THE USE OF WATTPAD APPLICATIONS TO IMPROVE

STUDENTS’ READING SKILLS AT

SMA NEGERI 7 BULUKUMBA

(An Experimental Research)

THESIS

Submitted in partial fulfillment of the requirements for the degree of Sarjana

pendidikan in English Department Faculty of TeacherTraining and Education of
University Muhammadiyah Bulukumba

By :

Riska Amelya Amri

2020310421

ENGLISH EDUCATION DEPARTEMANT

 FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH BULUKUMBA
2024
ABSTRACT

Riska Amelya Amri, 2024. The Use of Wattpad Application to Improve

Students Reading Skills at SMA Negeri 7 Bulukumba.Thesis, English
Language Education Study Program, Faculty of Teacher and Education,
Muhammadiyah University of Bulukumba. Supervised by Anugerah Febrian
Syam and Andi Eritme Yustika Abrar.
This study aims to determine whether there is an increase in students' reading
comprehension after using the Wattpad Application for class II students at
SMANegeri 7 Bulukumba. The researcher used a pre-experimental design with a
pre-test and post-test. The population of this study was taken using a purposive
sampling technique from class II of SMANegeri 7 Bulukumba in the 2024/2025
academic year. This sample consists of 25 students. In collecting data, the
researcher gave a multiple-choice test including a pre-test and post-test.
After analyzing the data, the researcher found that the average pre-test score was
52,4 and the average post-test score was 77,6. In addition, the student's t-test value
is higher than the t- table value, namely (4.87> 1.711) with degrees of freedom (df
= N-1) 25-1 = 24. This states that the alternative hypothesis (HI) is accepted and
the null hypothesis (Ho) is rejected. From the data above, it can be concluded that
the use of the Wattpad application can improve students reading skill at
SMANegeri 7 Bulukumba.
Keywords:Reading skills, Wattpad Application
 ABSTRAK

Riska Amelya Amri, 2024. The Use of Wattpad Application to Improve

Students Reading Skills at SMA Negeri 7 Bulukumba.Tesis, Program Studi
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Muhammadiyah Bulukumba. Dibimbing oleh Anugerah Febrian Syam dan Andi
Eritme Yustika Abrar.
Penelitian ini bertujuan untuk mengetahui apakah terdapat peningkatan
pemahaman bacaan siswa setelah menggunakan Aplikasi Wattpad bagi siswa
kelas II di SMA Negeri 7 Bulukumba.Peneliti menggunakan desain pra-
eksperimental dengan pre-test dan post-test.Populasi penelitian ini diambil dengan
menggunakan teknik purposive sampling dari kelas II SMA Negeri 7 Bulukumba
pada tahun akademik 2024/2025.Sampel ini terdiri dari 25 siswa. Dalam
mengumpulkan data, peneliti memberikan tes pilihan ganda termasuk pre-test dan
post-test.
Setelah menganalisis data, peneliti menemukan bahwa rata-rata skor pre-test
adalah 52,4 dan rata-rata skor post-test adalah 77,6. Selain itu, nilai uji-t siswa
lebih tinggi dari nilai t-table, yaitu (4,87> 1,711) dengan derajat kebebasan (df =
N-1) 25-1 = 24. Ini menyatakan bahwa hipotesis alternatif (HI) diterima dan
hipotesis nol (Ho) ditolak.Dari data di atas, dapat disimpulkan bahwa penggunaan
aplikasi Wattpad dapat meningkatkan kemampuan membaca siswa di SMA
Negeri 7 Bulukumba.
Keywords:keterampilan membaca, Aplikasi Wattpad.
 TABLE OF CONTENT

COVER....................................................................................................................i
APPROVAL SHEET.............................................................................................ii
COUNSELING SHEET.......................................................................................iii
TABLE OF CONTENT.........................................................................................v
LIST OF TABLES................................................................................................vi
LIST OF FIGURES..............................................................................................vi

CHAPTER I 8

INTRODUCTION..................................................................................................8
A. Background..................................................................................................8
B. Problem Statement....................................................................................10
C. Objectives of the Research.......................................................................10
D. Significance of the Research.....................................................................10
E. Scope of the Research...............................................................................11
CHAPTER II........................................................................................................12
REVIEW OF RELATED LITERATURE.........................................................12
A. Some Previous Research Findings...........................................................12
B. SomePertinent Ideas....................................................................................15
C. Conceptual Framework............................................................................25
D. Hypothesis of research..............................................................................25
CHAPTER III......................................................................................................26
METHODOLOGY OF RESEARCH.................................................................26
A. Research Design........................................................................................26
B. Research Variable.....................................................................................27
C. Population and Sample.............................................................................28
D. Research Instrument.................................................................................28
E. Techinique of Colecting Data...................................................................28
F. Technique of Analysis Data......................................................................32
BIBLIOGRAPHY................................................................................................36
APPENDICES......................................................................................................38
 LIST OF TABLE

Table 3. 1 Classification of students’ score........................................................26

Table 3. 2 The Criteria for the Hypothesis Testing:.........................................28

Table 4. 1The Frequency and Rate Percentage of the Students’ Score in the

Pre-Test.................................................................................................................29

Table 4. 2The Frequency and Rate Percentage of the Students’ Score in the

Post-Test................................................................................................................30

Table 4. 3The Students’ Mean and Gain Score.................................................31

Table 4. 4Standar Deviation................................................................................31

Table 4. 5T-test Calculation................................................................................32

 LIST OF FIGURE

FIGURE 2. 1 Conceptual Framework...............................................................19

FIGURE 3. 1 Research Design 21

 LIST OF APPENDICES

Appendices 1 : Module and Teaching Material................................................40

Appendices 2 : Pre-Test Instrument...................................................................46

Appendices 3: Post-Test Instrument..................................................................67

Appendices 4 : Attendances List.........................................................................56

Appendices 5 : The Students’ Pre-test and Post-test Clasification and

Analysis.................................................................................................................56

Appendices 6 : The Data Analysis and Distribution of T-tabel.......................58

Appendices 7 : Documentation................................Error! Bookmark not defined.

 CHAPTER I

INTRODUCTION

In this chapter, the researcher would like to present the discussion about

background of the research problem statement, objective of the research,

significant of the research, and scope of the research.

A. Background

English is an International language use to communicate throughout the

world. There are even several countries that have made English their official or

main language.There are manykind of learning processes in English,one of which

is reading. Reading is one of the important activities to get information. Then,

students can obtain information and know ledge by reading in the learning process

has several special characteristics that set apart from regional or local verieties of

English.

Reading is very important for language learning. Reading plays an important

role in learning English. Understanding in reading is particularly important.

Because reading provides humans with a way to obtan information about

something, even if it is not a natural part of human development. According to

Elizabeth (2003), “Reading is about understanding written text. This is acomplex

activity involving perception and thought (2003) Reading is a basic skill that not

only needs to be translated word by word, but also needs to be acquired ina

language course. According to (S.Namara, 2007), “reading is an extraordinary

achievement when people consider the level of mastery and the amount of

1
ability”. Reading is a positive thinking process that depends not only onability,

but also on the students’reading experience.

Based on observartions that found at SMANegeri7 BULUKUMBA, the

problem here is the lack of students’reading ability to a school environment that

does not support students’ interest in reading,lack of reading facilities for students

lack of motivation to read students lack of attention from teachers tostudents’

difficult

Based on the problems that exist in SMANegeri7 BULUKUMBA, research

found many problems related to the methods and techniques used by the teacher

tooold and only focus on the teacher and there is no feedback from students and

students them selves cannot crearly capture what the teacher has taught because it

is too quickly understood.

Wattpad application is among the reading learning media that

canstudent’spupils get better students’ abilities. The wattpad application is

includedin electronic books which are currently widely used by reading

enthusiasts to learn to read.

Electronic media such as wattpad, so that wattpad can help when reading

book that interest and students’ability to read. The wattpad application can play an

important role as a learning media to achieve good and maximum learning

outcomes.

Wattpad Media is an application that contains stories, novels, comics etc. On

Wattpad, we can also create stories or papers to the application, so we can read

our own writing on other people’s writing at the same time. In this study,

2
writerhope to use Wattpad at one of the applications that can be used to improve

students’ reading comprehensions achievement. This is the advantages of using

Wattpad media and can improve students’reading comprehension achievement.

Based on the above writer are interested in the following research: “THE

USE OF WATTPAD APPLICATIONS TO IMPROVE STUDENTS’READING

SKILLS AT SMANegeri7 BULUKUMBA”

B. Problem Statement

Based on the background, the researcher formulated the following problem.

Does the use of the wattpad application in learning English improve

students’reading skills at SMANegeri7 BULUKUMBA?

C. Objectives of the Research

Based on the formulation of the problem above, the purpose of this study is

apply learning methods trough the use of wattpad application to improve

students’reading skills at SMANegeri7 BULUKUMBA.

D. Significance of the Research

Important things that can be concluded from research on the use of wattpad

application to improve students’ reading skills, namely:

1. Theoritically

This study can be a reference for other researchers who want to conduct

research on the useof Wattpad application to improve students’ reading skills.

Therefore, this study will be a reference by other researchers.

3
 2. Practically

For students, the Wattpad application is expected to be a useful media to

improve reading skills and learn to read story text in a fun way. For teachers,

the Wattpad application is expected to be alternative media in the learning

process and facilitate the delivery of subject matter.

E. Scope of the Research

In order for this research to be carried out properly, the author will focus on

this research to find out whether there is an increase in students’ reading abilty

after using the wattpad application in class XI students of SMA Negeri 7

Bulukumba. The author assumes that this application is one of the interesting and

suitable media to be used in learning to read. With all the convenience and easy

access for free to students. The study was limited to one class of XI grade

students, Which was centered on class XI 3 consisting of 25 Students.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter will explain theoretically about theories that strengthen this

research which can be the basic of the research. The following topics will include

related prior research findings, some related ideas, conceptual framework, and

hypothesis.

A. Some Previous Research Findings

There are several studies that have been conducted regarding the use of

Wattpad application in reading story texts, especially in improving reading skills.

1. Adnan et al,. (2023) in their ir journal Increasing students’reading skills by

using wattpad application in eighth-grade students.The writer wants to take

advancement of technology development to increase students reading skill

by using Wattpad Application among the many application available for

download on mobiles and on computers. Wattpad Application is the world's

largest social storytelling platform. This application became popular in

Indonesia around 2016 until now. This application provides a million literary

works in 50 languages from various countries, and there are many genre

variants. Just downloading it via Google Playon a gadget or laptop, you can

be entertained by various stories or save them offline to read anywhere. Not

only that, but Wattpad can give an opportunity to the users to write stories

and publish them on their accounts.

5
2. Nurdiana et al,. (2022) in their journal Applying wattpad plat form as an

instruction medium to improve reading skills viewed from reading strategies.

The use of the Wattpad platform as a medium in the study of reading skills

was chosen based on its potential to allow students to access various genres

of books and find something interesting to read. In addition, Wattpad is a

free application that can be downloaded and used on a cell phone, which is

accessible to most high school students. This research was conducted with a

specific theme, namely, the use of Wattpad as an instructional medium to

improve reading skills in high schools. Based on this theme, the researcher

formulated the research question,which aims to determine the effectiveness

of using Wattpad as learning medium in improving the reading skills of high

school students in West Nusa Tenggara, Indonesia. The study aims to

provide insights on whether or not Wattpad can be an effective tool in

enhancing the reading abilities of students in the Indonesian context.

3. Fadillah et al,. (2022) in their journal Improving students’reading

comprehension achievement through wattpad. Wattpad media is an

application containing stories, novels,comics,etc on wattpad,we can also

create stories or papers publish to the application, so we can read and write

our owns stories or the other people stories at the same time in this study, the

researchers hope to use wattpadas application that can be used to improve

students’ reading comprehension achievement.

