i

DEVELOPING ENGLISH WORKSHEET

OF PROCEDURE TEXT AT THE NINTH GRADE STUDENTS’
READING COMPEREHENSION

THESIS

Presented to Faculty of Tarbiyah andTeaching Training of State Islamic

University of K.H achmad Siddiq JemberIn Partial Fulfillment of the Requirement
for the Degree of Sarjana Pendidikan (S.Pd.)
In English Study Program

By:

Mila fauziah
Nim : T20196088

ENGLISH EDUCATION PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF KH.ACHMAD SIDDIQ JEMBER
JUNE 2023

i
 DEVELOPING ENGLISH WORKSHEET
OF PROCEDURE TEXT AT THE NINTH GRADE STUDENTS’
READING COMPEREHENSION

THESIS
Presented to State Islamic University of Kiai Haji Achmad Siddiq Jember
In partial fulfillment of the requirement to obtain
a Bachelor’s Degree of Sarjana Pendidikan (S.Pd)
Faculty of Tarbiyah and Teacher Training
Islamic Education Language Department

By:

Mila Fauziah
SRN: T20196088

Approved by Advisor

Ninuk Indrayani, M.Pd

NIP: 197802102009122002

ii
 DEVELOPING ENGLISH WORKSHEET
OF PROCEDURE TEXT AT THE NINTH GRADE STUDENTS’
READING COMPEREHENSION

THESIS
Has been examined and approval
In Partial Fulfillment of The Requirement of a Bachelor’s Degree (S.Pd)
Faculty of Tarbiyah and Teacher Training
Islamic Education Language Department
English Education Department
English Education Program

Thesis Examination
Day: Wednesday
Date: June, 07 2023

The Board of Examiners

Chairman Secretary

As’ari, M.Pd.I Isnadi, M.Pd

NIP. 1976091512005011004 NIP.197106102014111004

Members:
1. Sofkhatin Humaidah, M.Pd., M.Ed., Ph.D. ( )
NIP. 196507201991032001
2. Ninuk Indrayani, M.Pd ( )
NIP. 197802102009122002

Has been approved by

Dean of Faculty of Tarbiyah and Teacher Training

Prof. Dr. Hj. Mukni’ah, M.Pd.I.

NIP. 196408111999032001

iii
 MOTTO

ٌ‫ة أ ُ ْولُوٌاْ َولِيَتَذ َّك ٌَز َءايَتِ ٌِه لِيَدَّروآ ُمبَا َركٌ إلَ ْيكٌَ اَ ْن َز ْلنَهٌ ِكتاب‬
ٌِ َ‫اْألَ ْلب‬

(This is) a Scripture that We have revealed unto thee, full of blessing, that they

may ponder its revelations, and that men of understanding may reflect.

(QS. Shaad: 29)1

1
Jama'ah min 'Ulama at-Tafsir, “Al-Mukhtashar fi Tafsiril Qur'anil Karim”. Markaz
Tafsir lid Dirasaatil Qur'aniyyah (1436H), 200.

iv
 DEDICATION

In the name of ALLAH SWT for his blessing an merciful, with deep thanks and

proud. I dedicated thesis especially to :

1. My beloved father (alm. Mrs. Sahaman rawi)al fatihah. thanks for loving

me like you love yourself and My beloved mother (Mrs. Nasiha) Thank

you for becoming my best friend, who always be my reason to do my best.

Thanks for your love, support, motivation and endless pray, Rabb

irhamhuma kama Robbayani shaghira.

2. My beloved brother (Syamsul huda) and my beloved family, thank you for

support and praying to me.

3. My beloved friends Anna faizah, A.wafa, M.A, Hanum, khusnul, Mba

hanim, Mia, Yulianika, Yeni, Norasikin, Fahim, Ila Hasmita and for my

class mate of english Education,

4. And all the parties who supported me in this thesis finishing process thank

you for your time. All my friends, my allah bless them, Amiin ya allah.

v
 ABSTRACT

Mila fauziah, 2023. Developing English Worksheet of Procedure text at the Ninth
Grade Students’ Reading comperehension. Study of english
Student Association, Faculty of Tarbiyah and Teacher Training
State Islamic University of K.H Achmad Siddiq Jember
Keywords: English Worksheet, Reading Comperehension, Developing
In learning English as a foreign language, there are four skills that need to
be mastered, namely listening, speaking, reading, and writing. Of the four skills,
reading is one of the language skills that students must master. While some
schools have problems with students' reading comprehension. Students have low
scores on national exams with an average of short essay text questions that tend to
focus on reading comprehension. SMPN 01 Ajung is one of the schools that have
low national exam scores. This happens because students are less active during
the learning process, and they also don't understand the questions given so
students have difficulty understanding a text. In addition, the teacher only relies
on one type of learning book which has no color, it needs the students' did not
interest in studying the book. so students lack practice questions. Therefore,
researchers conducted research conducted at SMPN 01 Ajung regarding the
development of English worksheets.
Based on the above issues the reseach objective of this research are: 1)
explore the design of English worksheet procedure text at the ninth grade
students’ reading comperehension? 2) explore the quality of English worksheet
procedure text at the ninth grade students’ reading comperehension?.
To achieve the above objectives reseacher use design based reseach (DBR)
based on the Amiel & Reeves that consist of 4 general stages problem, solution,
method, and reflection. Reseach conducted through a need analysis, that reseacher
come to the place of activities that was observed, but did not get involved in such
activities. So this reseach aims to design and to know of quality of english
worksheet. The subjects were 29 students’ at the ninth grade especially IXD. data
collection method used were interview, questionnaire, document. Data analysis
technique is using quantitative and qualitative data and reflection.
The reseach result were: 1) the design of english worksheet is very easy to
understand and accompanied by pictures that are relevant to the material 2) the
quality of english worksheet result of media expert 88% is very valid, material
expert 96% is very valid, teacher responses 94% is very valid, students’ responses
86% is very valid.

vi
 PREFACE

All praise and thanks to Allah SWT, without his blessing and mercy, the

reseacher would have never been able to start and finish this thesis as the

requirement for degree of sarjana pendidikan (S.P.d) at the State Islamic

University of KH. Achmad Siddiq Jember (UIN KHAS). Shalawat and greetings

hopefully always be upon to our apostle, prophet Muhammad saw, as well as to

his family, his companions, as well as the people who follows him until the day of

judgement.

The reseacher realize that support and encouragement from many people,

have been important to the reseacher in the preparation of this thesis. Therefore,

the reseacher would like to acknowledgement them.

1. Prof. Dr. H. Babun Suharto,SE., MM as the rector of UIN KHAS Jember

2. Prof. Dr. Hj. Mukni’ah, M.Pd.I As the dean of faculty of tarbiyah and

teacher training of UIN KHAS jember

3. As’ari, M.Pd.I As the head of English Department of UIN KHAS jember

who always gives support encouragement to reseacher

4. Ninuk Indrayani, M.Pd as advisor who has guided me patiently, he has

provided direction, guidance, academic insight for me

5. Doto Wiyono, S.Pd.M.Pd and Aminullah S.Pd, M.Pd as a Expert validaity

6. All the lectures of Engsih Departmen thanks for guidance, attention,

knowledge, and motivation learning english language

7. Special thanks for my beloved parents (Alm. Sahaman Rawi and Nasiha )

who always give the reseacher help, support, blessing, motivation untill

vii
 now, and also special thanks my beloved brother syamsul huda who have

given the reseacher motivation, support and encouraging moral

8. Best thanks to all my friends, Anna Faizah, Hanum, Khusnul, Wafa, M.A,

Mia, Hanim, Yeni, Sikin, Susi, Fahim, Iila, Yuli, Malik, Quddus. Who

always give support and always help to me.

9. Big Family of ALMANA Nurul hidayah thanks for nice Freindship

10. Big Family of SMPN 01 Ajung Special thanks to english teacher (Doto

Wiyono, S.Pd.M.Pd) Who give me opportunity to do reseacher in his class

untill finish

11. All of my friends in UIN KHAS Jember Special Big (cheese burger tbi 2)

thanks for nice freindship and help each other.

Theare many parties cannot be mentioned here who actually the deserve to be

thanked. The reseacher says thanks to all of them. Finally, the reseacher hopes

guidance and mercy of Allah SWT.

Jember, 29 May 2023

Mila Fauziah

T20196088

viii
 TABLE OF CONTENT

COVER ............................................................................................................ i

APPROVAL OF ADVISOR ............................................................................ ii

APPROVAL OF EXAMINERS ...................................................................... iii

MOTTO............................................................................................................ iv

DEDICATION ................................................................................................. v

ABSTRACT ..................................................................................................... vi

PREFACE ....................................................................................................... vii

TABLE OF CONTENT ................................................................................... ix

LIST OF TABLE ............................................................................................. xi

LIST OF PICTURE.......................................................................................... xii

LIST of APPENDIX ....................................................................................... xiii

CHAPTER I INTRODUCTION ................................................................... 1

A. Background of the reseach ................................................................... 1

B. The identification of the problem ......................................................... 6

C. Reseach objective of the development ................................................. 6

D. Product spesification ............................................................................ 7

E. Assumption and the delemitation of the study ..................................... 7

F. Definition of the key terms .................................................................. 8

CHAPTER II LITERATURE RIVIEW ...................................................... 10

A. Previous reseach ................................................................................... 10

B. Theoritical framework.......................................................................... 14

1. English worksheet .................................................................... 14

ix
 2. Curriculum ............................................................................... 20

3. Concept of procedure text ........................................................ 25

4. Concept of reading comperehension ........................................ 30

CHAPTER III RESEACH METHOD ......................................................... 41

A. Model of reseach design....................................................................... 41

B. Procedure of development.................................................................... 42

C. Product trial .......................................................................................... 44

D. Types of data ........................................................................................ 46

E. Data collection instrument ................................................................... 46

F. Data analysis technique ........................................................................ 48

CHAPTER IV RESULT AND RESEACH AND DEVELOPMENT ........ 53

A. The design of Englishworksheet ......................................................... 53

B. The Quality of english worksheet ....................................................... 65

CHAPTER V CONCLUSION AND DISCUSSION ....................................... 68

A. Development Of English Worksheet Result Conclusion ..................... 68

B. Suggestion For Reseach Development................................................. 69

REFRENCE ..................................................................................................... 71

APPENDIX ...................................................................................................... 74

x
 LIST OF TABLE

Table 2.1 Similarities and differencess of previous reseach ............................ 12

Table 3.1 Scoring criteria ................................................................................. 49

Table 3.2 Validity of media expert .................................................................. 49

Table 3.3 Validity of material expert (content) ................................................ 50

Table 3.4 Criteria of Teacher Responses and Students’ Responses................. 51

xi
 LIST OF PICTURE
Figure 2.1Example of procedure text how to make ice cappuccino ................ 29

Figure 3.1 The four phases of DBR ................................................................ 42

Figure 4.1 Tittle of english worksheet ............................................................. 56

Figure 4.2 KI/KD 2013 .................................................................................... 56

Figure 4.3 Indicator of procedure text.............................................................. 57

Figure 4.4 Cover of english worksheet ............................................................ 58

Figure 4.5 Table of content of english worksheet ............................................ 58

Figure 4.6 KI/KD based on curriculum 2013................................................... 59

Figure 4.7 Material of english worksheet ........................................................ 60

Figure 4.8 Matching worksheet........................................................................ 60

Figure 4.9 Word scrambled worksheet ............................................................ 61

Figure 4.10 Back cover .................................................................................... 61

xii
 LIST OF APPENDIX

Appendix 1 Matrix of reseach

Appendix 2 product english worksheet (good worksheet of proceddure text )

Appendix 3 research permit in SMPN 01 AJUNG

Appendix 4 judgment expert (media expert validation)

Appendix 5 revision from media expert

Appendix 6 judgment expert (material expert validation)

Appendix 7 revision from material expert

Appendix 8 instrument of students’ responses

Appendix 9 instrument of teacher responses

Appendix 10 students’ interview

Appendix 11 teacher’s interview

Appendix 12 data analysis media expert validation result

Appendix 13 data analysis material expert validation result

Appendix 14 data analysis teacher responses conculation result

Appendix 15 data analysis of students’ responses validation result

Appendix 16 data presentage of students' responses validation result

Appendix 17 Research completion letter

Appendix 18 jurnal of reseach

Appendix 19 documentation

Appendix 20 declaration of authorship

Appendix 21 curriculum vitae

xiii
 CHAPTER I

INTRODUCTION

A. Background of the Research

In learning English as a foreign language, there four skills need to be

taught are listening, speaking, reading, and writing. From those four skills,

reading is an important skill to be mastered. Learning English in Indonesia is

more focused on reading. Reading is one of the language skills that learners

should master, it can be proven by looking at the English national examination

question, there are more questions about reading comprehension than the other

skills. Reading comprehension is the ability to understand the knowledge from

a book, the internet, an article, and a written passage of text. Reading is more

than just assigning foreign language sound to the written words, it requires the

comprehension of what is written. however, reading proficiency is difficult to

attain without having adequate skills and comprehension. Good reading

comprehension will be accomplished if learners have four reading abilities:

determining the main idea, guessing word meanings, finding detailed

information, and making inferences1.therefore, in reading, the students must

comprehend what they read to get the knowledge. It means that reading is a

process of understanding the meaning of a text in which the readers can get

important ideas and information about what they have read to realize optimal

English learning, especially in reading comprehension.

