THE CORRELATION BETWEEN STUDENTS’ MASTERY OF IDIOMATIC

EXPRESSION AND THEIR READING COMPREHENSION IN

THE SECOND SEMESTER

Undergraduated Thesis

By
MELINA AYU PRATIWI
NPM. 1811040404

Study Program : English Education

Advisor : Yulan Puspita Rini, M.A
Co-Advisor : Istiqomah Nur Rahmawati, [Link]

TARBIYAH AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY OF RADEN INTAN
LAMPUNG
2023/2024
 ABSTRACT

By:
MELINA AYU PRATIWI

Mastering idiomatic expression is the ability of students to comprehend the element of

idiomatic expression and have good accuracy of idiom comprehension increases during
childhood and adolescence and improves in adulthood. Reading comprehension is a skill to
get specific information from the text. This research aimed to find out
the correlation between students’ mastery of idiomatic expression and their reading
comprehension in the second semester of the tenth grade of SMAN 1 Way Pengubuan in the
academic year 2023/2024. The design of this research was Correlational Research. The
population of the research was the second Semester students at tenth grade which consisted of
128 students in four classes. The sample of this research was 64 students. The technique for
taking the sample used in this research was Cluster Random Sampling and the data were
collected by the test of idiomatic expression and reading comprehension which consisted of 20
item for idiomatic expression and 20 items for reading comprehension after the validity of item
[Link] researcher used SPSS 25.0 to analyze the data. Based on the data analysis, it was
found that there was high correlation between the students’ idiomatic expression and the
students’ reading comprehension at the tenth grade of SMAN 1 Way Pengubuan in academic
year 2023/2024. The reason for high correlation because the result of computation by using
SPSS obtained 0.986 and it was on high criteria. Based on this result it could be concluded that
there was correlation between the students’ idiomatic expression and reading comprehension.

Keywords: Correlation Research, Idiomatic Expression, Reading Comprehension.

ii
 DECLARATION

I hereby declare that this thesis entitled, “The Correation Betweeen Student’ Mastery of
Idiomatic Expresssion and Their Reading Comprehension in the Second Semester” is
completely my own work. I’m fully aware that I have quoted some statements and ideas from
various sources and they are properly acknowledged in this thesis.

Bandar Lampung, 18 August 2023

Declared by,

Meina Ayu Pratiwi

iii
 DEDICATION

1. My beloved Parents, Mr. Heriantoni and Mrs. Nani Rohyani

2. My beloved sister and brother, Dhea Ananda Apriia and Ahza Aqhilla Luthfi

3. My beloved almamater, State Islamic University of Raden Intan Lampung.

iv
 KEMENTERIAN AGAMA RI
UNIVERSITAS ISLAM NEGERI RADEN INTANLAMPUNG
FAKULTAS TARBIYAH DAN KEGURUAN
Alamat : Jl. LetkolEndroSuratminSukarame Bandar Lampung Telp. (0721)703289

APPROVAL

Title : THE CORREAION BETWEEN STTUUDENT’ MASTERY OF

IDIOMATIC EXREESION AND TTHEEIR READING
COMPREHENSSION IN THE SECOND SEMEESTER
Student’s Name : Melina Ayu Pratiwi
Student’s Number : 18110400404
Study Program : English Education
Faculty : Tarbiyah and Teacher Training
APPROVED
To be tested and defended in the examination session
at Tarbiyah and Teacher Training Faculty, the State Islamic University,
Raden Intan Lampung

Advisor, Co-advisor,

Yulan Puspita Rini, M. Pd Istiqomah Nur Rahmawati, [Link]

NIP. 198607112015032003 NIK. 2013010919851221147

The Chairperson of
English Educational Program

Prof. Dr. Moh. Muhassin, [Link]

NIP. 19770818200801101

v
 MOTTO

‫ا ْلُم َتَو ِّكِلي َن ُيِح ُّب ال َّلَه ِإَّن ۚ ال َّلِه َعَلى َّكْل َف َتَو َع َز ْم َتا َف ِإ َذ‬
Then when you taken a decision, put your trust in Allah, Allah loves those who put their trust in
him.
(Ali Imran: 159) 1

CURRICULUM VITAE
1
Departemen Agama RI. Al- Quran Tajwid Dan Terjemahnya. PT Syamil Cipta Media. 2006 P.71

vi
 The researcher’s name is Melina Ayu Pratiwi. Her nickname is Melina. She was born in
Tulang Bawang, January 12nd, 2001. She is the first child of Mr. Heriantoni and Mrs. Nani
Rohyani. She began her study at SDN 1 Panggung Jaya and graduated in 2012. After that, she
continued her study at SMP Negeri 2 Way Pengubuan and graduated in 2015. After she finished
from junior high school, continued her study at SMA Negeri 1 Way Pengubuan and graduated in
2018. Then, she continued her study at State Islamic University of Raden Intan Lampung as a
student of English Education Study Program of Tarbiyah and teacher Training Faculty.

ACKNOWLEDGEMENT

vii
 In the name of Allah, the Almighty, the most beneficent and the most merciful, for
blessing the researcher with His mercy and guidance to finish this thesis. The peace is upon our
prophet Muhammad SAW, as well as his family and followers.
This thesis is presented to the English Education Study Program of State Islamic
University Raden Intan Lampung in order to submitted as compulsory fulfillment of the
requirements for S1 degree.
The researcher would like sincerely thank to the following people for their ideas, times,
guidances, and support for this thesis:
1. Prof. Dr. Hj. Nirva Diana, [Link]. The dean of Tarbiyah and Teacher Training Faculty, State
Islamic University Raden Intan Lampung.
2. Prof. Dr. Moh. Muhassin, [Link]. The Chairperson of English Education Study Program of
State Islamic University Raden Intan Lampung.
3. Yulan Puspita Rini, [Link]. The Advisor for giving guidance and help to finish the thesis.
4. Istiqomah Nur Rahmawati, [Link]. The Co-Advisor for giving guidance and help to finish the
thesis.
5. The English Department Lecturers in State Islamic University Raden Intan Lampung.
6. Sri Mulyati, [Link]., M.M., the headmaster of SMAN 1 Way Pengubuan for allowing her to
conduct the research.
7. The English Teacher and all staffs and teacher in SMAN 1 Way Pengubuan for being helpful
and giving suggestion during the research process.
8. The researcher’s friends, heavy rain with million memories, Anida Triyana Putri, Novita
Sari, Nila Nur Fauziah, Bella Aliska, Mega Suryani.

Finally, it has to be admitted that nobody is perfect and the researcher is fully aware that
there are still many weaknesses in this thesis. Therefore, the researcher sincerely welcomes
criticisms and suggestions from the readers to enhance the quality of this thesis.

Bandar Lampung, August 2023

The Researcher,

Melina Ayu Pratiwi

NPM. 1811040404

TABLE OF CONTENTS

viii
 Pages
ABSTRACT..........................................................................................................................ii
DECLARATION..................................................................................................................iii
DEDICATION......................................................................................................................iv
APROVAL............................................................................................................................v
MOTTO................................................................................................................................vi
CURRICULUM VITAE......................................................................................................vii
ACKNOWLEDGEMENT...................................................................................................viii
TABLE OF CONTENTS.....................................................................................................ix
LIST OF TABLES...............................................................................................................xi
LIST OF APPENDICES.....................................................................................................xii
LIST OF FIGURES..........................................................................................................................xiii

CHAPTER I INTRODUCTION......................................................................................................1
A. Title of Confirmations..........................................................................................1
B. Background of the problems ...............................................................................1
C. Identification and limitation of the Problems ......................................................5
D. Formulation of the Problem.................................................................................5
E. Objective of the Research....................................................................................5
F. Significance of the Research................................................................................5
G. Relevant study......................................................................................................5
H. Systematic of The Research.................................................................................7

CHAPTER II LITERATURE REVIEW AND HYPOTHESIS......................................8

A. Theoretical Framework .....................................................................................8
1. Idiomatic expression ....................................................................................8
2. Idiomatic Expression Mastery .....................................................................10
3. Reading Comprehension .............................................................................13
4. Text ..............................................................................................................15
B. Frame of thinking .............................................................................................17
C. Hypothesis ........................................................................................................18

CHAPTER III RESEARCH METHOD ...........................................................................19

A. Place and Time of the Research .....................................................................19
B. Research Design..............................................................................................19
C. Population, Sample and Data Collecting Technique .....................................19
D. Operational Definition of Variables ...............................................................20
E. Research Instrument .......................................................................................20
F. Validity and Reliability of the Instrument .....................................................22
G. Fulfillment of the Assumption........................................................................23

CHAPTER IV RESEARCH FINDING AND DISCUSSION .........................................25

A. Research Finding.............................................................................................25
1. The Students Score...................................................................................25
2. Normality Test..........................................................................................26
3. Linearity Test............................................................................................27
4. Correlation Test........................................................................................27
B. Discussion.......................................................................................................29
CHAPTER V CONCLUSION AND RECOMMENDATION.........................................31

ix
 A. Conclusion......................................................................................................31
B. Recommendation............................................................................................31
1. For the English Teacher............................................................................31
2. For the Students........................................................................................31
3. For Future Researcher..............................................................................31
REFERENCES ....................................................................................................................
APPENDICES .....................................................................................................................

LIST OF APPENDICES

Pages

x
Appendix 1: Result of Preliminary Research......................................................................
Appendix 2: Result of Questionnaire in Preliminary Research...........................................
Appendix 3: The Students’ Name.......................................................................................
Appendix 4: Syllabus...........................................................................................................
Appendix 5: Reading Comprehension and Idiomatic Tests before Validity.......................
Appendix 6: Reading Comprehension and Idiomatic Tests after Validity..........................
Appendix 7: Expert Validation Form..................................................................................
Appendix 8: Research Letter Permission............................................................................
Appendix 9: Research Letter...............................................................................................
Appendix 10: Research Documentation..............................................................................

LIST OF TABLES

Pages

xi
Tables 1.1 The Mean Score of Students Tenth Grade in Reading Comprehension........................4
Tables 2.1 Idiomatic Expression............................................................................................9
Tables 3.1 Blue Print of Reading Comprehension After Validity.........................................20
Tables 3.2 Blue Print of Idiomatic Expression After Validity...............................................21
Tables 3.3 Classificatiton of the student’s Mastering Idiomatic Expression........................21
Tables 3.4 Classificatiton of the student’s Reading Comprehension....................................22
Tables 3.5 Criteiria of Reiliability...........................................................................................23
Tables 4.1 Normality Test Data.............................................................................................27
Tables 4.2 The Linearity Data................................................................................................27
Tables 4.3 SPSS IBM Correlation between Idiomatic Expression and Students’
Reading comprehension......................................................................................28
Tables 4.5 The Index of Correlation......................................................................................28

LIST OF FIGURES

Pages

xii
Figure 1: Students’ Score of Idiomatic Expression.................................................................25
Figure 2: Students’ Score of Reading Comprehension...........................................................26

xiii
 CHAPTER I
INTRODUCTION

A. Title Confirmation
Firstly, to understand the research title and avoid misunderstanding, the researcher explained the
research title. This research was entitled “The correlation between students’ mastery of idiomatic
expression and their reading comprehension in the second semester at the tenth grade of SMAN 1 Way
Pengubuan in the academic year 2023/2024”. For the description, some terminology was contained in
the research title.
1. Correlation
Correlation measures the strength of a relationship between two or more variables.0 The
correlation in this research refered to the measure between students of idiomatic expression and
their reading comprehension achievement.
2. Mastering Idiomatic Expression
Mastering idiomatic expression is the ability of students to comprehend the element of
idiomatic expression and have good accuracy of idiom comprehension increases during
childhood and adolescence and improves in adulthood.0 This research focused on measuring
students mastering idiomatic expression in recount text by students tenth-grade. Idiomatic
expression is indispensable to the daily speech of the people and to the language of newspaper
and books, televisions and movies.
3. Achievement
Achievement is the result of what an individual has learned from some educational
experience.0 In this research achievement refers to student’s achievement in reading
comprension.
4. Reading Comprehension
Reading comprehension is the reader's ability to comprehend the text they read. The reader
needs a lot of effort to understand the text because everyone has different background
knowledge. There are some people would have a piece of broader background knowledge,
while others do not.0
Based on the description of the title confirmations above, this research focused on
The Correlation between students’ mastery of Idiomatic Expression and Their Reading
Comprehension in the second Semester of The tenth Grade of SMAN 1 Way Pengubuan In the
Academic Year 2023/2024.

B. Background of the Problem

In reading comprehensively, especially in recount text, some idiomatic expressions are still
difficult to understand. Some sentences that are often found in reading make it difficult for students to
understand the text. The use of idiomatic expression in any kind of material often requires Indonesian
students are difficult to find out and translate idiomatic expression from their language into English
and vice versa. The idioms can be found in all languages. There are large number of idioms, and they
are used very commonly in all languages, especially in recount text. Idioms are the building blocks of
a language and civilization that provide exciting insights into the use of words, languages, and

0
Patrick Schober, Christa Boer, & Lothar Schwarte, Correlation Coefficients: Appropriate Use ad Interpretation,
Journal of University Medical Center, Vol.12 No 13. 2018,
[Link] accsess on 10 October 2022
0
Peter Newmark, Approaches to translation, (Oxford: Pergamon Press, 1995). p.21
0
John Travers, Fundamentals of Educational Psychology, (Cranton Pensylvania : International Textbook Company,
1987), p. 44.
0
Kristin Lems, Leah Miller, and Tenena, Teaching Reading to English Language Learners, (New York: The Guildford
Press, 2010), p. 170.

1
 2

speakers’ thought processes. It is estimated that there are at least 25,000 idiomatic expressions in the
English language.0
Mainly the students are challenged and make a wrong in interpreting the idiom, so what
makes the idiom difficult? The answer is its meaning. Idioms are not easy to understand, especially
for non-native speakers, because their meanings are usually metaphorical. This idiom characteristic
makes English learners strange and difficult to understand. English Second Language learners will
need to familiarize themselves with the meaning and usage of each idiom. Using common idioms and
expressions will make English Second Language learners sound more native. Thus, it is a good idea
to master some of these expressions. Idioms comprehension is particularly challenging for students
whose first language is not English. L2 idioms proficiency presents a distinctive challenge because
idiomatic expressions comprise stereotyped structures with conventionalized meanings, allowing only
limited usage variability.0
The frequent occurrence of idioms in everyday language has made the comprehension of
idioms for English Second Language students essential. Idioms come up in written and verbal forms.
Thus, idioms have an important pragmatic function in the language because learning a language is not
simply developing a linguistic system and familiarizing it with the meaning of each word. According
to Gass and Selinker, the significance of idioms, considering that nonnative speakers are included to
find lexical errors more unsettling than grammatical errors when communicating with a native
speaker.0 This would be possible if there were an awareness of the processes and the factors involved
in comprehending idioms. Such awareness can help language teachers, language practitioners, and
material developers in decision-making, which would, in turn, lead to the development of a better
curriculum.
The English language is full of idioms and other figurative aspects. Therefore, mastery of
English idioms enables students to learn the English language quickly. Understanding the lexicon of
English demands more than just knowing the denotative meaning of words. It also requires its reader
to understand the connotative word and, more importantly, figurative language, especially in reading
recount text. According to Nippold Idiomatic expression is a language style that native speakers of
English usually use to communicate naturally. It is a kind of expression that cannot be understood
from the literal meanings of the words of which they are composed. 0 An idiom is a group of words in
a fixed order with a particular meaning that differs from the meanings of each word understood on its
own. Considering that importance, the researcher assumed that students must learn idiomatic
expressions. However, the problem is that it is not easy to make English as foreign language learners
understand and comprehend the text by using an idiomatic expression in recount text.
Reading is one of receptive skills. A receptive skill is a passive skill. Meanwhile, reading is
not totally passive, because reading requires a reader to receive the messages, process in the brain,
and make understanding on what has been delivered by a researcher. This skill is not easy because it
requires many knowledge and comprehension. If the reader fails to comprehend the message, she or
he also fails in reading.0Reading, arguably the most essential skill for success in all educational

0
Wati, Problems iin teaching idioms through recount text at SMAN 5 Seram Bagian Barat. Journal of UMM
vol.4no.2.2017. p.12
0
Raymond Gibbs, Linguistic factors in children’s understanding of idioms, Journal of Child Language, 1987, 14(3),
569-586. [Link]
understanding-of-idioms/76CC2B305A434CF808BC029628B512AE accessed on 10 October 2022
0
Gass, Susan & Larry Selinker, Second language acquisition: An introductory course (2ndEdt.). (Hillsdale, NJ:
Lawrence Erlbaum 2001), p.21
0
Marilyn Nipold & Catherine Taylor, Idiom understanding in youth: Further examination of familiarity and
transparency, Journal of Speech and Hearing Research, 1995, 38(2), 426-433.
[Link] accsessed on 10 October 2022.
0
Tias Atma Andriani, The Relationship Between Idiom Mastery And Reading Comprehension, (Jakarta: un
undergraduated thesis UIN Syarif Hidayatullah, 2014), p. 1
[Link] accsess on 10 october
2022
 3

contexts, remains a skill of paramount importance as we create assessments of general language

ability.0
The students face several problems in mastering idiomatic expressions, especially in recount
text. Usually, the students appear to misunderstand reading recount text; they interpret the meaning of
idioms by translating word by word that had a different meaning from the actual meaning of words.
For example, keep in touch, hang out, down to each, Etc. This misunderstanding can bother their
reading comprehension because complete comprehension can be reached when the students know and
understand the meaning of sentences constructed from some words, including idioms.
Moreover, this case may happen when the students are not aware of the idioms that they read
in the text. This emphasizes that idioms need a note in reading because it also influences reading
comprehension. The genre was used to refer to particular text types, not traditional literature varieties.
It is a type or kind of text defined in terms of its social purposes0
Haris in LidyaCasteliana argues that approximately 6.7% of sentences in reading materials
use idioms.0An idiomatic expression is one of language aspects in learning English. Sridhar and
Karunakaran state that idiom is “a group of two or more wordswhich are chosen together in order to
produce a specific meaning or effect in speech or writing”. 0 In other words, an idiom is an expression,
which is a term or a phrase whose meaning cannot be deduced from the literal definitions and the
arrangement of its parts, but refers instead to a figurative meaning that is known only through
common use. To understand idioms is difficult because the words in idioms cannot be figured out
from the individual words. So, to avoid mistakes and understand the reading well, a reader should be
able to develop his or her knowledge of idiomatic expression.
They are based on the pre-research at SMAN 1Way Pengubuan by interviewing the students of
eleven grade and English teacher Mrs. Maria, [Link] she was given augmented about students'
problems in understanding the sentence or text that consisted of idioms. They often do idiom
misunderstanding reading materials. They interpret the meaning of idioms by translating word by
word that has a different meaning from the actual meaning of words. This misunderstanding can
bother their reading comprehension because complete comprehension can be reached when the
students know and understand the meaning of sentences constructed from some words, including
idioms.