4. Furotun et al,. (2021) The use of wattpad in english language teaching and

learning is it helpful Wattpad is an application plat form and online

6
 community site for writers and readers (Wanda, 2019). This means that

through this Wattpad, users can write or read information content withinthe

scope of cyber literary stories (Ahmadi, 2018). Information content on

Wattpad has many categories such as short story, classic, fiction, adventure,

anime, romance, fantasy, humor, spiritual, mystery, horror, poetry,

sciencefiction, historical fiction, teen fiction, general fiction, classic and non-

fiction (Setyadi,2018).

5. Anggitasari et al,. (2020) using wattpad to promote the students’ responses to

literary works efl college students’ perspectives and experiences of enjoying

short stories. There are so many studies that use Wattpad as a media to

learning literature. Rahman &Iwan, (2019) found that the Wattpad platform

can be used to publish literary works students in the form of prose to further

obtain constructive peer to peer feedback. Similar to Rahman and Iwan.

(Sari, 2016) found that students were more interested in using the media and

actively giving comments and express their feelings or ideas after reading the

story. It means Wattpad can help students in learning literary. Then same as

(Bal,2018) argue that Wattpad was considered a venue where participants

can express themselves comfortably.

Some of these previous studies have the same objectives and topics, but

there are significant differences in the research components. For example the

research location, population, sampel, and instrument in addition, another

diference is the learning method. This research is focused on improve students’

reading skills trough the wattpad application.

7
B. SomePertinent Ideas

1. The Concept of Reading

a) Definition of Reading

According to Nuttal (1988: 21) reading is one of the most important skills in

learning language besides listening, speaking, and writing. The goal read anything

is to get information or knowledge defines reading as the meaningful

interpretation of a printed or written verbal symbol. This means that reading is the

result of an interaction between the perception of the graphic symbol representing

the language and the reader's linguistic competence, cognitive capacity, and

knowledge of the world. According to Mikulecky and Jeffirs (1986: 1). As

readability increases, individuals learn to adapt their reading strategies to reading

goals and limited literature. The active reader must understand or absorb what the

reader is reading.

According to Kustaryo (1988: 2) suggest that reading is the instant recogniti

with existing knowledge, and comprehension of the information and ideas

communicated. According to River (1971: 131) suggest that reader must also

recognize the sentences structure of that passage such as question ,negation,

coordinates, and subordination, and the other it the reader also recognize the

relationship between parts of the sentences, for example conditional, purpose, and

temporal relationship.

According to Goodman (1988:12) that reading is a receptive language

process. It is psycholinguistic process in that it stars with a linguistic surface

representation encoded by writer and ends with meaning that the readers

8
construct. And the conclusion reading is ability of cognitive process of interaction

between the graphic symbols and the language skills of reader. Reading is also a

process of communication between a writer and a reader. A writer has massage

about his or her mine, such as feeling, facts, ideas, and argument which want to

share.

According to Kustaryo (1988: 2) suggest that reading is an instantaneous

recognition of various written symbols, simultaneous association of the symbols

with existing knowledge, and comprehension of the information and ideas

communicated. According to River (1971: 131) suggest that reader must also

recognize the sentences structure ofthat passage such as question, negations,

coordination, and subordination, and the other it the read eral sore cognize the

relationship between parts of the sentences, for example conditional, purpose, and

temporal relationship.on of various written symbols, simultaneous association

ofthe symbolswith existing knowledge, and comprehension of the information

andideas communicated. According to River (1971: 131) suggest that reader must

also recognize the sentences structure of that passage such as question ,negation,

coordinates, and subordination, and the other it the reader also recognize the

relationship between parts of the sentences, for example conditional, purpose, and

temporal relationship.

According to Goodman (1988:12) that reading is a receptive language

process. It is psycholinguistic process in that it stars with a linguistic surface

representation encoded by writer and ends with meaning that the readers

construct. And the conclusion reading is ability of cognitive process of interaction

9
between thegraphic symbols and the language skills of reader. Reading is also a

process of communication between a writer and a reader .A writer has massage

about hisorhermine, such as feeling, facts, ideas, and argument which want to

share.

Based on the above statements, we can conclude that reading is areceptive

skill through which we receive information. However, the complex process of

reading requires speaking skills,so that we can pronounce the words that we read.

In this canse, reading is also a productive skill in that we are both receiving

information as well as convey it (although only to ourselves).

b. The Reason for Reading

According to Doffin Hikma wati (2008:12) that reading is classifiedin to

fourkinds, they are:

1) Silentreading

Silent reading is an activity that we usually do when reading books, new

spapers, road signs, and others. This activity involves reading disability and

understanding the message being conveyed. We can develop our silent reading

skills by giving as hort passage at the beginning and asking questions after each

word.

2) Reading aloud

Reading aloud is a completely different activity. Its purposes are not only

to understand the, content, but also to convey information to others. Very useful.

Reading aloud is important thing to do in reading process where the students who

know as the reader are required to read.

10
 3) Guided Reading

Teachers scaffold students' reading to teach reading strategies. Guided

reading is conducted with small groups of students who read at the same level.

4) Shared Reading

The Students follow alongas each read the passage aloud.Primary.Grade

teachers of tenuse big books-enlarged versions of the selection books - for shared

reading

5) ReadingProcess

According to There are three models of reading process, namely: (1)

bottom-up model, (2) top-down model,and (3) interactive model. Eskeyin Dirham

(2011: 13) shows that the end of the reading process is correct reading which

involves precise and detailed sequential perception and recognition of letters,

words, spelling patterns and linguistic units. This model assumes that a reader

continues by converting their first speechintoletters, match them with words. The

combination of the two words sentence, clause and sentence of the text.

The top down model of reading refersto the general concep tof reading as

reconstruction based on textual sampling and country- specific skills such as

language redundancy. The important role of prior knowledge in forecasting and

the need to read at a reason ablerate on large and more meaning ful text passages.

This model relates and interacts with both and language.

This interactive model of reading refers to a specific type of cognitive

behavior. On the one hand, relying on certain types of know ledge drives

cognitive structures.

11
 c. Types of Reading Skill

Reading skills can be categorized into four types as follows:

1) Skimming

This slill is used in reading to get the ideas of a text. The function of skimming

is to read quickly to discover the gist to see whether the text is worth reading or

not according to the reader’s purpose. According to mikulecky skimming is high-

speed reading that can save you time and help you get trough lots of material

quickly. Skimming consists of quickly running one’s eyes across a whole text

(such as an essay, article, or chapter) for its gist. Skimming gives readers the

advantage of being able to predict the purpose of the passage, the main topic, or

massage, and possibly some of the developing or supporting ideas.

2) Scanning

This skill is used to look rapidly for a particular piece of information.

According to mikulecky scanning is very high speed reading that readers do when

they are looking for a specific piece of information. Scanning exercises may ask

students to look for names or dates, to find a definition of a key concept, or to list

a certain number of supporting details. Futhermore Brown stated that the purpose

of scanning is to extract specific information without reading through the whole

text. The skill of scanning is supposed to ensure that learners do not read word-by-

word but instead they will glance at the text quickly and look for the information

which they know is in it.

3) Intensive Reading

Intensive reading is usually a classroom oriented activity in which

12
studentsFocus on the linguistic or semantic details of passage. Intensive reading

calls students’ attention to grammatical forms, discourse markers, and other

surface students details for the purpose of understanding literal meaning,

implications, rhetorical relationships, and the like. Intensive reading also may be a

totally content related reading initiated because of subject matter difficulty. In

other words the aim of intensive reading is to achieve a detailed undestanding of

the text.

4) Extensive Reading

Extensive reading is carried out to achieve a general undestanding of usually

somewhat longer text (book, long article, or essays, etc). Most extensive reading

is performed outside of class time. Extensive reading is also to obtain global or

general meaning from longer passages; use extensive reading is to improve

general knowledge.

2. The Concept of Wattpad

Wattpad will first launch edin December 2006, acollaboration between Allen

Lau and Ivan Yuen. Wattpad base is in Toronto, Canada. Wattpad already has

15million users with more than 400 million stories. The vision of Wattpad is to

entertain and connect the world with a story.

Wattpadis"home"to more than 65 million people who spend more than 15

billion minutes per month reading reading stories on Wattpad.

Wattpad Claim that 90% of its activity of it susers is accessible via mobile

and supports more than 50 language. This proves that many people actually have

interest in writing and reading. So with the existence of Wattpad, makes it easier

13
for them to channel their interest.

There are various genres that can be enjoyed such as thrillers, romance,

teenfiction, fanfiction and many more.In one of the news on detik.com entitled

"Examining Wattpad Trends on National Book Day 2017" explained that the

presence of Wattpad adds to the excitement of NationalBook Day in

2017.Although it has been quite a while since it was first launched, the

Wattpadapplication only popular in Indonesia around 2016.

This is inseparable from the success of the novel Dear Nathan byErisca

Febriani, which was published in book form in the same year the same year.It

cannot be denied that novel Dear Nathan became the gate way for other writers

whod reamed of having their stories published.

Gagas media, which is under Agromedia Pustaka is one of the publishers who

dare to publish stories from Wattpad. On National Book Day 2017, Dila

Maretihaqsari as Editor of Teen Fiction and Popular Fiction Bentar Pustaka said

that the Wattpad phenomenon in the book publishing industry book publishing

industry can be said to be unique and has many positive sides.

According to the works contained in Wattpad a lot, which means that the

interest in writing community is getting bigger.In terms of publishers this can

facilitate the search for fresh works, as wellas being able to find out how

interesting the manuscript is for readers.

Looking at the enthusiasm of young people for the Wattpad application, this

is a phenomenon that is quite surprising, because if you look at the official

website of Ayo Gemar Membaca official website, they outline the concerning

14
facts about the literacy culture of literacy culture of Indonesian society, namely:

1. According to a report by the International for the Evaluation of Education

Achievement (IEA) the ability of reading ability ofelementary school

students in Indonesia ranked 26th out of 27 sample countries.

2. The reading ability of reading ability of grade 6 students is 51.7. It is

everythingendofthelistafterPhilippines52.6, Thailand 65.1, Singapore 74 and

Hong Kong 75.5.

3. BPS survey results in 2013 showed that Indonesia who watched television

amounted to91.68%, while those who read newspapers were

only17.6%.Inaddition,the Head of the Bandung language Center,Abdul

Khak, asreported by Kompas. Com said, the tradition of writing inIndonesia

is much lower low compared to the tradition of reading tradition, especially

among the younger generation.

According to Abdul Khah in Kompas, 2011, interest in reading is actually

still low. Reading is a reference for writing. How can someone write if theydon't

like to read The facts about literacy culture and the Wattpad phenomenon

freshness for the people of Indonesian people whoneed a reading media for

entertainment and can be accessed through their Smartphone. It is clearly seen

from the positive response given by the writers from the beginning of its

appearance in Indonesia until now, therefore Wattpad can be one way to restore

interest in reading and can also be a place to hone writing skills of the Indonesia.

2. The Concept of Wattpad

a) Definitionof Wattpad

15
 According to Launched (2006),Wattpad is very important writing community

on which users can post their writings-articles, stories, fan fiction or phoems, for

example- and read the writing of others, through the application or online.So,why

the success for this new approach to redinga writing?

According to Meeker, wattpad is just one example of the trend towarduser-

generated content and as such finds itself in good company. Other examples she

cites are Pinterest for images, Snapchat and Facebook for video, Twitch for life

gaming and Sound Cloud for audio content. “Wattpad is a giant phenomenon in

the Philipphines and has changed the book industry locally”, said Lisa

Gokongwei- Cheng.