1
Studies in English Language and Education,2(2), 88-89, 2015

1
 2

In the Islamic religion, reading has been taught for a long time even

during the times of Prophet Muhammad SAW and reading becomes the

greatest miracle of Prophet Muhammad SAW. Therefore, Allah commands us

to do reading for increasing knowledge and it explains clearly in the Holy

Qur'an (Al - ' Alaq 1-5):

‫) اَلَّ ِذيْ َعلَّ َن ِبا‬۳(‫) اِ ْق َزأْ َو َربُّك األَ ْك َز ُم‬۲(‫ق‬

ٍ َ‫ق ااْ ِأل ْنسَانَ ِه ْن َعل‬
َ َ‫) َخل‬۱(َ‫ك الَّ ِذيْ َخلَق‬
َ ِّ‫اِ ْق َزأ ِباس ِْن َرب‬

)۵(‫) َعلَّ َن ا ِأل ْنسَانَ َها لَ ْن يَ ْعلَ ْن‬۴(‫ا ْلقَلَ ِن‬

The meaning: 1)Recite in the name of your God who created?, 2) He has

created man from a clot of blood, 3) Read! And your God is most gracious, 4)

Who teaches humans using kalam, 5) He taught man what he did not know ".

(QS Al - Alaq verses 1-5)

As explained in Surah Al - ' Alaq, the verse of 1st and 3rd are about

reading, the 4th verse is about writing, and the 2nd is to understand one self

through biological creation. According to this verse, Allah commands us to

read in gain, knowledge in textbooks and social activities. So, the more you

read, the more you have insight and abilities. 2

Reading has always been an essential part of learning a language,

especially when studying a language like English. It does not matter if the goal

is to perform better in academic activities or acquire more familiarity with a

subject for autonomous learning. For Indonesian students, reading

2
Ahmad islahud daroini, “Tafsir ayat pendidikan dalam Q.S. Al- „Alaq Ayat 1-5
Menurut Quraish Shihab” (A Thesis UIN Raden Intan Lampung, 2018), 38-39
 3

comprehension is likely to be a difficult skill to master. However, students are

required to master reading and it is tested in the National Examinations of the

Department of Education in Indonesian states that Ninth-grade students in

junior high schools must learn to comprehend the meaning of short essay texts

such as reports, narratives, procedures, and analytical expositions in their daily

life context. They are also supposed to be able to access knowledge from such

texts.3The researcher choose the Ninth-grade class because based on the

curriculum material procedure text is taught the Ninth-grade students‟ and

based on the results of interviews with the English teachers, students‟ in the

Ninth-grade especially that students of IXD have difficulties in

comprehending the texts. Based on the explanation above, the researcher felt

confident in choosing Ninth-grade students‟ as the research subject. With the

factor of reading comprehension skills that are very difficult to master. In this

study, the researcher chooses the procedure text as material that is by the

curriculum and is tested in the form of a test. This makes the researcher sure to

choose the procedural text material that is presented in the form of worksheet

materials. Instructional materials are divided into four kinds, including printed

teaching materials, teaching materials hear, the viewpoint of teaching

materials, and interactive teaching materials. Teaching materials are often

used in the learning process printed teaching materials include student

worksheets. The use of students‟ worksheets of procedures text in teaching

reading comprehension is importantly needed because it covers many kinds of

3
E. Komariah, P. A. R. Ramadhona & T. M. Silviyanti, improving reading
comperehension through reciprocal teaching method, 88
 4

reading text, reading activites, and exercises. It will make students more active

in learning reading comprehension.

The use of worksheets and the teaching and learning process is really

helpful for both teachers and students, A worksheet is a specially prepared

page of exercise designed to improve your knowledge or understanding of a

particular subject. A Worksheet is a learning resource that aims to make

students react to what they read. This can be an excellent source of creative

learning to increase interest in reading in students' reading comprehension,

besides that students will also be more interested in completing activities, with

colorful worksheets and examples. material that is very easy to understand and

accompanied by pictures that are relevant to the material, This makes the

researcher think that by using good worksheets, English learners will more

easily understand the readings and examples. Sometimes. the students are

difficulty to learn reading if the teacher. do not have the same module or

worksheet as the main source to teach. So, it can be said that students‟ English

worksheet is a learning tool in print form to make it easier for teachers to

deliver material in the learning process. The students will be easier to study if

they have some worksheets in reading because they only focus on reading and

exercises, the worksheet created for the Ninth grade should be based on the

curriculum at junior high school.

Curriculum course typically refers to the knowledge and skills students

are expected to learn, which includes the learning standards or learning

objectives they are expected to meet, the units and lessons that teachers teach,
 5

the assignments and projects given to students; the books, materials, videos,

presentations, and readings used in a course: and the tests, assessments, and

other methods used to evaluate student learning. Agreeing with the

explanation above, the researcher is interested in developing a worksheet to

improve reading comprehension. The researcher has some reasons based on

preliminary study, the first is from De Nada Mei Dwi K, which is their title is

“Developing Student Worksheet to Improve the Ability of the Fifth Grade

Students’ Creative Thinking at SDN Tambak Asri 02 Malang” the research of

their research worksheet can help students speed up the learning process and

minimize the time to complete a test. The second preliminary research is from

Lestari “Developing Students’ Reading Worksheet a Tenth grade of SMA

Negeri 4 Palopo” The result is with pictures/illustrations that are following

the material students are easier to read. Based on the prelimanary studies, it

can be concluded that developing an English worksheet can improve reading

comprehension. The researcher interviewed one of the English teachers that

students have difficulty understanding a text, they are also lazy to understand

the entire text because of the lack of pictures/illustrations. In addition, the

teacher only relies on one type of learning book in which some worksheets

only make students feel bored quickly. So, student activities in the classroom

are less effective in improving students reading comprehension. The teacher

tries to solve student problems by asking students‟ to work on the worksheets

in the book by making groups work on questions to improve reading

comprehension. In addition, students can use their dictionary to find the

 6

meaning of difficult words so that they can more easily understand the
4
existing questions. These various ways can improve students reading

comprehension but students‟ need more something that makes them interested

in reading. Namely designing worksheets in a more attractive way to make

students interested and enthusiastic in understanding reading. rarely use this

worksheet Based on the explanation above, the researcher to develop reserach

under the title “Developing English Worksheet of Procedure Text at the Ninth

Grade Students‟ Reading Comprehension at Junior High School”

B. The Identification of the Problem

Based on the problem statement above, the reseacher formulates the

general question as follow:

1. How is the design of English worksheet procedure text at the ninth

grade students‟ reading comprehension?

2. How is the quality of English worksheet procedure text at the ninth

grade students‟ reading comprehension?

C. Research objective of the Development

1. explore the design of English worksheet procedure text at the ninth

grade reading comprehension?

2. explore the quality of English worksheet procedure text at the ninth

grade students‟ reading comprehension?

4
Anik andayani, 4 November 2022
 7

D. Product Specification

English Worksheet of procedure text to improve reading comprehension at

the ninth grade junior high school

1. Learning material in the form of English worksheet can be used with

teachers as well as students that are developed by the curriculum Merdeka.

2. Learning material presented is procedure text which is expected to

improve reading comprehension.

E. Assumption and the Limitation of the Study

1) Developmental assumption

Some of the assumptions in the study are:

1. The researcher developed worksheets that could become useful

teaching learning materials or media to assist English teachers in

preparing the lessons to improve the reading comprehension of the

ninth grade at junior high school.

2. The worksheets were expected to assist and improve reading

comprehension and the students ' skills to understand better learning

English.

2) Developmental Limitation

1. English worksheet of procedure text were specified with the simple

procedure text the theme of how to make food and how to make

drinks. There were two categories in the English worksheet developed

by the researcher:

a. A matching worksheet
 8

b. A word scrambled worksheet

2. The English worksheet of procedure text was designed and developed

based on the student‟s needs analysis and goals. The worksheets aimed

to solve the students' difficulties in learning reading comprehension by

providing them with appropriate, pictures, and themes.

F. Definition of the Key Terms

To avoid misunderstanding, the perception of some of the important terms

in the implementation of this development is defined as follows:

1. English Worksheet

A sheet of paper on which are printed exercises and problems to be

solved by a student. A good worksheet is a worksheet that is structured,

there is a header about the topic or class, both clear instructions and finally

the exercise itself. The activity sheet is usually a hint or step-by-step to

complete a task. In order to be clear the basic competence that must be

achieved.

2. Reading Comprehension

Reading comprehension is the ability to process text, understand its

meaning, and connect it to the student's knowledge. This will improve the

knowledge and basic skills necessary for efficient reading comprehension.

It is about knowing the meaning of words or extracting semantic

information from the script so that the reader can understand the content of

the text with prior knowledge.

 CHAPTER II

LITERATURE REVIEW

A. Previous Reseach

This reseach is not the first reseach in analyzing english worksheet, the

reseach found some reseach that related to this study:

1. The first previous study was conducted by Denanda Mei Dwi K, state

university of Malang, 2018, and titled “developing student worksheet

(LKS) to Improve the ability of the fifth grade student‟s creative

thingking at sdn tambak asri 02 malang” This research was conducted to

improve students ability of the creative thinking at sdn tambak asri. this

study uses a design based research approach, this study uses a model of

Brog and Gall there were 10 steps and research and development. the

data where analyzed has three of them. the result of the research shows

the development is intended to meet the availability of media of

instruction that can enhance the creative thinking of students at sd/mi.

2. The second previous study was done by suci apriliana pertiwi, state

university of jambi, 2019, entitled “developing english worksheet to

teach reading skill for eleventh grade students of MAS nururrodhiyah

kota jambi” this reseach is aimed at designing a good and appropriate

english wotksheet of reading skill to teach for eleventh grade students of

MAS Nururrodhiyah. This reseach used design based reseach based on

Dick and carey and borg, that consisted of eight steps. The result show

that the product (Worksheet) is qualified.

9
 10

3. The third previous study was done by Lestari, Dewi furwana,

Muhammad Iksan, state Islamic Institute IAIN Palopo, journal of english

language teaching and learning, 2020, andtitled “Developing Reading

Worksheet for Tenth Grade Students of SMA Negeri 4 Palopo” this

reseach is aimed to find of reading worksheet is appropriate for tenth

grade, this reseach using reseach and development from the Addie

model, This consist for analyzing, Designing, implementation And

evaluating. The result of the reseach show that the reseacher developt and

make a product based on the students‟ need.

4. The four previous study was done By Sati Rahmadilla, state university of

Medan, 2019, andtitled “developing english writing worksheets of

procedure text for students grade 11 of culinary program at smk negeri

10 medan” this reseach using writing skill for english worksheets of

procedure text, this reseach aimed to develop english wotksheet for grade

elevent students, the conducted by reseach and development, The data of

this research were from the existing worksheet, syllabus, students‟

questionnaire and teacher‟s interview. And then the result were used to

developed English writing procedure texts.

5. The five previous study was done by Evi Mahsunah, Nuris shobah,

Journal of education, university of siduarjo, Indonesia, 2022, andtitled

“Developing Student‟s English worksheet On reading Materials for tenth

grade” this reseach aimed to develop student‟s english wotksheet for

reading materials for the tenth grade of senior high school. This research
 11

developed students' English worksheets based on the 4D model

suggested by Thiagarajan that consists of 4 stages of development,The

results of the research showed that the validation from the experts with

an average score of 3.57, it means that these students' English worksheets

are perfectly valid to use.