0
Douglas, Brown, Language Assessment Principles And Classroom Practice, (New York: Pearson Education, 2004),
p. 185
0
Marilyn Nipold & Catherine Taylor, Idiom understanding in youth: Further examination of familiarity and
transparency, Journal of Speech and Hearing Research, 1995, 38(2), 426-433.
[Link] accsessed on 10 October 2022.
0
Lidya Casteliana, “Students Ability in Understanding Idiomatic Expression and Reading Comprehension”,
(undergraduate thesis by Riau: Universitas Islam Negeri Riau, 2011), p. 2.
[Link]
ZTQ2MGQ2ZTE5Y2U2OTljMDQ5MDViNzMxMmE5NWYwMGZjNTljOTRlMQ==.pdf accsess on 10 october 2022
0
Sridhar Maisa and Karunakaran, “Idioms and Importance of Teaching Idioms to ESL Students: A Study on Teacher
Beliefs”, Asian Journal of Humanities and Social Sciences (AJHSS), Vol 1 Issue 1, (May, 2013), p.111.
[Link] accsess on 10 october 2022
 4

There was the score of students reading comprehension in the mean score description on the
below:

Table 1.1
The Mean Score of Students Tenth Grade in Reading Comprehension at SMAN 1
Way Penguban 2023/2024
The Totals The Mean
No Class Students Score
1 XA 35 50.83
2 XB 35 41.43
3 XC 33 51.45
4 XD 35 40.24
Total 138
Sources: Documentation of English teacher at SMAN 1 Pengubuaan

Based on the table of mean score students reading Comprehension it can be seen from the 128
students they were got the mean score in lower of standar competences as follows 70, it can be seen
that the students reading comprehension are still lower. Moreover, this case may happen when the
students are not aware of the idioms that they read in the text. This emphasizes that idioms must be
noted in reading because it also influences reading comprehension. The result of the students
interviewed is that they mostly cannot understand the reading text because it is difficult for them to
know the meaning of each word, and lack of vocabulary is the problem. On another side, they usually
know the meaning but cannot know the true meaning of each sentence in the text.
As Maria defined, students mastering idiomatic expression is one of the factors affecting for
students reading comprehension achievement because, if idiom comprehension is related to general
abilities in processing linguistic information, skilled text comprehends should also be better at
comprehensive and idiomatic expression than children with poorer text comprehension skills. In other
words, a child's comprehension skills should be strongly related to the students’ reading ability. 0 It
means the idiom mastery must be directly proportional to the aim of reading comprehension. It can be
said that students who master idioms well get better in reading comprehension.
In this research, the researcher chose recount text because this text usually written in informal
sentence, so that it is indicated that there must be idiom contained in recount text. Idiomatic
expressions are basically phrases where the meaning of the entire phrase does not necessarily
perfectly match the meanings of the words that make up the phrase. 0 Then, recount text is a text that
talks about daily story that had happened. The writer of recount text was probably writing the text
with some idioms. Students could learn informal sentence in form of idiom from recount text.
Therefore, recount text was match for the case of finding correlation between idiomatic expression
and reading comprehension.
Based on the phenomenon this research conducted with the titled “The Correlation between
Students’ Mastery of Idiomatic Expression and their Reading Comprehension at the second Semester
of the Tenth Grade at SMAN 1 Way Pengubuan in the Academic Year 2023/2024”

0
Maria Chaira Levorato, Barbara, and Cristina Reading Comprehension and Understanding Idiomatic
Expression :Developmentlal study Brain Language (vol 91 no 3.2004).p.305.
[Link] accsess on 10 october 2022
0
Mukhammad, Nur Ikhsan; Aziza, Anastasya Putri; Simanjuntak, Marudut Bernadtua. Analysis Of Idiom Expression
Found in The Sequel Movie Maze Runner: The Scorch Trials (2015). In: UNDERGRADUATE STUDENTS’NATIONAL
SEMINAR. 2022. p. 130-134.
 5

C. Identification and Limitation of the Problem

Based on the background of the problem, this research identified the problem as follows :
1. Idiomatic expression is difficult for EFL students
2. Students mostly feel difficult to understand the specific meaning of the text
3. Students mostly have difficulty interpreting the meaning of an idiomatic expression
4. Students still challenging to understanding idiomatic expression in recount text
Based on the identification of the problem, this research limited the problem to know the
correlation between students’ idiomatic expression in understanding the idiomatic in the text and their
reading comprehension in recount text of the tenth grade at SMAN 1 Way Pengubuan in the academic
year 2023/2024.

D. Formulation of the Problem

Based on the limitation of the researcher formulated the problem in this research as follows:
1. Is there any correlation between students’ idiomatic expression and their reading comprehension
of the tenth grade at SMAN 1 Way Pengubuan in the academic year of 2023/2024?

E. Objective of The Research

The purpose of the research was to find out the correlation between students’ idiomatic expression and
their reading comprehension of the tenth grade at SMAN 1 Way Pengubuan in the academic year of
2023/2024.

F. Significance of the Research

This research is expected can give contributions to:
1. English language Teachers
This research can contribute to teachers who are still tricky and have trouble teaching
reading comprehension, especially in report text that can be used to measure students idiomatic
mastery and the need to improve their skills in the classroom..
2. Future English Teachers
This research consisted of a correlation between students’ idiomatic mastery and reading
comprehension. The researcher expects that the future English teacher can learn more about the
aspect of reading comprehension skills and other skills of English because it can help them teach
and prepare English classrooms in good condition.
3. Future Researchers
This research hopes that this research can inspire and motivate the future researcher who
have desire to conduct researchers on the same topic or make another innovation based on
research.

G. Relevant Research
1. The first relevant research by Cain, Oakhill and Lemmon investigated “The Relation between
Children reading comprehension level and their comprehension of idioms there were 56 idioms
used in this study namenly, 14 for each type namely” transparent, real opaque, novel transparen,
t and novel opaque, the participants were 28 causian children from urban schools, and the
majority of them were from lower middle-class families. The children were tested individually.
The findings revealed that children were slightly more likely to recognize more likely to be
interpected nire correctly than the novel expressions. 0

0
Kate Cain, Jane Oakhill, Kate Lemmon, The Relation between Childrens reading comprehension lavel and their
comprehension of idioms, Journal of Experimental psychology Vol 2 no1 2018, p 65
[Link] access on 10 october 2022
 6

2. Another study about the Advantages and importance of learning and using idioms in English by
Eliana Edith the purpose to share the results of a small-scale project based on guding students in
the use of idioms through dialogues and readings. In otder to improve students speaking skills.
The project was applied and the data findings demonstrated that by learning a dusing some
idioms, the learners were abel to increase their knowledge about idioms. They learned new
vocabulary, and improve their communication skills. 0
3. The third relevant research by Nasution entitled “The Correlation between students mastering of
idiomatic and their reading comprehension achievement” this study used correlation research
design in quantitative tu measure the correlate between two variables. The instrument used were
observation and documentation to collected the data. Based on the research finding the result
there is positive correlation between the student’s idiomatic mastery and their reading
achievement. 0
4. The next previous research by TA Andriani entitled the relationship between idiom mastery and
students reading comprehension. This research aimd to measure the relation between both
variabels, by using interviewed and documentation as the instrument. Based on the data finding
it can be seen that there was significance correlation between idiomatic mastery and their
reading comprehension.0
5. The last previous research by Laela entitled “Students Understanding of Idiom and their reading
comprehension of recount text, this research used correlational study in quantitative, the aimd to
measure the correlated of both variable. To collected the data this research used the test and
documentation. Based on the analyzed of the data it can be concluded that there is has
correlation between understanding idiom and their reading comprehension in recount text. 0
Based on the relevant research that had been explained, the similarities between this
research and all of the relevant research were in the first relevant research looked up the
correlation between idiomatic mastery and students’ reading comprehension of children
students, and this research focused on the same variables but in the different subject, this
research measured for twelve students’ senior high school. The second relevant research
measures the same topic to measure idiomatic but just to know the advantages and
disadvantages, it has differences with this research that focused to measure the correlation
between students' mastery idiomatic and their reading comprehension. The third relevant
research focused to know the correlation between students' idiomatic expression and their
reading achievement, the differentiation was in the instrument this research used a reading
comprehension test and idiomatic expression test, but the relevant research used the
questionnaire. The next relevant research has similarities with this research on the topic and
variables, but this research was measuring at senior high schools students that different from the
relevant research that focused on collage students, the last relevant research was conducted to
measure the relationship between two variables and this research also did that but this research
was conducted at senior high school.

H. Systematic of the Research

0
Elina, Edut, The Advantages and importance of learning and using idioms in English, Journal of Cundermans
Linguistics, No Vol.4, No14, 2019. p121 [Link] access on 10 october 2022
0
Anisa Arlia Putri Nasution, The Correlation between students mastering of idiomatic and their reading
comprehension achievement. (undergraduate thesis of Department English education state Islamic university of north
sumatera) [Link] access on 10 october 2022
0
Tias Atma Andriani, The relationship between idiom mastery and students reading comprehension, Journal of
UINJKT, Vol 5 no 12.2018). p 11 [Link]
%[Link] accsess on 10 october 2022
0
Laela Nur Mukaromah, Students Understanding of Idiom and their reading comprehension of recount text, Journal of
UIN Walisongo, [Link] 2 2017. p 10 [Link] accsess on 10 october
2022
 7

The sistematic of discussion as follows:

CHAPTER I: Introduction consisted of tittle confirmation, background of the problem,
identification and limitation of the problem , formulation of the problem, objective
of the research, significance of the research, relevant research systematic of the
research
CHAPTER II: Frame of theory and hypothesis
CHAPTER III: Research method, consisted of place time of the research, research design,
population, sample and data collecting technique, operational definition of variables,
research instrument, validity and reliability of the instrument, fulfillment of the
assumption, hypothesis testing.
CHAPTER IV: This chapter consisted of research finding and discussion.
CHAPTER V: This chapter consisted of conclusion and suggestion of research.
 CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS

A. Theoretical Framework
1. Idiomatic Expression
Idiom (also called idiomatic expression) is an expression, word, or phrase that has a figurative
meaning conventionally understood by native speakers. This meaning is different from the literal
meaning of the idiom's individual elements.0In other words, idioms don't mean exactly as the
words literal meaning. They have, however, hidden meaning.
According to Geines idiomatic expression give English its color and vitality. Idiomatic
expressions are indispensable to the daily speech of the people and to the language of newspaper
and books, televisions and movies. 0 Mastering idioms requires a great deal of listening, studying,
practice and usage. We cannot ignore this part of the language, idiomatic expressions and more
formal grammar should be given equal time.
Moreover, Abbas and Nahid argue that an idiom is a phrase or sentence whose meaning is not
clear from the meaning of individual words and which must be learnt as a whole unit. 0 In other
words, the meaning of an idiomatic expression is not the sum of the individual words. So to
understand the meaning of idioms, the reader cannot translate or separate the words into a single
part of semantic unit because the meaning of the idiom can be interpreted by interrelate of its
words.
Idiom takes many different forms or structure. An idiom can have a regular structure, an
irregular or even grammatically incorrect structure. 0These are the special features of some idioms,
but the other idioms are completely regular and logic in their grammar and vocabulary. Because
of the special features of some idioms, learners have to learn the idiom as a whole and cannot
change any part of it.
Many definitions about idioms mentioned above, they can be concluded that an idiom is an
expression, phrase, or group of words that has different meaning from the individual word as part
of it. It cannot be translated word by word, but the meaning of idiom is the meaning of a whole
word. Idioms are sometimes irrational and ungrammatically, but another idioms are rational and
fixed grammatical. It can be understood by guessing from the context. Below are the examples of
idiomatic expression that often uses for daily communication:

0
Sondang Rumahorbo, The Students’ Mastery In Translating Indonesian Idiomatic Expression To English By Using
Equivalence Translation, Journal of Linguistic and Literature, Vol.1 No.2 , 2011, p. 10
0
Barbara K. Geines, Idiomatic American English, (London: Kodansha International, 1986), p. 7
0
Abbas Ali Zarei and Nahid Rahimi, Idioms: Etymology, Contextual Pragmatic Clues, and Lexical Knowledge in
Focus, (Germany: LAP LAMBERT Academic Publishing, 2012), p. 9
0
Jennifer Seidl, English Idioms and How to Use Them, (Oxford: Oxford University Press, 1978), p. 11.

8
 9

Table 2.1
Idiomatic Expression0
Idiomatic expression Meaning Function
Bad apple Bad person People can use this idiom to describe
someone who is not nice and maybe even
criminal.

Be cold-hearted Uncaring If people decide to be “cold-hearted,” they

are making a deliberate decision not to care
about someone or something.

Behind you Supportive When you are “behind” someone, you are
saying that they have your support.

Break the ice Start a conversation When you start a conversation stranger with
the end goal of making new friends.

Chasing rainbow Persuing dreams When you try to follow your dreams. The
implication here, however, is that you might
be better off forgetting your dreams.

Clear as mud Hard to understand When you are confused about something or a
situation.

Crystal clear Easy to understand When you say that something is “crystal
clear”, you are saying that it is understood.

Meanwhile, Ball in the book explained that idiom have features of language in idiomatic
expression as follows:
1) Ordinary grammatical usages
This kinds of feature of idiomatic that is use the tenses in the sentences as follows:
It is time we went home
The mean of that sentences if someone come tomorrow, I will pay you back the dollar I
owe you.
Went is a past tense, come is a present tense, and both frefer in their contexts to future
situation.
2) Deviation from strict grammar
Many colloquial uses are strictly speaking ‘ungrammatical.’Example: We
normally say, “It’s me” (him, her, them) and not “it is I” (he, she, they). We say, “It is
ages since we met”, “he is a friend of mine” (not “of me”), and, quite often, “which do
you like best?” although only two things are being compared.
3) Allusive expression
A kind of expression appears to have uncomplicated interpretation, but idiomatically
means something quite different. It is usually impossible to its meaning
Example: That will do. (That is enough)

0
Hashempour, R., & Villavicencio, A, Leveraging contextual embeddings and idiom principle for detecting
idiomaticity in potentially idiomatic expressions. In Proceedings of the Workshop on the Cognitive Aspects of the
Lexicon 2020, (pp. 72-80) available on [Link]
 10

That is enough for the time being. (That is enough for now)What are they up to? (There is
something odd, what are they planning?) Let’s call it a day. (Let’s stop work now)
4) Conventional phrase of many kinds
Most of these are phrases, which people use carelessly but the meaning is quite
unusual Now then, my friend, you can not stand there all night, you know.” (The phrase
“Now then” is used when we call someone’s attention to an activity which we want him
to stop, or, with a different intonation, the continuation of an argument.)
Then there are phrases “now and then” and “every now and then” with the meaning
occasionally, or from time to time.
5) Many uses of the phrasal verb
Examples: I can’t make out what he is doing (= understand) Don’t let on I told you (=
tell anybody, reveal
I can’t put up with it any longer (= endure it)
He laid on a band for the next events (= arranged for a band to play).
6) The phenomenon of English word order
The words are the same but a small change in word order makes a big difference
in meaning:
a) It’s time to go, isn’t it? (Answer expected “yes”) It
isn’t time to go, is it? (Answer expected “no”)
b) It may well be ahead of time. (It may well be- probably is)
c) It may be well ahead of time. (Well ahead- well in advanced of schedule time.)
d) You’ve got to say thank to Ms. Tjoo for it. (Got to thank = must thank.) You’ve
got Ms. Tjoo to say thank for it (Got Ms. Tjoo to thank = hold her responsible for
something, maybe something not good happened)
7) The picturesque and metaphorical types of idiom
Idiom is synonymous with the picturesque phrase and the more heavily stimulating
their conversation is with the better they are [Link] of this type of idiom are:
To burn one’s boat (= to make retreat impossible)
To hit nail on the head (= to reach the right conclusion)
To be in clover (= to be lucky, or happy conditions).0

2. Idiomatic expression Mastery

According to Eugene and Charles, mastery is defined as complete knowledge, great skill,
and control.0 Furthermore, they also defined mastery refers to the audhitory of master domination,
the upper hand in a contest or competition, superiority, ascendancy, and posicition or display or
great skill or technique and skil or knowledge that makes one master of a subject. 0
In another side Hasanah defined mastery as a comprehensive knowledge or use of subject
or [Link] means that mastery is learning or understanding something vompletley and
having no difficulty in using it. 0 In mastering idiomatic, the students not only study about the
meaning of words, but they also study the interpreting the specific meaning of each idiom.
From the explainations above, it can be concluded that mastering idiomatic expression means
complete knowledge or great skill of a list of words for a particular language including the

0
Khofiana Mabruroh, An Analysis Of Idioms And Their Problems Found In The Novel The Adventures Of Tom
Sawyer By Mark Twain, Journal of Literature, Linguistics and Cultural Studies, Vol. 4 No. 1, (Agustus, 2015), p. 3-4
Retrieved from: [Link] accsessed on 10 October 2022.
0
Nida, Eugene & Taber, Charles, The Theory and Practice of Idiom and Translation, (New York: SAGE Publication),
p.20
0
Ibid
0
Widya Hasanah, An Analyze students’ vocabulary mastery at the second grade of MTS TI Batu Belah in academic
year 2016/2017, Journal of English language and education, Vol 3 No 2 2018) Retrieved from:
[Link] accsess on 10 October 2022.
 11

meaning, phrasal and compound idioms.