According to wattpads Head of Content,Ashleigh GarderWattpad is a social

network, not a publishing platform. (Gardner, 2014), she points out that 90% of

wattpad users are readers, against 10% are writers (Gardner, 2014).As noted

above, the seread ersuse the sitenotonly to accesscontent to read, but also to

initiate discussions with the writers they read and with other readers. The purpose

of the wattpad, similar to that of Facebook, Youtube and others, is to facilitate

contentcreation that generates between users and the community.

b) The benefits of Wattpad

According to Romano (2012), this process of mutual self- promotion has been

described as a “social Ponzi scheme that works because no one gets ripped off”.

Votes can be defined as units of change against a currency in wattpad. You could

say that readers pay writers with votes. However, this process does not establis

hamarketprice.The more votesthe story does not get "expensive" to the reader. On

16
the contrary, it is becoming an increasingly productive hub for shared value

creations as an attention economy.Them oreattentionyouget, them oreat tention

yougenerate. Voting is not an overnight recognition process.

Besides that, for the researcher like to read, especially reading stories, but you

don't want to bother with heavy books. Thanks to wattpad, we can read anything,

be it romance, teen, romance, action and other genres without having to worry

abouheavy books. Alternati vely, you can also change your mind about writing or

reading.

c) The Category of Wattpad

Wattpad has many categories, there are categories of romance, science

fiction,fantasy,humor,paranormal,mysteryorvibration,horror,adventure, historical

fiction, teenage fiction, fan fiction, poetry, short stories, general

fiction,fight,vampires,werewolves,spiritual,non-fiction,andclassicroom. You are

free to choose the kind of reading, the genre you want to read or like and you can

also choose the type of writing you will post on wattpad.

Wattpad also give awardse veryye ar to writers whose writings get the most

votes or are the most liked or favorite by readers.

1) How to use Wattpad

Wattpad also offers an app for Android users, specifically the wattpad

mobile application. You can download a free application to make it easierfor you

to access wattpad. Whether it is posting writing or stories, reading

stories,commentingon the story or just give the vote for some work.

Over all, I use the wattpad app as a way to improve my students' reading

17
skills because we know that every student has a cell phone. To make it easier for

students to access or download this application. They can read the wattpad

application without having to carry heavy books. Besides, they can also choosethe

genre that they like and don't want to read.

2) Problemof Teacher

The problem faced by teachers in the teacing process is that only a few

students can understand the text well. This is due to the absence of motivation

from students to the absen of motivation from studentst read in Englis

students’view poin ts on reading in English make them bored.

3) Problem Students’

The first problem is that they still lack understanding of what they read. The

second problem is that the way teachers teach reading Is still convention and does

not encourage students to be active in the learning process.

18
C. Conceptual Framework

English Learning

The use of Wattpad

Student Reading Skills
Application

Improve Students'
Reading Skills

FIGURE 2.1 Conceptual Framework

The conceptual framework above describes the research to be carried out

bythe researcher. In learning process, the Wattpad app is even more important

students reading skills, although we know that fractional reading as a reading

program can help students improve their students’ reading skills.

D. Hypothesis of research

Based on the previous related literature and the problem formulation above,

the writer formulates the following future hypothesis:

1) Alternative Hypothesis (H1)

That there is an increase in students’ reading skills after using the Wattpad

application in class XI 3 of SMA Negeri 7 Bulukumba.

19
 2) Null Hypothesis (Ho)

That there is no improvement in students’ reading skills after using the

Wattpad application in class XI 3 of SMA Negeri7 Bulukumba.

20
 CHAPTER III

RESEARCHMETHODOLOGY

This research includes research design, variable of the research, population

of the research, sample of the research, instrument of the research, procedure of

collecting data and technique of data analysis.

A. Research Design

This research used a quantitative research with a pre-experimental design.

According to Sugiyono's, quantitative research, is is defined as a research method

based on the philosophy of positivism, used for specific research on certain

populations or samples, data collection using research instruments, data analysis is

quantitative / statistical, with the aim of testing predetermined hypotheses. Pre-

experimental design is a design that includes only one group or class that is given

a pre-test and post-test, (Sugiono, 2010).

O1x O2

FIGURE 3.1 Research Design

Where:

E: Experiment Class

O1 : Pre-Test

X:Treatment

O2:Post-Test

(Gay, 2006 :26)

21
 This study consists of pre-test, treatment and post-test. The pre-test was

canducted to assess students’ abilty to read before treatment. Meanwhile, the post-

test was conducted after getting the treatment. The population in thisresearch will

be class secound-grade students’ SMA Negeri 7 Bulukumba. The sample of this

study will be selected by using purposive sampling technique.

B. Variable of the Research

In each research, is it essential to realize the variable that will be observed..As

per Sugiyono (2007; 2), research variable are things that shape what is

characterized by the investigates to be concentrated so as to get data about it,

what’s more, the end drawn on straightaway. Variable separated into two sections,

they are independent variable and dependent variable. Independent variable (X) is

also called yhe imfluencing variable. Meanwhile, the dependent variable (Y) is the

affected variable. According to the explanation above, the writer set the variable

X and Y as follow:

1. Independent Variable (X) The use of Wattpad teaching reading

2. Dependent Variable (Y) Students’ Reading skills

C. Population and Sample

1. Population

According to (Sugiyono 2011: 80) states that the population is a reginal

generazation consisted of subjects/objects which have certain quantities and

characteristics determained by the researcher to be studied and then drawn

conclusions. The population in this study eleventh-grade students’ of SMAN

22
7Bulukumba. The population in this eleventh grade 107 students which consisted

of 4 classes.

2. Sample

Sugiyono (2011:81) states that the sample is part of the number and

characteristics possessed by the population. This study used purposive sampling

technique. This researcher took XI 3 as only a sample of this study consisted of25

students..

D. Research Instrument

The instrument of was a device that was utilized by the writer to gether the

information. The instrument of this research was reading test, which is formulated

in multiple choices, consist of 20 questions. Since students can quickly answer the

questions, the students have enough time to read and repeat their reading content.

There are two kinds of tests, pre-test and post-test. Pre-test intended to measure

students’ trading skills before treatment, and post-test was given after tretment.

E. Techinique of Colecting Data

1. Pre Test

Pre-test is an activity to determine the extent of students' knowledge of the

material that witer teach. The pre-test will be conducted at the first meeting and

writer aimed to determine students' reading ability before being given treatment

using the Wattpad application. The form of the test used in this pre-test is a

multiple choice question consisting of 20 numbers where the question is a story

text, then the writer gives a duration of 40 minutes to work on the question.

23
2. Treatment

In the treatment each meeting is divided into three stages of teaching

everything related to Wattpad. then the three are called pre reading, while reading,

and post reading where pre reading is an activity carried out before reading. and

while reading while doing reading activities and post reading after doing activities

after reading activities.

Item Details
1. Pre Reading the story, The researcher will say a greeting and

then writer will explain what reading is and explain about the
Pre
wattpad application.
Reading
2. Pre Reading the story, The researcher wil introduce students

how students search for reading texts on wattpad.

1. When Reading, The researcher will inform all students about

the application.
While
2. When Reading, The researcher will ask one by one students
Reading
to come to front to read the reading text that the researcher

has given in wattpad.

Post 1. Post Reading, The researcher will explain a little about the

Reading assignmentgiven.

2. Post Reading, After that researcher will giveassignments to

students, namely answering 10 multiple choice

questions,which have been given by the researcher.

3. Post Reading, Whenfinished, students are expected to collect

24
 the assignment that have been given by the researcher.

4. Post Reading, Before closing the lesson, students are expected

to beableto provide conclusions from the story that has been

read.

a. Pre Reading

1) The researcher will say greetings then the writer will explain what the

reading is and explain about the wattpad application.

2) The researcherwill introduce students how students search for reading text

on wattpad.

b. While Reading

1) The researcher wil infrom all students about the application.

2) The researcher will ask one by one the students to come to the front to read

the reading text that the researcher has given in wattpad.

3) The researcher will explain a little about the assigned task.

4) After that, the researcher will giveassignmentd to students, namely

answering 10 multiple choice questions, which given by the researcher.

5) When finished, students are expected to collect the assignment that has been

given by the researcher.

6) Before closing the lesson, students are expected to be able to privide

conclusions from the story that has been read.

25
 c. Post Reading

1) Before closing the class, the researcher will ask again if there are any

questions about today’s learning.

2) The researcher will close the class by thanking the students for their

attention and attendance, and then saying greetings.

3. Post-test

Post-test is on activity to determine the extent of students' knowledge of the

material that has been taughy by writer conducted at the last meeting of learning.

To assess students' reading ability after getting treatment. The form of the test to

be used in this study is the same as the pre-test, namely 20 multiple choice

questions given by the writer with a duration of 40 minutes do that can measure

the achievement of reading skills in students.

F. Technique of Analysis Data

The data analysis conducted by the author is. Pre-test and post-test scores

were calculated and analyze. The following steps will be taken to analyze all the

data during this study.

1. Scoring the Students’Answer

total correct answer

score X 100
total test item

( Gay,2006 : 320 )

2. Classification the students’ score

Table 3.1Classification of students’ score

No Classification Score

1 Excellent 100-91

26
 2 Very Good 90-76

3 Enough 75-61

4 Poor 60-51

5 Very Poor Less than 50

(Depdiknas, 2004 : 143)

3. Calculating the Mean score of the Students’ Answer by using Formula

×=
∑×
N

Where :

X : The mean score

∑x : The sum of all score

N : The total number of students

(Creswell, 2012:28 )

4. To determine the significant different between the pre-test and post-test, the

value of the t-test was calculated. This is measured using following formula:

D
t=
√∑ D −¿ ¿ ¿ ¿ ¿
2

t = Test of significant

D = The mean score of difference (X1-X2)

∑D = The sum of the total score

∑D2 = Square of the sum of the difference score

N = The total of the sample

27
 DF = N-1

(Gay, 2006:331)

5. Testing Hypothesis

After got the student’s significant score (value of) it was compared with

value of t-table. When it was found that the value of t-test was equal or greater

than the value of t-table It means that Null Hypothesis (Ho) was rejected and

Alternative Hypothesis (H1) was accepted, because there was significant

difference between pre-test and post-test and after teach reading by used wattpad

application. The criteria for the hypothesis testing as follows.

Table 3.2The Criteria for the Hypothesis Testing:

Testing Hypothesis

H0 H1

t-test>t-table Rejected Accepted

t=test>t-table Accepted Rejected

Sugiyono(2014:317)

To find out the use of wattpad application in learning Reading skills of

students of class XI 3 at SMANegeri7 Bulukumba.

28
 CHAPTER IV

FINDING AND DISCUSSION

In this chapter, the researcher explains the findings of the researcher and

the discussion of the research.

A. Findings

In this part include students’ pre-test and post-test scores, frequency, rate

percentage, mean score, gain score, standard deviation, significant test and

hypothesis testing,

1. Frequeney and Rate Percentage of the Students Pre-Test and Post-

Test Score

After conducting research on students’ reading tests on the pre-test and post-

test, there are several classifications of students scores. This can be seen in the

following table.

Table 4.1The Frequency and Rate Percentage of the Students’ Score in the
Pre-Test
No Clasification Range Frequency Percentage

1 Excellent 91-100 0 0%

2 Good 76-90 0 0%

3 Enough 61-75 9 36%

4 Poor 51-60 2 8%

5 Very Poor <50 14 56%

Total - 25 100%

29
 Based on the table above, the frequency and percentage of students’ pre-

test scores in each range can be seen. There are 9 students (36%) who are in the

sufficient classification, 2 students (8%) who are in the less classification, and 14

students (56%) who are in the very less classification.