Table 2.1

Similarities and Diffirencess of Previous Reseach

NO Reseach Title Similarities Differences

1 2 3 4

1 Thesis By Denanda Mei Both reseachers 1. Previous

DwiK, “developing developing reseach used
student worksheet (LKS) worksheetby used creative
to improve the ability of design based reseach thingking
the fifth grade student‟s while this
creative thingking at sdn reseachused
tambak asri 02 malang” reading
comperehensio
n
2. Previous
reseach used a
model brog
and gall while
this reseach
used a model
amiel and
reeves

2 Thesis By suci apriliana 1. Both reseachers Previous reseach

pertiwi, “developing developing analyze at the
english worksheet to english eleventh grade
teach reading skill for worksheet studentsat senior high
eleventh grade students 2. Both reseachers school while this
of MAS nururrodhiyah Useddesign reseach analyze at the
kota Jambi” based reseach ninth grade students‟
3 Thesis By Sati Both reseachers 1. Previous
Rahmadilla,“developing developing english reseach
english writing worksheet used of usedwriting
 12

worksheets of procedure procedure text based on while this

text for students grade curriculum reseach used
11 of culinary program reading
at smk negeri 10 medan” comperehensio
n
2. Provious
reseach
analyze at the
eleventh grade
senior high
school while
this reseach
analyze at the
ninth grade
ofjunior high
school

4 journal of english Both reseachers 1. Previous

language teaching and Developing worksheet reseach to
learningby Lestari, Dewi used design based improve
furwana, Muhammad reseach reading skill
Iksan, state Islamic while this
Institute IAIN Palopo, reseach to
“Developing Reading improve
Worksheet for Tenth reading
Grade Students of SMA comperehensio
Negeri 4 Palopo” n
2. Previous
reseach used
Addie Model
while this
reseach used
amiel and
reeves
3. Previous
reseach
analyze at
tenth grade of
senior high
school while
this reseach
analyze at
ninth grade of
junior high
school
 13

5 Journal of educationby 1. Both reseachers Previous reseach used

Evi Mahsunah, Nuris developingengli reading material while
shobah, “Developing sh worksheet this reseach used
Student‟s English 2. Both reseachers reading
worksheet On reading used design comperehension
Materials for tenth based reseach
grade”

Based on the explanation above, it could be seen that all of researches

had their own ways to analyze their subject of the research. Hence, this

research will developing english worksheet of procedure text to improve

reading vomperehension andtitled “Developing english worksheet at the ninth

grade students‟ Reading comperehension at junior High School” This reaseach

use Design Based Reseacha model by Amiel and Reeves.

B. Theoretical Framework

1. English Worksheet

Worksheet is one of the most important materials for achieving the

goals of educational activities. Worksheet is a kind of printed instructional

material that is prepared and frequently used by teachers in order to help

students to gainknowledge, skills and values by providing helpful

comments about the course and enabling students to engage in active

learning and learning bydoing in and out of the 5worksheet is a student

worksheet is a sheet. containing tasks that must be done by students,

worksheet usually in form of instructions, steps to complete a task, a task

that ordered in activity sheet must be clear about the basic competence that

5
Out of the School (Kaymakc, 2006 : 5). objectives According to Depdiknas (2006)
 14

has to be achieved. It is also an instrument in which steps are given to

students to learn. 6

Worksheet is a sheet containing tasks that must be done by

students. The activity sheet is usually a hint or step-step to complete a

task. And, the task must be clear the basic competence that must be

achieved. 7

Worksheet could support students to learn English based on

practice in the paper. Learning value of the students in thi activity outside

gave satisfaction to students and it was unforgettable thing in their life.

The worksheet also help learners to engage more thoroughly. Students can

study of a foreign language English in the classroom and at home this only

works if the worksheets are well-designed, however this is easily achieved

with the right structure and a few tricks. There are several structure for

making good worksheet. First, a header containing general information

which places the worksheet within the lesson context. The header is the

foundation for an organized approach to learning and contains

information: about the subject, about the stage, class level, about the topic

and lesson unit, about futher materials such as the textbook, and possibly

any source references.

This make it easier for learners to keep their worksheets well

organized, to review specific topics and to repeat exercises when

necessary. Secondly, Clear instruction. Students need to know not only

6
Suci Apriliana Pertiwi, “designing worksheet to teach reading skill for the eleventh
grade students of mas nurrodhiyah kota jambi” ( a thesis university of jambi, 2019 )
7
Teori, Penelitian dan Pengembangan vol.1, 1324
 15

what action to do but also how they should be doing that action and its

important for students to understand why they are doing what you asked

them to do. Third The exercise itself, including illustrations, highlighted

points and suffient space for answer. Where a worksheet contains several

exercise, all of them should related to the same topic preferably in terms of

grammatical topic and content. This ensures that learners will not be

overburdened or distracted by too much new vocabulary. 8

a. Principles in Developing English Worksheet

there are three principles that should be understood by the people

in developing the worksheet. Those are as follows:

1) Relevancy (correlation), the lesson and the competency standardi

should have correlation.

2) Consistency (consistent) when the curriculum offer one material to

learn, the thing that should be done by the people, it is focusing on

that.

3) Sufficiency (the students materials should be qualifying to learn

that help the student to understand about the knowledge9

According to Chotimah in Rohman statedthere are three principles

in developing worksheet. They are as follows :

 Relevancy principle (material and curriculum must be

correlated)

 Consistency principle (focuses on main materials)

8
Suci Apriliana Pertiwi, “designing worksheet to teach reading skill for the eleventh
grade students of mas nurrodhiyah kota jambi” ( a thesis university of jambi, 2019 )
9
Sutedjo's book (2006 : 4)
 16

 Sufficiency principle (material should be suffice to teach)

According to Brian Tomlinson in his book second edition

"Materials Development in Language Teaching "there four principles

of developing worksheet. Those are as follows:

 Worksheet should achieve impact Worksheet should help

learners to feel at ease

 Worksheet should help learners to develop confidence

Conducting to Principles in developing

 Worksheet the researcher take at reference from Brian

Tomlinson in his book second editionMaterials. Development

in Language Teaching.10

b. Types of English Worksheet

English worksheet there are some types of worksheet.

Worksheets range in type from straight-text multiple-choice questions

to illustrated puzzles and mind games. Here are a few examples of

worksheet types that have proved particularly effective in teaching

English. For each type we list language points it works well with.

1) Matching Worksheets

This type of worksheet usually asks students to match up pairs of

items (for example opposite words or start and end of a tag

question). This is often done by having one colum of items on the

10
Teori, Penelitian dan Pengembangan vol.1, 1324
 17

left and the matching items, not in the same order, in a column on

the right. Students have to draw lines between the matching items.

2) Word scrambles Worksheets

Word scrambles or jumbles help improve vocabulary and spelling.

In this type of worksheet the letters of each word are mixed up and

students have to put them into the proper order.

Here are some different types of words you can scramble: key

vocabulary, spelling list words, names of students in the classroom,

names of places, number words (thousand, million etc), words with

silent letters or other unique features, holiday or special event

vocabulary, grammar terms, almost anything

3) Jumbled Sentences

Worksheets Here, each sentence is presented with its words all

mixed up and students have to put them into the correct order (for

example: time/go/to/it's/almost/ school/to It's almost time to go to

school).

4) Sorting Worksheets

With sorting worksheets, students are presented with a collection

of items (words, phrases, phonemic characters etc) and asked to

"sort" them into particular categories for example: male and

female; stress on first, second and third syllable; Africa, Asia,

Europe, S. America From the examples, you can see that there

might be two, three, four or more categories. This usually depends

 18

on the particular language point and level. One of the most

common ways of doing this is to have all the items entered

randomly in a box at the bottom of the worksheet, with a column

for each category above - into which students write the appropriate

item.

5) Other Worksheets There are several other types of worksheet,

including:

 Multiple Choice Worksheets are basically quiz- type

exercises.

 Gap Fill Worksheets where students insert the right words

in gaps in theText.

 Word Puzzle Worksheets include crosswords, word search

and word.

 Labelling Worksheets where students annotate an

illustration.11

Asmawati in Alex Sander expressed that the worksheet is

acomprise of four sorts, they are:

 A visual worksheet (a printed file; book,

handout, paper sheet, flyer, brochures, divider chart, photo,

and drawing).

 An auditory worksheet (unprinted record; cassettes, a sound

disk, etc.)

11
Teflnet, Guide Types (online) URL: http://www.tefl.net/esl-lesson-plans/guide-
types.htm
 19

 An auditory-visual worksheet (video, movie/film, compact

disks, etc.)

 A mixed media worksheet (collaborative teaching

materials;computer helped instruction, solid disk, web

lessons, etc.)

c. The Creteria of Good Worksheet

According to Alex Case there choosing a good worksheet is

even more difficult for pre - school age students than for other children

and adults, as they are not only more likely to find a bad worksheet

boring but might also be totally unable to write, draw or read what you

what them to . Here are some tips that should help you find or create

the perfect worksheet for your classes :

 Right physical development level

 Right mental development level

 Just challenging enough

 Can be displayed

 Can't go horribly wrong

 Finish at more or less the same time

 Involves lots of language

 Involves the right classroom language

 Fits in with long term goals

 Contains useful language

 Fun / funny
 20

 Balance of familiarity and novelty

 Not too messy

 Creative

 Predict and check12

2. Curriculum

a. Definition of Curriculum

Curriculum of the subject included in a course of study or taught at

a particular school, college.

Curriculum included in a course of study or taught at a particular

school, college, etc: Compare with syllabus.This year, government

finally decided to try out the new designed curriculum, the 2013

curriculum. Thousands of schools, ranging from junior high school

have participated in this try out. Despite the debate on the lack of

preparation and infrastructure, the 2013 curriculum offers many new

features in our education system. Unlike the previous one. the 2013

curriculum will be IT-based. Ministry of Education and Culture has set

up a website to oversee the implementation of the 2013 curriculum.

The website provides details of curriculum implementation, including

teachers guide and subject. There are essentially four curriculums at

work in most educational settings : the explicit, implicit, null, and

extra-, or cocurriculum. You are probably familiar with the notions of

explicit curriculum and extracurricular activities. The real intrigue of

12
Alex Case, Criteria for kinder Garten Worksheets, URL:
http://edition.tefl.net/articles/teacher-technique/kindergarten-worksheet-worksheet/
 21

curriculum debate and design comes into play with the implicit and

null curriculums.13

The curriculum means the subject educated in the school or the

field of Study. The term of the subject still uses up to now. Some

experts looked up the curriculum as a possible experience set up in

schools for children and youth discipline purposes to think and act. It

means the curriculum is the subjects taught in the school and all of the

things needed to direct the teaching-learning process. On the other

side, Brown stated in Innocent Mutale Mulenga; curriculum designs

are starting the language program in Particular. The main concern is

about the linguistic specification, subjects, objectives, sequences, and

the materials designated for the learners in a defined context. Some

view or understanding about the curriculum which is still used up to

now are:

 The curriculum is about anything that is taught in the school

 A Curriculum is some subjects matte;

 A curriculum is a content

 A curriculum is a program of study;

 A Curriculum is several learning materials

 A curriculum is a sequence of learning materials

 A Curriculum is some objectives that will be achieved

 A curriculum is several subject matters which are learned

13
Afina Nadhila Widarsa, Journal of Curriculum for New School Year in Indonesia
 22

 A curriculum is everything done in school, including the

activityoutside the classroom, guidance, and relationship

between students

 A Curriculum is what is taught either inside the school or

outside the school guided by the school.14

b. The 2013 Curriculum

According to Peraturan Menteri Pendidikan dan Kebudayaan the

learning and teaching process requires some elements supporting the

learning process, such as a curriculum, syllabus, and lesson plan. The

government developed the regulation on the curriculum to keep the

learning process. Thus, the process of teaching and learning at schools

is based on the curriculum. Since then, mention has been implemented

by the government to use in some schools while the others implement

the 2006 curriculum.15

The curriculum is referred to Carter‟s view as an organized group

of the courses, or the subject‟s sequences are required to the major of

study as complete graduation or certification. Many factors affect the

curriculum,especially when it comes to production and

implementation. It depends onthe public financial support and the

country‟s political condition, the equity‟s goals, and the social justice

are staggered by the curriculum on one occasion and the excellence of

14
Fitriani, E. “Developing Signs and Songs Materials Dealing With 2013 Curriculum
For The Seventh Grade Students At NTsn. Balang-Balang” (Doctoral dissertation, islamic
univesity of negeri alauddin makassar) 2013.
15
Permendikbud, “Petunjuk Umum Pelaksanaan Kurikulum”, Kementerian
Pendidikan Republik Indonesia, 2014.
 23

16
academic on another. On the national laws Number 20 at the year

2003 (UU No 20/2003) about the national education system, it is

mentioned that a curriculum is a source of plan or an arrangement that

is focused on the target, contents, and materials of the lesson. The

management guidance in the learning process to fulfill the particular

target of education. The dimensions of the curriculum are divided into

two parts based on the definition. Firstly, the arrangement and a set of

plans on the target, content, and learning materials. Secondly, the

learning activity uses the method. As a result of those dimensions, the

application of 2013 in the academic year 2013/2014 has been

successfully fulfilled. To get a suitable formulation, the curriculum has

permanently been changed dynamically.

