party. He went to the party by wearing old clothes. When he arrived in the party, nobody looked at him and nobody gave him a seat. He got no food in the party so he went home and change his clothes Next he put on his best clothes. He wore his newest coat and went to the party again. The host at once got up and came to meet him. The host offered him the best table and gave him a good seat and served him the best food Nasreddin sat and put off his coat. He put his coat and said; Eat the food, Coat! the hosts and guests were very surprised and asked Nareddin; What are doing? Nasreddin replied calmly; When I came here with my old clothes, nobody looked at me. Then I went home and put on my best clothes. I came back in my newest coat and you all give me this best food and drink. So, you give food to my coat instead of me. Getting Nasreddin's answer, they just shook the head.

Analyze the generic structure of the text: d) Orientation:_______________________________________________________ _______________________________________________________ e) Event:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ _______________________________________________ f) Twist:___________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________

49

Analyze the language feature of the text 1. In line 6, the word met is closest in meaning to: a).see b).showed c). Saw d). Visited

2. The word he in line 8 refers to: a). a woman b). party 3. Where will nasreddin go: a). in the party b). in the home c). Dinner d). Dinner party c). nasreddin d). a man

4). the word answer in line 1 is synonym to: a). asked b). response c). ask d). call

5). whats the stated chronological order in this story: a).next b).one day IV. Private Conversation Last week I went to the theatre. I had a very good seat. The play was very interesting.I did not enjoy it. A young man and a young woman were sitting behind me. They were talking very loudly.I got very angry. I could not hear the actors. I turned around. I looked at the man and the young woman angrily. They did not pay any attention.In the end, I could not bear it. I turned around again. I could not hear a word I said angrily.Its none of your business the young man said rudely. This is a private conversation Analyze the language feature of the text: 1. Whats the stated chronological order in this story? a).a young man c).in the and c). Once d). Party

50

b).I got very angry

d).last weak

2. In line, the word looked is closest in meaning to: a).look b).met c). See d). Saw

3. Where did the story happen? a). theatre b).behind me c). Private conversation d). Room

4. The word talking in line 2 is synonym to: a).conversation b).speaking c).silent d). talk

5. The word they in line 2 refers to: a). young man b). young woman c). I, young man and young woman d). young man and woman

51

Appendix III: The Answer Keys of the Tryout Objective I. Penguin in the Park 1. A 2. D 3. B 4. B 5. A II. Abunawas and the King Aron 1. A 2. A 3. A 4. A 5. B III. Nasreddins Coat 1. C 2. B 3. A 4. A 5. B IV. Private Conversation 1. D 2. D 3. A 4. A 5. D

52

Essay I. Penguin in the Park Orientation : introducing participants: "He" and Penguin. They were in the park Or

Once a man was walking in a park when he across a penguin. He took it to a policeman and said; "What should I do?" The policeman replied; "Take it to the zoo!". Event :-The man tended to take the penguin to the park.

-The following day, the men were still carrying the penguin. Twist : finally the man would take the penguin to the movies or I certainly did. I am taking it

And it was a great idea because the penguin really enjoyed it. So, today to the movie.

II. Abu Nawas and the King Aron Orientation : Introducing Abu Nawas and the King on the counteracts about leaving

and staying in the country or the king wanted to test Abu Nawas smartness. So he invited Abu Nawas to the palace. You want me, your Majesty? greeted Abu Nawas, Yes, you have fooled me three times and thats too much. I want you to leave the country. Otherwise you will have to go to jail said the king. Event :- Abu Nawas was swimming on the pool.

-Abu Nawas was walking on the stilts. Twist : This morning I took a bath in the small pool in my house so that I had

not to step on the ground. And since yesterday, I have been walking on this stilts. So you see, Your Majesty, I do not step on the ground of this country. The king was not able to say anything or Abu Nawas explained that swimming in the pool and walking on the stilts meant not stepping on the ground of the country. II. Nasreddins Coat Orientation : One day Nasreddin had been invited to the dinner party. He went to the

party by wearing old clothes or one day, Nasreddin was invited to a dinner party

53

Event

:- He was in the party with his old cloth

-He was in the party with his best newest coat Twist : Among the hosts and guests, he aske his coat to eat the served food.