Table 4.2The Frequency and Rate Percentage of the Students’ Score in the
Post-Test
No Classification Range Frequency Percentage

1. Excellent 91-100 0 0%

2 Good 76-90 11 44%

3 Enough 61-75 14 56%

4 Poor 51-60 0 0%

5 Very Poor <50 0 0%

Total - 25 100%

Based on table 4.2 above, the frequency and percentage of students’ post-

test scores in each range can be seen. There are 11 students (44%) who are in the

good classification, and 14 students (56%) who are in the enough classification.

After getting treatment, the post-test scores and category scores of students

are different from the pre-test scores. The table above shows that students’ post-

test scores are greater than their pre-test scores. So, there is an increase in

students’ reading abilty after being given treatment by comparing students’ scores

on the pre-test and post-test.

30
 2. Mean Score, Gain Score and Standar Deviation of Pre-Test and Post-

Test

After calculating the result of the students’ score, the mean score of pre-test, the

mean score of post-test and the mean score of gain can be presented in the

following table:

Table 4.3The Students’ Mean and Gain Score

Component Pre-Test Post-Test Gain (D)

Mean Score 52,4 77,6 25,2

Based on table 4.3 above, it can be seen that the average value of the pre-

test is 52,4 and the averge value of the post-test is 77,6 Then the difference in the

average value between the pre-test and post-test or Gain (D) is 25,2. This shows

that the students’ post-test score is greater than the pre-test score which has a

score difference of 25,2.

Table 4.4Standar Deviation

Component Pre-Test Post-Test

Standar Deviation 52,03 77,97

Based on table 4.4 above, it can be seen the result of students’ pre-test and

post-test in the standard deviation section. Where it was found that the standard

deviation value was 52,03 for students pre-test and 77,97 for students post-test.

31
 3. Significant Test and Hypothesis Testing

The table 4.5 above shows the t-test value is greater than the t-table value (t-

test value > t- table value) (4,87>1,711). This shows that there is a significant

difference bettween the students’ pre-test and post-test tesults.

Table 4.5T-test Calculation

T-test Value T-tabel Value

4,87 1,711

B. Discussion

In this section, the research discusees the results of data analysis from the

pre-test and post-test related to the scope of this research. This discussion is

intended to determine whether the use of wattpad appplication to improve

students’ reading skills at SMA Negeri 7 Bulukumba.

In this study, during research at SMA Negeri 7 Bulukumba, researchers

found that students had relatively low mastery of reading skills. In fact, the

students in the pre-test still made mistakes in undestanding the meaning of the

story text. For example, in the first of the pre-test questions, students cannot

undestand and do not understand the meaning of the story given. Then when given

questions only 9 students (36%) classified as sufficient, 2 students (8%) classified

as deficient and 14 students (56%) classified as very deficient. There were no

students who got good an very good classifications. It can be seen in the

percentage of score for excellent students 0. It can be concluded that students’

mastery of vocabluary meaning is still low. Most students still have not mastered

32
reading skills, including students who have not been able to answer multiple

choice questions given by researchers. So that students deserve to be taught

reading skills through the use of Wattpad applications.

In the second stage of this study, researchers conducted treatment,

treatment was carried out at the secound meeting. Researchers asked students to

download the Wattpad apllication on their cellphones and read the story. After all

students downloaded the applications and registered using their Google accounts,

then the researchers distributed their reading materials. The traatment was

conducted for five meetings. The first meeting, the researchers explained about

the Wattpad applications, how to use it, and the main purpose of the researchers

conducting this research. Then the reseachers explained about narrative text.

Furthermore, the researcher asked students to reed the text that had been

distributed for 15 minutes. And the last step is to give reading test (Multiple

choice questions) to students individually. In the first meeting,the secound

meeting,the third meeting,the fourt meeting and the fifth meeting the researchers

provides the same activities but 2 meetings with the same topic but in different

chapters and the third meeting with the same topic but in different reading

chapters.

After all the treatments carried out in this study, the researcher conducted a

post-test. The researchers obtained data based on students scores. The researchers

found that there were 11 students (44%) who were classified as good, and 14

(56%) who were classified as enough. Although there were nostudents classified

as excellent, there were no more students classified as less and very less. This

33
shows that students’ reading skills improved. This is supported by the frequency

in the post-test which shows that students’ scores after learning to read using

Wattpad aplications are better than before treatment.

The use of the Wattpad application in class XI.3 students at SMA Negeri 7

Bulukumba has several obstacles, but all of them can be overcome in other ways,

starting from full memory, and sometimes students are less interested in reading

strories, networks that sometimes disappear suddenly but sometimes students are

less interested in reading stories. However, all of that did not become an obstacle

to the smooth running of this research process.

34
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the researcher explains the conclusions of the research

results and suggestions given to future researchers, students, and English teachers.

A. Conclusions

The author concludes that the use of Wattpad application can improve

students’ Reading skills. This can be seen from the classification of students

scores in the pre-test and post-test. In the pre-test, there were 9 students (36%)

received a good classification, 2 students (8%) received a fair classification. And

there were no students who got the classification of Excellent, Poor, and Very

Poor. In the pre-test there were no students who got very good and good

classifications. In the post-test, there were 11 students (46%) received a good

classification, 14 students (56%) received a fair classification. With the average

score on the pre-test being 52.4. and on the post-test being 77.6. From the results

of student classification in the pre-test and post-test, it can be concluded that the

Wattpad application as a reading media can improve students’ reading skills.

Class XI.2 SMA Negeri 7 Bulukumba experienced a good improvement in

reading skills after using the Wattpad application.

Researchers found that there was a significant difference in student results.

Researchers found the t-count value is 4.87 and the T-table is 1.711. Therefore,

the alternative hypothesis (H1) is accepted and the null hypothesis (Ho) is

rejected.

35
 B. Suggestions

1. For the next Researcher

For the further research, researcher suggest adjusting the theme of the story

and the storyline in Wattpad by considering the genre of ap stories that are

favored by students and this research can also be a reference for those who want

to use the Wattpad application as a medium to improve students’ English Reading

Skills.

2. For the Students

Teachers must always provide innations, utillze tecnologh and relevant

materials to attract students’ needs to attention materials relevant to students’

needs, to attract teit attention and increase their interest in learning English.

3. For the Teacher

The teachers should always give innovation , utllizatin Technology and

relevet materials to srudents’ need, in order to get their attention and increase.

Their interest in learning English.

36
 BIBLIOGRAPHY

Gay,L.R.(2012). Educational Research: Competencies for Analysis and

Application.

Gay, L.R.(1981).Educational Research: Competenciesfor Application Columbus,

Eight Edition.

Gay,L.R.(2006). Educational Research Competencies for Application

Columbus.Analysis and Analysis andIncreasing Students' Reading Skill

By Using Wattpad Application in Eighth- Grade Students'of SMAN 3

Watampone. (2023). Teaching English as a Foreign Language Journal ,

21-29.

Mega Anggitasari, Wawan Tarwana, R. Bunga Febriani, Syafryadin. (2020).

Using Wattpad to Promote the Students' Responses to Literary Works:EFL

College Students' Perspectives and Experiences of Enjoying Short Stories.

Journal of Development and Innovation in Language and Literature

Education, 182-192.

Nurus Syamsiyah Furotun, Mutmainnah Mustofa, Erfan Fandi, Nur Jamilah.

(2021). THE USE OF WATTPAD IN ENGLISH LANGUAGE

TEACHINGANDLEARNINGISITHELPFUL.JournalofEnglishForAcade

micandSpesificPurposes, 189-200.Septiani Fadillah, Teguh Satria Amin.

(2022). Improving Students' Reading Comprehension Achievement

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 Through Wattpad Media Of Eleventh Grade At SMA Swasta Bandung.

Cybernetics: Journal Educational Research and Social Studies, 27-39.

Shelma Afriani Ulfa. (2018). PERANAN APLIKASI WATTPAD DALAM

MENGASAH KEMAMPUAN MENULIS.1-25.

Siti Nurdiana, Sudirman, Manal Laaribi, Nguyen Thi Hong Chyen. (2022).

Applying Wattpad Application as an Instruction Medium to Improve

Reading Skills Viewed from Reading Strategies. JOLLS: Journal of

Language and Literature Studies, 80-91.

Sugiyono.(2014).MetodePenelitiankuantitatif. Bandung: Alfabeta.

SelaSeftiani.2021. USE WATTPAD TO INCREASE THE STUDENT’S

READING COMPREHENSION. SKRIPSI. Tidak Diterbitkan.

FACULTYOF TEACHER TRAINING AND EDUCATION. University

Muhammadiyah Makassar

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A
P
P
E
N
D
I
C
E
S

39
Appendices 1: Module
MODUL AJAR BAHASA INGGRIS SMA FASE F

INFORMASI UMUM
A. IDENTITAS MODUL
Penyusun : Riska Amelya Amri
Instansi : SMA Negeri 7 Bulukmba
Tahun Penyusunan : Tahun 2024
Jenjang Sekolah : SMA
Mata Pelajaran : Bahasa Inggris
Fase / Kelas : F / XI
Topik : Reading
Alokasi Waktu : 5 Minggu (2 x 45 menit)
B. KOMPETENSI AWAL
 Memahami dan mampu membaca kata-kata dasar serta mengenal suku
kata dan cara membacanya.

C. PROFIL PELAJAR PANCASILA

1) Beriman, Bertakwa kepada Tuhan YME, dan Berakhlak Mulia
2) Berkebinekaan Global
3) Mandiri
4) Bergotong Royong
5) Bernalar Kritis
6) Kreatif

D. SARANA PRASARANA
Aplikasi Wattpad, Handphone, Papan tulis, Spidol, Pulpen, dan Internet
E. TARGET PESERTA DIDIK
 Peserta didik regular : Umum, yang berjumlah 25 orang

F. MODEL PEMBELAJARAN
 Moda : Tatap muka
 Model : Problem Based Learning (PBL)
 Metode : Ceramah, tanya jawab dan penugasan

KOMPETENSI INTI
A. CAPAIAN PEMBELAJARAN
Pada akhir Fase F, peserta didik membaca dan merespon berbagai macam teks
seperti narasi, deskripsi, eksposisi, prosedur, argumtasi, dan diskusi secara
mandiri. Mereka membaca untuk mempelajari sesuatu dan membaca untuk
kesenangan. Mereka mencari, membuat sintesis dan mengevaluasi detil spesifik

40
dan inti dari berbagai macam jenis teks. Teks ini dapat berbentuk cetak digital,
termasuk di antaranya teks visual, multimodal atau interaktif. Mereka
menunjukkan pemahaman terhadap ide pokok, isu-isu atau pengembanagan plot
dalam berbagai macam dan melakuakan inferensi untuk memahamai informasi
tersirat dalam teks. Pada akhir Fase F, peserta didik diharapkan membaca tulisan
untuk mempelajari sesuatu/mendapatkan informasi dan untuk kesenangan.
B. TUJUAN PEMBELAJARAN
Setelah mengikuti prose pembelajaran, peserta didik dapat :
 Peserta didik diharpkan mampu meningkatkan kemampuan membaca
melalui aplikasi Wattpad.
 Peserta didik diharpakan mampu memahami bacaan teks cerita melalui
aplikasi Wattpad.

C. MATERI PEMBELAJARAN
 Story in Wattpad The Whispering Woods
 Story in Wattpad The Frozen Curse

D. PEMAHAMAN BERMAKNA
 Siswa dapat meningkatkan kemampuan membacanya.

E. PERTANYAAN PEMANTIK
 Guru mengajukan pertanyaan terbuka kepada peserta didik seputar materi
mengenai apa yang kamu ketahui dari membaca? Dan apa saja tantangan
yang kamu hadapi saat membaca? Apa kamu sudah tidak asing lagi
dengan aplikasi Wattpad?
 Guru membandingkan jawaban peserta didik satu dengan jawaban peserta
didik lainnya.