The development of the 2013 curriculum is based on the

curriculum's standard-based theory of education and competency-

based approach. The 2013 curriculum is developed based on the

philosophy to create a base for the participant's development to

become a high-quality Indonesian student.

c. The Purposes of the 2013 Curriculum

The 2013 curriculum aims to prepare the Indonesian students to

become high-skilled people and religious, productive, innovative,

creative citizens to contribute to society, state, nation, and civilization.

16
Paul Green “Teaching & Learning” (Grayson Arter and County Schools)
 24

d. The 2013 Curriculum’s Characteristics

The 2013 curriculum was developed to focus on:

 The development of a spiritual and social manner, curiosity,

creativity, partnership based on the intellectual and psychometric

ability.

 The school represents an element of society that provides a

learning experience where a learning participant applies what has

been studied in school to society and exploits society as a learning

source.

 The development of the attitude, the knowledge, and skills to apply

them to society and schools. Thus, the 2013 curriculum is based on

learning and teaching rules for the subjects to understand the

education target.17

3. Concept of Prosedure Text

a. Definition of Text

Definition of Text Before going to the definition of procedure text,

it is better to know definition of the text itself, Homby defined "text is

the main written or printed part of a book or page, contrasted with

notes. And Jack C. Richard on this book "Longman Dictionary of

Applied Linguistics "stated that" Text is a segment of spoken or

written languages, has distinctive structure and, has a particular

17
Rahma Dillasati, A Thesis “ Developing English Writing Worksheet of Procedure
Text for Students Grade Eleventh of Culinary Program at SMK Negeri 10 Medan“ State
University of Medan 2019
 25

communicative function or purpose, and often can be understood in

relation to the context. Moreover, Anderson argued that "Texts are

pieces of spoken or written language created for a particular purpose. It

means when write or speak , we create texts. When we listen, read, or

view texts, we interpret them for meaning. Thus from the definition

above, the researcher inferred that text is everything we hear or say in

spoken language, and what we read or write in reading

comperehension that has structure and function.

b. Definition of Procedure Text

We usually find many kinds of texts in our daily life. One of

those text is procedure text which is an instructional text that describes

how to make something or how a series of sequenced steps or phases.

Mark and Kathy Anderson through their book Text Types in English 3

defined a procedure text as a piece of text that tells the readers or

listeners how to do something. Its purpose is to provide instructions for

making something, doing something, or getting somewhere. In

addition, Professional Development Service for Teachers stated that a

procedure text has a social function to explain how something is done,

in a series of sequenced steps. The examples of procedure text are

directions. Instruction manual, receipes, and itineraries.

As it can be seen above, procedure text is defined as a text

that explains, tells or shows someone how to do something, to make

 26

something and to get someplace, that have to be done in a series of

sequenced steps.

c. Language Features of Procedure Text

According to Anderson, procedure text usually includes the

following language features:

 Sentences begun with action verb (imperative sentences). e.g.,

pour hot water into the cup.

 Sequence words or temporal conjunctions (e.g. firstly, next,

then) and numbers (e.g. 123) that show the order for carrying

out the procedure.

 Adverbs of manner to describe how the actions should be

performed. e.g. quickly, firmly.

 Precise terms and technical language . e.g. ml. grams, etc.

 In addition, the other sources added some of language features

ofprocedure text which are not included in Anderson's book.

 Nouns or noun groups are used in the listed material or

equipment.

 The person following the instructions may not be referred to or

may be referred to in a general way as one or you. There is

little use of personal pronouns.

 Words related to direction and specific locations are found. e.g.

left, north , Jamison street.

 27

 Adjectives add details relating to size, shape, color, and

amount.

 Present tense is generally used To sum up, all of the points of

language features of procedure text above are usually used in

writing procedure text.

d. Structure of Procedure Text

Generally,a procedure text is arranged of three main parts: Aim

or Goal of the procedure, List of materials which needed to complete

the procedure that need to be taken to accomplish the task.

 An introductory statement giving the aim or goal This part can

be the little of the procedure text, it is also may include an

introductory paragraph.

 List of materials needed for completing the procedure This part

usually takes form in kind of list, though sometimes it also can

be in form of paragraph. In certain proccedure text this part

sometime is omitted or left out.

 A sequence of steps in the correct order This is the last part of

procedure text which shows a sequence of steps that need to be

taken by readers to complete the task. The sequence usually is

shown by numbers (1,2,3 ...) or by using words such as first,

second, third, etc. Words such as now, next, and after this
 28

sometimes are used as well. Commonly, the steps usually begin

with a command such as add, strir, or push.18

Thus from the explanation above, it can be concluded that there

are three points of generic structure of procedure text. Nevertheless,

the structure above is sometimes not found in certain types of

procedure texts. For example, in procedure text that tells the readers

direction of how to get to certain place or procedure text of rules of

behavior, there is no list of materials needed. In a procedure text of

how to operate something. sometimes list of materials needed is not

included.

e. Example of Prosedure text

How To Make Iced Cappucino

Figure2.1

Source: https://www.liveworksheets.com/rg2125634ef

You need:

 whipped cream (optional)

 1/2 cup of strong coffee 3 tablespoons of sugar

18
Mark Anderson and Kathy Anderson, Text Type in English 3.
 29

 1 cup of ice cubes

 1/4 cup of cream

 2 cup skim milk

Steps:

 First, brew a cup of coffee and let it cool.

 Then, put the ice cubes in the blender and pour the coffee

over them.

 Next, add milk, sugar, and cream.

 After that, blend them all on medium speed until the 20

ice is completely crushed.

 Next, pour the mixture into a glass. Finally, top it off with

whipped cream.19

Thus, from example above, everybody know how to write

procedure tex. First, they must write a goal. Second, they write

a list of materials that will be needed for completing the

procedure, such as kind of ingredients and utensils. Last, they

need steps to achieve the goal with the purpose: to tell the

process of how to make iced cappucino

4. Concept of Reading Comperehension

a. Definition of Reading

Reading is the process of constructing meaning through the

dynamic interaction among:

19
Rwulns, Live Worksheet, https://www.liveworksheets.com/rg2125634ef English
as a Second Language (ESL) 14-15
 30

a. the reader's existing knowledge:

b. the information suggested by the text being read ; and

c. the context of the reading situation

Reading is a process undertaken to reduce uncertainty about

meaning a text, reading the process result from a negotiation of

meaning between the text and its reader.

And According to Indonesian Dictionary, the definition of

reading is to see and understand the contents, can be with or in the

heart only.According to Mr.Hodgson published 1960 pages 43-44, the

definition of reading is the process done by the readers to get the

message, which will be delivered from the author with the mediator of

the media words and written language. When explicit and implicit

messages can be understood, then the process of reading it will be done

well.

Reading is a skill which enables us to get a message:

recognizing the written words (written symbols): getting

(understanding) the meaning: used to teach pronunciation grasping

information from texts.Demanded Mr. Finochiaro and Bonomo

published in 1973, the definition of reading is to take and understand a

meaning and its meaning contained in the written language.20

20
Lestari, “Developing Students, Reading Worksheet a Tentth of SMA Negeri 4
Palopo” a Thesis of Islamic Institute of Palopo, 2018.
 31

b. The Definition of Reading Comprehension

According to Michelle Maxom, reading is one of the key skills

in language learning. It reinforces the skills students acquire in

speaking, listening and writing.21 Most people spend their time to read

an article, a book, a newspaper and others. This activity needs some

skills in order to understand it. However, some of the people cannot

read well.

Whereas Geoffrey Broughton said that reading is a

commonplace of teacher education that teachers tend to teach by the

methods which were used by the teachers who taught them.22

However, reading is not only producing sounds in the printed symbol

but also making sense to comprehend the text. Through reading,

people can increase vocabularies, obtain knowledge, and so forth.

Hence, the readers need greatly reading comprehension to achieve the

purpose of reading.

Ellizabeth states that comprehension is an active process that

produces the meaning for the printed language then concern with new

word23. In addition, Gillet and Temple argues that comprehension is

the readers understand the content of the text by involving prior

knowledge, knowledge of structure, and the readers 'active to look

information. Comprehension means making sense of what one reads.A

21
Michelle Maxom, Teaching English as a Foreign Language for Dummies
(England : John Wiley & Sons, LTD Publisher , 2009).
22
Geoffrey Broughton and Friends, Teaching English as a Foreign Language,
Second Edition, (London:University of London Institute of Education, 2003).
23
Elizabeth S. Pang, Teaching Reading, (Chicago: University of Illinois, 2000).
 32

reader who comprehends text is an active reader. It can be concluded

that comprehension is a complex. process to produce meaning from the

text by involving prior knowledge to understand the text.

According to Kintsch, reading comprehension is the process.

ofcreating meaning form text24. Furthermore, Janette defines that

reading comprehension is the process of constructing meaning by

coordinating a number of complex processes that include word

reading, word and world knowledge, and fluency25. In other word, to

be successful at reading comprehension actively process what they

read. The at processing skill requires that students have automatic

reading skills and fluency, necessary vocabulary, and text appropriate

background knowledge.

Chiara Maneghetti et.al states that reading comprehension is a

complex cognitive ability requiring the capacity to integrate textwith

new word . In addition, Gillet and Temple argues that comprehension

is the readers understand the content of the text by involving prior

knowledge, knowledge of structure, and the readers ' active to look

information. Comprehension means making sense of what one reads. A

reader who comprehends text is an active reader. can be concluded that

comprehension is a complex. process to produce meaning from the text

by involving prior knowledge to understand the text.

24
Abbas Pourhosein Gilakjani, “How Can Students Improve Their Reading
Chomprehension Skill?”, (Iran: Islamic Azad University, 2016).
25
Janette K. Klinger, Teaching Reading Comprehension to Students with Learning
Difficulties,(United States of America : The Guilford Press, 2007).
 33

c. Kinds of Reading Comprehension

Pearson and Nicholson categorized Reading Comprehension

into four categories namely, literal Reading Comprehension,

interpretation Reading Comprehension, critical Reading

Comprehension, and creative Reading Comprehension.

1) Literal Reading Comprehension

The first category does not include the thinking skills. Teachers do

not need special help on this. It is as the skill of getting the

primary, direct literal meaning of a word, idea, or sentence in

context. There is no depth in this kind of reading. For example, the

type meaning questions : "What did little brother want to eat?"

Giving the answer requires no thinking because there are the exact

words given in the book. It is the simplest from locating in text

because the information is stated directly in the text. Question

assessing literal comprehension skills examine how well student

can identify and understand information that is directly stated in a

text.

2) interpretative Reading comperehension

Interpretative is the label for a very usable category of thinking

skills, which should be emphasized in reading. This. term could be

used in a sense broad enough to cover all of the thinking skill. In

general, it may be said that interpretation probes for greater depth

than literal comprehension.

 34

3) Critical Reading Comprehension

The critical reading skill category the one most directly in need of

development in American life at the present time. According to

smith, critical reading includes literal comprehension and

interpretation as previously defined, but it goes further than either

of these in that the reader evaluates, passes personal judgment on

the quality, the value, the accuracy and the truthfulness of what is

read.

4) Creative Reading Comprehension

The term "creative reading" is frequently used in as broad a sense

as "inferences", "critical reading" and other current popular terms

which many have fallen into the habit of oying as one label - to- all

thought processes in reading. Creative reading accompanies and

grows out of literal comprehension, interpretation or critical

reading, but it is different from any one of these. Creative reading

in its higher i form starts with a question or an inquiry which arises

in themind of the reader, personally, and is usually carried forward

with high motivation, often a sense of urgency.

Based on the explanation above, the researcher focused on literal

reading comprehension. These levels consist of cognitive claim on

the reader. Literal comprehension question needs to be asked

because factual information is the main focus on reading material.

 35

Literal comprehension analyze how to student can recognize and

get information that is directly states in a text.

d. The Strategies of Reading Comprehension

A reading comprehension strategy is a cognitive or behavioral

action that is enacted under particular contextual conditions, with the

goal of improving some aspect of comprehension26. There are some

strategies which can be used by the readers are:

 Activating Prior Knowledge

Serravallo asserts that before reading, the good readers are

connected ideas about the information relate to the text's structure

and topics, besides that they make connection of the txt to their

lives, various written sources and the world, finally they connected

these ideas after finishing in reading the text. In other words,

before reading the readers should active theirprior knowledge to

think about what information that they find forms the topic to make

them easier in understanding the text.