There is a common assumption that the more words a learner knows, the larger the learner‟s
vocabulary knowledge. However, there is another dimension to vocabulary knowledge that
should be considered, namely how far a learner knows the combinatory possibilities of a word.
Some linguists call them “lexical phrases” or “lexical items”, others prefer the term “multi-word
chunks” or just “chunks” of language. It is the development of permanent sets of associative
connections in long-term memory and the process which underlines the attainment of
automaticity and fluency in the language. Whatever the term, they are an important feature both
in language use and language acquisition. These multi-word chunks or expressions are namely:
idioms, proverbs, sayings, phrasal verbs, and collocations.0
Ideally, vocabulary shouldn’t be learned in a vacuum, and this is especially true for idioms.
There are a variety of idiom dictionaries for those who wish to learn more about idioms.
Newspapers and magazines, radio programs, television shows and films also sources of idioms.
Role playing, writing and interactive activities such as matching the parts of idioms are some
activities that can help foreign learners expand their knowledge and use of idioms.
Even though complete mastery of idioms may be nearly impossible, every language learner
must be prepared to meet the challenge because idioms occur so frequently in spoken and written
English such as textbooks, novels, and conversation. Researchers agree that the accuracy of idiom
comprehension increases during late childhood and adolescence and improves in adulthood.
Nippold claimed that idiom acquisition is a continuous process with no specific developmental
point when idioms are completely mastered. Nippold and Martin and Prinz pointed out that the
ability of idiom comprehension is still incomplete when learners are 18 years old. Brasseur and
Jimenez indicated that 51% of their 18-21 year-old subjects could correctly interpret at least 13
out of 20 target idioms.0
Moreover, Liu Yongjin stated that the senior high school students are expected to be master
about 300-400 phrases and idioms and 2500 words of vocabulary. 0 This is useful for the reading
requirements. Whereas they should learn the author's purpose and the main idea of the text. So,
when they read something, they should understand why the author writes something or they
should be able to grasp the main idea of some text. Also, they are required to make inferences
according to the clues of the text.
Previous developmental research has focused on various factors affecting the student’s
mastery and the comprehension of idioms such as context, idiom familiarity and idiom
transparency.0
Context facilitates interpretation of idioms since it provides the necessary semantic
information the learner needs. Familiarity and transparency are two important factors that have
been used to describe characteristics of idioms. They may influence the difficulty a learner
encounters in mastering an idiom. Familiarity has been defined as how frequently an individual
encounters an idiom. For example, have a soft spot, is a high-familiarity idiom which is used very
often in the English language, but take a powder is a low- familiarity idiom which is used rarely.
Transparency is particularly concerned with the relatedness between the literal and figurative
meanings of an idiom.

0
Sridhar Maisa and Dr. T. Karunakaran, “Idioms and Importance of Teaching Idioms to ESL Students: A Study on
Teacher Beliefs” Asian Journal of Humanities and Social Sciences (AJHSS), Vol 1 Issue 1, (May, 2013), p. 111.
0
Sameer S. Aljabri, “EFL Students‟ Judgments of English Idiom Familiarity and Transparency”, Journal of Language
Teaching and Research, Vol. 4, No. 4 (July 2013), p. 662. URL :
[Link] accsess on 10 October 2022
0
Liu Yongjin, The Current Situation and Issues of the Teaching of English Speech Culture Research, Vol. 21, No. 4
( May 2012), p. 12.
0
Online Source: [Link] ACulturalContextACaseofIndonesia1. pdf
accsess on 10 October 2022.
 12

In transparent idioms, the literal and figurative meanings are closely related. For example, in
go by the book, the figurative meaning – to follow the directions exactly – is closely related to the
literal meaning, whereas in keep your shirt on the figurative meaning –remain calm – is unrelated
to the literal meaning –to continue wearing ones shirt.

a. Strategies for understanding idiomatic expression

Strategies also contribute to the pragmatic understanding. According to Wray learning foregn
language idiomatic expression is difficicult so hat it needs a special treatment.
There are some strategies that can be used to understanding the idiomatic expression as
follows:
1) Metalinguistics skills
Metalinguistic ability is defined in terms of the development of two language skill
components—the analysis of linguistic knowledge and the control of linguistic
processing” language is defined as a “complex and dynamic system of conventional
symbols that is used in various modes for thought and communication” meaning that can
change over time and is arbitrary depending on the culture and context that uses it.
Neurological analysis of language can include specific abilities such as memory, network
organization, and control over executive functioning (EF). EF includes cognitive
processes such as planning, flexibility of thought, inhibition of thought and response,
fluency, and working memory.
2) Literal translation strategy
Literal stransation is use tounderstanding idiomatic use the natural forms of the receptor
language both in the grammatical constructions and in the choices of lexical items. A
truly idiomatic translation does not sound like a translation. It sounds like it was written
originally in the receptor language. Therefore, a good translator will try to translate
idiomatically.
3) Guessing thorugh the context
Contextual guessing is making a guess based on the context of the passage the students
are reading. It means that when the students read a text, they often guess word meaning
without consulting a dictionary.0
b. Important of idiomatic expression mastery
Accorind to Thawabteh illustrated that idioms are one of the universal aspects of all
languages; they are considered to be an intrinsic part of human communication. Further, they
baffle beginner learners to a great extent. They may cause not only linguistic but also cultural
and technical problems for non-native speakers; hence, these problems might affect
communication negatively.0
Moreover, Dixon stated that idioms are essential to successful communication, whether
in listening, speaking, reading, or writing. 0 it means that the accurate and appropriate use of
idioms is a distinctive mark of native-level command of the language, and it is a reliable
measure of the proficiency of foreign learners. It is a fact that ignoring idioms would cause a
learner various problem. The authors added that foreign language learners must learn not only
the grammatical structures and vocabulary of the target language but also the idioms to
integrate into the culture of the target language.
Furthermore, Lundblom & Woods emphasised the importance of understanding idioms. 0
0
Wray & Perkins, The Function of formulatic language an intergrated model language and communication, Journal of
TESL, Vol.32 no.213.2000, p. 28 Doi: 10.1016/S0271539(99)000154
0
Thawabteh, Mohammad. "Linguistic, cultural and technical problems in English-Arabic subtitling." SKASE journal of
translation and interpretation 5.1 (2011): 24-44.
0
Dixon Essesntial Idioms in English (New Jersey: Pretince Hall Regents), p.23
0
Lundblom and Woods, 2022 Online Source:
[Link] accsess on 10 October
 13

They believe that idioms are clearly presented in academic settings; consequently, failure to
comprehend idioms could affect academic performance, written composition, reading
comprehension, and vocabulary, especially because the occurrence of idioms in classroom
language increases as students advance in age and grade. 0 Several language researchers have
common believe that a sound knowledge of idioms is required or English language
proficiency and fluency, and a lack of such knowledge can cause significant
misunderstanding Thus, it becomes clear that idioms are very important in EFL/ESL contexts
where L2 learners’ language proficiency might be assessed on the basis of their
understanding of idiomatic expression. This means that the more idioms one knows, the more
native-like one’s English will sound.

3. Reading Comprehension
Comprehension is the center reading.0According to Caldwell, comprehension is the
ability to understand completely and be familiar with a situation and fact. Comprehension starts
from move the words on the page to the meaning in the mind, recognize individual words using
memory and knowledge of letter and sound patterns, match the resulting pronunciations with
meanings, and finally connect these words into idea units. 0 It means a person's ability to
understand context based on what is read or heard.
Reading comprehension is intentional thinking during which meaning is constructed
through interactions between text and reader. 0It means that reading comprehension is a process in
which the reader constructs meaning using material, information in the text and the reader's
knowledge.0
According to Woolley, reading comprehension is the process of making meaning from
text. Therefore, the aim is to gain an overall understanding of what is described in the book rather
than getting meaning from isolated words or sentences0
It can be said that reading comprehension is the process to make sense as a whole what is
described in the text. Based on the explanation, it can be concluded that reading comprehension is
a process of interaction between the reader and the text, understanding the meaning and purpose
contained in the text.
a. Components of Reading comprehension
Brown classifies eight aspects of reading comprehension, namely:
1) Main idea
This is the ability of students in interpreting main idea in the text.
2) Expression/idiom/phrases in context
The expression/idioms/ phrases in the text
3) Inferences (implied detail)
The students understanding about the inferences in the text
4) Grammatical features
5) Vocabulary
6) Detail (scanning for a specifically stated detail)
7) Excluding fact not written (unstated details).0
0
Lundblom, E., & Woods, J. Working in classroom: Improving idiom comprehension through class wide peer
tutoring. Communication Disorder Quarterly, 33,2012,P. 202-219. [Link]

0
Karen Tankersley, Threads of Reading: Strategy for Literacy Development, (Beauregard: Library of Congress
Cataloging in Publication Data, 2003), p.23
0
Joanne Schudt Caldwell, Comprehension Assessment a Classroom Guide, (New York: The Guild Press, 2008), p.5
0
Paula Clarke and Dean Chesher, Developing reading comprehension, (New York: The Guilford Press, 2014), p.5
0
Karen Tankersley, Threads of Reading: Strategy for Literacy Development, (Beauregard: Library of Congress
Cataloging in Publication Data, 2003), p.23
0
Gary Woolley, Reading Comprehension: Assisting Children with Learning Difficulties, (New York: Springer Science,
2011)p.15
0
Douglas Brown, Language Assessment Principle and Classroom Practices, (New York: Longman Person, 2014).
p.206
 14

Based on the explaination above it can be concluded that the students knows about
main idea, expression/idiom/phrases in context, inferences (implied detail), grammatical
features, detail (scanning for a specifically stated detail), excluding fact not written (unstated
details), supporting ideas, and vocabulary in context.
b. Basic Skills in Reading Comprehension
Reading is very important thing because reading is basic skill before speaking, and
writing ability, there is communication between the reader and the writer when someone
reads. The writers deliver the message in written from and the readers could understand the
content of messagess. So, the reading became active in reading. According to Klingner,there
are fundamental skill in reading comprehension as follows:
a. Word Reading The ability of the reader to get to know the word and understand a
reading, and Students must know how to read or decode
b. Fluency The ability of the reader to recognize the word and understand the reading at
the same time.
c. Vocabulary Understanding vocabulary means comprehend what the words mean.
When vocabulary mastery improves, comprehending will be deeper. Since
comprehension is ultimate goal of reading. With understanding vocabulary knowing
what the words mean in context.
d. Word Knowledge having sufficient background knowledge to benefit from reading
text.0
One of them is to make it easier for readers to understand the text. Based
on the explanation above, the researcher concludes that reading needs to be
equipped with basic understanding reading skills or fundamental skill in reading
to make it easier for readers to understand the texts.
c. Factors of Affecting Reading Comprehension
According to Vaughn and Thompson comprehension is the active constructing meaning
from text. It involves accessing previous knowledge, understanding vocabulary and concepts,
making inferences, and linking key ideas. Comprehension cannot be learned through rote
instruction, but requires a series of strategies that influence understanding of text. Reading
comprehension includes:
1) Applying one’s knowledge and experiences to the text. b. Setting goals for reading
and ensuring that they are aligned with the text.
2) Using strategies and skills to construct meaning during and after reading.
3) Adapting strategies that match the reader’s text and goals.
4) Recognizing the author’s purpose.
5) Distinguishing between facts and opinions. 0
Drawing logical conclusion. In line with the explanation above, we know that reading
comprehension is the ability to take information from written text and do something with it in
a way that demonstrates knowledge or understanding of that information.
d. Levels of Reading Comprehension
Reading comprehension is a process of making sense of written ideas through
meaningful interpretation and interaction with language. Reading comprehension is best
viewed as a multifaceted process affected by several thinking and language abilities.
1) Level of Comprehension
In teaching reading comprehension, the teacher should be aware of levels of
comprehension, so that they have some criteria by which to judge the materials they use in
the classroom, and also the level of comprehension uses by the students at any particular
0
0
Alexander, Teaching reading (USA: Little Brown and Company,1997), p.133.
 15

time. Levels of comprehension divided into three categories:

2) Literal comprehension
Literal comprehension represents the ability to obtain a low-level type of understanding
by using information explicitly stated. This category requires a lower level of thinking
skill than the other levels. Answer to literal questions simply demand that the pupil recall
what the book says Literal comprehension is the understanding of the written meaning of
a passage: the definition of words, the context of the writing, the main idea of the passage,
and the sequence thought chosen by the author. In short, literal comprehension is what is
actually stated. Like fact and details, role learning and memorization, and surface
understanding only.
3) Interpretive comprehension
Interpretation is the text step in the hierarchy. This categories demand a higher level of
thinking because the questions are concerned with answer not directly stated in the text
but suggested or implied. To answer question at the interpretive level, readers must have
problem solving and be able to work at various levels of obstruction. The interpretive level
is the one at which the most confusion exists when it comes to categorizing skills. All the
reading skills in interpretation rely on the reader’s ability to “infer” the answer in one way
or other. However, by grouping all the interpretive reading skills under inference, “some
of the most distinctive and desirable skills would become smothered and obscured”7.
4) Critical comprehension
Critical comprehension is more than evaluating the quality of the text or stating an opinion
about it. Critical comprehension requires reader to make judgments about what they are
reading based on an evaluation of several text-grounded factors, such as the quality of the
writing, the determination that it is fact not opinion, the objectivity of the author, and
whether the text is believable. In short critical comprehension is analyzing, evaluating,
and personally reacting to information presented in a passage.0

4. Text
Siahaan and Shinoda stated that a text is meaningful language in a contexts, it is both a spoken
and write text.0 Therefore text is a writing form or result of the writer result. Write text is any
meaningful write text. The writer assumes that text is some sentences in write text and the readers
can get information from the text.
a. Kinds of text
Text is when these words are put together to communicate a meaning, a piece a text is
created. Pardiyono said that there are 9 kinds of text that must be taught by students.
1) Descriptive text
Descriptive is the type of text that describes an object.
2) Recount text
Recount text is the type of text about information in the past event.
3) Narrative text
Narrative text is the type of text about problematic story that has a climax and document as a
solution in the end of the story. The story can be a fiction such as legend, fairytale, myth,
and fable.
4) Procedure text
Procedure text is the type of text to describe how something is accomplished through a
sequence of actions or steps.

0
Eve Zyzik, Charlene Polio, Authentic Materials Myths : Applying Second Language Research to Classroom
Teaching, (United States of America : 2017), p.1.
0
Sanggam Siahaan And Kosno Shinoda, Generic Structure Text (Yogyakarta: Graha Ilmu, 2008), P.1
 16

5) Explanation text
Explanation text is the type of text to explain the processes involved in the formation or
workings of natural or socio-cultural phenomena.
6) Report text
Report text is the type of text to describe the way things are, with reference to a range of
natural, man-made and social phenomena in our environment.
7) Exposition text
Exposition text is the type of text about argument or opinion of someone to perceive the
problem.
8) Discussion text
Discussion text is the type of text to present (at least) two points of view about an issue.
9) News item
News item is the type of text about events of the day which are considered newsworthy or
important.0
Based on the explanation above this research focus to measure students reading
comprehension in recount text, recount text is the type of the text that tells the factual story, truly
story the context of this study is measure to now the students’ reading comprehension in the text.

b. Recount text
Many experts tried to define the meaning of recount text. According to Knapp and
Watkins, the Recount text describes an event that has accrued in the past. 0 It means that Recount
is a kind of text that retells events or experiences in the past. According to Anderson, recount
text is speaking or writing about past events or a piece of text that retells past events, usually in
the order in which they happened.0 Recount text means the form of the text talking about
someone's experience in the past, therefore the experience of the readers themselves, such as
their adventure and days activities. It means that recount text is a text which retells the event in
the past. Moreover, according to Knapp and Watkins, the purpose of recount text is to
reconstruct past events in the time order in which they occurred.0
Reading recount text usually can make the reader imagine the incidents which the writer
tells. The purpose of recount text is to retail a series of events, usually, in the order, they
occurred. In another word, the purpose of recount text is to inform the readers about something
that has already happened. There is a generic structure that is in recount text:
1) Orientation: the orientation supplies the background information. It establishes the time,
setting, and who or what participating.
2) Series of events: sequence events that happened from the beginning until the end.
3) Re-orientation: this is an optional stage and is often used to complete the writing by
rounding off the series of events.0
Based on the explanation above, it can be concluded that recount text is a text that talks
about something that happened in the past to give information about what has already
happened. Recount text consist of three parts, namely orientation, series of event, and re-
orientation. orientation mentions when the events happened, who was involved, what
happened, and where the events took place. Series of events text what happened in sequence.
Reorientation is the ending of the story.

0
Pardiyono, Aku Pasti Bisa:the Art of Teaching, (Yogyakarta: Andi Publisher, 2010), p.27-38
0
Knapp, P. & Watkins, M, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing, (Sydney,
Australia: University of New South Wales Press, Ltd, 2005), p.12
0
Anderson, M. & Anderson, K, Text Types in English 1, (South Yarra, Victoria: MacMillan Education Australia,
2003), p.112
0
Knapp and Watkins, Op, Cit
0
Anderson, M. & Anderson, K, Op, Cit
 17

1)Types of recount text

According to Beverly, there are three types of recount text. There are personal recounts,
factual recounts, and imaginative recounts:
a) Personal recount
The personal recount is something that the writer or speaker has experienced
personally. It means that a personal recount is a story that tells about activities
whereas the writer or speaker involves or does by her or himself. This type uses first
pronouns (i, we). Some examples of personal recounts include family holidays and
diary entries.
b) Factual recount
Factual recount records the details of the particular incident. A factual recount is
concerned with recalling events accurately. This type uses the third person pronouns
(he, she, it, and they). Some examples include accident reports and historical
recounts.
c) Imaginative recount
Imaginative recount gives details of what might have happened in the past. It
means that an imaginative recount describes an imaginary role and gives details of
imaginary events.0

2)Language features in a recount

The language features usually found in a recount as follows:
a) Nouns and pronouns to identify people, animals, or things involved: firstly, my father
refused my request and promised that he would teach me two or three years later, but
I still whimpered.
b) Past action verbs to refer to the events: he just gave me some advice and since that
accident.
c) Past tense to locate events concerning speaker’s or writer's time: he began to teach
me to ride the motorcycle around a field in my village.
d) Conjunction and time connectives to sequences the events: finally, my father
surrendered and promised to teach me.
e) Adverb and adverbial phrases to indicate place and time: one day later, when I was
alone at home, I intended to try my riding ability.
f) Adjective to describe nouns: I realized my ability to ride a motorcycle. 0

B. Frame of Thinking Reading

Reading is considered as the skill that has to be learned firstly before the other skills. It is
because in the actual life, the students may find the actual reading materials such as a newspaper,
magazines, booklets, social media (Facebook, twitter, Youtube, etc.) and so on. On the cases of
school subject, a written text is being used as a vehicle for the introduction of new vocabulary and
structures.
Reading is not just read the words. It needs comprehension to understand what the writer
wants to deliver to us. Reading needs skill to comprehend text. When students comprehend the text,
students also analyze the structure, grammar, and word knowledge of the text. Words unite and form
a sentence, sentence forms a paragraph, and paragraph forms a passage.
There are many vocabularies in a passage. Some of them are multi words, namely idiom.
Idiom consists of two or more words that have a new meaning. In reading, students frequently
translate word by word to understand the text, but when they translate idiom, it differs from translate
word by word. Idiom can be understood by translating as a whole word and by guessing from the
context. To understand the text, idioms should be known their meaning to get a complete

0
Biber, D. & Conrad, S, Register, Genre, and Style, (New York: Cambridge University Press, 2009), p.32
0
Ibid
 18

comprehension. The more students getting know about idiom and master it, they also get better in
reading comprehension. Because idioms almost appear in every English text, so students must be
aware and familiar with idiom to help them in comprehending the [Link] figure describe the frame
of thinking in this research :

Reading Comprehension
Idiomatic expression (X)
Achievement (Y)

1. Main idea
2. Expression/idiom/phrases in
context
3. Inferences (implied detail)
1. Metalinguistics skills 4. Grammatical features
2. Literal translation strategy 5. Vocabulary
3. Guessing thorugh the context 6. Detail (scanning for a
specifically stated detail)
7. Excluding fact not written
(unstated details)

Figure 2.1
Frame of Thinking Reading

C. Hypothesis
Based on the rational above, the researcher formulated the hypothesis as follows:
Ha : There is correlation between students’ idiomatic mastery and their achievement in reading
comprehension
HO : There is no correlation between students’ idiomatic mastery and their achievement in
reading comprehension
 CHAPTER III
RESEARCH METHOD

A. Time and Place of the Research

1. Time of the Research
This research was conducted at the second semester in the academic year 2023/2024
2. Place of the Research
This research was conducted at SMAN 1 Way Pengubuan. It is located on St. Siliwangi
Kampung, Banjar Ratu, Way Pengubuan, Kabupaten Lampung Tengah, Lampung 34581,
Indonesia.