F. KEGIATAN PEMBELAJARAN
PERTEMUAN 1
Kegiatan Pendahuluan (10 Menit)
 Salam dan tegur sapa.
 Berdoa sebelum belajar.
 Mengecek kehadiran siswa.

Kegiatan Inti (75 menit)

 Guru menjelaskan materi terkait, pengertian membaca dan menjelaskan
mengenai aplikasi wattpad dan cara menggunakannya.
 Guru memberitahukan siswa untuk mendownload dan mengakses cerita di
Wattpad berjudul “The Whispering Woods”.
 Guru akan meminta satu per satu siswa untuk maju ke depan untuk
membaca teks cerita yang telah diberikan oleh guru yang berjudul “The

41
 Whispering Woods.
 Guru akan menjelaskan mengenai tugas yang akan diberikan.
 Guru akan membagikan soa-soal pilihan ganda dan akan dijawab oleh
siswa.
 Guru bersama siswa melakukan ice breaking “1,2,3 dor”
 Guru meminta siswa untuk mengumpulkan tugas yang telah diberikan.
 Guru akan memeriksa tugas yang telah dikerjakan oleh siswa.

Kegiatan Penutup (5 menit)

 Guru akan menanyakan apa kesulitan selama proses pembelajaran.
 Guru akan meminta salah satu siswa untuk naik menyimpulkan
pembelajaran hari ini.
 Guru akan menyampaikan materi pada pertemuan selanjutnya.
 Guru akan menutup pertemuan dan salam.

PERTEMUAN 2
Kegiatan Pendahuluan (10 menit)
 Salam dan tegur sapa.
 Berdoa sebulum belajar.
 Mengecek kehadiran siswa.

Kegiatan Inti (75 menit)

 Guru akan menyuruh siswa untuk membuka kembali aplikasi wattpad.
 Guru akan memberitahu siswa bahwa cerita yang pekan lalu tetap sama
namun dihalaman yang berbeda yang berjudul “The Whispering Woods”.
 Guru akan membagi potongan-potongan cerita kepada siswa masing-
masing 1-2 paragraf.
 Guru akan menyuruh siswa naik satu persatu untuk membaca teks cerita
yang ada di wattpad.
 Guru akan memberikan tugas mengenai teks yang telah dibaca.
 Guru meminta siswa untuk mengumpulkan tugasnya.
 Guru bersama siswa melakukan ice breaking “sambung kata”
 Guru akan memeriksa tugas yang telah dikerjakan oleh siswa.

Kegiatan Penutup (5 menit)

 Guru akan menanyakan apa kesulitan selama proses pembelajaran.
 Guru akan meminta salah satu siswa untuk naik menyimpulkan
pembelajaran hari ini.
 Guru akan menyampaikan materi pada pertemuan selanjutnya.
 Guru akan menutup pertemuan dan salam.

PERTEMUAN 3

42
Kegiatan Pendahuluan (10 menit)
 Salam dan tegur sapa.
 Berdoa sebelum belajar.
 Mengecek kehadiran siswa.

Kegaiatan Inti (75 menit)

 Guru akan menyuruh siswa untuk membuka kembali aplikasi wattpad.
 Guru akan memberikan siswa bahwa cerita pada pertemuan hari ini
berbeda yang berjudul “The Frozen Curse”.
 Guru akan membagikan potongan-potongan cerita kepada setiap siswa
masing-masing 1-2 pargraf.
 Guru akan menyuruh siswa naik satu persatu untuk membaca teks cerita
yang ada di wattpad.
 Guru akan memberikan tugas mengenai teks yang telah dibaca.
 Guru meminta kepada siswa untuk mengumpulkan tugas yang telah
diberikan.
 Guru akan memeriksa tugas yang telah dikerjakan oleh siswa.

Kegiatan Penutup (5 menit)

 Guru akan menanyakan apa kesulitan selama proses pembelajaran.
 Guru akan meminta salah satu siswa untuk naik menyimpulkan
pembelajaran hari ini.
 Guru akan menyampaikan materi pada pertemuan selanjutnya.
 Guru akan menutup pertemuan dan salam.

PERTEMUAN 4
Pendahuluan (10 menit)
 Salam dan tegur sapa.
 Berdoa sebelum belajar.
 Menegecek kehadiran siswa.

Kegiatan Inti (75 menit)

 Guru akan menyuruh siswa untuk membuka kembali aplikasi wattpad.
 Guru akan memberitahu siswa bahwa cerita yang pekan lalu tetap sama
namun dihalaman yang berbeda yang berjudul “The Frozen Curse”.
 Guru akan membagikan potongan-potongan cerita kepada setiap masing-
masing siswa (1-2 pargraf).
 Guru akan menyuruh siswa naik satu persatu untuk naik membaca teks
cerita yang ada di wattpad.
 Guru akan memberikan tugas mengenai teks yang telah dibaca.
 Guru meminta kepada siswa untuk mengumpulkan tugas yang telah

43
 diberikan.
 Guru akan memeriksa tugas yang telah dikerjakan oleh siswa.

Kegiatan Penutup (5 menit)

 Guru akan menanyakan apa kesulitan selama proses pembelajaran.
 Guru akan meminta salah satu siswa untuk naik menyimpulkan
pembelajaran hari ini.
 Guru akan menyampaikan materi pada pertemuan selanjutnya.
 Guru akan menutup pertemuan dan salam.

PERTEMUAN 5
Kegiatan Pendahuluan (10 menit)
 Salam dan tegur sapa.
 Berdoa sebelum belajar.
 Mengecek kehadiran siswa.

Kegiatan Inti (75 menit)

 Guru akan menyuruh siswa untuk membuka kembali aplikasi wattpad.
 Guru akan memberitahu siswa bahwa cerita yang pekan lalu tetap sama
namun dihalaman yang berbeda yang berjudul “The Frozen Curse”.
 Guru akan membagikan potongan-potongan cerita kepada setiap siswa
masing-masing 1-2 pargraf.
 Guru akan menyuruh siswa naik satu persatu untuk membaca teks cerita
yang ada di wattpad.
 Guru akan memberikan tugas mengenai teks yang telah dibaca.
 Guru meminta kepada siswa untuk mengumpulkan tugas yang telah
diberikan.
 Guru akan memeriksa tugas yang telah dikerjakan oleh siswa.

Kegiatan Penutup (5 menit)

 Guru akan menanyakan apa kesulitan selama proses pembelajaran.
 Guru akan meminta salah satu siswa untuk naik menyimpulkan
pembelajaran hari ini.
 Guru akan menyampaikan materi pada pertemuan selanjutnya.
 Guru akan menutup pertemuan dan salam.

G. PENILAIAN
Penilaian kemampuan membaca siswa menggunakan tes membaca, yaitu 10

multiple choice, kemudian diberikan skor berdasarkan rumus sebagai berikut :

44
 Jumlah Jawaban Benar
Skor X 100
Jumlah Item Soal

No Classification Score

1 Excellent 100-91

2 Very Good 90-76

3 Enough 75-61

4 Poor 60-51

5 Very Poor Less than 50

45
 TEACHING MATERIALS

1.BahanAjar Pertemuan Pertama

The Whispering Woods

The city of Crestfall was shrouded in mystery, its dark secrets whispering from

generation to generation. And in the heart of the city lay the Whispering forest- a

place feared and revered by all who knew its name.

Alex could not resist the allure of the legends that surrounded the forest. The

strories of lost souls and the ghostly whispers made her curious. Determined to

find out the truth, alex rummaged through the city’s archives for information

about the mysterious forest

Late one night,Alex came across an old diary lying on the dusty shelves of the

local library. Its leather cover was weathered and worn, giving away its age. The

diary belomged to a men named Samuel Hawkins, a reclusive residents of

Crestfall who had mystriosly disappeared years ago.

In the pages of the diary, Alex discovered Samuel’s obsession with the

Whispering Woods. He wrote about the strange occurrences he witnessed, the

whispers that plagued his dreams, and the deep-rooted fear that plagued his

dreams, and the deep-rooted fear that gripped his soul. But the diary ended

abruptly, leaving Alex hungry for answers.

Driven by an insatiable curiosity, Alex gathers a group of friends-Sarah, Michael,

and Emily and shares the diary’s contents with them. Intrigued by the prospect of

uncovering the secrets of the Whispering Forest, they agreed to embark on a

dangerous adventure.

46
Together, they devised a plan to explore the forest and document their findings.

Armed with flashlights, camping gear and a sense of trepidation, the group set off

into the unknown.

As they entered the Whispering Forest, the surrounding area fell silent. The air

was filled with a strange energy that sent a shiver down their spines. The once

familiar path began to twist and turn, confusing then with each step.

The forest seemend to come alive, and the trees whispered secrets that only the

wind could carry. Flickering shadows danced among the branches, casting eerie

silhouettes on the forest floor. The atmosphere was heavy with expectation, as if

the essence of the forest held its breath.

Sarah, an arits with a keen eye for detail, noticed strange markings on the trees.

They seemed to form a trail that led deeper into the heart of the forest. A mixture

of excitement and unease overcame the group as they follewed the mysterious

path, their footsteps muffled by a carpet of fallen leaves.

The further they got, the louder the whispers became, mingling with the rustling

of leaves and the distant call of an owl. They had the feeling they were being

watched, which made their hearts beat faster. But the lure of discovery drove them

on, and curiosity outweighed their fear.

Little did they know that in the dephts of the Whispering Forest, an ancient power

was waiting for them. In their search for answers, they had unwittingly awakened

something sinister something the would test their courge and resilience in ways

they could never have imagined

47
As they pushed deeper into the heart of the forest, unawere of the horrors that

awaited them, they could not have guessed that the web of darkness was

tightening around them. The Whispering Woods held their secrets tightly, ready to

reveal their true nature to those who dared to explore their depths.

Read the story above and answer the questions carefelly!

1. What is the main setting of the story?

a. A busting city c. A my sterious forset
b. A paeceful village d. A hunted cast
2.What is the name of the forest that holds the secrets?
a. The Silent Woods c. The Lost Grove
b. The Whispering Forest d. The Darkwood
3. What is the protagonist of the story?
a. Samuel Hawkins c. Sarah
b. Alex d. Michael
4. What did Alex find in the library?
a. A map of the forest c. A magical artifact
b. An old diary d. A secret message
5. What did Samuel Hawkins write about in his diary?
a. His love for nature c. His experiences in the forest
b. His travels around the world d. His plans for the future
6. Who joined Alex on her adventure?
a. Her parents c. Her classmates
b. Her siblings d. Her friends
7. What did the group bring with them into the forest?
a. Swords and shields c. Food and water
b. Flashlights and camping gear d. All of the above

48
8. What did Sarah notice about the trees in the forest?
a. They were unusually tall c. They were whispering secrets
b. They were covered in strange making d. They were glowing in the dark
9. What did the group feel as they went deeper into the forest?
a. Excited and curious c. Both a and b
b. Scared and nervous d. None of the above
10. What did they discover about the Whispering Forest?
a. It was a peaceful place c. It held a dangerous secret
b. It was full of friendly animals d. It was a place of lost treasures

KEY ANSWER

NO 1 2 3 4 5 6 7 8 9 10
ANSWER C B B B C D B B C C

49
2.Bahan Ajar Pertemuan Kedua

The Whispering Woods

The whispering Forest loomed ominously before the groups as they ventured

deeper into its mysterious depths. The path they followed grew narrower and

more treacherous, forcing them to tread carefully. Each step seemed to echo

trough the dense sillence, adding to their unease.