 Prediction

Prediction is process to make expectation about what will happen

in the text based on what is discovered from reading the text by

involving the readers ' previous knowledge. It text, the readers

should means that before the readers read guess what the content of

the text.

26
Danielle S. McNamara, Reading Comprehension Strategies, (USA: Lawrence
Erlbaum Associates, 2007).
 36

 Skimming

Skimming is a kind of rapid reading to find the general content or

gist of the text rapidly.It means that, while the readers read the text

to achieve main idea or general content, the readers just skim the

text to gain it without read word by word .

 Scanning

Brown defines that the reader's activity to look for some specific

information of the text without reading through the whole text. In

other words, the readers only read certain part of the text to look

for specific information from the text. It can help the readers get

the specific point without spending much time to finish reading the

text.

 Guessing meaning of unknown word using contextual clues

The readers need to guess the meaning of word when they do not

know about the content of the text because they have no dictionary.

There are some techniques to guess the unknown vocabularies

namely : look for prefixes that can provide clue. look for suffixes

that can show what part of speech of vocabulary, look for the

familiar roots, and look for the grammatical content that can

indicate the information, and look for the semantic context or topic

to get the clues. Guessing the unfamiliar word is done especially

when the learners are doing examination which is forbidden to

bring dictionary.
 37

 Identifying topics and main ideas

Most of comprehension exercises ask for the readers to find out the

main idea of the text or passage Mikukecky in Farrel proposes the

learner to train some tasks for developing cognitive exercise,

namely: getting the topic from a list of vocabularies, identifying the

topic f a text, and recognizing the main idea of passage. It is told

about understanding topics and playing ideas that are very

important in reading comprehension.

 Use of Question

According to Dreher and Gambrell in Guthrie state that

questioning refers to students make questions of writing self

initiated about the passage before and during reading to help them

comprehend the text and topic from the text, Whereas. by asking

questions while reading, the students are guided to understand the

difficult vocabularies or sentences in the text that make them

confused. It means that asking questions is very effective to

comprehend what the content of the text is being read. 27

e. The Model of Reading Comperehension

There are several models of reading as follows:

1) The Top - down Model

In top-down models the reader's prior knowledge and

cognitive and linguistic competence play key roles in the

27
Zainuddin “Improving Reading Skills in The Use of Question” (e-Journal UIN Malang) 2020
 38

constructions of meaning. This means that between knowledge.

and competence linguistics interrelated in interpreting a text

reading.

2) The Bottom-up Model

The Bottom-up model suggests that a reader reads the

word, and sentences and looks at the organization of the text.

(without relating it to experience or prior knowledge) in order to

construct meaning from what was written in the text meaning

depends both on knowledge of vocabulary plus syntax. In other

word, in bottom-up processing the reader must recognize of

linguistics signal.

3) The Interactive Model

The Interactive Model argues that both top - down and

bottom - up processes occur when a person reads a text . From the

above two models it can be a single chain of the reading process. In

other word, in bottom-up processing the reader must recognize of

linguistics signal.28

f. The Levels of Reading Comperehension

According to Alice C. Omagio in Sanggam‟s book, there are

four different levels of proficiency readers as follow.29

28
H. Douglas Brown, Teaching by Principles, (San Francisco: San Francisco State
University, 2000).
29
Sanggam Siahaan, Issues inLinguistics. (Yogyakarta: GrahaIlmu, 2008).
 39

1) Novice-level readers

Novice-level readers, the readers that are able to recognize

the writing symbol, words, and expression that is used in some

texts containing general topics of their common experiences, such

as basic classroom object, colors, numbers, telling times and

dialogues with a comprehension at minimal except for simple

memorized material.

2) Intermediate-level reader

Intermediate-level reader, the readers that are able to find

the main gist, key ideas, and some supporting details of

explanation text types on familiar topics such as simple

instructions, general information, meeting arrangements, well with

some common misunderstanding of finer point.

3) Advanced-level reader

Advanced-level reader refers to the reader that have

capability to comprehend main ideas, most supporting details of

the abstract and factual topics with familiar context indescription,

narrations and non-technical prose which contain newspaper

accounts, directions, academic text, current events, press, politics,

economics, with an enhancement of detail comprehension, but still

not totally precise.

 40

4) Superior-level readers

Superior-level reader refers to the readers that have

capability to comprehend most materials on concrete and abstract

topics, get main idea and most od supporting details, and

understandnew vocabulary in context through contextual guessing

strategies.
 CHAPTER III

RESEACH METHOD

A. Model of Reseach Design

In conducting a reseach required a method and approach to guidelines

in conducting reseach. This reseach is categoriezed as Design Based Reseach

(DBR) proposed by Amiel and Reeves. Design based research is a systematic

study of designing, develop and evaluate educational interventions (such as

programmes, learning strategies and materials, products and systems) as

solutions for solving complex problems in educational practice. These

components are designed and developed so that the problems faced in the

world of education can be solved, so that the world of education is more up.

which also aims toadvance our knowledge of learning materials/design and

development process. There are 4 general stages in the method DBR, which

are as follows (Amiel and Reeves, 2008)

1. Analysis of practical problems by researchers and practitioners in

collaboration

2. Development of solutions informed by existing design principles and

technological innovations

3. Iterative cycles of testing and refinement of solutions in practice

4. Reflection to produce design principles and enhance solution

implementation.30

30
Fitri Intendia, Model Pelatihan Kreativitas Vokal Bertema untuk Anak Usia Dini
di Purwa cakara Music Studio Bangbarung Bogor, Universitas Pendidikan Indonesia, 2016

41
 42

Figure: 3.1 The four phases of DBR (Adapted From Amiel & Reeves, 2008, p.

34)31

In carrying out research by referring to the DBR method orDesign

Based Research, of course there are procedures and research steps that must be

implemented.

B. Procedure of Development

In conducting reseach with refrence to the DBR Method or Design

Based Research, of course there are procedures and reseach steps that are must

be implemented. Each reseach method certainly has procedures and reseach

steps in this DBR or Design Based Reseach Method.

1. Analysis of practical Problems

The first is problem identification and analysis, this stage is the

initial stage of research using the DBR method, where the researcher

before going to the field must identify and analyze the problem to be

studied, starting from what problems are his anxiety, what are the

31
T.C reeves “Design Based Reseach: Rethingking Technology and the Reseach
Agenda, (Educational Technology & Society), 2008
 43

factors that cause the problem, and what can be done to solve the

problem.The problem is reading comprehension which tends to be a

difficult skill to master which the factor to the lack of illustrations or

pictures in the worksheet. Against this background, the researcher

came up with the idea to make a worksheet of procedure text

2. Development and solutions

The second stage is the solution design , where the solution will be

designed based on the background of the problem that occurs to get the

results of the research objectives. At this research stage is the stage

where researchers design all the course of the research process.

Starting from determining of looking for refrences, cover design,

content of english worksheet, location of reseach, subject of

reseach,design of english worksheet, and preparation of instrument

validity, besides that the researcher prepared a writing instrument to

take notesresearch results, recording equipment audio of research

results. The design that will be carried out for the development of

English worksheets. The researcher designed the research at ninth

grade students‟SMPN 1 Ajung. This research was carried out in

November until this research was considered complete.

The researcher determines the procedure text material to be used

given to students. Based on the identification of the problem above,

then can be designed as follows: the first determine the concept of the

test that will be given to students, the second determine interesting

 44

illustrations/pictures in accordance with procedure text material that is

easy to understand

3. Iteractive cycles of testing

The third is an iterative cycle in the tests carried out, so that it will

produce the best final design. After doing the design, the researcher

started by giving validity sheets to the experts (material expert and

media expert) after which the researcher distributed them with students

in the form of a questionnaire.

4. Reflection

The trial results were then reflected in order to get a design from

the developing of worksheet model amiel and reeves which is expected

to help students‟ and teachers in reading comperehension. The last step

is The test results are then reflected in order to get a design from

development of english worksheets to improve reading

comprehension. That the learning components will bw more perfect in

order to achieve the expected goals.

C. Product trial

Product Trial Activities at this stage the researcher collects data that can be

used as a basis for determining the attractiveness of the resulting product. At

this stage, there are five parts that need to be stated, namely trial design,

subject trial, types of data, data collection instrument, data analysis technique.
 45

1. Trial design

This study is a development activity carried out independently

individual. The activities carried out were starting to make field

observations, making English worksheets of procedure text and testing

the feasibility of the product by means of validation by several experts.

Test execution Feasibility is done by submitting a worksheet product

along with a number of assessment questionnaires to the validator to

assess whether the product development is feasible or not.

2. Subject design

a. Teaching Materials Expert (content)

Teaching materials experts are people who are experts and

experienced in the field of English teaching materials, namely 1

English subject teacher at UPTD SMPN 1 Ajung.

b. Worksheet media expert study stage

The worksheet media expert is an expert and experienced

person in the field of worksheet media, namely 1 lecturer of the

EnglishEducation Department in the field of worksheet media

andworksheet concept.

c. The subject of reseach

After the worksheet of procedure text product is

completevalidated and revised according to expert input, the next

stage namely field trials, in this case are students of class IXD to
 46

find out the practicality of the english worksheets in theUPTD

SMPN 1 Ajung, academic year 2022/2023.

D. Types of data

Data is defined as information or materials that can be relied upon

real studies (analysis or conclusion). The data in KBBI is defined as

information that true and real. The data used as the basis to determine

the effectively and the attractiveness of the resulting product. The type

of data collected is shared into two, according to the type of data in

general, namely : Quantitative and Qualitative.

a. Quantitative Data

Obtained in the form of numbers through material expert

validation and media expert study stage by using the

Questionnaire. the results of quantitative data analysis are used

to determine the validity of the product.

b. Qualitative Data

Input, feedback improvement suggestions based on expert

assessment of results obtained through interviews of expert

content / material, media expert, expert teaching ninth grade at

smpn 1 ajung

E. Data collection instrument

Instrument is a tool used indata collection, the resulting data will

be accurate if the instrument used is used by researchers is valid,

therefore it is necessary to selectappropriate instrument in this research

 47

and development. Instrumentwhich will be used in research and

development of teaching materials English worksheet of procedure text

are as follows:

a. Interview

Interview is an instrument used toguide interview The

interview was conducted between the researcher and one of the

teachers English at UPTD SMPN 1 Ajung. on the results that

researchers get in research to get reflection which are

desired.Interviews are divided into two,namely structured and non-

structured structured.Structured interview is if the researcher

already knows what to look for, so have prepared the questions

main question to alternative questions to be asked.The unstructured

interview is a free interview where the researcher did not use the

interview guide that had been prepared.

b. Questionnaire

The questionnaire is a number of written questions that are

usedto obtain information from respondents. The quetionnaires

were applied in the needs analysis stage.

c. Document

In discussing the results of this study, some documentation

is needed which can support this research. Documentation used to

support This research is documentation in the form of images,

 48

repeat process research in the classroom, so that the findings

obtained can beaccurately.

F. Data analysis technique

The next steps that must be carried out after the data collection

technique are: finished is a data analysis technique. In this study, the

data analysis phase This is done by looking for information, both from

interview and questionnair which is then compiled to be informed to

others. data analysis techniques validation of material experts and

media experts, using a formula adapted from Data analysis of

validation test results aims to determine the validity level of the

learning media developed. The technique used is percentage

calculation technique and qualitative descriptive technique, with the

following formula:

a. Validity Analysis

Validity analysis in research anddevelopment is carried out

in the following steps:

1) Validation sheets or Quesionnaires are given to two expert

validators and analyzed using a likert scale in the form of a

checklist and filled and with the conditions:32

32
Amir Hamzah, Metodologi Penelitian dan Pengembangan (Research and
Development), Literasi Nusantara, 2019, 107.
 49

Table 3.1
Scoring Criteria

Criteria Skor

Very Valid 5

Valid 4

Valid Enough 3

Invalid 2

Very invalid 1

Source: Amir Hamzah, 2019

Table 3.2
Validity of Media expert

Criteria Validity Level of Validity

81% - 100% Very valid or can be used without
revision
61% - 80% Valid or can be used but need a
little revision
42% - 60% Valid enough it is Recommended
not to use it because there are
many revision
21% - 40% Invalid or may not be used
0% - 20% Very invalid or may not be used
Source: Sa‟dun Akbar 2013: 82
 50

Table 3.3
Validity of Material expert (content)

Criteria Validity Level of Validity

81% - 100% Very valid or can be used without
revision
61% - 80% Valid or can be used but need a little
revision
42% - 60% Valid enough it is Recommended not to
use it because there are many revision
21% - 40% Invalid or may not be used
0% - 20% Very invalid or may not be used
Source:Sa‟dun Akbar 2013: 82

 Then the Validation sheets of the two expert Validators are

processed using the formula Adapted from Akbar:33

V-ah = x 100%

Description:

V-ah : Precentaceexpert validation (material or media)

TSe : Total validator score

TSh : Maximum score (expected)

2) Practicality analysis

 Teacher Responses

Practical test of English students' worksheets having

at least a undergraduate education (S1) who has high and

extensive experience in teaching English education from

UPTD SMPN 01 Ajung Jember.