B. Research Design
The research design in this study was a descriptive quantitative which used correlational design.
According to Cresweel correlation is a statistical test to determine the tendency or pattern for two or
more variables or two set of data to vary constantly. In the case of two variables, it means that two
variables share common variance, or they co-vary together.0
It was employed to find out and measure the relationship between two variables covering an
independent variable idiomatic expression and their reading comprehension of the tenth grade at
SMAN 1 Way Pengubuan. The researcher used the test to collecting the data. In doing the research,
the researcher following some procedures as follows:
1. Asked permission to the Headmaster and English teacher at SMAN 1 Way Pengubuan
2. Determined the sample of research
3. Came to the class to explain the purpose of research to the students
4. Came to the class to give idiomatic expression and reading comprehension to the students
5. Took the data of research
6. Analyzed the data of research by using SPSS version 25
7. Concluded the result

C. Population , sample and Sampling Technique

1. Population
Population is the whole subject of the research. Sugiyono stated that population is
generalization area that consists of object and subject that have certain quality and character to
be learned and to be concluded.0 So the population is not only about the people, but also objects
and other natural objects. Population is also not just the amount that exists on the subject/object
studied but includes all the characteristics or properties possessed by the subject/object itself. In
this research, the researcher chose the tenth-grade students ar SMAN 1 Way Pengubunan with
the totals 128 students from four classes.

2. Sample
Sample is taken from the population. Sample is portion of population. the sample of this
research is taken to facilitate the accommodation of the research. sample taking must be careful
because samples are used to generalize the population. 0 A correlation study should be taken for
at least 64 participants0; the smaller sample than 64 may give inaccurate the degree relationship

0
John. W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative
Research, (Boston: Pearson Education Inc., 2012), 4nd ed., p. 338
0
Sugiyono, Metode Penelitian Kuantitatif (1st ed) (Bandung : Alfabeta, 2018), p. 130.
0
Ary, Donald. Jacobs, Lucy Cheser dan Asghar Razavieh. Introduction to Research in Education, 8th Edition,
(Canada: Nelson Education ltd, 2010), p26
0
4 Fraenkel, Jack. R., and Norman E. Wallen. How to Design and Evaluate Research in Education 8th Edition,
(Boston: McGraw-Hill Higher Education, 2012), p.121

19
 20

among the variables.

However, it is suggested that the greater the sample the better for the quantitative research
because the bigger the sample the more it represents the population. The sample this research was
64 students.

3. Sampling technique
In getting the sample of population in this research used cluster random sampling. Fraenkel
and Wallen stated that the selection of groups, cluster of subjects rather than individuals is
known as cluster random sampling.4
D. Definition Operasional Variable
Based on the explanation above, the operational definitions of variable can be identified as
follows:
1. Idiomatic Expression Mastery(X)
Idiom (also called idiomatic expression) is an expression, word, or phrase that has a figurative
meaning conventionally understood by native speakers. This meaning is different from the literal
meaning of the idiom's individual elements. In other words, idioms do not mean exactly as the
words literal meaning. 0 It means that an idiom is a phrase or sentence whose meaning is not
clear from the meaning of individual words and which must be learn as a whole unit of
languages.
2. Reading Comprehension (Y)
Reading comprehension is intentional thinking during which meaning is constructed through
interactions between text and reader.0It means that reading comprehension is a process in which
the reader constructs meaning using material, information in the text and the reader's knowledge.

E. Data Collecting Technique

In collecting the data this research used test achievement. Tests were divided into two tests
Reading comprehension and included idiomatic test. The test of reading comprehension which
consisted of idiomatic expreesion and reading comprehension. For the test was consisted of fourty
items of multiple choice uqestiona and measured students reading comprehension. Below were the
blue print of idiomatic mastery test and reading comprehension test:
Table 3.1
Blue Print of Reading Comprehension After Validity
No Aspect Indicator Item Number

1 Main idea /Topic Students can find the main idea of the 10, 16
Sentence passage
2 Expression/Idiom/ Studens can find idiom/phrases in 11, 36, 42
Phrases in context context
3 Inference Students can find what is inferred in the 41, 43
passage
4 Grammatical features Students can match between the 13, 19, 39, 44
pronoun and what or who it stands for
5 Detail (scanning for a Students can scan for a specially stated 12, 17, 38
specially stated detail ) detail
6 Excluding facts not Students can scan for unstated detail 20, 40
0
Torchia, Christopher & Djuhari, Lely, Indonesian Idioms and Expressions, (Singapore: Tuttle Publishing, 2007), p.12
0
Paula Clarke and Dean Chesher, Developing reading comprehension, (New York: The Guilford Press, 2014), p.5
 21

written (unstated
details)
7 Supporting idea Students can find the supporting idea to 18, 37
support the main idea
8 Vocabulary in context Students can guess the meaning of 14, 15
difficult vocabularied from context
provided.
Total 20

Table 3.2
Blue Print of Idiomatic Expression After Validity
No Aspect Indicator Item Number

1 Ordinary Grammatical The students are able to understand 3,7,17

usage idiomatic expression of ordinary
grammatical usage
2 Deviation from strict The students are able to understand 6,11,20
grammar idiomatic expression of deviation from
strict grammar
3 Allusive expression The students are able to understand 2,12,16
idiomatic expression of allusive
expression
4 Conventional phrase The students are able to understand 4,8,13
idiomatic expression of conventional
phrase
5 Phrasal verb The students are able to understand 5,10,18
idiomatic expression of phrasal verb
6 Metaphorical idiom The students are able to understand 1,9,14,15,19
idiomatic expression of metaphorical
idiom
Total 20

Instrument of the Research

There were two instruments given to the students as follows:
1. Students Mastering Idiomatic Expression
The instrument that was used for the test as the instrument to measure stuents mastering
idiomatic expression by using multiple choice questions with the total 20 items. This study
determines the procedure use in scoring students work that. Arikunto’s formula was used to get
the score for the students reading comprehension test. The ideal highest is 100. 0
r
S= x 100
n
Note:
S = The Score of the Test
r = The total of the right Answer
n= The total item
0
[Link],p.271
 22

Table 3.3
Classificatiton of the student’s Mastering Idiomatic Expression0
Score Classification
85-100 Very Good
75-84 Very Good
65-74 Fair
<65 Poor

2. Reading Comprehension
The test was used to know the students reading comprehension in recount text
achievement by using multiple choice questions by the options A, B, C, and D. the researcher
prepared the items of reading comprehension test with the totals 20 items. The scoring of
reading comprehension test was counted by using Arikunto’s formulas to get the score for the
students reading comprehension test. The ideal highest is 100. 0
r
S= x 100
n
Note:
S = The Score of the Test
r = The total of the right Answer
n= The total item
Table 3.4
Classificatiton of the student’s Reading Comprehension
Score Classification
85-100 Very Good

75-84 Very Good

65-74 Fair
<65 Poor

F. Validity and Reliability test

1. Validity of the Instrument
A good teist is thei teist has validity. Thei validity teist was conducteid to cheick wheitheir thei
teist meiasureis what is inteindeid to bei meiasureid.0It meians that a good teist must havei validity so
thei teist can meiasurei thei aspeicts that was meiasureid. To meiasurei wheitheir thei teist has good
validity or not, thei writeir usedi thei conteint and construct validity.
a. Conteint validity
Beist and Khan say that conteint validity reifeirs to thei deigreiei to which thei teist actually
meiasureis, or is speicifically reilateid to, thei traits for which it is deisign, conteint validity is
baseid upon thei careiful eixamination of coursei teixtbooks, syllabus, objeictiveis, and thei
judgmeints of subjeict matteir speicialists.0 It meians that thei conteint validity is baseid on thei
mateirial, and thei mateirial is agreieimeint with thei objeictiveis of leiarning. To geit thei conteint
validity teist, thei reiseiarcheir tried to arrangei thei mateirial baseid on thei objeictiveis of
teiaching in thei school baseid on curriculum fortenth grade at SMAN 1 Way Pengubuan.
b. Construct validity

0
Carol & Hall, Models and Method of Teaching, (Australia: Prentice-Hall of Australia Pty Ltd, 1985), p.124
0
[Link],P.271
0
Hughes Arthur, Testing For Language Teacher, (Cambridge: Cambridge University Press, 2003), p. 26
0
John W. Best and James V. Khan, Research in Education, (New Delhi: Prentice Hall, 1995), p. 219
 23

Beist and Khan says that Construct validity is the i deigreiei to which scoreis on a teist
construct validity is focuseid on thei aspeicts of thei teist which can meiasurei thei ability
eispeicially for linguistic intelligence and writing achievement
c. Inteirnal Validity
Inteirnal validity reifeirs to thei reilationship beitweiein scoreis obtaineid using thei
instrumeint and scoreis obtaineid using onei or morei otheir instrumeints or meiasurei ( oftein
calleid a criteirion).0 It meians that inteirnal validity was baseid on thei reisult of the test.

2. Reliability Test
Thei meianing of reiliability diffeirs arei in quantitativei and qualitativei reiseiarch.0
Reiliability in quantitativei reiseiarch was eisseintially a synonym for deipeindability, consisteincy and
reiliability oveir timei, oveir instrumeints and oveir groups of reispondeints. For obseirvational data,
reiliability was addreisseid in thei training seission for reiseiarcheirs wheirei theiy work on mateirial to
einsurei parity in how theiy einteir thei [Link] colleicting thei data, thei reiseiarcheir usedi rank
speiarman to calculatei thei studeints’ reiliability scoreiof stduents linguistic intelligence and their
writing achievement. The relaibility analyzed was used software SPSS Version 25. The criteria of
Reliability as follows :

Tablei 3.5
Criteiria of Reiliability0
No Criteiria of Reiliability Scorei
1 Veiry High Reiliability 0.800-1.000
2 High Reiliability 0.600-0.800
3 Meidium Reiliability 0.400-0.600
4 Low Reiliability 0.200-0.400
5 Veiry Low Reiliability 0.000-0.200

G. Data Analysis
1. Normality test
The normality test was used to measure whether the data of idiomatic expression and
reading comprehension are normally distributed or not. 0 In this research was used statistical
computation by using SPSS version 25. The tests of normality employed were Kolmogrov-
Smirnov. The hypotheses for the normally test formulated as follows:
H₀ = The data are normally distributed
Ha = The data are not normally distributed
The criteria are as follows:
H₀ is accepted if sig.  α = 0.05
Ha is accepted if sig. < α = 0.05

2. Linearity
Linierity test used to test whether all linier regression models between a dependent variable and
an independent variable are related to a straigt line to the right bottom right. If the linier sig value
is <0.05 a linier relationship is found. The data were analyzed by using Software SPSS version

0
Jack R. Fraenkel and Norman E. Wallen, Op. Cit,p.148
0
L. Cohen, [Link], p. 146
0
Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta, 2010), p.102
0
Nana Sudjana, Metode Statistika, (Bandung: Tarsito, 2005), p. 466
 24

25. The test of linearity and the criteria as follows:

The variables have linear relation if sig > α = 0.05
The variables have no linear relation if sig < α = 0.05

3. Hypothetical Test
The hypothesis was formulated in this study follows:
Ha : There is correlation between students‟ idiom mastery and their achievement in reading
comprehension
HO : There is no correlation between students‟ idiom mastery and their achievement in reading
comprehension
While the criteria acceptance or rejection of normality tests:
Ho: is accepted if sig ≥ α = 0.05
Ha : is accepted if sig < α = 0.05
The coefficient is between -1 up to +1. The negative coefficient shows contrary
correlation, while the positive coefficient shows there is a correlation. Below was the
interpretation of coefficient correlation:
a. Between 0.800 to 1.00 : very high correlation.
b. Between 0.600 to 0.800 : high correlation
c. Between 0.400 to 0.600 : medium correlation
d. Between 0.200 to 0.400 : low correlation
e. Between 0.00 to 0.200 : very low correlation.0

0
A.B. Setiyadi, Penelitian dalam pengajaran Bahasa asing, (Bandar Lampung: FKIP Unila, 2006), p.67.
25
 CHAPTER IV
RESEARCH FINDING AND DISCUSSION

A. Research Finding
The researcher asked permission to the headmaster and the teacher did the research at tenth
grade of SMAN 1 Way Pengubuan. Furthermore, the researcher had chosen randomly the class
which the researcher did for the research. After getting the class, the English teacher brought the
researcher to the class and introduced the researcher to the students.
This research was conducted in two classes which consists of 64 students. The researcher
gave idiomatic expression and reading comprehension with 20 items. Furthermore, the
researcher told to the students if the researcher did the test in their class about students’
idiomatic expression and students’ reading comprehension. Next, the researcher asked to the
students about the definition of students’ idiomatic expression and students’ reading
comprehension. Almost all of the students know what is students’ idiomatic expression and
students’ reading comprehension, but they convey their understanding about students’ idiomatic
expression and students’ reading comprehension by their own knowledge. In the end, the
researcher got the score and calculated it to know the correlation between students’ students’
idiomatic expression and the students’ reading comprehension.

1. The Students Score for Idiomatic expression and Reading Comprehension

There were two kinds of scoring in this research. Firstly, the score was taken from idiomatic
expression and the second one was reading test (see appendix 6). The result of statistical
computation by using SPSS 25.0 as follows:

a. Idiomatic Expression Score

N Valid 64
Missing 0
Mean 60.16
Median 60.00
Mode 55
Sum 3850

Based on statistical computation by using SPSS above, it can be seen that the mean of
idiomatic expression was 60.16, median was 60.00, mode was 55 and sum was 3850. The
researcher describes the result of idiomatic expression score in form of figure as follows:
9
8
7
6
frequency

5
4
3
2
1
0
30 35 40 45 50 55 60 65 70 75 80 85 90
Scores
Figure 1
Students’ Score of Idiomatic expression

Based on the figure above, it can be seen that there were 4 students who got score 30, 4

25
 26

students who got score 35, 4 students who got score 40, 4 students who got score 45, 6 students
who got score 50, 8 students who got score 55, 6 students who got score 60, 6 students who got
65, 4 students who got score 70, 4 students who got score 75, 6 students who got score 80, 4
students who got score 85 and 4 students who got score 90. Meanwhile, the second test was
students’ reading comprehension (see appendix 7). The researcher described the result of writing
test in the table and figure as follows:

b. Reading Comprehension Score

N Valid 64
Missing 0
Mean 72.50
Median 72.50
Mode 60
Sum 4640

Based on statistical computation by using SPSS above, it can be seen that the mean for
students’ reading comprehension test was 72.50, median 72.50, mode as 60 and sum was 4640.
The researcher describes the result of reading comprehension in form of figure as follows:

12

10

8
frequency

0
50 55 60 65 70 75 80 85 90 95
Scores
Figure 2
Students’ Score of Reading Comprehension

Based on figure above, it can be seen that there were 4 students who got score 50, 6 students
who got score 55, 10 students who got score 60, 8 students who got score 65, 4 students who got
score 70, 8 students who got score 75, 6 students who got score 80, 4 students who got score 85,
8 students who got score 90 and 6 student who got score 95.

2. Normality Test
In this research, the researcher used SPSS (Statistical Package for Social Science) to count
the data of research. Normality test aimed to know whether or not the data have normal
distribution. The researcher analyzed the data from the score of idiomatic expression and reading
comprehension.

With the criteria as follows:

Ho = the data have normal distribution.
Ha = the data do not have normal distribution.
The criteria of acceptance or rejection of the hypotheses for normality test were:
Ho is accepted if Sig. (Pvalue) > α = 0.05
 27

Ha is accepted if Sig. (Pvalue) < α = 0.05

Tabel 4.1
Normality Test Data
Kolmogorov-Smirnov Df Sig
Normality Test .090 64 0.200
a. Test distribution normal
b. Calculated from data
c. Lilliefors significance correction (see appendix 8)

Based on the output data from SPSS (Statistical Package for Social Science) by using One
Sample Kolmogorov-Smirnov Test, it showed that the data have normal distribution because sig
> α = 0.05 (0.200 > 0.05).

3. Linearity Test
Linearity test aimed to know if there was any relation between X (Idiomatic Expression) and
Y (Reading comprehension) variable. In the research, the researcher used the statistical
computation by using SPSS (Statistical Package for Social Science). The test of linearity and the
criteria as follows:

The variables have linear relation if sig > α = 0.05

The variables have no linear relation if sig < α = 0.05

Table 4.2
The Linearity Data
Anova Table
Idiomatic Expression * Reading df Mean square F Sig
Comprehension 1 12059.146 3280.088 .142

Based on the data above, it can be seen that the result of linearity was 0.142 it was higher
than significance 0.05. Therefore, the variables have linear relationship. (see appendix 9).

4. The Correlation between idiomatic expression and reading comprehension

This research aimed to find whether there was correlation between students’ idiomatic
expression and their students’ reading comprehension. The data was obtained by using SPSS
version 25.0. The researcher used Product Moment formula to find the result of correlation. The
result can be described as follows:

Table 4.3
SPSS IBM Correlation between Idiomatic Expression
and Students’ Reading comprehension
Idiomatic Expression Reading
(x) Comprehension (y)
Students’ Pearson correlation 1 .986
 28

idiomatic Sig. (2-tailed) .000

expression
N 64 64
Students’ Pearson correlation .986 1
reading
Sig. (2-tailed) .000
comprehensio
n N 64 64
*Correlation is significant at the 0.05 level (2-tailed).