54

Appendix IV: The Answer Keys of the Test Objective I. Penguin in the Park 1. A 2. B 3. A 4. B 5. A II. Abu Nawas and the King Aron 1. B 2. A 3. A 4. A 5. B III. Nasreddins Coat 1. C 2. C 3. D 4. B 5. B IV. Private Conversation 1. D 2. D 3. A 4. A 5. D

55

ESSAY I. Penguin in the park Orientation : introducing participants: "He" and Penguin. They were in the park Or

Once a man was walking in a park when he across a penguin. He took it to a policeman and said; "What should I do?" The policeman replied; "Take it to the zoo!". Event :-The man tended to take the penguin to the park. -The following day, the men were still carrying the penguin. Twist : finally the man would take the penguin to the movies or I certainly did. I am taking it

And it was a great idea because the penguin really enjoyed it. So, today to the movie.

II. Abunawas and the king Aro Orientation : Introducing Abu Nawas and the King on the counteracts about leaving

and staying in the country or the king wanted to test Abu Nawas smartness. So he invited Abu Nawas to the palace. You want me, your Majesty? greeted Abu Nawas, Yes, you have fooled me three times and thats too much. I want you to leave the country. Otherwise you will have to go to jail said the king. Event :- Abu Nawas was swimming on the pool. -Abu Nawas was walking on the stilts. Twist : This morning I took a bath in the small pool in my house so that I had

not to step on the ground. And since yesterday, I have been walking on this stilts. So you see, Your Majesty, I do not step on the ground of this country. The king was not able to say anything or Abu Nawas explained that swimming in the pool and walking on the stilts meant not stepping on the ground of the country. II. Nasreddins Coat Orientation : One day Nasreddin had been invited to the dinner party. He went to the

party by wearing old clothes or one day, Nasreddin was invited to a dinner party

56

Event

:- He was in the party with his old cloth -He was in the party with his best newest coat

Twist

: Among the hosts and guests, he aske his coat to eat the served food.

57

Appendix V: Rejected Items Test Penguin in the park 2. The word carry in line 5 is synonym to: a). cause b). go down 3. Where did the story happen: a). In the Zoo b). in the park c). In the hotel d). In the market c). Walk d). Raise

Abu nawas and the king aron 1. The word he in line 8 paragraph 2 refers to : a). abu nawas b). king aron Nasreddins coat 2. The word him in line 6 refers to : a). clothes b). nasreddin 3. Where did the story happen? a). in the party b). in the home c). in the room d). in the restaurant c). coat d). shook c).guard d). king

4. The word invite in line 1 is synonym to: a). summon b). join c). combine d). joint

58

Private conversation 5. The word they in line 4 refers to: a). a man b). a woman c). I and a man d). man and woman

59

Appendix VI: Revised Items Test Penguin in the park 2. The word carry in line 5 is antonym to: a). cause b). put down 3. Where the penguin carried: a). In the Zoo b). in the park c). In the hotel d). In the market c). Walk d). Raise

Abu nawas and the king aron 1. The word he in line 11 paragraph 2 refers to: a). abu nawas b). king aron c).guard d). pool

Nasreddins coat 2. The word he in line 8 refers to: a). a woman b). party 3. Where will nasreddin go : a). in the party b). in the home c). Dinner d). Dinner party c). nasreddin d). a man

4. The word answer in line 1 is synonym to: a). asked b). response c). ask d). call

60

Private conversation 5. The word they in line 2 refers to: a). young man b). young woman c). I, young man and young woman d). young man and woman

61

Appendix VII: The Result of the Tryout the Students Ability in Understanding Spoof Text
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Total Score 1 1 0 1 1 0 1 0 1 1 0 1 0 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 17 0,62 2 1 1 0 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23 0,85 3 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 21 0,77 4 0 1 1 1 0 0 0 0 0 0 0 0 1 0 0 1 1 0 1 1 1 1 0 0 0 0 0 10 0,37 5 0 0 0 1 1 0 0 1 1 0 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 1 0 9 0,33 6 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 22 0,81 7 0 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 1 1 1 0 1 1 0 0 1 0 0 14 0,51 8 0 1 1 1 0 0 0 1 0 0 1 0 1 0 0 1 0 0 1 1 1 1 0 0 1 0 0 12 0,44 The Number of Items 9 10 11 12 1 0 1 0 0 0 0 1 0 0 0 1 1 0 0 1 0 0 0 1 1 0 0 1 1 0 0 1 0 0 0 1 0 1 0 0 1 1 1 0 1 1 1 0 1 0 1 1 0 1 0 1 0 1 1 1 0 1 0 1 1 1 1 1 0 1 0 1 1 0 0 1 0 0 0 1 0 0 1 1 1 0 0 1 0 0 1 1 0 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 14 12 10 23 0,51 0,44 0,37 0,85 13 0 1 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23 0,85 14 0 0 1 0 1 0 0 0 0 0 0 1 0 1 1 0 1 0 0 0 0 0 0 0 0 0 0 6 0,22 15 0 0 1 0 1 0 1 0 0 1 0 1 0 1 1 0 1 0 1 0 1 0 1 0 1 0 1 13 0,48 16 0 1 0 1 0 1 1 1 1 0 0 0 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 18 0,66 17 1 0 0 1 0 0 1 0 0 1 0 0 0 1 1 0 0 0 0 1 0 1 0 0 0 1 0 9 0,33 18 1 0 1 0 1 1 0 1 0 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 0 1 1 18 0,66 19 1 0 0 0 1 0 0 1 1 1 1 1 0 0 1 0 1 0 0 1 0 1 0 1 0 1 0 13 0,48 20 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 24 0,88