33
Sa‟dun Akbar, Instrument Perangkat Pembelajaran (Bandung: PT Remaja Rosda
Karya, 2013), 82
 51

 Student Responses

Student responses of English Worksheets were

carried out students‟from class IX who attend UPTD

SMPN 01 Ajung Jember.

Calculation of the value of practicality on the items

using the formula, namely:

34

Skor of Precetage: x 100%

Table 3.4
Criteria of Teacher Responses and Students’ Responses

No. Skor Attractiveness

level
1 81% - 100% Very attractive
2 61% - 80% Attractive
3 41% - 60% Quite attractive
4 21% - 40% Not attractive
5 0% - 20% Very unattractive
Source: adapted from Sa‟dun Akbar, 2013

3) Data Analysis Qualitative

In qualitative research, data validity is carried out in

order to obtain valid results and can be accounted for and can

be trusted by all parties. Moleong stated that " triangulation is a

technique to check the trustworthiness of data which uses

34
Sa‟dun Akbar, Instrument Perangkat Pembelajaran (Bandung: PT Remaja Rosda
Karya, 2013), 82
 52

something else to be compared toward that data. 35Meanwhile,

according to Denzin: there are four different forms of

triangulation, those are: data source triangulation, investigator

triangulation, method triangulation, and theory triangulation.36

The Researcher used data source triangulation.

Triangulation with sources that is testing the credibility of the

data is done by checking the data that has been obtained

through several sources. It can be concluded that source

triangulation used different sources to get the same data. It used

to check the information which was taken from different times.

35
Moleong, L. J. (2008). Metode Penelitian Kualitative. Bandung: PT. Remaja
Rodakarya.
36
Denzin, N. K. (1978). The Reseach Act: A Theoritical Introduction to Sociological
Methods. New York: Mc Graw.
 CHAPTER IV

RESULT OF RESEACH AND DEVELOPMENT

This study aims to knowthe Design and Quality of English worksheets.

The developed students‟ worksheets are suitable for use based on the results of

validation by experts.

The type of Research used is Design Based Research (DBR) which refers

to the Amiel and Reeves model (Analysis, Development of solution, Iterative of

cycle of testing, Reflection to product). The results of the stages of developing

student worksheets are carried out as follows:

A. The Design of English Worksheet

1. Analysis of practical problems

The analysis stage is the first stage to find out the problem in

knowing English reading comprehension. At this stage the researcher

conducted a needs analysis and student character analysis.

a. Need analysis

Need analysis is carried out to determine the basic problems in

the development of English worksheets. At this stage the researcher

observed the problems that arose in learning English with procedure

text material in SMP 01 Ajung. In general, at this stage there are 2

things that need to be answered, namely:

1) What teaching materials are used in learning English?

2) Have teachers/students ever used worksheets in learning English?

53
 54

Based on the results of interviews at SMPN 01 Ajung, teachers

and students used textbooks provided by the school in the process of

learning English in class. In addition to the use of student textbooks,

they also have handbooks for additional devices in the learning

process. In addition, in the implementation of learning the teacher only

uses worksheet teaching materials from textbook publishers which

only discuss limited material and exercises. Mr. Doto Wiyono said the

practice questions in the book package did not improve students'

reading comprehension due to a lack of supporting

illustrations/pictures. Then the researcher have an idea about

developing worksheets and Mr. Doto Wiyono strongly agreed,

according to him, it was necessary to have worksheets as a guide for

students. Based on the problems above, the researcher chose to

develop an English worksheet.

b. Students‟Character Analysis

Students‟ character analysis is the stage used by researchers to

determine the characteristics of students which is the basis for

researchers to compile the worksheets that are developed. Teaching

materials that are by the character of students are expected to increase

students' understanding of reading comprehension. Based on the

results of an interview with an English teacher of class IX conducted

by researchers on 11/01/2023. In general, students participate in

learning activities well, but not all students understand what the
 55

teacher says, therefore the teacher tries to innovate by using digital

learning media translators. The result is that when students are asked to

convey the results of reading, many students do not understand the

reading it's also that students lack digital skills because they're still in

junior high school. Therefore new innovations are needed to improve

students' reading comprehension.

Based on this analysis, the English worksheet can be applied to

SMPN 01 Ajung students and it is hoped that it can help students

improve their reading comprehension.

2. Development of Solution

The next stage is the stage of designing of solution. At this stage

the researcher started to design an English worksheet. This stage includes

several things:

a. Cover Design

To make cover designs on worksheets, researchers look for

information about examples of covers from other teaching materials

such as textbooks, LKS, modules, internet and other teaching

materials. So that researchers can easily design what kind of cover that

can attract students' attention to read the contents of the worksheet.

b. Content of English Worksheets

In the design contents of english worksheet, the selection and

determination of materials conforms to one of the criteria, namely

worksheets must be interesting and can help increase student

 56

understanding. In this case the researcher chose to package worksheets

with color variations and images related to the material procedure text.

In addition, the choice of language used in the worksheet is also easy

for students to understand, so that students are more enthusiastic in

reading.

1) Determine of the Title

Based on the results of observations, it was decidedthat the

title of this worksheet is:

Figure 4.1 Title of English Worksheet

2) Core Competence (KI)/Basic Competence (KD) to be Achieved of

English Worksheet Based oncurriculum 2013 then the Core

and Basic competencies are as follows:

Figure 4.2 Core Competence (KI)/Basic Competence (KD) 2013

 57

Figure 4.3 Indicator of Procedure Text

3) Subject of Reseach

The subjects used to assess the practicality of the

worksheets were students of the ninth grade of 9D at SMPN 01

Ajung, consist of 29 students.

4) Development of English Worksheet

Development of english worksheet is the stage for product

of development, in this design it is carried out after the analysis of

practical problem. This design has 3 parts, namely the beginning,

the contents and the end. Complete worksheet contents can be seen

in the Appendix. the results of the development stage:

5) Beginning of English Worksheet

a) Cover

In the cover of the worksheet there is the title of the

worksheet namely english worksheet teks procedure recipe

(how to make food and drinks). In addition, the cover for this

module also contains the goals/targets intended for making the

worksheet, namely Grade 9, and the name of the compiler.

 58

Figure 4.4 Cover of English Worksheet

b) Table of Content

The table of contents contains the sections contained in

the worksheet. The table of contents section aims to make it

easier for students to find practice questions to be studied.

Figure 4.5 Table of Content of English Worksheet

 59

c) Core competence/Basic competence Based on Curriculum 2013

Core competence/Basic competence contains

competencies to be achieved by students, the purpose of core

competence (KI) is to form superior character for students

through learning activities. While the purpose of basic

competence (KD) is as a reference for teachers to develop

indicators. In addition, there are indicators that aim to

determine the achievement of learning objectives.

Figure 4.6 Core Competence/Basic Competence Based on Curriculum

2013

d) Material of procedure text

Material of procedure text aims to increase students'

knowledge about procedure text. So before students enter into

the practice the contents of the worksheet students are expected

to know in advance the structure of procedure text.

 60

Figure 4.7 Material of English Worksheet

6) Content of english worksheet

Content of english worksheet there are several practice

exercises made by researchers to make it easier for students to

understand reading. Here the researcher only uses 2 types of

worksheets, namely: Matching worksheets and Word scrambled

worksheets. Besides that, the researcher also only used the theme

recipe, namely food and drink.

Figure 4.8 Matching Worksheet

 61

Figure 4.9 Word Scrambled Worksheet

7) Back Cover

Back cover designed simple containing identity of the

compiler, the purpose of the author of the worksheet. In addition,

there is an image that illustrates the purpose of the contents of the

worksheet.

Figure 4.10 Back Cover

8) Preparation of Instrument Design

The preparation of the instrument design aims to assess the

validity and practicality of the product being developed. The

worksheet validty instrument is in the form of material expert,

 62

media expert. The validation sheet is used in assessing the

worksheet. In addition, there are also student response

questionnaires and teacher response questionnaires that aim to

assess the Quality of English Worksheets. Before being given to

experts, teachers and students. first the research design is corrected

by the supervisor, after it is declared appropriate, the validity sheet

is immediately given to the experts, to get the level of validity of

the worksheet. The following is a description of each worksheet

assessment instrument, namely:

a) Material Expert Validation (content)

This material expert validation sheet consists of 25

questions that have been agreed with the expert and aims to

provide validation related to the content or material contained

in the worksheet. then it will be filled in by an English teacher

at SMPN 01 Ajung. The complete material expert validation

sheet can be seen in the appendix 9.

b) Media Expert Validation

Media expert validation It consists of 23 Questions

aimed at providing validation related the design in the

worksheet. After preaparing the assessment instrument, it will

then be filled in by media expert lecturers, The media expert

validation sheet can be seen in the appendix 10.

 63

c) Student Response Questionnaire

The student response questionnaire consists of 15

statements adapted to the needs of researchers used to obtain

the Quality of worksheets. The following is a student response

Questionnaire statement. Complete student response

Questionnaire sheets can be seen in the appendix 12.

d) Teacher's Response Questionnaire

The teacher's response questionnaire consists of 21

statements adapted to the needs of researchers used to obtain

the Quality of worksheets. The complete teacher response

questionnaire sheet can be seen in the appendix 11.

3. Iterative cycles of Testing

After the revision has been carried out and it has been stated

that the worksheet is suitable for use by material expert validators,

media experts, the next stage is implemantation of schools. The

reseachlocation in SMPN 01 Ajung (IXD). The purpose of this

implementation is to find out the Quality of the worksheets made

by researchers. To find out the Quality of the product is followed

by 29 respondents or students‟. In addition, the researcher also

distributed teacher response Questionnaires to one of the English

teachers at SMPN 01 Ajung to find out the Quality of the

worksheets from the teacher.

 64

4. Reflection

At this stage it is a form of reflection provided by the

validator.

a. Media Expert (content)

The following are suggestions and comments given by

media experts: 1) Languange aspects of the use of capital letter

and lowercase letters are not appropriate/accurate. 2)

Differently between materials and ingredients. 3) Adding a

brief introduction before going into the practice questions. 4)

The image must be adapted to the material. 5) Change into

Good English, and Procedure text, Name, Grade.

b. Material Expert

The following are suggestions and comments given by

Material experts: 1) relatively small font size and less clear. 2)

the picture presented is not clear 3) the writing on the indicator

is not clear.

c. Teacher Responses

The following are suggestion and comments based on

interview given by Ika septiyani S.Pd M.Pd one of english

teacher in SMPN 01 ajung. Namely: 1) personally, I think this

English Worksheet is Very good, with colorful picures the

students‟ will be more anthusiasem in reading comperehension,

especially the worksheet using theme of recipe food and drink,

 65

it will make studesnts‟ not get bored quickly.2)Of course both

of them (Teacher and Students‟) really lucky from this English

Worksheet, I as a teacher can be more practically in explaining

of learning material, with the design and quality of english

worksheet students‟ can also more easily understood of

learning material. The interview sheet can be seen in the

Appendix 10.

d. Students‟ Responses

The following are suggestion and comments based on

interview given by one of students‟ Namely: 1) yess! It‟s very

interesting for me, the design is contemporary especially on the

cover of english worksheet to interested for everyone to read,

the theme of english worksheet is used every day, make me

easy for understanding reading comperehension. 2) teacher and

students‟ because students can be see the english worksheet

while the teacher explains the material, so students don‟t get

bored. The interview sheet can be seen in the Appendix 11.