From the calculation about the correlation between the students’ idiomatic expression and
the students' reading comprehension at the tenth grade of SMAN 1 Way Pengubuan obtained the
result that rxy 0.986, significant (2-tailed) 0.000 and the number of subjects was 64 (see
appendix 10).
However, the statistical hypothesis on this research:
Ha : sig.2 tailed < 0.05 (there was a correlation between the students’ idiomatic expression and the
students' reading comprehension at the tenth grade of SMAN 1 Way Pengubuan)
Ho : sig. 2 tailed > 0.05 (there was no correlation between the students’ idiomatic expression and the
students' reading comprehension at the tenth grade of SMAN 1 Way Pengubuan)
The result of the computation showed that the coefficient of correlation between students’
idiomatic expression (X) and students’ reading comprehension (Y) was 0.986. Then the
significant was 0.000 lower than 0.05 (sig. 2 tailed 0.000 < 0.05). Therefore, H a was accepted. It
can be concluded that there was correlation between students’ idiomatic expression and the
students' reading comprehension at the tenth grade of SMAN 1 Way Pengubuan. The
interpretation about the rate of the correlation coefficient was formed by certain rule, were as
follows:

Table 4.5
The Index of Correlation
N Coefficient Interval Level of Correlation
o
1 0.800-1.000 High Correlation
2 0.600-0.800 Sufficient Correlation
3 0.400-0.600 High correlation
4 0.200-0.400 Low Correlation
5 0.000-0.200 Very Low Correlation

Based on the computation, it was known that the value of rxy= 0.986. It was
categorized by using coefficient correlation criteria above. It was obtained that 0.986 and
classified interval 0.800 – 1.000 on the high correlation.

B. Discussion
Idioms refer to expressions or phrases which are peculiar to a given language and which
carry either a literal meaning or a non-literal meaning depending on the intent of the writer. In
other words, idioms as the term are used here, are ambiguous, and to be understood must either
 29

be known as a unit or deduced from the context. That is, the intended meaning cannot be arrived
at by literal analysis. 'He kicked the bucket' can literally mean just that, but it usually conveys its
idiomatic meaning: 'he died'.
Students tend to take longer to finish the test of idiomatic expression questions because they
interpret one by one the word at a time so that in the end they are confused about the meaning of
these words, even though students should not interpret one by one the word at a time but must
understand the context of the text they are reading. It is supported by Cain et al that if students
understand the context of a story, they will be able to interpret the idioms contained in the text. 0
it is clear that idiomatic expression has relation to reading comprehension.
There are several texts in the idiomatic expression questions and the researcher provided
questions regarding idiomatic expressions such as hit the sack, a bird in the hand is better than
two in the bush, like fish out of water, make a long story short, and so on. It can be seen that the
students took longer to finish on idiomatic expression questions than reading comprehension.
The researcher monitored and asked the students a little why they looked confused. Students
answered that they had never worked on specific idiom questions like this because usually there
were only one or two questions in English regarding idiomatic expressions, so they were not
used to working on this many questions. That was why they need more time than usual.
This research was about finding the answer whether there was correlation between the
students’ idiomatic expression and students’ reading comprehension. The researcher took the
data of research in two classes which consisted of 64 students. First, the researcher gave
research permission to the school, then conducted research in a not so long period of time,
approximately one week. The researcher gave 20 questions about idiomatic expressions and 20
questions about reading comprehension as well.
After carrying out both idiomatic expression and reading comprehension tests, the
researcher then analyzed the scores obtained by the students. It can be seen that scores on
idiomatic expressions tend to be lower than reading comprehension scores. It can be seen that
the highest score obtained by students on the idiomatic expression test was 90. Although it was
not too different from the reading comprehension score, which was 95, in order to understand
idiomatic expressions students looked very confused and often asked different questions to the
researcher than when they were working on reading comprehension questions.
This research was completed with two types of completion. The first test was about reading
comprehension. The first test was given directly to students at school and the second was
through the Google form. This was because the school does not allow researcher to linger on
research at school due to limitation of time. The school does not want students to be disturbed
by researcher. When the students did idiomatic test, the researcher could no longer control the
situation since she had no idea whether they cheated to look for the answer on internet or not.
The researcher could not control the students while the test online, but when viewed from
the range between the scores between students who took the test using the Google form, they got
almost similar score to students who took the test directly in class. It can be concluded from
these factors that if students are able to take the idiomatic expression test, it will automatically
be easy for them to take the reading comprehension test.
These factors imply that the students’ activity and frequency in students’ idiomatic
expression gave a useful contribution to enlarge their students’ reading comprehension. 0 It
means that if the student understands idiomatic expression, it could increase their reading
comprehension skill to be better. From the findings and the discussion above, the researcher
concluded that there was high correlation between students’ idiomatic expression and their

0
Cain, Kate, Jane Oakhill, and Kate Lemmon. "The relation between children’s reading comprehension level and their
comprehension of idioms." Journal of experimental child psychology 90.1 (2005): 65-87.
0
Levorato, M. Chiara, Maja Roch, and Barbara Nesi. "A longitudinal study of idiom and text comprehension." Journal
of child language 34.3 (2007): 473-494.
 30

students’ reading comprehension at the second semester at the tenth grade of SMAN 1 Way
Pengubuan Lampung. Therefore, the null Hypothesis (Ho) was rejected and the alternative
hypothesis (Ha) could be accepted.
In other words, the more students deepen their knowledge of idiomatic expressions the
easier it will be for them to learn reading comprehension questions because idiomatic expression
questions are considered difficult for students, so if the most difficult questions can be solved it
will be easy for students to work on normal level questions. Even though idioms are not often
found in a text, they can interfere with understanding if students do not understand their
meaning. It is in line with a theory stated by Abbas and Nahid in previous chapter that the
meaning of an idiomatic expression is not the sum of the individual words. 0 Therefore, to
understand the meaning of idioms, the reader cannot translate or separate the words into a single
part of semantic unit because the meaning of the idiom can be interpreted by interrelate of its
words.
Based on the results of the research which showed that students took longer to complete the
idiom test than reading comprehension, the students should be taught to recognize idioms. It is
the same as theory stated by Titone et al that in mastering idiomatic, the students not only study
about the meaning of words, but they also study the interpret the specific meaning of each
idiom.0 In other words, mastering idiomatic expression means complete knowledge or great skill
of a list of words for a particular language including the meaning, phrasal and compound
idioms.
Is it possible to train students to discern idioms by the use of 'context clues', or through an
understanding of metaphorical language. Students can also learn idiomatic expressions from
various sources. The best source for learning idiomatic expression is by watching foreign talk
shows such as Ellen Talk Show and western films such as Harry Potter, Spiderman, Batman etc
where all actors and actress are native speakers. Therefore, the students will get used to hearing
and remembering the idioms they have watched.
In the end, the researcher concluded that one of the factors affecting students' reading
comprehension achievement is their ability to express themselves idiomatically. If idiom
comprehension is related to general abilities in processing linguistic information, then students
who are proficient in text comprehension should also be more adept at comprehensive and
idiomatic expression than students who are less proficient. In other words, a student’s reading
aptitude and understanding abilities should be closely associated. It means the idiom mastery
must be directly proportional to the aim of reading comprehension. It can be said that students
who master idioms well get better in reading comprehension.

0
Abbas Ali Zarei and Nahid Rahimi, Idioms: Etymology, Contextual Pragmatic Clues, and Lexical Knowledge in
Focus, (Germany: LAP LAMBERT Academic Publishing, 2012), p.21
0
Titone, Debra A., and Cynthia M. Connine. "Comprehension of idiomatic expressions: effects of predictability and
literality." Journal of Experimental Psychology: Learning, Memory, and Cognition 20.5 (2020): 1126.
 CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion
Based on the result of the research, the researcher provides the conclusion as follows:
There was high correlation between the students’ idiomatic expression and the students’ reading
comprehension at the tenth grade of SMAN 1 Way Pengubuan in academic year 2023/2024. The
reason for high correlation because the result of computation by using SPSS obtained 0.986 and it was
on high criteria.

B. Recommendation
Based on the conclusion above, it is recommended that in students’ idiomatic expression and in
students’ reading comprehension as follows:
1. For the students
1) Students are advised to watch and understand a lot about idiomatic expressions that can be
found in western films for example from film Harry Potter, Batman, and Spiderman and from
talk show such as Ellen Talk Show because they use everyday conversations from native
speakers. So that when there is a test of idiomatic expressions students will not work on it for
too long.
2) Students are advised to practice looking for idioms contained in a text such as in recount text
because this text describes about daily accident, so that it frequently contains of some idioms. In
a text there will only be one to two idioms so it will not be difficult for students to practice
understanding them.

2. For the English teachers

1) The teacher is suggested to give many examples of idiomatic expression, because idiomatic
expression is quite difficult to be found in a text. Idiomatic expression can be found in the type
of text such as recount text and script of talk show.
2) Various methods of teaching an understanding of idioms should be explored by the teacher. For
example, is it possible to train students to discern idioms by the use of context clues. The
teacher can use the script of talk show that usually contains of idiom.

3. For Future Researchers

1) This research hopes that this research can inspire and motivate the future researcher who have
desire to conduct researchers on the same topic or make another innovation based on research.
2) This research is expected to give contribution and to verify the theories dealing with theories
about idiomatic expression in the students’ reading comprehension ability and the result of this
research hopefully can be used as reference, information or consideration for teacher to
understand learners type in learning language, especially in reading.
3) It is better for future researchers to conduct the research in the classroom directly because this
research was conducted in two ways namely online and offline. It would be better if the future
researchers conduct the research offline because online research was not effective.

31
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APPENDICES
 APPENDIX 1

The Result of Interview with the English Teacher in the Preliminary Research
NO Questions Answer Conclusion
Bagaimana respon Sejauh ini respon siswa itu cukup Kurang tertarik
siswa terhadap baik ya, mereka tertarik untuk belajar
pelajaran bahasa bahasa inggris. Namun kadang ada
inggris? beberapa dari mereka yang
1 memeberikan respon kurang baik
juga. Mungkin karena tidak tertarik
atau memang sulit materinya atau
apa. Sejauh ini respon mereka seperti
itu.
Bagaimana Karena penguasaan kosa kata nya Kemampuan siswa
kemampuan siswa sedikit adi kemampuan reading dalam Reading
2 dalam Reading comprehension siswa rendah , sulit Comprehension
Comprehension ? untuk mereka mengerti isi text Rendah
tersebut
 Apa kesulitan Siswa sulit menemukan main idea Kesulitan yang
siswa dalam nya, supporting detail nya juga . dihadapi siswa yaitu
belajar Reading mungkin karena minim penguasaan sulit memahami text
Comprehension vocabulary ya . dan juga mereka bacaan Reading.
3 kepada Anak-anak cukup bingung ketika ada tugas yang
kelas 12 SMA ? lain juga jadi mereka mungkin susah
menerma materi Reading yang saya
berikan . jadi, respon mereka ya
begini hanya sedikit .
Apakah mereka Dikarenakan murid disini belum Siswa belum
menemukan sepenuhnya memahami apa itu memahami konsep
idiomatic idiomatic dan kebanyakan dari idiomatic expression
4 expression di mereka bingung sehingga belum bisa
dalam teks dikatakan paham idiomatic
reading ? expression apalagi jika disuruh
membedakan itu sulit sekali.
Apa yang menjadi Menurut saya kebanyakan dari Kesulitan dalam
kesulitan siswa mereka sulit membedakan dan membedakan dan
dalam memahami mengartikan setiap idiomatic yang mengartikan
5 idiomatic ada di reading text, karena dari idiomatic expression.
expression ? mereka hanya mengartikan kata itu
word to word jadi makna nya kan
tidak sesuai,.
 APPENDIX 2
The Result of Pre experimental for Questionnaire students
Appendix 3
The Student’s Name and Score of Tenth Grade

X.A
No Name Score
1 A1 24
2 A2 27
3 A3 33
4 A4 80
5 A5 68
6 A6 21
7 A7 10
8 A8 79
9 A9 33
10 A10 56
11 A11 86
12 A12 31
13 A13 49
14 A14 59
15 A15 42
16 A16 57
17 A17 16
18 A18 25
19 A19 51
20 A20 69
21 A21 73
22 A22 35
23 A23 24
24 A24 51
25 A25 47
26 A26 63
27 A27 84
28 A28 51
29 A29 46
30 A30 84
31 A31 31
32 A32 58
33 A33 66
34 A34 63
35 A35 87

X.B
No Name Score
1 B1 21
2 B2 26
3 B3 15
4 B4 84
5 B5 56
6 B6 38
7 B7 16
8 B8 53
9 B9 28
10 B10 35
11 B11 45
12 B12 48
13 B13 30
14 B14 48
15 B15 36
16 B16 66
17 B17 47
18 B18 13
19 B19 52
20 B20 72
21 B21 19
22 B22 36
23 B23 48
24 B24 60
25 B25 46
26 B26 31
27 B27 53
28 B28 28
29 B29 37
30 B30 60
31 B31 57
32 B32 35
33 B33 36
34 B34 43
35 B35 32

X.C
No Name Score
1 C1 84
2 C2 38
3 C3 53
4 C4 46
5 C5 62
6 C6 60
7 C7 66
8 C8 -
9 C9 87
10 C10 64
11 C11 47
12 C12 48
13 C13 40
14 C14 43
15 C15 41
16 C16 40
17 C17 31
18 C18 60
19 C19 31
20 C20 52
21 C21 41
22 C22 59
23 C23 41
24 C24 76
25 C25 62
26 C26 -
27 C27 50
28 C28 58
29 C29 52
30 C30 29
31 C31 42
32 C32 82
33 C33 10

X.D
No Name Score
1 D1 67
2 D2 48
3 D3 43
4 D4 32
5 D5 46
6 D6 28
7 D7 40
8 D8 43
9 D9 36
10 D10 46
11 D11 30
12 D12 56
13 D13 15
14 D14 43
15 D15 23
16 D16 47
17 D17 35
18 D18 56
19 D19 -
20 D20 -
21 D21 18
22 D22 61
23 D23 13
24 D24 53
25 D25 36
 26 D26 28
27 D27 55
28 D28 35
29 D29 17
30 D30 22
31 D31 44
32 D32 39
33 D33 62
34 D34 67
35 D35 44

APPENDIX 4 SILABUS
SILABUS

SILABUS SMA/MA

Mata Pelajaran : BAHASA INGGRIS

Kelas/ Semester : X/1
Kompetensi Inti :

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan
metoda sesuai kaidah keilmuan

Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
1.1. Mensyuk Mengamati
Teks lisan Kriteria
uri  Siswa 2 x2
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
kesempat mendengarkan/me JP
dan tulis penilaian:  Audio
an dapat mbaca pemaparan
sederhana, CD/
mempelaj jati diri dengan  Pencapaian
untuk VCD/D
ari bahasa memperhatikan fungsi sosial
memapark VD
Inggris fungsi sosial,  Kelengkapan
an,
sebagai struktur teks, unsur  SUAR
menanyak dan
bahasa kebahasaan, A
an, dan keruntutan
pengantar maupun format GURU
merespon struktur teks
Komunik penyampaian/penu memaparkan  Koran/
pemapara
asi lisannya. dan majala
n jati diri
internasio menanyakan h
 Siswa mencoba
nal yang Fungsi
menirukan jati diri berbah
diwujudk sosial asa
pengucapannya  Ketepatan
an dalam Menjalin Inggris
dan menuliskan unsur
semangat hubungan pemaparan jati diri kebahasaan:  www.d
belajar dengan yang digunakan. tata bahasa, ailyeng
2.2. Menunjuk guru,
Mempertanyakan kosa kata, [Link]
kan teman dan
ucapan, m
perilaku orang lain  Dengan bimbingan
tekanan kata,
jujur, dan arahan guru,  http://
Ungkapan intonasi,
disiplin, siswa americ
ejaan, dan
percaya My name is... mempertanyakan
tulisan
anengli
diri, dan I’m ... I antara lain, [Link]
tangan
bertanggu live in ... I perbedaan antara .gov/
ng jawab have … I berbagai  Kesesuaian files/
dalam like …. pemaparan jati diri format ae/
melaksana dan dalam bahasa penulisan/ resourc
kan semacamn Inggris, penyampaian e_files
Komunika ya perbedaannya Unjuk kerja  http://
si Unsur dengan yang ada
learnen
transaksio kebahasaan dalam bahasa  Melakukan
[Link]
nal Indonesia. monolog
: itishco
dengan yang
 Siswa [Link]
guru dan (1) Kata menyebutka
mempertanyakan g/en/
teman. terkait n jati diri
denga pengucapan dan isi didepan
3.1. Menganali n teks yang kelas
sis fungsi hubun memaparkan jati  Ketepatan
sosial, gan diri menggunaka
struktur kekel Mengeksplorasi n struktur
teks, dan uarga dan unsur
unsur  Siswa mencari
an dan kebahasaan
kebahasaa pemaparan jati diri
keker dalam
n dari teks dari berbagai
abatan menyebutka
pemapara sumber.
, n jati diri
n jati diri, profes  Siswa berlatih
sesuai Pengamatan
i memaparkan jati
dengan (observations):
pekerj diri dengan teman
konteks aan, melalui simulasi. Bukan penilaian
pengguna hobi. formal seperti
annya.  Siswa berlatih
(2) Kata tes, tetapi untuk
memaparkan jati
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
4.1. Menyusun
kerja diri melalui tulisan tujuan memberi
teks lisan
dalam balikan.
dan tulis
simplMengasosiasi Sasaran
sederhana,
e  Siswa penilaian:
untuk
presen menganalisis
memapark  Berperilaku
t ungkapan
an, jujur,
tense: memaparkan jati
menanyak disiplin,
be, diri dengan
an, dan percaya
have mengelompokanny
merespon diri, dan
dalam a berdasarkan
pemapara bertanggun
simpl penggunaan.
n jati diri, g jawab
e
dengan dalam
presen  Secara
memperha berkelompok melaksanak
t tense
tikan siswa an
(3) Kata
fungsi mendiskusikan Komunikasi
tanya
sosial, ungkapan  Kesungguha
What?
struktur memaparkan jati n siswa
Who?
teks, dan diri yang mereka dalam
Which
unsur temukan dari proses
?
kebahasaa sumber lain dan pembelajara
(4) Ucapa
n, secara membandingkanny n dalam
n,
benar dan a dengan yang setiap
tekana
sesuai digunakan guru tahapan
n
dengan
kata,  Siswa memperoleh Portofolio
konteks.
intona balikan (feedback)
si, dari guru dan  Kumpulan
ejaan, teman tentang karya siswa
tulisa fungsi sosial dan yang
n unsur kebahasaan mencermin
tanga yang sampaikan kan hasil
n dalam kerja atau
yang kelompok. capaian
rapi belajar
(5) Rujuk Mengkomunikasika berupa
an n rekaman
kata  Siswa penggunaan
mendemonstrasika ungkapan
Topik dan skrip
n penggunaan
pemaparan jati diri percakapan
Keteladan secara lisan dan  Kumpulan
an tentang tertulis di kelas hasil tes dan
perilaku dengan latihan.
terbuka, memperhatikan
mengharg fungsi sosial,  Catatan
ai ungkapan, dan atau
perbedaan, unsur kebahasaan rekaman
perdamaia yang benar dan penilaian
n. sesuai dengan diri dan
konteks penilaian
sejawat,
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
 Siswa menuliskan berupa
permasalahan komentar
dalam atau cara
menggunakan penilaian
bahasa Inggris lainnya.
untuk memaparkan
Penilaian Diri
jati diri dalam
dan Penilaian
jurnal belajar
Sejawat
(learning journal).
Bentuk: diary,
jurnal, format
khusus,
komentar, atau
bentuk
penilaian lain
1.1 Mensyuk Teks lisan Mengamati KRITERIA  Audio
1 x2
uri dan tulis PENILAIAN: CD/
 Siswa JP
kesempat untuk
mendengarkan/men  Pencapaian  SUAR
an dapat memuji
onton interaksi fungsi sosial A
mempelaj bersayap
memuji bersayap.  Kelengkapan GURU
ari (extended)
dan
bahasa serta  Siswa mengikuti  Koran/
keruntutan
Inggris responnya interaksi memuji majala
struktur teks
sebagai bersayap. h ber
Fungsi memuji
bahasa  Siswa menirukan  www.d
sosial bersayap
pengantar model interaksi  Ketepatan ailyeng
Komunik Menjaga memuji bersayap unsur [Link]
asi hubungan
kebahasaan: m
internasio interperso  Dengan bimbingan
tata bahasa,
nal yang nal dan arahan guru,  http://
siswa kosa kata,
diwujudk dengan americ
mengidentifikasi ucapan,
an dalam guru, anengli
ciri-ciri interaksi tekanan kata,
semangat teman dan [Link]
memuji bersayap intonasi,
belajar. orang lain. .gov/
(fungsi sosial, ejaan, dan
files/
2.1. Menunjuk Ungkapan struktur teks, dan tulisan
ae/
kan “Excellent! You unsur kebahasaan). tangan
resourc
perilaku really did it  Kesesuaian
e_files
santun dan well, Tina.” Mempertanyakan format
peduli (questioning) penulisan/  http://
“That’s
dalam penyampaian learnen
nice, Anisa. Dengan bimbingan
melaksana I really like [Link]
dan arahan guru, siswa CARA
kan itishco
it.” “It was mempertanyakan PENILAIAN:
Komunika great. I like [Link]
si antara lain perbedaan Unjuk kerja g/en/
it, thank
interperso you,” antara berbagai
 Bermain
nal ungkapan memuji peran (role
dengan Unsur bersayap dalam play) dalam
guru dan kebahasaan
bahasa Inggris, bentuk
teman. :
perbedaan ungkapan interaksi
3.2. Menganali Ucapan, yang berisi
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
sis fungsi tekanan dengan yang ada pernyataan
sosial, kata, dalam bahasa pujian dan
struktur intonasi Indonesia, responnya .
teks, dan
kemungkinan  Ketepatan
unsur
menggunakan dan
kebahasaa
ungkapan lain, dsb. kesesuaian
n pada
menggunaka
ungkapan Mengeksplorasi n struktur
memuji
Siswa memuji bersayap dan unsur
bersayap
dengan bahasa Inggris kebahasaan
serta
dalam konteks dalam
responnya
simulasi, role-play, menyampaik
, sesuai
dan kegiatan lain yang an pujian
dengan
terstruktur. serta
konteks
responnya
pengguna Mengasosiasi
annya. Pengamatan
 Siswa (observations):
4.2. Menyusun membandingkan
teks lisan ungkapan memujiBukan penilaian
dan tulis bersayap yang formal seperti
untuk telah dipelajari tes, tetapi untuk
mengucap dengan yang ada tujuan memberi
kan dan di berbagai sumber balikan.
merespon lain. Sasaran
pujian penilaian:
bersayap,  Siswa
membandingkan  Upaya
dengan menggunak
memperha antara ungkapan
dalam bahasa an bahasa
tikan Inggris
fungsi Inggris dan dalam
bahasa siswa. untuk
sosial, menyatakan
struktur Mengkomunikasikan pujian dan
teks, dan responnya
unsur  Siswa memuji
dengan bahasa ketika
kebahasaa muncul
n yang Inggris, di dalam
dan di luar kelas. kesempatan
benar dan .
sesuai  Siswa menuliskan
konteks. permasalahan  Kesungguh
dalam an siswa
menggunakan dalam
bahasa Inggris proses
untuk memuji pembelajara
dalam jurnal n di setiap
belajar (learning tahapan.
journal).  Kesantunan
dan
kepedulian
dalam
melaksanak
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
an
Komunikasi

1.1. Mensyuku Teks lisan Mengamati KRITERIA 1x2  Audio

ri dan tulis PENILAIAN: JP CD/
 Siswa
kesempata untuk
mendengarkan/men  Pencapaian  SUAR
n dapat menunjuk
onton interaksi fungsi sosial A
mempelaj kan
menunjukkan  Kelengkapan GURU
ari bahasa perhatian
perhatian. dan
Inggris (care)  Koran/
keruntutan
sebagai  Siswa mengikuti majala
Fungsi struktur teks
bahasa interaksi h ber
sosial menunjukka
pengantar menunjukkan
n perhatian  www.d
Komunika Menjaga perhatian.
 Ketepatan ailyeng
si hubungan
 Siswa menirukan unsur [Link]
internasio interperso
model interaksi kebahasaan: m
nal yang nal
menunjukkan tata bahasa,
diwujudka dengan  http://
perhatian. kosa kata,
n dalam guru, americ
 Dengan ucapan,
semangat teman dan anengli
bimbingan dan tekanan kata,
belajar. orang lain. [Link]
arahan guru, siswa intonasi,
.gov/
2.1. Menunjuk Ungkapan mengidentifikasi ejaan, dan
files/
kan Ungkapan untuk ciri-ciri interaksi tulisan
ae/
perilaku memberi menunjukkan tangan
resourc
santun dan perhatian perhatian. (fungsi  Kesesuaian
e_files
peduli dan cara sosial, struktur format
dalam penulisan/  http://
meresponny teks, dan unsur
melaksana a: You look penyampaian learnen
kebahasaan).
kan [Link]
pale . Are CARA
Komunika you Mempertanyakan itishco
OK? PENILAIAN:
si (questioning) [Link]
Not, really.
interperso I’ve got a  Dengan Unjuk kerja g/en/
nal headache.  Bermain
bimbingan dan
dengan peran (role
guru dan Unsur arahan guru, siswa
mempertanyakan play) dalam
teman. kebahasaan
bentuk
: antara lain
3.3. Menganali interaksi
sis fungsiUcapan, tekanan perbedaan antara yang berisi
sosial, kata, berbagai ungkapan pernyataan
struktur intonasi menunjukan dan
teks, dan perhatian dalam pertanyaan
unsur bahasa Inggris, untuk
kebahasaa perbedaan menunjukka
n pada n perhatian
ungkapan dengan
ungkapan  Ketepatan
menunjuk yang ada dalam
bahasa Indonesia, dan
an kesesuaian
perhatian kemungkinan
menggunaka
(care), menggunakan n struktur
serta ungkapan lain, dan unsur
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
responnya dsb. kebahasaan
, sesuai dalam
dengan Mengeksplorasi menyampaik
konteks Siswa menunjukan an ungkapan
pengguna perhatian dengan untuk
annya. bahasa Inggris dalam menunjukka
konteks simulasi, n perhatian
4.3. Menyusun
teks lisan role-play, dan Pengamatan
dan tulis kegiatan lain yang (observations):
untuk terstruktur.
Bukan penilaian
mengucap
Mengasosiasi formal seperti
kan dan
tes, tetapi untuk
merespon  Siswa tujuan memberi
ungkapan membandingkan balikan.
perhatian ungkapan Sasaran
(care), menunjukan penilaian:
dengan perhatian yang
memperha telah dipelajari  Upaya
tikan dengan yang ada menggunak
fungsi di berbagai sumber an bahasa
sosial, lain. Inggris
struktur untuk
 Siswa menunjukka
teks, dan
membandingkan n perhatian
unsur
antara ungkapan (care)
kebahasaa
dalam bahasa ketika
n, yang
Inggris dan dalam muncul
benar dan
bahasa siswa. kesempatan
sesuai
konteks. Mengkomunikasikan .
 Siswa menunjukan  Kesungguh
perhatian dengan an siswa
bahasa Inggris, di dalam
dalam dan di luar proses
kelas. pembelajara
n di setiap
 Siswa menuliskan
tahapan.
permasalahan
dalam  Kesantunan
menggunakan dan
bahasa Inggris kepedulian
untuk menunjukan dalam
perhatian dalam melaksanak
jurnal belajar an
(learning journal). Komunikasi
Mengamati 2 x2
1.1. MensyukTeks lisan dan Kriteria  Audio
 Siswa JP
uri tulis penilaian: CD/
mendengarkan dan
kesempat pernyataan VCD/D
membaca banyak  Pencapaian
an dapat dan VD
kalimat fungsi sosial
mempelaj pertanyaan
menyatakan dan  SUAR
ari bahasa tentang  Kelengkapan
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
menanyakan
Inggris niat dan A
tentang niat
sebagai melakukan keruntutan GURU
melakukan sesuatu
bahasa sesuatu struktur teks
dalam berbagai  Koran/
pengantar pernyataan
Fungsi Sosial konteks majala
komunika dan
h
si Menyatak  Siswa mengikuti pertanyaan
berbah
internasio an interaksi tentang tentang niat
asa
nal yang rencana pernyataan dan melakukan
Inggris
diwujudkStruktur Teks pertanyaan tentang sesuatu
an dalam menyatakan dan  www.d
‘I’d like  Ketepatan
semangat menanyakan ailyeng
to tell my unsur
belajar tentang niat [Link]
name,’ I kebahasaan:
melakukan sesuatu m
2.2. Menunjuk will tell tata bahasa,
dengan bimbingan
kan kosa kata,  http://
him guru
perilaku ucapan, americ
about my
jujur,  Siswa menirukan tekanan kata, anengli
job, I’m
disiplin, contoh-contoh intonasi, [Link]
going to
percaya kalimat yang ejaan, dan .gov/
introduce
diri, dan menyatakan dan tulisan files/
my friend
bertanggu menanyakan tangan ae/
ng jawabUnsur tentang niat resourc
Kebahasaan  Kesesuaian
dalam melakukan sesuatu e_files
format
melaksana Kata kerja  Dengan penulisan/  http://
kan I’d like bimbingan dan penyampaian learnen
komunika to .., I arahan guru siswa [Link]
si will .., I’m mengidentifikasi itishco
transaksio going ciri kalimat yang Cara Penilaian: [Link]
nal to ...; tata menyatakan dan Pengamatan g/en/
dengan bahasa, menanyakan (observasi)
guru dan ucapan, tentang niat
teman. tekanan Bukan penilaian
melakukan sesuatu
3.4. Menganali kata, formal seperti
intonasi, Mempertanyakan tes, tetapi untuk
sis fungsi
sosial, ejaan, Dengan bimbingan dan tujuan memberi
struktur tanda arahan guru, siswa balikan.
teks, dan baca, mempertanyakan  Upaya
unsur tulisan antara lain perbedaan menggunaka
kebahasaa tangan dan antara berbagai n Bahasa
n untuk cetak yang ungkapan menyatakan
Inggris
menyatak jelas dan dan menanyakan untuk
an dan rapi. tentang niat menyatakan
menanyak melakukan sesuatu dan
an tentang dalam bahasa Inggris, menanyakan
niat perbedaan ungkapan tentang niat
melakuka dengan yang ada melakukan
n sesuatu, dalam bahasa sesuatu
sesuai Indonesia, ketika
dengan kemungkinan muncul
konteks menggunakan kesempatan.
pengguna ungkapan lain dsb.
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
annya Mengekslorasi  Kesungguha
n siswa
4.4. Menyusun  Siswa menyatakan
dalam
teks lisan dan menanyakan proses
dan tulis tentang niat pembelajara
untuk
melakukan sesuatu n dalam
menyatak
dalam konteks setiap
an dan
simulasi, role-play tahapan
menanyak
an tentang dan kegiatan lain  Berperilaku
niat yang terstuktur jujur,
melakuka disiplin,
n sesuatu,  Siswa berusaha percaya
dengan menyatakan dan diri, dan
memperha bertanya tentang bertanggun
tikan niat melakukan g jawab
fungsi sesuatu dalam
sosial, melaksanak
struktur Mengasosiasi an
teks, dan  Siswa Komunikasi
unsur membandingkan
kebahasaa antara ungkapan
n, yang niat melakukan
benar dan sesuatu dalam
sesuai bahasa Inggris
konteks yang telah
dipelajari dengan
yang ada dari
berbagai sumber
lain.
 Siswa
membandingkan
ungkapan
menyatakan dan
menanyakan
tentang niat
melakukan sesuatu
dalam bahasa
inggris dan dalam
bahasa Indonesia
Mengkomunikasika
n
 Setiap menyatakan
dan menanyakan
ungkapan tentang
niat melakukan
sesuatu dalam
bahasa Inggris di
dalam dan di luar
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
kelas
 Siswa menuliskan
permasalahan
dalam jurnal
belajar (learning
journal)
Mengamati Kriteria
1.1 Mensyuku Teks lisan dan 2 x2  Audio
 Siswa penilaian:
ri tulis untuk JP CD/
memperhatikan
kesempata mengucapk  Pencapaian VCD/D
beberapa pesan
n dapat an dan fungsi sosial VD
yang berisi ucapan
mempelaj merespon  Kelengkapan
selamat dari  SUAR
ari bahasa ucapan dan
berbagai sumber A
Inggris selamat keruntutan
(a.l. film, tape, GURU
sebagai bersayap struktur teks
surat kabar,  Koran/
bahasa (extended) ucapan
majalah). majala
pengantar selamat
Fungsi Sosial
komunika  Siswa bersayap h
si Menjaga membacakan berbah
 Ketepatan
internatio hubungan contoh-contoh asa
unsur
nal yang interperso teks pesan berisi Inggris
kebahasaan:
diwujudka nal ucapan selamat
tata bahasa,  www.d
n dalam dengan tersebut dengan
kosa kata, ailyeng
semangat guru, ucapan, intonasi,
ucapan, [Link]
belajar teman, tekanan kata,
tekanan kata, m
dan orang dengan benar dan
2.3 intonasi,
lain. lancar.  http://
Menunjuk ejaan, dan
americ
kkan Struktur  Dengan tulisan
anengli
perilaku text bimbingan dan tangan
[Link]
tanggung Ungkapan arahan guru, siswa  Kesesuaian
.gov/
jawab, baku dari mengidentifikasi format files/
peduli, sumber- ciri-ciri pesan penulisan/ ae/
kerjasama, sumber yang berisi ucapan penyampaian resourc
dan cinta otentik. selamat (fungsi
e_files
damai, sosial, struktur Cara
dalam Unsur teks, dan unsur Penilaian:  http://
melaksana kebahasaan kebahasaan). learnen
kan Unjuk kerja [Link]
(1) Kata
Komunika Mempertanyakan(qu  Melakukan itishco
dan
si estioning) role-play [Link]
tata
fungsional (bermain g/en/
bahas  Dengan
3.5. Menganali a baku peran)
bimbingan dan
sis fungsi (2) Ejaan menggunaka
arahan guru, siswa n ungkapan
sosial, dan
mempertanyakan berbentuk
struktur tulisa
teks, dan n antara lain pesan berisi
unsur tanga perbedaan antar ucapan
kebahasaa n dan berbagai pesan selamat serta
n dari cetak yang berisi ucapan responnya
ungkapan yang dalam situasi
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
nyata
ucapan jelas selamat dalam
selamat dan bahasa Inggris,  Ketepatan
bersayap, rapi. perbedaan dan
sesuai (3) Ucapa kesesuaian
ungkapan dengan
dengan n, menggunaka
konteks tekana yang ada dalam n struktur
pengguna n bahasa Indonesia, dan unsur
annya. kata, kemungkinan kebahasaan
intona menggunakan dalam
4.5. Menyusun
si, ungkapan lain, menyampaik
teks lisan
ketika dsb. an ucapan
dan tulis
memp selamat
untuk
resent Mengeksplorasi bersayap
mengucap
asikan  Siswa secara serta
kan dan
secara responnya
merespon mandiri dan dalam
lisan
ucapan kelompok mencari Pengamatan
selamat Topik ucapan selamat (observations):
bersayap
Keteladanan yang lain dari Bukan penilaian
(extended) formal seperti
tentang berbagai sumber
, dengan tes, tetapi untuk
perilaku
memperha  Siswa bergantian tujuan memberi
peduli dan
tikan balikan.
cinta membacakan
tujuan, Sasaran
damai. ucapan selamat
struktur penilaian:
teks, dengan unsur
dengan kebahasaan yang  Perilaku
memperha tepat tanggung
tikan jawab,
tujuan,  Siswa peduli,
struktur mengucapkan dan kerjasama,
teks, dan merespon ucapan dan cinta
unsur selamat yang damai,
kebahasaa dalam
disampaikan
n, secara melaksanaka
teman dan guru. n
benar dan
sesuai Mengasosiasi Komunikasi
dengan  Ketepatan
 Siswa
konteks. dan
membandingkan
kesesuaian
berbagai ucapan dalam
selamat terkait menyampaik
dengan tujuan, an dan
struktur teks, dan menulis teks
unsur kebahasaan, berisi
dilihat dari segi ucapan
selamat
ketepatan,
efisiensi,  Kesungguha
efektivitasnya. n siswa
dalam proses
 Siswa pembelajara
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
memperoleh n di setiap
balikan (feedback) tahapan
dari guru dan Portofolio
teman tentang  Kumpulan
hasil analisis yang catatan
disampaikan kemajuan
dalamkerja belajar
kelompok. berupa
catatan atau
Mengkomunikasika rekaman
n monolog.
 Siswa berkreasi  Kumpulan
membuat teks-teks karya siswa
ucapan selamat yang
dan mendukung
menyampaikannya proses
di depan guru dan penulisan
teman untuk teks ucapan
mendapat selamat
feedback. berupa:
 Siswa membuat draft, revisi,
kartu ucapan editing
selamat sampai hasil
terbaik
 Siswa untuk
memperoleh dipublikasi
feedback dari guru  Kumpulan
dan teman sejawat hasil tes dan
latihan.
 Catatan atau
rekaman
penilaian
diri dan
penilaian
sejawat,
berupa
komentar
atau cara
penilaian
lainnya