As they continued on their way, the atmosphere grew heavier, with an

otherworldly presence. The whispers that once danced around them now semed to

coalesce into an eerie chorus that echoed trough thetrees. It was as if the forest

itself was speaking a language that only the brave could understand.

Sarah’s artisitic instincts kicked in and she felt an irresistible urge to capture the

heavenly beauty of the forest. With trembling hands, she began sketching the

twisted branches and ghostly apparitions that kept appearing and disappearing.

The forest seemed to respond as if acknoeledging her artistic tribute.

Michael, always a skeptic, tried to dismiss the strange occurrences as more

deception. But an inexplicable shiver ran down his spine, and he could not shake

the feeling that he was being watched. He kept his skepticism to himself so as not

add to growing unease in the group.

Emily clutched the old diary tightly, its pages worn and dog0eared from constant

reference. She read alound the passages in which Samuel Hawknis, the man who

had ventured into these woods years ago, described his experienves his words

painted a grim picture of the malignant nature of the forest and the tormenting

nightmares that plagued him.

50
As the group continued, the path meandered, learning them deeper into the heart

of darkness. The trees, gnarled and twisted, seemed to from ab impemetrable

barrier, as if to keep the intruders out of their sacred realm. But the friends were

not deterred ; their curiosity outweighed their fear.

The hours became an endless night as they navigated the labyrinthine paths, the

faint glow of their flashlights their only guide. The whispers, now growing more

urgent and desperate, propelled them forward, learning them to an unknown

destination.

Suddenly, the opened up to a small clearing. Moonlight filtered through the dence

canopy above them, casting an ethereal glow on the scene before them. In the

center of the clearing stood an ancient stone altar, weathered bytime and bearing

enigmatic symbols.

The friends approached the altar cautiously, a mixture of trepidation and

anticipation coursing through their veins. They could feel a palpable energy

emanating from the strones, an energy that seemed to pulse in sync with their own

heartbeats.

As they circled the altar, Emilly’s fell on a small depressiom at its base the perfect

place for something hidden. Intution guided her as she reached into her backpack

snd pulled out an object a small, squiggly key. With trembing hands, she inserted

the key into the slot,and the altar camr to life

A weve of excitement and fear washed over her as the ground shook beneath her

feet. The ancient forest responded to the touch of the key, revealing a hidden

51
passageway that led down into the darkness. It was as if the Whispering Forest

has been waiting for her arrival, ready to reveal its deepest secrets.

With shared determinition, the friends exchanged glances and silently realised that

there was no turing back now. They inhaled together and strode into the unknow

their flashlights pierced the the depths of the Whispering Forest, unwittingly

stepping closer to the heart of the fores’s wickedness.

Read the story above and aswer the questions carefully!

1. What was the general atmosphere of the forest as the group ventured deeper?
a. Peaceful and serene c. Bright and welcoming
b. Ominous and eerie d. Friendly and warm
2. Why did Sarah start sketching in the forest?
a. She wanted to remember the way c. She felt inspired by the forest's
back. beauty.
b. She was documenting their journey. d. She was bored and wanted to pass
time.
3. What was Michael's attitude towards the strange occurrences?
a. Fearful and terrified c. Skeptical but uneasy
b. Curious and intrigued d. Excited and enthusiastic

4. What item did Emily hold tightly while walking through the forest?
a. A flashlight c. A key
b. A map d. An old diary
5. Who is Samuel Hawkins mentioned in the passage?
a. A member of the group c. The leader of the group
b. The author of the old diary d. A guardian of the forest

6. What does the text suggest about the forest as the group walked deeper into it?

52
a. It welcomed them with open arms. c. It was indifferent to their presence.
b. It seemed to want to keep them out. d. It tried to help them find their way
7. What was the group’s source of light as they walked deeper into the forest?
a. Moonlight c. Their flashlights
b. A lantern d. The glowing trees
8. What did Emily find at the base of the altar?
a. A mysterious book c. A small depression
b. A hidden key d. A glowing stone
9. What happened when Emily used the key at the altar?
a. The forest grew darker. c. The group was transported to another
place.
b. The ground shook, and a passageway
opened. d. The altar vanished into thin air.
10. What did the group realize after the altar revealed the hidden passageway?
a. They had no choice but to turn back. c. They could continue without fear.
b. They had discovered a way out of the d. There was no turning back now.
forest.

KEY ANSWER

No 1 2 3 4 5 6 7 8 9 10
Answe B C C D B B C C B D
r

53
3.Bahan Ajar Pertemuan Ketiga

The Frozen Curse

My name is Isabella Marie Frozen. My last name use to be Swan but becouse of

my curse and having my whole famly dead I changed it. I’ve been alone since I

was 13, having to fend for myself. Never staying or meeting anyone, and defiantly

never going to school ever.

I have to wear gloves all the time either that or whatever I touch for to long will

freeze by my touch. I’ve been cursed since I was born, my whole life. I’ve hardly

spent time in the outside world. But I’m hoping to change all that.

I’mplaning on moving out of my little cabin in iceland and moving to forks. My

dad use to live in forks with my mom before they both died. My curse, I can make

all kids of things with snow and ice,like ice sculptures, real snow, snow storms,

and the cold doesn’t bother me. Some might think, how is that a curse? That

sounds so cool! Welt it would be, if I could control it. That’s where the gloves I

have to wear com in.

I tried once to be without my gloves. I was in iceland. It was a nice warm sunny

day. I was heading back to my little cabin,just making sbowballs and throwing up

snowflakes in the air. When I entered someone was there. Demanding suff about

me, and how they saw me doing weird things with snow or something. They

really started to agitate me so I told them to leave, using the wind to open the door

real hard. I walked outside and he was struggling to get up.

He just kept making me madder and madder until I finily lost it and iceland

become a real iceland. I had been 14 at the time abd haven’t taken my gloves off

54
since. I was so horrifed with myself that I had put my gloves back on and raced

back inside and packed everything, and noe here I was, on my way to Forks,

Washington.

Forks was a small town. Population 3,120, which is not a lot of people. I wouldn’t

be surprised if I found any vampires there. How do I know about vampires?

Well,I’ve ran into a couple you see. Some of them tried to kill me and others were

curious becouse apparently I smelled different from other humans, they said it

was only sent I had.

Read the story above and answer the questions carefully!

1. What is Isabella's last name?

a. Swan c. Marie
b. Frozen d. None of the above
2. What is Isabella's curse?
a. She can control fire c. She can control ice and snow
b. She can control water d. She can control earth
3. What does Isabella plan to do?
a. Move to Forks c. Travel the world
b. Stay in Iceland d. Become a vampire
4. What is Isabella's biggest fear?
a. Being alone c. Being discovered
b. Losing her powers d. Not being able to control her powers
5. What is Isabella's biggest strength?
a. Her ability to control ice and snow c. Her ability to survive on her own
b. Her ability to make friends d. Her ability to fight vampires
6. What is the name of the town Isabella moves to?
a. Forks b. Iceland

55
c. Swan d. Frozen
7. What is the population of Forks?
a. 1,000 c. 5,000
b. 3,120 d. 10,000
8. What is Isabella's favorite thing about vampires?
a. Their strength c. Their supernatural abilities
b. Their speed d. Their beauty

9. What is Isabella's biggest challenge?

a. Controlling her powers c. Finding a place to live
b. Making friends d. Surviving on her own

10. What is Isabella's biggest hope?

a. To find a cure for her curse c. To live a normal life
b. To make friends d. To become a vampire

KEY ANSWER

NO 1 2 3 4 5 6 7 8 9 10
ANSWER B C A D C A B C A C

56
4.Bahan Ajar Pertemuan Keempat

The Frozen Curse

I awoke to the sound of my alarm chiming, I sigh and move to lay on my back and

stretch. Today will be my firs day of high school. I’m not thrilled, thrilled becouse

I was homeschoolder for 13 years so I have an idea what school is but I can’t wait

to finally be around people. Even if I don’t want to make many-or-any-friends.

My eyes open as snowflake hits my nose, making it twitch. I had done some re-

venerating around my room. Adding some of my own touch-ups.

My room now looked like a snowy day in december. It’s actually snowing in my

room. Except when it hits the floor it dissolves so I’m not stuck in 20ft of snow.

Covering my floor is on large, spread out, ice snowflake. Snowflake designs and

ice cover the walls, while the celling snows, snow

I hop off my bed and get dressed. Wearning a light blue shirt, with a black leather

jacket over.It blue jeans and black converse. Also making sure I have on some

small, black hand gloves. I grab my blue backpack and iphone shoving it in my

back pocket and head down stairs. I grab a bowl and some cereal, sit down and

chew. When finshed I put my bowl in the sink and quickly wash it. I grab my car

keys off the counter and head out the door, locking it behind me. Jumoing in my

truck I start I start it and pull out heading down the road.

It took me a couple of different turns but I finally figured out where the high

school was. I have to admit, it was probably the most smallest high school I’ve

ever seen. And I have seen larger high schools. I pull into the schools parking lot,

bouncing as I hit a dang speed bump, and park a few spaces away from the office.

57
I can’t help but glance at the silver volvi, red BMW, and green jeep as I walk by.

About the only expensive cars in the parking lot.

I can’t help but wonder if the rich kids are snotty and bratty like all the other

stories I’ve heard about rich kids. Thou some rich kids are understimated and

doubted. Thought that it’s rare to happen. I walk through the door of the

administrators office and head up to the front desk. The lady looks up as I walk

over.”Hello, how may I help you?”She asks.

“Um-hi-“ I look at her name tag. “Mrs, Cope. I’m lcesis Froxen, I’m here to get

my schedule. “I say. I thought about changing my name last night. I figured it’ d

be a nice change, I mean isabella Frozen sounds like isabella’s Frozen’. And lcesis

Frozen, you know it’s got ice in so,ya. Mrs. Cope nods and smiles. She turns

around and brings out a file and starts rummaging through papers. She pulls out a

blue paper, a yellow paper, and a white paper. Jeesh, how many different colored

papers do I need?

Read the story above and answer the questions carefully!

1. What kind of truck does Isabella drive?

a. A red pickup truck c. A black SUV
b. A blue sedan d. The text does not state
2. What is the name of the high school Isabella attends?
a. Forks High School c. Swan High School
b. The text does not state d. Frozen High School
3. What color is the expensive car Isabella notices in the parking lot?
a. Silver c. Green
b. Red d. All of the above

58
4. What is Isabella's new name?
a Isabella Frozen c. Marie Frozen
b. Icesis Frozen d. The text does not state
5. What color is the paper that Isabella needs to get signed by her teachers?
a. Blue c. White
b. Yellow d. Purple
6. What is Isabella's first period class?
a. Math c. English
b. Science d. History
7. What is the name of Isabella's English teacher?
a. Mr. Mason c. Mr. Swan
b. Mrs. Cope d. The text does not state
8. What does Isabella pull out to read while waiting for class to start?
a. A book on magic and the supernatural c. A novel
b. A textbook d. A magazine
9. What color are the eyes of the vampire who enters the classroom?
a. Red c. Golden
b. Blue d. Brown
10. What does Isabella do when she makes eye contact with the vampire?
a. She smiles c. She keeps her gaze steady
b. She looks away d. She screams
KEY ANSWER

NO 1 2 3 4 5 6 7 8 9 10

ANSWER D B D B B C A A C C

59
5.Bahan Ajar Pertemuan Kelima

The Frozen Curse

I hold his gaze for a few moments, and look at his features. He’s pale-of course-,

pretty tall, probably 6’ compared to my 5’8. His straight blond hair is pushed off

to the side of his face and is pretty short, stopping just before his neck. Unlike my

light brown hair with pale blonde highlights that fall to my waist. I cut our gaze

and look back at my book, focusing on it hard and keeping my emotions blank.