B. The Quality of English Worksheet

Analysis of the data obtained is from the validator and from student

and teacher response questionnaires. Validation from experts, students‟ and

teacher response questionnaires will get the Quality of the developing English

worksheet. The following are the results of the Media validation and Material

expert validation of the developed English worksheet:

 66

1. Media Expert Validation

Media expert validation consist of 3 Rated aspect with total

questions 23, namely: 1) Value aspect 84% with criteria very valid, 2)

Language aspect 90% with criteria very valid, 3) Presentation aspect

95% withcriteria very valid.average score34 and average presentage from

3 aspect is 90% the total overall score is 88% with criteria very valid or

can be used without revision.

This means that the validation of the English Worksheet media is

Very Valid and can be applied to school after going through previous

revision and comments from media expert.The complete data MediaExpert

Validation sheet can be seen in the Appendix 12.

2. Validity of Material Expert

Material expert validation consist of 3 Rated aspect with a total

question 25, namely: 1) Value aspect 94% with criteria very valid, 2)

Language aspect 97% with criteria very valid, 3) Presentation aspect

97% with criteria very valid, And average score from 3 aspects is 40from

presentage scoreis 97% the total overall score 96% with criteria very

valid or can be used without revision.

This means that the validation of the English Worksheet media is

Very Valid and can be applied to school after going through previous

revision and comments from media expert. The complete data

MediaExpert Validation sheet can be seen in the appendix 13.

 67

3. Aanalysis of Teacher Responses Validation Data

Teacher responses validation given to one of english teacher ma‟am

Ika Septiyani S.Pd, M.Pd and have done on Monday, 02/01/23 consist of

21 Questions, the total score is 99 and the Quality of english worksheet

obtained 94% with criteria very valid or can be used without revision.

The complete data for Teacher responses Validation sheet can be seen in

the appendix 14.

4. Data analysis Students‟ Responses Validation

Analysis students responses consist of 30 students‟and have

done on Wednesday 08/02/23 with 15 Questions. The results of the

average percentage of the are 86% withcriteria Very valid.The complete

data overall validation can be seen in the Appendix15.

 CHAPTER V
CONCLUSION AND DISCUSSION

A. Development of English Worksheet Result Conclusion

Development of english worksheet of procedure text at the Ninth grade

of Reading comperehension. Can be presented as follows:

1. The Design of English Worksheet Result

Developing of English Worksheet this creative worksheet with

colourful design and the suitability of the images with the contents. The

design of english worksheet for a good english worksheet based on the

results of the media expert validation and material expert validation. a)

Media expert validation resulted in the appearance of the english

worksheet being presented in a very attractive, so the students‟ were more

interested in reading the contents when looking the cover of english

worksheet. The clarity of the instructions for using the english worksheet,

besides that the media expert produces a match between the picture and

the content, so that it is easier for students‟ to understand the reading. b)

material expert validation results in suitability the content of english

worksheet with procedure text material, grammar accuracy, suitability

with KI/KD and easy undestanding the material.

2. The Quality of English Worksheet Result

The development of english worksheet is carried out by knowing

the quality of the validity level of the english worksheet which is obtained

68
 69

from the validation results: media expert and material expert. The results

obtained are as follows:

a. The result of media expert is acquire a precentage of 90% that

means the english worksheet is Very valid and worthy to be used.

b. The result of material expert is acquire a precentage of 97% that

means the english worksheet is Very valid and worthy to be used.

c. The result of teacher respones validation is acquire a precentage of

94% that means the english worksheet is Very valid and worthy to

be used.

d. The result of students respones validation is acquire a precentage

of 86% that means the english worksheet is very valid and worthy

to be used

It can be concluded that the quality of english worksheets has

increased significantly, which means the development of english

worksheet is very valid and worth it to used for learning material of

procedure text.

B. Suggestion for Reseach Development

a. For Reseacher

the reseacher hope the english worksheet of procedure text can

help the students‟ to improve reading comperehension of procedure text

material, developing of english worksheet can be used students‟ without

accompanied by a teacher. But to better maximize the function of it use, it

 70

will be good teacher participated in the process of using material, so that

the key points can be understood by the students‟ well.

b. For Futher Development

the reseacher hopes that future reseacher can make and develop

english worksheet better, it is necessary to add more activities/ practies but

the preparation must be adjusted to the curriculum and student‟

characteristic, the material of english worksheet is not only related to

activities daily life, so that it can be better linked to the approach of the Al-

Qur‟an or Hadith to guide students‟ mindsets.

 71

REFERENCES

Akbar, Sa‟dun. Instrument Perangkat Pembelajaran. Bandung: PT Remaja Rosda

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Appendix
Appendix 1
MATRIX OF RESEACH
Title Variable Indicator Source of data Research method General question

Developing english 1. worksheet 1. To attractstudents’ 1.document 1. approach and kind of the 1. how is the design of
worksheet materials materials interest 2. journal reseach: design of the reseach english worksheet
of prosedure text for 2.understandig 3. design 2. Analysis of practical materials prosedure
the Ninthgrade Materials application problem text for the eight
Students’ Reading Interview grade reading
Comperehension at Observation comperehension?
Junior High School 3. Data collection
Students' teacher
4. procedure development 2. how is the quality
1.memorizing Amiel and reeves of english worksheet
2.the material based on 5. Trial product materials prosedure
2. reading curriculum study -Test design text for the eight
comprehension -Subject trial grade reading
-Types of data comperehension?
-Data collection instrument
-Data analysis technique
 Good
ENGLISH
Procedure Text
recipe:
how to make food and drinks

Grade

9
Name:

Class:
penyusun:
Mila Fauziah
 Kata
Pengantar

uji syukur atas kehadiran Allah SWT atas segala rahmat dan
hidayah-Nya, kepada kita semua. berkat rahmat-Nya penyusun dapat
menyelesaikan lembar kerja bahasa Inggris ini dengan sebaik baiknya.
semoga lembar kerja siswa ini memberikan mamfaat dalam segala
bentuk kegiatan belajar mengajar dan bermamfaat bagi semua pihak.
Lembar kerja ini merupakan panduan bagi siswa dan guru dalam
melaksanakan proses pembelajaran, lembar kerja bahasa Inggris ini
berdasarkan kurikulum 2013 yang ditetapkan oleh kementrian
pendidikan. lembar kerja ini dirancang untuk memudahkan siswa dalam
pemahaman membaca bahasa Inggris khususnya materi teks procedure.
Penyusun telah menyusun semaksimal mungkin, namun jika ada
kekurangan maka sumbangsih dari para pembaca/pengguna sangat
diharapkan, akhir kata kami mengucapkan terimakasih.

Jember, 17 Januari 2023

Penyusun

Mila Fauziah

ii
 Daftar Isi

Sampul...................................................i
Kata pengantar...................................ii
Daftar isi.............................................iii
KI/KD (Indikator)............................iv
Materi Procedure teks......................1
Practice 1..............................................3
Practice 2.............................................4
Practice 3.............................................5
Practice 4.............................................6
Practice 5..............................................7
Practice 6.............................................8
Practice 7.............................................9
Practice 8...........................................10
Daftar Pustaka...................................12

iii
 Kompetensi inti Kompetensi Dasar

KI-1 : menghargai dan menghayati ajaran

agama yang dianutnya
KI-2 : Menunjukkan perilaku jujur, disiplin, santun,
peduli (gotong royong: kerjasama, toleran, 3.4. Membandingkan fungsi Social,
damai), bertanggung jawab, responsif, dan pro- struktur teks, unsur kebahasaan,
aktif dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan,
beberapa teks kusus dalam ben tuk
keluarga, sekolah, masyarakat dan lingkungan Teks Procedure tentang memberi
alam sekitar, bangsa, negara, kawasan regional,
dan meminta informosi terkait:
dan kawasan internasional.
KI-3 : Memahami, menerapkan, dan menganalisis 3.4.1. Resep makanan / minuman
pengetahuan faktual, konseptual, prosedural, 3.4.2. Mengoperasikan sesuatu
dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, secara manual.
budaya dan humaniora dengan wawasan 4.4. Menangkap makna secara kon
kemanusiaan. kebangsaan, kenegaraan dan
peradaban terkait penyebab fenomena dan
tekstual terkait dan memban dingkan
kejadian. serta menerapkan pengetahuan fungsi sosial, struktur teks, unsur
prosedural pada bidang kajian yang spesifik kebahasaan bebera på teks khusus
sesuai dengan bakat dan minatnya yaitu
memecahkan masalah. dalam bentuk teks Prosedure
K1-4 : Mengolah, menalar dan menyaji dalam tentang memberi dan meminta
ranah konkret, dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah
informasi terkait:
secara mandiri, bertindak secara efektif dan 4.4.1. Resep makanan / minuman
kreatif, serta mampu menggunakan metode
4.4.2. Mengoperasikan sesuatu
sesuai kaidah keilmuan.
secara manual

Indikator pembelajaran
1. siswa dapat menentukan langkah langkah teks prosedure dengan cara
mencocokkan gambar dengan teks
2. siswa dapat mengetahui cara membuat sesuatu dengan menyusun kalimat yang
tidak beraturan
3. siswa dapat mengetahui bahan dasar dari sebuah makanan dengan cara memilih
jawaban yang tepat
4. siswa dapat menentukan apa yang seharusnya dilakukan dengan cara memilih
jawaban yang tepat
iv
 Procedure
text?

Procedure text is a text that explains

or helps us how to make or use
something

INSTRUCTIONS/
TUTORIAL
Generic structure of procedure
text Purpose of Procedure text

Goal/Aims : tittle (e.g: How to make....)

Material or Ingredient : (e.g: the material
to cook omelet are egg, onion, vegetable
To explain/tell (the reader) how to
oil, etc. ) make/operate/do something through a sequence
Step : (e.g: first, wash the tomatoes, of actions or steps.
onion, …., the second cut the onions To explain steps/instruction to make/operate/do
becomes slice. . . ) something

1
 Procedure
text?

language feature of procedure text

Use adverbial of sequence /

example:
Using temporal conjunction how to make mango juice
(e.g: first, second, third, the
last)
Use command / imperative
Ingredients:
sentence (e.g: put the noodles
knife
on the . . ., cut the onion. . .,
glass
wash the tomatoes. mixer
Using adverbials (Adverbs) to Materials:
express detail the time, place, A glass of ice pack
manner accurately, for A spoon of sugar
A piece of mango
example, for five minutes, 2
A half glass of water
hours, etc.
Steps :
Using action verbs, e.g: make, First, peel the mango and clean it
take, boil, cook Next, cut the mango into pieces and put them into
Using Simple Present Tense the juicer
Then, put the water, ice and sugar
After that turn on the juice and wait about 15
seconds
Finally, pour the mango juice into the glass and
ready to drink

2
 How to make

1
0
ti
ce Pancake?
ac

Match the sentence

Pr

with the correct picture

prepare
the ingredients

heat the pan, lightly

grease oil

fry for a few minutes until

tender,
then turn. done

add soda and flour,

mix well with a whisk

beat eggs, sugar and salt

add milk

pour dough into the

middle of the pan

add vegetable oil and mix

3
 02 Materials Ingredients
ice
ct
ra
P
coffee 2 sugar hot water cold milk
spoon bowl glass whisk spoons 4 spoons 2 spoons

Dalgona Coffee is a combination of instant coffee, sugar and hot water which is whipped quickly and
then served over cream of milk. ternd whipped coffee already in india, pakistan and macao,
popularized by Jung Il-Woo
then why is it called dalgona???
Dalgona is a candy snack from South Korea or also known as ppopgi which has been popular since
1970. This candy has a sweet taste and soft texture like a sponge. So, because Dalgona coffee is like
thick foam or sponge, that's why Jung Il-Woo named it Dalgona Coffee.
how to make dalgona coffee?
Rearrange the sentences below based on the picture and write them in
the box provided

pour milk into a glass

turn on the mixer, and beat the ingredients

dalgona coffee is ready to be served

mix all ingredients except milk into the container that has been
prepared

add milk 4
 Delicious sandwich

03
ti
ce How to make it ?
ac
Pr

knife plate lettuce

leave

2 slices of bread
mayonnaise egg
sliced tomato cheese

Instruction: choose the best answer on the box below to re-arrange

these sentence into the right step!

a. then add fried egg, cheddar cheese, and mayonnaise.

b. after that, put a slice of bread on the top to cover them.
c. second, put the sliced tomato

Step:
1. first, place a slice of bread on the plate
2. ...........................................................................................
3. ............................................................................................
4. next, add lettuce leaves.
5. ............................................................................................
6. finally sandwich is ready to serve.

5
 04
Match the picture based on
ce
the main ingredients
ti
ac
Pr

fried rice

corn milk cheese

chicken noodle dish

dalgona coffee
6
 How to make mango ice???