1.1. Mensyuku Tindakan/ Mengamati Kriteria 2 x2  Audio

ri kejadian penilaian: JP CD/
 Siswa
kesempata yang VCD/D
mendengarkan dan  Pencapaian
n dapat dilakukan/t VD
membaca banyak fungsi sosial
mempelaj erjadi di
kalimat Past Simple  Ketepatan  SUAR
ari bahasa waktu
dan Present perfect unsur A
Inggris lampau
tense, dalam kebahasaan: GURU
sebagai yang
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
bahasa merujuk berbagai konteks. tata bahasa,  Koran/
pengantar waktu kosa kata, majala
 Siswa berinteraksi ucapan,
komunika terjadinya h
menggunakan tekanan kata,
si dengan berbah
kalimat Past Simple intonasi,
internasio yang asa
dan Present perfect ejaan, dan
nal yang merujuk Inggris
tense selama proses tulisan
diwujudka pada
pembelajaran, tangan  www.d
n dalam kesudahan
dengan bimbingan ailyeng
semangat nya  Kelengkapa
guru. [Link]
belajar. n dan
Past Simple m
 Siswa menirukan keruntutan
2.2. Menunjuk dan
contoh-contoh struktur teks  http://
kan Present
kalimat Past Simple  Kesesuaian americ
perilaku Perfect
dan Present Perfect format anengli
jujur, Tense)
tense, penulisan/ [Link]
disiplin,
Fungsi penyampaian .gov/
percaya  Dengan bimbingan
sosial files/
diri, dan dan arahan guru, Cara ae/
bertanggu siswa Penilaian: resourc
ng jawab Menyatak mengidentifikasi
Pengamatan e_files
dalam an dan ciri-ciri kalimat
melaksana menanyak Past Simple dan (observations):  http://
kan an tentang Present Perfect Bukan penilaian learnen
komunika tindakan/k tense, (fungsi formal seperti [Link]
si ejadian sosial, struktur teks, tes, tetapi untuk itishco
transaksio yang dan unsur tujuan memberi [Link]
nal dilakukan/ kebahasaan). balikan. g/en/
dengan terjadi di Sasaran
Mempertanyakan
guru dan waktu penilaian
teman. lampau Dengan bimbingan
yang dan arahan guru,  Perilaku
3.6. Menganali siswa jujur, disiplin,
merujuk
sis fungsi mempertanyakan percaya diri,
waktu
sosial, antara lain dan
terjadinya
struktur perbedaan antar bertanggung
dengan
teks, dan berbagai past simple jawab dalam
yang
unsur dan present perfect melaksanakan
merujuk
kebahasaa yang ada dalam Komunikasi
pada
n pada bahasa Inggris, dan
kesudahan  Ketepatan
pernyataa perbedaan ungkapan
nya dan
n dan dalam bahasa
pertanyaa Struktur kesesuaian
Inggris dengan yang dalam
n teks
ada dalam bahasa menyampaika
tindakan/k I had Indonesia.
ejadian n dan menulis
plowed teks
yang Mengeksplorasi
into a big
dilakukan/ green  Siswa menyatakan  Kesungguhan
terjadi di Buick. I dan menanyakan siswa dalam
waktu hollered tindakan/kejadian proses
lampau farewells yang pembelajaran
yang to my dilakukan/terjadi di setiap
merujuk friends di waktu lampau tahapan
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
waktu and yang merujuk Portofolio
terjadinya poured waktu terjadinya
 Kumpulan
dengan myself dengan yang
karya siswa
yang into the merujuk pada
yang
merujuk car kesudahannya
mencermink
pada dalam bahasa
My friend an hasil atau
kesudahan Inggris dalam
has capaian
nya, konteks simulasi,
prepared belajar
sesuai role-play, dan
everything
dengan kegiatan lain yang  Kumpulan
before we
konteks terstruktur. hasil tes dan
left
pengguna latihan.
 Siswa berusaha
annya. Unsur
menyatakan dan  Catatan
kebahasa
4.6. Menyusun menanyakan penilaian
an
teks lisan tindakan/kejadian diri dan
dan tulis (1)Past yang penilaian
untuk Simple, dilakukan/terjadi sejawat,
menyatak Present di waktu lampau berupa
an dan Perfect yang merujuk komentar
menanyak waktu terjadinya atau cara
(2) Tata
an tentang dengan yang penilaian
bahasa,
tindakan/k merujuk pada lainnya
ucapan,
ejadian tekanan kesudahannya
yang kata, dalam bahasa
dilakukan/ intonasi, Inggris selama
terjadi di ejaan, proses
waktu tanda pembelajaran.
lampau baca, Mengasosiasi
yang tulisan
merujuk  Siswa
tangan
waktu membandingkan
dan
terjadinya kalimat Past Simple
cetak
dengan dan Present Perfect
yang
yang tense yang telah
jelas
merujuk dipelajari dengan
dan
pada ungkapan-
rapi.
kesudahan ungkapan lainnya.
nya, Topik
 Siswa
dengan Berbagai hal membandingkan
memperha terkait antara kalimat Past
tikan dengan Simple dan Present
fungsi interaksi Perfect tense dalam
sosial, antara guru bahasa Inggris
struktur dan siswa dengan kalimat
teks, dan selama tentang
unsur proses tindakan/kejadian
kebahasaa pembelajara yang
n, yang n, di dalam dilakukan/terjadi di
benar dan maupun di waktu lampau yang
sesuai luar kelas. merujuk waktu
konteks.
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
terjadinya dengan
yang merujuk pada
kesudahannya
dalam bahasa ibu
atau bahasa
Indonesia.
Mengkomunikasikan
 Siswa menyatakan
dan menanyakan
tentang
tindakan/kejadian
yang
dilakukan/terjadi
di waktu lampau
yang merujuk
waktu terjadinya
dengan yang
merujuk pada
kesudahannya
dengan bahasa
Inggris, di dalam
dan di luar kelas.
 Siswa menuliskan
permasalahan
dalam
menggunakan
bahasa Inggris
untuk menyatakan
dan menanyakan
tentang
tindakan/kejadian
yang
dilakukan/terjadi
di waktu lampau
yang merujuk
waktu terjadinya
dengan yang
merujuk pada
kesudahannya
dalam jurnal
belajarnya.
1.1 Teks
Mengamati Kriteria
Mensyuku deskriptif 9 x2
penilaian:  Audio
ri lisan dan  Siswa JP
CD/
kesempata tulis, memperhatikan /  Pencapaian
VCD/D
n dapat sederhana, menonton fungsi
VD
mempelaj tentang beberapa contoh sosial
ari bahasa orang, teks/ film tentang  Kelengkapa  SUAR
Inggris tempat penggambaran n dan A
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
sebagai wisata, dan
orang, tempat keruntutan GURU
bahasa bangunan
wisata, dan struktur teks
pengantar bersejarah  Koran/
bangunan deskriptif
komunika terkenal majala
bersejarah.  Ketepatan
si h
Fungsi unsur
internasio  Siswa menirukan berbah
sosial kebahasaan:
nal yang contoh secara asa
tata bahasa,
diwujudka Membanggak terbimbing. Inggris
kosa kata,
n dalam an,
 Siswa belajar ucapan,  www.d
semangat mengenal
menemukan tekanan ailyeng
belajar kan,
gagasan pokok, kata, [Link]
mengident
2.3 informasi rinci dan intonasi, m
ifikasi,
Menunjuk informasi tertentu ejaan, dan
memuji,  http://
kankan dari teks tulisan
mengritik, americ
perilaku Mempertanyakan tangan
memprom anengli
tanggung (questioning)
osikan,  Kesesuaian [Link]
jawab,
dsb. format .gov/
peduli,  Dengan bimbingan
penulisan/ files/
kerjasama, Struktur text dan arahan guru,
penyampaian ae/
dan cinta (1) Penyeb siswa
resourc
damai, mempertanyakan
utan Unjuk kerja e_files
dalam antara lain
nama
melaksana perbedaan antar  Melakukan  http://
orang,
kan berbagai teks monolog learnen
tempat
komunika deskripsi yang ada tentang [Link]
wisata,
si dalam bahasa deskripsi itishco
dan
fungsional Inggris, perbedaan orang, [Link]
bangun
teks dalam bahasa tempat g/en/
3.7. an
Inggris dengan wisata,
Menganali bersejar
yang ada dalam bangunan
sis fungsi ah
bahasa Indonesia bersejarah
sosial, terkena
terkenal di
struktur l dan  Siswa
depan kelas /
teks, dan nama mempertanyakan
berpasangan
unsur bagian- gagasan pokok,
kebahasaa bagiann informasi rinci dan  Ketepatan
n pada ya yang informasi tertentu dan
teks dipilih dari teks deskriptif kesesuaian
deskriptif untuk dalam
Mengeksplorasi
sederhana dideskr menggunaka
tentang ipsikan  Siswa secara n struktur
orang, (2) Penyeb kelompok teks dan
tempat utan membacakan teks unsur
wisata, sifat deskriptif lain dari kebahasaan
dan orang, berbagai sumber dalam
bangunan tempat dengan membuat
bersejarah wisata, pengucapan, teks
terkenal, dan tekanan kata dan deskriptif
sesuai bangun intonasi yang tepat
Pengamatan
dengan an  Siswa berpasangan (observations):
konteks bersejar menemukan
pengguna ah Bukan penilaian
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
gagasan pokok,
annya. terkena formal seperti
informasi rinci dan
l dan tes, tetapi untuk
4.8. Menangka informasi tertentu
bagiann tujuan memberi
p makna serta fungsi sosial
ya, dan balikan.
dalam teks dari teks deskripsi
(3) Penyeb Sasaran
deskriptif yang
utan penilaian
lisan dan dibaca/didengar.
tindaka
tulis  Perilaku
n dari  Siswa menyunting
sederhana. tanggung
atau teks deskripsi yang
jawab,
4.9. Menyunti terkait diberikan guru dari
peduli,
ng teks dengan segi struktur dan
kerjasama,
deskriptif orang, kebahasaan
dan cinta
lisan dan tempat
 Berkelompok, damai,
tulis, wisata,
siswa dalam
sederhana, dan
menggambarkan melaksanaka
tentang bangun
tempat wisata lain n
orang, an
dalam konteks Komunikasi
tempat bersejar
penyampaian
wisata, ah  Ketepatan
informasi yang
dan terkena dan
wajar terkait
bangunan l. kesesuaian
dengan tujuan yang
bersejarah dalam
yang hendak dicapai dari
terkenal, menyampaik
semuanya model yang
dengan an dan
sesuai dipelajari
memperha menulis teks
dengan
tikan Mengasosiasi deskriptif
fungsi
fungsi
sosial yang  Dalam kerja  Kesungguha
sosial,
hendak kelompok n siswa
struktur
dicapai. terbimbing siswa dalam proses
teks, dan
menganalisis pembelajara
unsur Unsur
dengan n dalam
kebahasaa kebahasaan
membandingkan setiap
n yang
(1) Kata berbagai teks yang tahapan
benar dan
benda menggambarkan
sesuai  Ketepatan
yang orang, tempat
konteks. dan
terkait wisata,
kesesuaian
4.10. Meny dengan bangunanan
menggunaka
usun teks orang, bersejarah terkenal
n strategi
deskriptif tempat dengan fokus pada
dalam
lisan dan wisata, struktur teks, dan
membaca
tulis dan unsur kebahasaan.
sederhan bangun Portofolio
 Siswa
a tentang an  Kumpulan
mengelompokkan
orang, bersejar catatan
teks deskripsi
tempat ah kemajuan
sesuai dengan
wisata, terkena belajar
fungsi sosialnya.
dan l berupa
bangunan (2) Kata  Siswa memperoleh catatan atau
bersejara sifat balikan (feedback) rekaman
h yang dari guru dan monolog
terkenal, terkait teman tentang teks
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
deskriptif.
dengan dengan setiap yang dia
memperh orang, sampaikan dalam  Kumpulan
atikan tempat kerja kelompok. karya siswa
tujuan, wisata, yang
struktur dan mendukung
teks, dan bangun Mengkomunikasikan proses
unsur an  Berkelompok, penulisan
kebahasa bersejar siswa menyusun teks
an, secara ah teks deskripsi diskriptif
benar dan terkena tentang orang/ berupa:
sesuai l tempat wisata/ draft, revisi,
dengan (3) Ejaan bangunan editing
konteks. dan bersejarah sesuai sampai
tulisan dengan fungsi hasil terbaik
.
tangan sosial tujuan, untuk
dan c struktur dan unsur dipublikasi
etak kebahasaannya  Kumpulan
yang
 Siswa menyunting hasil tes dan
jelas
deskripsi yang latihan.
dan
rapi dibuat teman.  Catatan atau
(4) Ucapan  Siswa rekaman
, menyampaikan penilaian
tekanan deskripsinya diri dan
kata, didepan guru dan penilaian
intonasi teman dan sejawat,
, ketika mempublikasikann berupa
mempr ya di mading. komentar
esentasi atau cara
kan  Siswa membuat penilaian
secara kliping deskripsi lainnya
lisan. tentang orang,
tempat wisata atau Penilaian Diri
(5) Rujuka dan Penilaian
n kata bangunan
bersejarah yang Sejawat
Topik mereka sukai.  Bentuk:
 Siswa membuat diary, jurnal,
Keteladan laporan evaluasi format
an tentang diri secara tertulis khusus,
perilaku tentang komentar,
toleran, pengalaman dalam atau bentuk
kewirausa menggambarkan penilaian
haan, tempat wisata dan lain
nasionalis bangunan termasuk
me, menyebutkan
percaya dukungan dan
diri. kendala yang
dialami.
 Siswa dapat
menggunakan
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
‘learning journal’

1.1. Mensyuku Teks tulis Mengamati Kriteria 2x2  Audio

ri berbentuk penilaian: JP CD/
 Siswa
kesempata announcem VCD/D
mendengarkan/me  Pencapaian
n dapat ent VD
mbaca teks fungsi sosial
mempelaj (pemberita
announcement dari  Kelengkapan  SUAR
ari bahasa huan)
berbagai sumber dan A
Inggris
Fungsi dengan keruntutan GURU
sebagai
sosial memperhatikan struktur teks
bahasa  Koran/
fungsi sosial, announceme
pengantar Memberikan majala
struktur teks, unsur nt
komunika informasi h
kebahasaan,
si dengan  Ketepatan berbah
maupun format
internatio atau tanpa unsur asa
penyampaian/penu
nal yang perintah kebahasaan: Inggris
lisannya.
diwujudka atau tata bahasa,
 www.d
n dalam petunjuk  Siswa mencoba kosa kata,
ailyeng
semangat yang menirukan ucapan,
[Link]
belajar harus pengucapannya tekanan kata,
m
diikuti, dan menuliskan intonasi,
2.3
untuk teks yang ejaan, dan  http://
Menunjuk
memperla digunakan. tulisan americ
kan
ncar tangan anengli
perilaku  Siswa belajar
informasi  Kesesuaian [Link]
tanggung membaca cepat
antara format .gov/
jawab, untuk mendapat
guru, penulisan/ files/
peduli, gambaran umum
siswa, penyampaian ae/
kerjasama, dari teks melalui
kepala resourc
dan cinta proses skimming Cara
sekolah, e_files
damai, dan scanning Penilaian
dan staf
dalam untuk  http://
administra Unjuk kerja
melaksana mendapatkan learnen
si
kan informasi khusus.  Melakukan [Link]
komunika Struktur monolog itishco
si Teks Mempertanyakan dalam [Link]
fungsional Ungkapan bentuk g/en/
Dengan bimbingan
3.8. Menganali yang dan arahan guru, pemberitah
sis fungsi lazim siswa uan
sosial, digunakan mempertanyakan (announcem
struktur dalam antara lain perbedaan ent) di
teks, dan teks berbagai teks depan kelas
unsur announce pemberitahuan dalam  Ketepatan
kebahasaa ment di bahasa Inggris, dan
n dari teks media perbedaan teks kesesuaian
pemberita massa pemberitahuan dalam
huan maupun di dengan yang ada menggunak
(announce internet, dalam bahasa an struktur
ment), secara Indonesia, teks dan
sesuai urut dan kemungkinan unsur
dengan runtut. menggunakan kebahasaan
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
konteks Unsur ungkapan lain, dsb. dalam teks
pengguna kebahasaan pemberitah
 Mengeksplorasi uan
annya.
Kosa kata , (announce
 Siswa mencari teks
4.11. Mena tata ment)
lain untuk
ngkap bahasa,
mendengarkan/me Pengamatan
makna ucapan,
mbaca teks (observations):
pemberita rujukan
announcement
huan kata,
dengan strategi Bukan penilaian
(announc tekanan formal seperti
yang digunakan
ement). kata, tes, tetapi untuk
dari berbagai
intonasi, tujuan memberi
4.12. Meny sumber.
ejaan, dan balikan.
usun teks
tanda baca  Siswa berlatih Sasaran
tulis
yang membaca teks penilaian:
pemberita
tepat, announcement
huan - kesantunan
dengan dengan strategi
(announc saat
pengucapa yang digunakan
ement), melakukan
n yang bersama teman
sangat tindakan
lancar dan Mengasosiasi
pendek komunikasi
penulisan
dan  Siswa
sederhana
dengan - perilaku
tulisan menganalisis teks tanggung
, dengan announcement
tangan jawab,
memperh dengan
atau cetak peduli,
atikan memperhatikan
yang jelas kerjasama,
fungsi format
dan rapi dan cinta
sosial, penulisannya
struktur Multimedia: melalui strategi
teks, dan yang digunakan.
Layout,
unsur
dekorasi,  Siswa
kebahasa
yang membandingkan
an yang
membuat teks announcement damai, dalam
benar dan
tampilan yang melaksanakan
sesuai
teks lebih didengar/dibacaka komunikasi
konteks.
menarik n dari guru dengan - Kesungguha
yang dipelajari n siswa
dari berbagai dalam proses
sumber lain. pembelajara
n di setiap
 Secara
tahapan
berkelompok
siswa - Ketepatan
mendiskusikan dan
teks announcement kesesuaian
yang mereka menggunaka
temukan dari n strategi
sumber lain. dalam
membaca
 Siswa memperoleh
balikan (feedback) Portofolio
dari guru dan  Kumpulan
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
teman tentang catatan
fungsi sosial dan kemajuan
unsur kebahasaan belajar
yang sampaikan berupa
dalam kerja catatan atau
kelompok. rekaman
monolog
Mengkomunikasika teks
n pemberitahu
 Siswa membuat an
teks announcement  Kumpulan
dalam kerja karya siswa
kelompok yang
 Siswa mendukung
menyampaikan proses
pemberitahuan penulisan
secara tertulis teks
dengan pemberitahu
memperhatikan an berupa:
fungsi sosial, draft, revisi,
struktur, dan unsur editing
kebahasaan yang sampai hasil
benar dan sesuai terbaik
dengan konteks untuk
dipublikasi
 Membuat jurnal
belajar (learning  Kumpulan
journal) hasil tes dan
latihan.
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
komentar, atau
bentuk
penilaian lain