Since I have no idea if this vampire has a gift or what it is.

I ignore him as he takes a seat next me. Which I am sliently cursing it for being

the last empty one. I feel his gaze on me for a long while until the teacher hands

us a worksheet to do. Which I silently thank him for. I’m also kinda wishing I

never homeschooled myself while I was by myself because I already knew

everything and was done in ten minutes. After my parents died I kept going with

the homeschool thing and homeschooled myself until I was 15. I finished the

twelfth grade stuff by then. So yippy me, I get be the nerd. Curse you. I mean, uh,

curse my genius brain.

I come out of my revers as the teacher slaps the paper back down on my desk with

a irritated but impressed look. “Well dones Miss Frozen”. I sneer under my

breath. I hear the vampire next to me Lugh quietly as check out what he did to my

paper.

Read the story above and answer the questions carefully!

1. What is the main character’s height?
a. 5’2” b. 5’5”

60
c. 5’8” d. 6’0”
2. What is the main character’s reaction to the vampire sitting next to her?
a. She is excited. c. She immediately talks to him.
b. She feels nervous but tries to ignore d. She is happy to sit next to him.
him.
3. Why does the main character feel frustrated with herself during class?
a. She didn’t understand the lesson. c. She couldn’t find her book.
b. She finished the work too quickly d. She was late to class.
because she already knew everything.

4. Who offers to help the main character find her next class?
a. Jessica c. Jasper Hale
b. The teacher d. Mike Newton
5. What does the main character dislike about making friends?
a. She is too shy. c. She is afraid of vampires.
b. She doesn’t want to get close to d. She already has enough friends.
anyone.

6. Who are Jasper Hale’s siblings according to Jessica?

a. Emmett and Edward c. Edward and Alice
b. Alice and Rosalie d. Rosalie and Emmett

7. What is the relationship between Jasper and Rosalie?

a. They are best friends. c. They are dating.
b. They are twins. d. They are cousins.
8. Which character does Jessica think is “really hot” but doesn’t date?
a.. Edward c. Emmett
b. Jasper d. Mike

61
9. Why does the main character wear gloves?
a She is cold. c. It is part of her uniform.
b. She doesn’t want others to see her d. She is following a fashion trend.
hands.
10. What question does the main character ask about Edward at the end of the
passage?
a. Does he have a gift? c. Why is he ignoring her?
b. Why is he talking to Alice? d. Is he really a vampire?

KEY ANSWER

NO 1 2 3 4 5 6 7 8 9 10
ANSWER C B B C B D B B B A

62
Appendices 2 : Pre-Test Instrument
 Pre-Test

Name :

Class :

No.Absen :

Lost in the Woods

Where the woods are so thick, penetrating any sign of light outside the
trees. The woods are always as dark as night, allowing any predator to hunt easily
without revealing their hiding place. No human ever dared to cross paths with any
creature that lived in the woods. Too afraid of what they may face. The people
practically called it an island of trees just because of how thick the trees were
when close together. Making it impossible to see what the trees hid. Every year
one person, who was brave enough to venture into the woods would bring back
creatures alive. Selling them as pets and slaves to the people of her hometown.

As a young woman Freya can still remember the day the creatures arrived
and took revenge on her hometown for them capturing and slaving their kind. She
was in her home that day when night had just fallen and her mother and father
were setting up dinner together while she as a little girl watched through her
window. Anxious, lost and confused.

She could still remember how her home touched the edge of the woods,
barely a few feet away from the closest tree. The raid came when she first saw the
sign of red fiery eyes staring at her from inside the dark woods. The eyes bore into
her soul preventing her from screaming, running, or hiding. Flames filled the skies
and when she finally was free from the creature's gaze she saw her house behind
her in flames. She ran into the kitchen to find her parents were gone. The roof torn
away and her house still in complete flames. She had to get out, save herself. She
ran for the nearest exit, not willing to look behind her as a creature dove toward
her, backing off at the last second when she fell into the street. She found houses
everywhere she looked in either flames or being destroyed in the process.

63
Read the story above to answer these questions.

1. What is the main characteristic of the woods described in the passage?

a. They are filled with beautiful flowers. c. They are extremely dense and dark.

b. They are home to friendly animals. d. They are a popular destination for
hikers.

2. Why do people avoid entering the woods?

a. They are afraid of getting lost. c. They are afraid of the weather
conditions.
b. They are afraid of the creatures that
live there. d. They are afraid of the lack of food
and water.

3. What is the purpose of the annual venture into the woods?

a. To study the wildlife. c. To capture creatures for sale.

b. To find rare plants. d. To explore the unknown.

4. What event marks a turning point in the story?

a. The arrival of a new family in the c. The creatures' revenge on the town.
town.
d. The disappearance of a young boy in
b. The discovery of a hidden treasure the woods.

in the woods.

5. What is Freya's initial reaction to the creatures' attack?

a. She runs away immediately. c. She is paralyzed with fear.

b. She tries to fight back. d. She calls for help.

6. What does Freya witness happening to her home?

a. It is being robbed. c. It is being engulfed in flames.

b. It is being repaired. d. It is being abandoned

7.What does Freya do after seeing her house on fire?

a. She tries to find her parents. b. She runs away from the creatures.

64
c. She calls for help from her neighbors. d. She hides in the woods.

8. What does Freya see happening to the town?

a. It is being evacuated. c. It is being destroyed.

b. It is being rebuilt. d. It is being celebrated.

9. What detail suggests that Freya is still a child during the attack?

a. She is described as being brave. c. She is described as being anxious and

confused.
b. She is described as being curious.
d. She is described as being
independent.

10. What is the overall tone of the passage?

a. Humorous c. Suspenseful

b. Romantic d. Informative

11. Why is the forest always pitch black?

a. Because light cannot penetrate c. Because the trees are too tall.
through the dense trees.
d. Because there is thick fog in the fores
b. Because there are many creatures
hiding in it.

12. Why don't people dare to enter the forest?

a. For fear of meeting predators and c. Because the forest is too far from their
other creatures that live there. hometown.

b. Because the forest is too dense. d. Because they didn't want to get lost.

13. Why do people call the forest the "island of trees"?

a. Because the trees are very big. c. Because the forest is on an island.

b. Because the forest has many kinds of d. Because the trees are very dense and
trees. close together.

14. What do the people who venture into the forest do every year?

a. They cut down the trees for wood. b.They find a shortcut to another village.

65
c. They bring living things from the dThey are looking for medicinal plants.
forest to sell as pets and slaves.

15. What were Freya's parents doing when the creatures from the trees came?

a. They were walking outside the house. c. They are sleeping in the room.

b. They were preparing dinner together. d. They are hiding from the creatures.

16. How did Freya feel when she saw the creatures coming?

a. Angry and wanting to fight back c. Calm and relaxed.

b. Excited and happy. d. Anxious, lost and confused.

17. What did Freya see first when the attack happened?

a. People running from the forest. c. Thick smoke billowing from the
house.
b. The light of fire from the forest.
d. Burning red eyes from the dark forest.

18. What happens to Freya's parents' house when she is finally freed from the
creature's gaze?

a. The house was filled with water. c. The house was burnt down.

b. The house collapsed due to strong d. His house was surrounded by other
winds. creatures.

19. What did the main character do to save himself?

a. He climbed the nearest tree. c. He ran to the nearest exit.

b. He tried to put out the fire in his d. He hid under the table.
house.

20. What did the main character find after making it out to the street?

a. He saw that the creature was still c. He found his parents there.
chasing him.
d. He met a neighbor who was running
b. He saw houses everywhere burned towards him.

or destroyed.

66
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Appendices 3: Post-Test Instrument
 Post-Test

Name :

Class :

No.Absen :

Lost in the Woods

Where the woods are so thick, penetrating any sign of light outside the trees. The
woods are always as dark as night, allowing any predator to hunt easily without
revealing their hiding place. No human ever dared to cross paths with any creature
that lived in the woods. Too afraid of what they may face. The people practically
called it an island of trees just because of how thick the trees were when close
together. Making it impossible to see what the trees hid. Every year one person,
who was brave enough to venture into the woods would bring back creatures
alive. Selling them as pets and slaves to the people of her hometown.

As a young woman Freya can still remember the day the creatures arrived and
took revenge on her hometown for them capturing and slaving their kind. She was
in her home that day when night had just fallen and her mother and father were
setting up dinner together while she as a little girl watched through her window.
Anxious, lost and confused.

She could still remember how her home touched the edge of the woods, barely a
few feet away from the closest tree. The raid came when she first saw the sign of
red fiery eyes staring at her from inside the dark woods. The eyes bore into her
soul preventing her from screaming, running, or hiding. Flames filled the skies
and when she finally was free from the creature's gaze she saw her house behind
her in flames. She ran into the kitchen to find her parents were gone. The roof torn
away and her house still in complete flames. She had to get out, save herself. She
ran for the nearest exit, not willing to look behind her as a creature dove toward
her, backing off at the last second when she fell into the street. She found houses
everywhere she looked in either flames or being destroyed in the process.

77
Read the story above to answer these questions.

1.Why is the forest always pitch black?

a. Because light cannot penetrate c. Because the trees are too tall.
through the dense trees.
d. Because there is thick fog in the
b. Because there are many creatures fores
hiding in it.

2. Why don't people dare to enter the forest?

a. For fear of meeting predators and c. Because the forest is too far from
other creatures that live there. their hometown.

b. Because the forest is too dense. d. Because they didn't want to get
lost

3.Why do people call the forest the "island of trees"?

a. Because the trees are very big. c. Because the forest is on an island.

b. Because the forest has many kinds d. Because the trees are very dense
of trees. and close together.

4. What do the people who venture into the forest do every year?

a. They cut down the trees for wood. c. They bring living things from the
forest to sell as pets and slaves.
b. They find a shortcut to another
village. d . They are looking for medicinal
plants.

5.What were Freya's parents doing when the creatures from the trees came?

a. They were walking outside the c. They are sleeping in the room.
house.
d. They are hiding from the
b. They were preparing dinner creatures.
together.

6. How did Freya feel when she saw the creatures coming?

a. Angry and wanting to fight back b. Excited and happy.

78
c. Calm and relaxed. d. Anxious, lost and confused.

7. What did Freya see first when the attack happened?

a. People running from the forest. c. Thick smoke billowing from the
house.
b. The light of fire from the forest.
d. Burning red eyes from the dark
forest.

8. What happens to Freya's parents' house when she is finally freed from the
creature's gaze?

a. The house was filled with water. c. The house was burnt down.

b. The house collapsed due to strong d. His house was surrounded by

winds. other creatures.

9. What did the main character do to save himself?

a. He climbed the nearest tree. c. He ran to the nearest exit.

b. He tried to put out the fire in his d. He hid under the table.
house.

10. What did the main character find after making it out to the street?

a. He saw that the creature was still c. He found his parents there.
chasing him.
d. He met a neighbor who was
b. He saw houses everywhere burned running towards him.
or destroyed.

11. What is the main characteristic of the woods described in the passage?

a. They are filled with beautiful c. They are extremely dense and
flowers. dark.

b. They are home to friendly animals. d. They are a popular destination for
hikers.

12. Why do people avoid entering the woods?

79
a. They are afraid of getting lost. c. They are afraid of the weather
conditions.
b. They are afraid of the creatures
that live there. d. They are afraid of the lack of food
and water.

13. What is the purpose of the annual venture into the woods?

a. To study the wildlife. c. To capture creatures for sale.

b. To find rare plants. d. To explore the unknown.