05
ce
ti
ac
Pr

Knowladge of benefits:
1. Prevent diabetes 2. Prevent free radicals 3. Nutrient dense
4. Nutrient dense 5. Eye health 6. Low calorie

Arrange the sentences based

on the categories below

knife, first peel the mango and clean it, a glass of ice
pack, a spoon of sugar, mixer, next cut the mango into
pieces and put them into the juicer, a piece of mango,
finally pour the mango juice into the glass and ready to
drink, spoon, after that turn on the juice and wait about
15 seconds, a half glass of water, then put the water ice
and sugar, glass,
materials:
ingredients:

steps:

7
 Let's make a fruit salad
Re arrange the sentences and write

06
ce them in the space provided
ti
ac
pr

wtrmalnoee oytugr abaann

gpere fdaitrgoun ymnaeionas Lbwo

ceehes nikef Lmeno

ilmk

8
 ti
e
c
07
Soto Ayam
ac
pr

Soto Ayam is one of the most popular foods in Indonesia and also
a favorite food for housewives. This food is served in the form of a yellow
soup with chicken/meat in it. Yes, that's right, his name is Soto. Soto is a
typical Indonesian food and can be enjoyed by various groups, starting
from children to the parents. Shaped like a yellow soup which is often
served with boiled eggs, lime, and chili sauce as a complement. There are
two types of soup, namely Chicken Soto and Meat Soto, distinguished by
the side dishes used in the preparation. However, in its development, many
types of soup emerged in Indonesia: Lamongan Chicken Soto, Betawi
Chicken Soto, Banjar Soto, and Madura Soto. Still a yellow soup,
The benefits consume of soto
Match the picture based on the benefits soto ayam

relieve catch a cold

useful for relieving

internal heat/fever.

to treat stomach and skin

infections. Lowers blood pressure
and improves nervous system
function.

useful to increase appetite, cleanse the

body (detoxification). dilute sputum in
cough.

9
 Soup?
08
ce
ti
ac
pr

Let's look for the seasonings first!!!

Match the ingredients based on the picture
beside

4. Cauliflower 7
10. Carrots
3. Garlic
2 Potatoes
5. Meat
7. Salt
9. Cooking oil
8. Pepper
6. Celery
1 Water

10
 How to make soup???
Choose the correct answer
1. ...........Grab a frying pan and cooking
oil.Enter the garlic and saute until fragrant.
2. ....firstly......Enter the potato, garlic,
cauliflower , carrot and meat ball.Don’t
forget give the pepper and salt.
3. ............pour the soup into bowls, sprinkle
with celery and eat while warm.
4. ............Take a pot and put enough water.
5. ..............Peel potato, garlic, cauliflower ,
carrot and meat ball with knife. Then,cut into
pieces.
6. .............Wait 5 until 7 minutes.

firstly, secondly, third, fourth, fifth,

finally
11
 DAFTAR PUSTAKA

Wachidah,Siti DKK. kemendikbud, Buku Siswa Kelas 9 Bahasa Inggris,

Think Globally act Locally, kemendikbud,
https://www.yuksinau.id/contoh-procedure-text/
https://food.detik.com/ayam/d-5250526/resep-soto-ayam-kuning-berkuah-
bening-segar
https://health.kompas.com/read/2021/06/22/060000968/sering-
disepelekan-lengkuas-ternyata-punya-manfaat-bagi-kesehatan?page=all

12
 Name : Mila fauziah
Addreses : Angkatan, arjasa sumenep
Date of birth : 17 january 2002
Study : English Education
Department of UIN KHAS Jember

worksheet ini dapat membantu siswa

meningkatkan pemahaman membaca siswa
karena didalamnya terdapat latihan latihan yang
mampu mendorong siswa untuk memahami
bacaan dalam materi teks prosedure. siswa akan
lebih mudah memahami suatu bacaan hanya
dengan melihat gambar. oleh karena itu gambar
sangat mendukung siswa untuk lebih memahami
suatu teks.
Appendix 3
Reseach permit in SMPN 01 AJUNG
Appendix 4
Judgment expert ( media expert validation )
appendix 5
revision from media expert
No. The Revised Section Before Revision After Revision

1. Languange aspects of

the use of capital letter

and lowercase letters

are

notappropriate/accurate

2. Differently between

materials and

ingredients
3. Adding a brief

introduction before

going into the practice

questions

5. The image must be

adapted to the material.

6. Change into good

english worksheet;

procedure text, Name,

Grade
Appendix 6
Judgment expert ( material expert validation)
 Appendix 7
Revision from material expert
No. The Revised Section Before revision After refision

1 relatively small font

size and less clear

2 the picture presented is

not clear
Appendix 8
Instrument of students’ responses
Appendix 9

Instrument of teacherresponses
Appendix 10

Students’ interview

Developing english worksheet of procedure text at the ninth grade students’

reading comperehension

1. Apakah kamu menyukai pelajaran bahasa inggris berbasis teks?

2. Apakah kamu tau materi teks procedure?
3. Apakah kamu suka membaca pada materi procedure text?
4. Kenapa kamu tidak suka membaca materi procedure text?
5. Kamu suka pelajaran bahasa inggris materi procedure text disampaikan
seperti apa?
6. Apa kesulitan kamu jika materi teks procedure disampaikan?
7. apakah kamu membutuhkan buku ajar sebagai refrensi belajar? Jelasskan
8. buku ajar seperti apa yang kamu inginkan
Appendix 11

Teacher’s interview

Developing english worksheet of procedure text at the ninth grade students’

reading comperehension

1. Apakah siswa menyukai mata pelajaran bahasa inggris?

2. Bahan ajar apa yang digunakan dalam pembelajaran bahasa inggris?
3. Apa kesulitan yang dialami peserta didik dalam menggunakan bahan ajar
tersebut?
4. Faktor apa yang menyebabkan kesulitan itu terjadi?
5. Apakah dalam pembelajaran bahasa inggris juga menggunakan lembar
kerja sebagai bahan ajar?
6. Jika iya, apa kekurangan lembar kerja yang selama ini digunakan?
7. Pada pembelajaran bahasa inggris materi apa yang sulit dalam text essai
singkat?
8. Mengapa materi tersebut sulit dipahami?
9. Bagaimana tanggapan ibu jika dikembangkan bahan ajar lembar kerja
siswa yang menarik dan mampu meningkatkan pemahaman membaca
siswa?
Appendix 12
Data analysis Media expert validation result

No. Rated aspect skor presentage Criteria

1 Value aspect 56 86% Very valid

2 Language aspect 9 90% Very valid

3 Presentation 38 95% Very valid

aspect

Average score 34 90% Very valid

From table 4.12 calculation are carried out for all of the following

assesment components:

Vah = x 100%

Vah = x 100%

= 89%
Appendix 13
Data analysis Material expert validation result

data analysis Media expert validation result

No. Rated aspect Skor Ppercentage Criteria

1 Value aspect 61 94% Very valid

2 Language aspect 39 97% Vey valid

3 Presentation aspect 20 100% Very valid

Average score 40 97% Very valid

From table 4.8 calculation are carried out for all of the following

assesment components:

Vah = x 100%

Vah =

= 96%
Appendix 14
Data analysis teacher responses conclusion result
No. validation Skor penilaian Total skor

1 2 3 4 5

Teacher responses √ √

Total skor 24 75 99

Skor of presentage = x 100%

= x100%

= 94%
Appendix 15
Data analysis of students’ responses validation result

No. Angket
No. Nama
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Jumlah Nilai
1 M. Mavis Nuril Hasbi 4 4 4 4 4 4 4 5 4 4 4 4 5 5 4 63 84
2 Candra Sugiarto 5 4 4 4 5 5 4 4 4 5 4 4 5 4 5 66 88
3 Ahmad Riko 4 4 4 4 4 4 4 4 4 5 4 4 5 4 4 62 83
4 Muhammad Hefni Mahfud 4 4 5 5 4 4 4 4 5 4 4 4 4 4 5 64 85
5 Muhammad Sofyan 5 4 4 5 4 4 4 4 4 5 4 5 5 5 5 67 89
6 Moch. Rezza Ilham R. 4 4 4 4 5 4 5 4 4 4 4 4 5 5 5 65 87
7 M. Wildan Ramadhani 4 4 5 4 4 4 5 4 5 4 4 4 4 5 5 65 87
8 M.Riyan Zaqi Zakaria 4 5 5 4 4 5 5 5 4 4 4 4 4 5 5 67 89
9 Alfredo Rramadhani 4 4 5 5 5 4 4 4 4 4 4 4 4 4 4 63 84
10 Riski Hendriansyah 4 4 4 4 4 4 4 4 4 5 4 4 4 4 4 61 81
11 Arfini Fansyah 4 4 5 5 5 5 5 4 4 4 4 4 4 4 5 66 88
12 Kurniawan Dwi Efendi 4 4 4 4 4 4 4 4 4 4 4 5 5 5 4 63 84
13 Daffa Ainun Nazib 5 4 5 5 5 5 4 5 4 5 5 5 4 4 5 70 93
14 Muhammad Fatahillah 5 4 5 5 5 5 5 5 4 4 5 5 5 4 5 71 95
15 Nur Aisyah 5 4 5 5 5 4 4 4 4 5 4 4 4 4 5 66 88
16 Hayati 5 4 5 5 5 5 4 4 4 5 5 5 4 4 5 69 92
17 Moh. Rifki 5 4 4 4 4 4 4 5 4 4 4 5 4 4 5 64 85
18 Veranica Ardina R. 5 4 4 4 4 4 4 5 4 4 4 4 4 4 5 63 84
19 Aby Rhoziva A.P 4 4 4 4 4 4 4 4 5 4 4 4 4 4 4 61 81
20 Fita Febrianti 5 4 4 4 4 4 5 5 4 4 4 5 4 4 4 64 85
21 Novia Rara H.S 5 4 4 4 4 4 5 5 4 4 4 5 4 4 4 64 85
22 Santika Lestari 5 4 4 4 5 4 4 4 4 4 4 4 4 5 4 63 84
23 Wulandari 4 4 4 4 4 4 4 4 4 5 4 4 4 4 4 61 81
24 Wulan Ramadhani 4 4 4 4 4 4 5 4 5 4 4 4 4 4 4 62 83
25 Jessica Eka M. 5 4 5 5 4 4 4 4 4 4 4 4 5 5 4 65 87
26 Fitri Nur Aini 5 4 5 5 4 4 4 4 4 4 4 4 5 5 4 65 87
27 Nofelia 5 4 5 5 4 4 4 4 4 4 4 4 5 5 4 65 87
28 Kayla Zahratul Mizza 5 4 5 5 4 4 4 4 4 4 4 4 5 5 4 65 87
29 Irkan Nurholis 4 4 5 4 5 5 4 5 5 4 4 4 4 5 5 67 89
Rata-Rata 64,72414 86
Min 61 81
Max 71 94,66666667
Appendix 16
Data presentage of students’ responses validation result

No. Name presentage

1 M. Mavis Nuril Hasbi 84%

2 Candra Sugiarto 88%

3 Ahmad Riko 83%

4 Muhammad Hefni Mahfud 85%

5 Muhammad Sofyan 89%

6 Moch. Rezza Ilham R 87%

7 M. Wildan Ramadhani 87%

8 M.Riyan Zaqi Zakaria 89%

9 AlfredoRramadhani 84%

10 Riski Hendriansyah 80%

11 Arfini Fansyah 88%

12 Kurniawan Dwi Efendi 84%

13 Daffa Ainun Nazib 93%

14 Muhammad Fatahillah 95%

15 Nur Aisyah 88%

16 Hayati 92%

17 Moh. Rifki 85%

18 Veranica Ardina R. 84%

19 Aby Rhoziva A.P 80%

20 Fita Febrianti 85%

21 Novia Rara H.S 85%

22 Santika Lestari 84%

23 Wulandari 80%

24 Wulan Ramadhani 80%

25 Jessica Eka M. 87%

26 Fitri Nur Aini 87%

27 Nofelia 87%

29 Irkan Nurholis 89%

28 Kayla Zahratul Mizza 87%

29 Irkan Nurholis 89%

Skor presentage 86%

Appendix 17
Reseach complement letter
Appendix 18
Journal of reseach
Appendix 19
Documentation
Appendix 20
Declaration of Authorship
Appendix 21

CURRICULUM VITAE

Name : Mila Fauziah

NIM : T20196088
Place and Date of Birth : Sumenep, january 17 2002
Fac./Study Program : FTIK/ Tadris Bahasa Inggris
Enterance Year : 2019
Addres : angkatan, apal, kep. Kangean, kab.
sumenep
Contact : 081330010892
Email : [email protected]