Appendix VIII: The Result of the Post Test the Students Ability in Understanding Spoof T
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Total Score 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 25 0.92 2 1 1 0 1 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 1 1 0 0 0 1 1 19 0.70 3 1 1 0 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 20 0.74 4 1 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 23 0.85 5 1 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 22 0.81 6 0 1 0 0 1 1 1 0 0 1 0 1 1 1 1 1 1 1 0 0 1 0 0 0 1 0 1 15 0.55 7 1 1 1 0 1 1 1 1 1 1 0 1 1 0 0 1 1 1 0 0 1 0 0 1 0 1 1 18 0.66 8 0 1 0 1 1 1 0 0 0 1 1 1 0 1 1 1 1 1 1 0 1 1 0 0 0 1 1 17 0.62 The Number of Items 9 10 11 12 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0 0 0 1 1 0 1 0 0 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 0 0 1 1 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 1 16 21 17 24 0.59 0.77 0.62 0.88 13 0 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 22 0.81 14 1 1 1 1 1 1 0 1 0 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 22 0.81 15 0 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 0 1 20 0.74 16 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 22 0.81 17 1 1 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 23 0.85 18 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 23 0.85 19 0 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 0 1 0 0 0 0 18 0.66 20 0 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 1 0 1 1 0 1 0 1 0 0 17 0.62

64

Appendix IX: Descriptive Statistic Scores of the Students Ability in Understanding Spoof text
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Total Raw Score 45 46 55 62 62 64 65 66 66 70 71 71 73 73 74 75 76 76 76 77 78 78 80 80 82 84 84 1909 Raw Mean -25,7 -24,7 -15,7 -8,7 -8,7 -6,7 -5,7 -4,7 -4,7 -0,7 0,3 0,3 2,3 2,3 3,3 4,3 5,3 5,3 5,3 6,3 7,3 7,3 9,3 9,3 11,3 13,3 13,3 Score (Raw Score Mean) 660,49 610,09 246,49 75,69 75,69 44,89 32,49 22,09 22,09 0,49 0,49 0,09 5,29 5,29 10,89 18,49 28,09 28,09 28,09 39,69 53,29 53,29 86,49 86,49 127,69 176,89 176,89 2715,63
2

Z score -2,56 -2,46 -1,56 -0.86 -0,86 -0,67 -0,57 -0,47 -0,47 -0,07 0,03 0,03 0,23 0,23 0,33 0,43 0,53 0,53 0,53 0,63 0,73 0,73 0,93 0,93 1,13 1.33 1,33

Percentile Rank 3,70 7,40 11,10 18,51 18,51 22,21 25,91 33,32 33,32 37,02 44,43 44,43 51,84 51,84 55,54 59,24 66,65 66,65 70,35 74,05 81,46 81,46 88,87 88,87 92,57 100 100

64

Descriptive Statistics for Depression Scores

Sum Mode Median

= 1909 = 76 = 73 Raw Score 1909 = N 27 = 70.70

Mean

(Raw Score Mean) 2 Variance (SD2) = N =

2715,63 = 100,58 27

Standard Deviation (SD) = Raw Score Mean Z Score = SD

= 10,03

Range: Minimum = 45; Maximum = 84

66

Appendix X: The Students Pictures on the Tryout Test

The Students Picture on the Tryout IPS 2 30/05/2012

The Students Picture on the Tryout IPS 1 30/05/2012

67

The Students Picture on the Tryout IPS 3 31/05/2012

The Students Picture on the Test IPS 2 06/06/2012

68

The Students Picture on the Test IPS 1 06/06/2012

The Students Picture on the Test IPS 3 07/06/2012

69