14. What event marks a turning point in the story?

a. The arrival of a new family in the c. The creatures' revenge on the

town. town.

b. The discovery of a hidden treasure d. The disappearance of a young boy

in the woods. in the woods.

15.What is Freya's initial reaction to the creatures' attack?

a. She runs away immediately. c. She is paralyzed with fear.

b. She tries to fight back. d. She calls for help.

16. What does Freya witness happening to her home?

a. It is being robbed. c. It is being engulfed in flames.

b. It is being repaired. d. It is being abandoned

17. What does Freya do after seeing her house on fire?

a. She tries to find her parents. c. She calls for help from her
neighbors.
b. She runs away from the creatures.
d. She hides in the woods.

18. What does Freya see happening to the town?

a. It is being evacuated. c. It is being destroyed.

b. It is being rebuilt. d. It is being celebrated.

19. What detail suggests that Freya is still a child during the attack?

80
a. She is described as being brave. c. She is described as being anxious
and confused.
b. She is described as being curious.
d. She is described as being
independent.

20. What is the overall tone of the passage?

a. Humorous c. Suspenseful

b. Romantic d. Informative

81
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84
85
86
87
88
89
90
91
92
93
94
95
Appendices 4 : Attendances List
DAFTAR HADIR SISWA
KELAS XI. 3
SMA NEGERI 7 BULUKUMBA
TAHUN PELAJARAN 2024

Rekap
Kehadiran Siswa pada Setiap Pertemuan
Kehadiran

NO NAMA SISWA P/L 1 2 3 4 5 6 KET

Oktober S I A

3 10 17 24 31 7

1 MUHAMMAD RESKI REHAN L      

2 A. NUR SALSABILA P      

3 ADAM NUR L   a a   2

4 AISYAH P      

5 ALYA P   s s   2

6 AL. MAULANA L     i  1

7 ARINI AMALIA PUTRI P     i  1

95
8 ASRIANI SYATIR P      

9 CITRA P      

10 DILLA P   i    1

11 FAATHIR IHDAR L      

12 FITYA FATIYAH P  i     1

13 HERIL GUNAWAN L    a   1

14 MUHAMMAD FIRDAUS L      

15 MUH. DIKA L      

16 MUH. SYAHRUL PRATAMA L   i i   2

17 MUH. RIJAL L      

18 NAIDA P      

19 NURUL AWALIA P   s s   2

20 RASTI P      

21 SAIDA P      

22 SRI WAHYUNI P  i  i   2

23 TASBIRATUL HIKRAM L     a  1

24 WAHYUNI PERTIWI P      

96
25 ALIF ADITYA L      

97
Appendices 5The Students’ Pre-test and Post-test Clasification and Analysis
 The Students’ Pre-test and Post-test Clasification
Pre-test Post-test
No Sample Category Category
X1 X2
1 MRR 40 Very Poor 75 Enough
2 ANS 60 Poor 80 Good
3 AN 35 Very Poor 65 Enough
4 AI 65 Enough 85 Good
5 AL 50 Veru Poor 80 Enough
6 AM 65 Enough 80 Good
7 AAP 65 Enough 80 Good
8 AS 65 Enough 90 Good
9 C 65 Enough 90 Good
10 D 50 Very Poor 75 Enough
11 FI 35 Very Poor 70 Enough
12 FF 65 Enough 80 Good
13 HG 40 Very Poor 70 Enough
14 MF 50 Very Poor 75 Enough
15 MD 50 Very Poor 75 Enough
16 MSP 30 Very Poor 60 Enough
17 MR 45 Very Poor 70 Enough
18 N 65 Enough 90 Good
19 NA 50 Very Poor 75 Enough
20 R 60 Poor 80 Good
21 S 65 Enough 85 Good
22 SW 65 Enough 85 Good
23 TH 45 Very Poor 80 Enough
24 WP 45 Very Poor 70 Enough
25 AA 40 Very Poor 75 Enough

98
 Score 1.310 1.940

 The Students’ Pre-test and Post-test Analysis

Sampel’ Deviation
Pre-test 2
Pos-test 2
No Initials X 1 X 2 D = X2– D²
(X1) (X2)
X1
1 MRR 40 1.600 75 5.625 35 1.225
2 ANS 60 3.600 80 6.400 20 400
3 AN 35 1.225 65 4.225 30 900
4 AI 65 4.225 85 7.225 20 400
5 AL 50 2.500 80 6.400 30 900
6 AM 65 4.225 80 6.400 15 225
7 AAP 65 4.225 80 6.400 15 225
8 AS 65 4.225 90 8.100 25 625
9 C 65 4.225 90 8.100 25 625
10 D 50 2.500 75 5.625 25 625
11 FI 35 1.225 70 4.900 35 1.225
12 FF 65 4.225 80 6.400 15 225
13 HG 40 1.600 70 4.900 30 900
14 MF 50 2.500 75 5.625 25 625
15 MD 50 2.500 75 5.625 25 625
16 MSP 30 900 60 3.600 30 900
17 MR 45 2.025 70 4.900 25 625
18 N 65 4.225 90 8.100 25 625
19 NA 50 2.500 75 5.625 25 625
20 R 60 3.600 80 6.400 20 400
21 S 65 4.225 85 7.225 20 400
22 SWW 65 4.225 85 7.225 20 400
23 TH 45 2.025 80 6.400 35 1.225

99
24 WP 45 2.025 70 4.900 25 625
25 AA 40 1.600 75 5.625 25 625
Total 1.310 67.725 1.940 151.950 620 16.200

100
Appendices 6: The Data Analysis and Distribution of T-tabel
1. Mean Score of Pre-Test and Post-Test
a. Mean Score of Pre-Test

X1 = ∑X
Ν
1.310
X1 =
25
X 1 = 52,4

b. Mean Score of Post-Test

X2 = ∑X
Ν
1.940
X2 =
25
X 2 = 77,6

Where: X 1 = Mean score of pre-test ∑ X = Sum of all score

x 2 = Mean score of post-test Ν = The number of students

2. Mean Score Difference in Pre-Test and Post-Test (Gain)

D=
∑D
Ν

620
D=
25

D = 24.8

Where: D = The mean of difference score Ν = The number of students

∑ D = Sum of all score

101
3. Standar Deviation of Pre-Test and Post-Test
a. Standar Deviation of Pre-Test

√
2
2 (∑ X )
SD = ∑ x − N
N −1

SD = √ 67.725−¿¿ ¿ ¿

SD = √ 67.725−¿¿ ¿

SD =
√ 67.725−2.745 , 76
24

SD =
√ 64.979 .24
24

SD = √ 2.707 , 46

SD = 52,03

b. Standar Deviation of Post-Test

√
2
2 (∑ X )
SD = ∑ x − N
N −1

SD = √ 151.950−¿ ¿ ¿ ¿

√
2
SD = 151.950−77 , 6
24

SD =
√ 151.950−6.021 ,76
24

SD =
√ 145.928 , 24
24

102
 SD = √ 6.080 , 34

SD = 77,97

4. Test of Significance

√
∑ D2
t = ∑ D 2−
N
N (N −1)

24 , 8

√
t = 6202
16.200−
25
25(25−1)

24 , 8
t =
√ 16.200−24 , 82
25(24)

24 , 8
t =
√ 16.200−615.04
600

24 ,8
t =
√ 15.584 , 96
600

24 , 8
t =
√25 , 97
24 , 8
t =
5 , 09

t = 4,87

Where: t = Test of significant ∑D = All of the score

103
 D = Mean of difference Score N = The number of students

Then for degrees of freedom (df), researcher used the formula df = N-1. Where N

is the total number of samples, and 1 is a consistent value. So df can be found using

this formula, which is as follows:

df= N-1
df= 20-1
df= 19

104
 T-tabel

Dua sisi 20% 10% 5% 2% 1% 0,20% 0,10%

Satu sisi 10% 5% 2,50% 1% 0,50% 0,10% 0,05%
1 3,078 6,314 12,706 31,821 63,657 318,309 636,619
2 1,886 2,920 4,303 6,965 9,925 22,327 31,599
3 1,638 2,353 3,182 4,541 5,842 10,215 12,924
4 1,533 2,132 2,776 3,747 4,604 7,173 8,610
5 1,476 2,015 2,571 3,365 4,032 5,893 5,869
6 1,440 1,943 2,447 3,143 3,707 5,208 5,859
7 1,415 1,895 2,365 2,998 3,499 4,785 5,408
8 1,397 1,860 2,306 2,896 3,355 4,501 5,041
9 1,383 1,833 2,262 2,821 3,250 4,297 4,781
10 1,372 1,812 2,228 2,764 3,169 4,144 4,587
11 1,363 1,796 2,201 2,718 3,106 4,025 4,437
12 1,356 1,782 2,179 2,681 3,055 3,930 4,318
13 1,350 1,771 2,160 2,650 3,012 3,852 4,221
14 1,345 1,761 2,145 2,624 2,977 3,787 4,140
15 1,341 1,753 2,131 2,602 2,947 3,733 4,073
16 1,337 1,746 2,120 2,583 2,921 3,686 4,015
17 1,333 1,740 2,110 2,567 2,898 3,646 3,965
18 1,330 1,734 2,101 2,552 2,878 3,610 3,922
19 1,328 1,729 2,093 2,539 2,861 3,579 3,883
20 1,325 1,725 2,086 2,528 2,845 3,552 3,850
21 1,323 1,721 2,080 2,518 2,831 3,527 3,819
22 1,321 1,717 2,074 2,508 2,819 3,505 3,792
23 1,329 1,714 2,069 2,500 2,807 3,485 3,768
24 1,318 1,711 2,064 2,492 2,797 3,467 3,745
25 1,316 1,708 2,060 2,485 2,787 3,450 3,725
26 1,315 1,706 2,056 2,479 2,779 3,435 3,707
27 1,314 1,703 2,052 2,473 2,771 3,421 3,690
28 1,313 1,701 2,048 2,467 2,763 3,408 3,674
29 1,311 1,699 2,045 2,462 2,756 3,396 3,659
30 1,310 1,697 2,042 2,457 2,750 3,385 3,646
31 1,309 1,696 2,040 2,453 2,744 3,375 3,633
32 1,309 1,694 2,037 2,449 2,738 3,365 3,622
33 1,308 1,692 2,035 2,445 2,733 3,356 3,611
34 1,307 1,691 2,032 2,441 2,728 3,348 3,601
35 1,306 1,690 2,030 2,438 2,724 3,340 3,591
36 1,306 1,688 2,028 2,434 2,719 3,333 3,582
37 1,305 1,687 2,026 2,431 2,715 3,326 3,574

105
38 1,304 1,686 2,024 2,429 2,712 3,319 3,566
39 1,303 1,685 2,023 2,426 2,708 2,313 3,558
40 1,303 1,684 2,021 2,423 2,704 3,307 3,551
41 1,303 1,683 2,020 2,421 2,701 3,301 3,544
42 1,302 1,682 2,018 2,418 2,698 3,296 3,583
43 1,302 1,681 2,017 2,416 2,695 3,291 3,532
44 1,301 1,680 2,015 2,414 2,692 3,286 3,526
45 1,301 1,679 2,014 2,412 2,690 3,281 3,520
46 1,300 1,679 2,013 2,410 2,687 3,277 3,515
47 1,300 1,678 2,012 2,408 2,685 3,273 3,510
48 1,299 1,677 1,011 2,407 2,682 3,269 3,505
49 1,299 1,677 2,010 2,405 2,680 3,265 3,500
50 1,299 1,676 2,009 2,403 2,678 3,261 3,496

106
Appendices 7 : Documentation
DOCUMENTATION
PRE-TEST

DOCUMENTATION
TREATMENT

107
DOCUMENTATION
POST-TEST

108
107
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