1.1. Mensyuku Teks recount Mengamati Kriteria 7 x2  Audio

ri lisan dan penilaian: JP CD/
 Siswa menyimak
kesempata tulis, VCD/D
berbagai contoh  Pencapaian
n dapat sederhana, VD
teks recount fungsi sosial
mempelaj tentang
tentang  Kelengkapan  SUAR
ari bahasa pengalama
pengalaman/kegiat dan A
Inggris n
an/kejadianb/perist keruntutan GURU
sebagai /kegiatan/
iwa yang struktur teks
bahasa kejadian/pe  Koran/
diberikan/ recount
pengantar ristiwa. majala
diperdengarkan  Ketepatan
komunika h
Fungsi unsur
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
si sosial guru kebahasaan: berbah
internatio tata bahasa, asa
Meneladani,  Siswa mengamati kosa kata,
nal yang Inggris
membang fungsi sosial, ucapan,
diwujudka
gakan, struktur dan unsur tekanan kata,  www.d
n dalam
bertindak kebahasaannya intonasi, ailyeng
semangat
teratur, ejaan, dan [Link]
belajar  Siswa belajar
teliti dan tulisan m
menentukan
2.3 disiplin, tangan
gagasan pokok,  http://
Menunjuk melaporka  Kesesuaian
informasi rinci dan americ
kan n. format
informasi tertentu anengli
perilaku penulisan/
Struktur dari teks recount [Link]
tanggung penyampaian .gov/
jawab, a. Menyeb Mempertanyakan
Cara files/
peduli, utkan (questioning)
Penilaian ae/
kerjasama, tindakan
 Dengan bimbingan resourc
dan cinta / Unjuk kerja
dan arahan guru, e_files
damai, peristiw
siswa  Melakukan
dalam a/kejadi  http://
mempertanyakan monolog
melaksana an learnen
antara lain dalam
kan secara [Link]
perbedaan bentuk
komunika umum itishco
berbagai teks recount
si [Link]
b. Menyeb tentang dalam
fungsional g/en/
utkan pengalaman/kejadi kelompok /
3.9. Menganali urutan an/peristiwa yang berpasanga
sis fungsi tindakan ada dalam bahasa n/ didepan
sosial, / Inggris, perbedaan kelas
struktur kejadian teks dalam bahasa
teks, dan /peristiw Inggris dengan  Ketepatan
unsur a secara yang ada dalam dan
kebahasaa kronolo bahasa Indonesia,. kesesuaian
n pada gis, dan dalam
 Siswa menggunak
teks runtut
mempertanyakan an struktur
recount c. Jika mengenai gagasan
sederhana teks dan
perlu, pokok informasi unsur
tentang ada rinci dan informasi
pengalam kebahasaan
kesimpu tertentu dalam dalam teks
an/kejadia lan recount
n/peristiw recount
umum.
a, sesuai Mengeksplorasi Pengamatan
dengan Unsur (observations):
 Siswa mencari
konteks kebahasaan
beberapa text Bukan penilaian
pengguna (1) Kata- recount dari
annya. formal seperti
kata berbagai sumber. tes, tetapi untuk
4.13. Mena terkait tujuan memberi
 Siswa berlatih
ngkap dengan balikan.
menemukan
makna perjuan Sasaran
gagasan pokok,
dalam gan
informasi rinci dan penilaian:
teks hidup,
informasi tertentu - kesantunan
recount profesi
dari teks saat
lisan dan onalism
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
 Siswa melakukan
tulis e dalam
membacakan teks tindakan
sederhana bekerja,
recount kepada
. kejadia - perilaku
teman dengan
n/perist tanggung
4.14. Meny menggunakan
iwa jawab,
usun teks unsur kebahasaan
yang peduli,
recount yang tepat
sedang kerjasama,
lisan dan
banyak  Siswa berlatih dan cinta
tulis
dibicara menysun kalimat- damai,
sederhana
kan. kalimat yang dalam
tentang
diberikan menjadi melaksanaka
pengalam (2) Penyeb
text recount. n
an/ utan
kegiatan/ kata  Siswa secara komunikasi
kejadian/ benda berkelompok - Kesungguha
peristiwa, menuliskan n siswa
(3) Ejaan dalam proses
dengan
dan /menyalin teks
memperh pembelajara
tulisan recount lisan dan n di setiap
atikan
tangan tulis, sederhana, tahapan
fungsi
dan c tentang
sosial, - Ketepatan
etak
struktur pengalaman/kegiat dan
yang
teks, dan an/ kesesuaian
jelas
unsur kejadian/peristiwa menggunaka
dan rapi
kebahasaa n strategi
dengan
n, secara (4) Ucapan dalam
benar dan , memperhatikan
membaca
sesuai tekanan fungsi sosial,
dengan kata, struktur, dan unsur Portofolio
konteks intonasi kebahasaan  Kumpulan
, ketika catatan
dengan runtut
mempr kemajuan
esentasi belajar
kan berupa
secara Mengasosiasi catatan atau
lisan rekaman
 Secara monolog
(5) berpasangan siswa teks recount.
Rujuka saling  Kumpulan
n kata menganalisis teks karya siswa
Topik recount tulis yang
dengan fokus pada mendukung
Keteladanan fungsi sosial, proses
tentang struktur, dan unsur penulisan
perilaku kebahasaan. teks recount
kewirausa
berupa:
haan, daya  Siswa
mendiskusikan draft, revisi,
juang,
gagasan pokok, editing
percaya
informasi rinci dan sampai hasil
diri,
informasi tertentu terbaik
tanggung
dari teks. untuk
jawab,
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
 Siswa memperoleh dipublikasi
disiplin.
balikan (feedback)  Kumpulan
dari guru dan hasil tes dan
teman tentang latihan.
hasil analisis yang  Catatan atau
disampaikan rekaman
dalam kerja penilaian
kelompok. diri dan
penilaian
Mengkomunikasikan sejawat,
berupa
 Siswa membuat komentar
teks recount atau cara
sederhana tentang penilaian
keteladanan lainnya
dengan
memperhatikan Penilaian Diri
fungsi sosial, dan Penilaian
struktur dan unsur Sejawat
kebahasaannya.  Bentuk:
diary, jurnal,
 Siswa format
mempresentasikan khusus,
nya di kelas komentar,
 Siswa membuat atau bentuk
kliping teks penilaian
recount dengan lain
menyalin dari  Siswa
beberapa sumber. diberikan
pelatihan
 Siswa membuat sebelum
jurnal belajar dituntut
(learning journal) untuk
melaksanaka
nnya.

1.1. MensyukuTeks naratif Mengamati Kriteria 6x2  Audio

ri lisan dan penilaian: JP CD/
 Siswa menyimak
kesempata tulis VCD/D
berbagai contoh  Pencapaian
n dapat berbentuk VD
teks legenda yang fungsi sosial
mempelaj legenda
diberikan/  SUAR
ari bahasa sederhana.  Kelengkapan
diperdengarkan A
Inggris dan
Fungsi guru GURU
sebagai keruntutan
sosial
bahasa  Siswa mengamati struktur teks  Koran/
pengantar Meneladani fungsi sosial, naratif majala
komunika nilai-nilai struktur dan unsur h
 Ketepatan
si moral, kebahasaannya berbah
unsur
internatio cinta asa
 Siswa mengamati kebahasaan:
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
nal yang tanah air, keteladanan dari tata bahasa, Inggris
diwujudka mengharg cerita legenda kosa kata,
 www.d
n dalam ai budaya ucapan,
 Siswa belajar ailyeng
semangat lain. tekanan kata,
menemukan [Link]
belajar intonasi,
Struktur gagasan utama, m
ejaan, dan
2.3 informasi rinci dan
a. Pengen tulisan  http://
Menunjuk informasi tertentu
alan tangan americ
kan dari teks legenda
tokoh anengli
perilaku  Kesesuaian
dan Mempertanyakan [Link]
tanggung format
setting (questioning) .gov/
jawab, penulisan/
files/
peduli, b. Kompli  Dengan bimbingan penyampaian
ae/
kerjasama, kasi dan arahan guru,
Unjuk kerja resourc
dan cinta terhada siswa
e_files
damai, p tokoh mempertanyakan  Melakukan
dalam utama antara lain monolog  http://
melaksana perbedaan antar dalam learnen
c. Solusi
kan berbagai teks bentuk teks [Link]
dan
komunika naratif yang ada naratif itishco
akhir
si dalam bahasa dalam [Link]
cerita
fungsional Inggris, perbedaan kelompok / g/en/
. Unsur teks dalam bahasa berpasanga
kebahasaan Inggris dengan n/ didepan
3.9.
yang ada dalam kelas
Menganali (3)Kata-
kata bahasa Indonesia.
sis fungsi  Menggunak
sosial, terkait  Siswa an struktur
struktur karakter mempertanyakan teks dan
teks, dan , watak, gagasan utama, unsur
unsur dan informasi rinci dan kebahasaan
kebahasaa setting informasi tertentu dalam teks
n pada dalam naratif
Mengeksplorasi
teks legenda
Pengamatan
naratif  Siswa membaca
(4)Modal (observations):
sederhana auxiliar beberapa text
berbentuk legenda dari Bukan penilaian
y verbs.
legenda formal seperti
berbagai sumber.
rakyat, (4)Ejaan tes, tetapi untuk
sesuai dan  Siswa berlatih tujuan memberi
dengan tulisan menemukan balikan.
konteks tangan gagasan utama, Sasaran
pengguna dan c informasi rinci dan penilaian:
annya. etak informasi tertentu  Berperilaku
yang
4.15.  Siswa melengkapi tanggung
jelas
Menangk rumpang dari jawab,
dan rapi
ap makna beeberapa teks peduli,
teks (5)Ucapan, legenda sederhana kerjasama,
naratif tekanan dan cinta
lisan dan kata,  Siswa secara damai,
tulis intonasi, berkelompok dalam
berbentuk ketika menuliskan melakukan
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
/menyalin teks Komunikasi
legenda, mempre
sederhana sentasik recount dengan  Ketepatan
an memperhatikan dan
secara fungsi sosial, kesesuaian
lisan struktur, dan unsur menggunak
kebahasaan an strategi
(6)Rujukan
dengan runtut dalam
kata
membaca
Topik  Siswa 
Keteladanan membacakan teks
tentang recount kepada
perilaku dan teman dengan  Kesungguh
nilai-nilai an siswa
menggunakan
luhur dan dalam
budaya. unsur kebahasaan proses
yang tepat pembelajar
an di setiap
Mengasosiasi tahapan
 Secara Portofolio
berpasangan siswa
menganalisis  Kumpulan
beberapa teks catatan
legenda dengan kemajuan
fokus pada fungsi belajar
sosial, struktur, berupa
dan unsur catatan atau
kebahasaan rekaman
monolog
 Siswa memperoleh teks naratif
balikan (feedback)  Kumpulan
dari guru dan karya siswa
teman tentang yang
hasil analisis yang mendukung
disampaikan proses
dalam kerja penulisan
teks naratif
kelompok.
berupa:
draft, revisi,
Mengkomunikasikan
editing
 Siswa sampai hasil
menyampaikan terbaik
informasi fungsi untuk
social, struktur, dipublikasi
dan unsure  Kumpulan
kebahasanyang hasil tes dan
ditemukan setelah latihan.
membaca teks
 Catatan atau
legenda.
rekaman
 Siswa penilaian
menceritakan diri dan
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
kembali teks penilaian
legenda sederhana sejawat,
yang dibaca berupa
dengan komentar
memperhatikan atau cara
fungsi sosial, penilaian
struktur dan unsur lainnya
kebahasaannya.
Penilaian Diri
 Siswa membuat dan Penilaian
kliping teks Sejawat
legenda dengan
menyalin dan Bentuk: diary,
beberapa sumber. jurnal, format
khusus,
 Siswa membuat komentar, atau
‘learning journal’ bentuk
penilaian lain

1.1 Lagu Mengamati Pengamatan 2 x2  Audio

Mensyuku sederhana (observations): JP CD/
 Siswa
ri VCD/D
Fungsi mendengarkan/memBukan penilaian
kesempata VD
sosial baca beberapa lirik formal seperti
n dapat
lagu berbahasa tes, tetapi untuk  www.y
mempelaj Menghibur,
Inggris dan tujuan memberi outube
ari bahasa mengungk
menyalinnya balikan.
Inggris apkan  SUAR
Sasaran
sebagai perasaan,  Siswa menirukan A
penilaian:
bahasa mengajark penguncapan GURU
pengantar an pesan dengan - Perilaku
 Koran/
komunika moral tanggung
menyanyikan sesuai majala
si Unsur jawab, h
dengan lagu yang
internation kebahasaan peduli, berbah
al yang didengar kerjasama asa
diwujudka (1) Kata, dan cinta
Mempertanyakan Inggris
n dalam ungka damai dalam
semangat pan,  Dengan bimbingan melaksanaka  www.d
belajar dan dan arahan guru, n ailyeng
tata siswa Komunikasi [Link]
2.3 bahas mempertanyakan m
Menunjuk a - Ketepatan
kan antara lain  http://
dalam dan
perilaku perbedaan pesan americ
karya kesesuaian
tanggung yang ada dalam lagu anengli
seni dalam
jawab, bahasa Inggris, [Link]
berbe pengucapan
peduli, perbedaan lagu .gov/
ntuk dan
kerjasama, dalam bahasa files/
lagu. penyalinan
dan cinta Inggris dengan yang ae/
(2) Ejaan lirik lagu
damai, ada dalam bahasa resourc
dan Indonesia. - Kesungguha
dalam e_files
tulisa n siswa
melaksana n  Siswa memperoleh  http://
dalam
 Alokas
Kompetensi Materi Sumber
Pembelajaran Penilaian i
Dasar Pokok Belajar
Waktu
kan tanga pengetahuan proses learnen
komunika n dan tambahan tentang pembelajara [Link]
si cetak kosa kata dan pesan n dalam itishco
fungsional yang dalam lagu setiap [Link]
jelas tahapan g/en/
3.11. Mengeksplorasi
dan
Menyebu Portofolio
rapi.  Siswa membacakan
tkan
(3) Ucapa lirik lagu yang  Kumpulan
fungsi
n, disalin kepada kemajuan
sosial
tekana teman sebangku siswa berupa
dan unsur
n kumpulan
kebahasa  Siswa menyanyikan
kata, lagu yang
an dalam lagu yang disalin
intona disalin
lagu. dengan
si, dengan
pengucapan dan
4.16. ketika tulisan
tekanan kata yang
Menangk memp tangan
tepat
ap makna resent beserta
lagu asikan  Siswa berdiskusi kesan
sederhan secara tentang pesan lagu terhadap
a. lisan yang didengar lagu
Topik Mengasosiasi  kumpulan
 Secara individu hasil tes dan
Keteladanan
siswa latihan.
tentang
perilaku membandingkan  Catatan atau
yang pesan yang rekaman
menginspi terdapat dalam penilaian
rasi. beberapa lagu diri dan
yang penilaian
dibaca/didengar sejawat,
 Siswa membuat berupa
komentar
kumpulan lagu- atau cara
lagu yang bertema penilaian
perdamaian lainnya
dengan menyalin
Penilaian Diri
dan Penilaian
Mengkomunikasikan
Sejawat
 Siswa melaporkan
kumpulan lagu Bentuk: diary,
favorit mereka jurnal, format
yang sudah khusus,
dianalis tentang komentar, atau
pesan di dalam bentuk
lagu-lagu tersebut penilaian lain
 Antarsiswa
melakukan
penilaian terhadap
kumpulan lagu
yang dibuat.
 Mengetahui, 2023
Kepala Sekolah, Guru Mapel Bahasa Inggris

………………………………… …………………………………………
…

READING COMPREHENSION AND IDIOMATIC TEST BEFORE VALIDITY

Mata pelajaran : Bahasa Inggris

Kelas : XI
Waktu : 60 menit
Direction :
Read the text below and answer the followint question by crossing the correct answer A,B,C
or D !
The following text is for question number 1 to 9.
On Saturday night, when we hit the sack instead we went to the town Hall. It was the
last day of the year and a large crowd of people had gathered under the town Hall clock. It
would strike twelve in twenty minutes time. Fifteen minutes oassed and then , at five to
twelve the clock stopped we good things come to those who wait . The big minute hand did
not move we watted and waited, but nothing happend, suddenly someone shouted. “ it’s two
minute past twelve! The clock has stopped!”
I looked at my watch. It was true. The big clock refused to welcome the new year. At that
moment. Everybody began to laugh and sing.
(sources [Link]
html)
1. What does the first sentence tell you ?
A. The problem that the writer met
B. The funny thing in the story
C. The opening of the story
D. The past event
2. Suddenly someone shouted
The expression above refers to...
A. Someone was screaming
B. Someone fell down
C. Someone was laugh
D. Someone was sing
3. “It would strike twelve in twenty mintues ?
The underlinded word refers to ..
A. The place
B. Author’s watch
C. The town
D. The clock
4. When did the clock stopped ?
A. At 5.12
B. At. 11.55
C. At 12.00
D. At.1202
5. Which of the following is not true according to the text ?
A. The writer was waiting to celebrate the new year
B. The writer brought a watch
C. The writer was very happy
D. The writer celebrate the new year with his family
6. “ ..... a large crowd of peole had gathered under the town hall clock”
The underline phrase above refers to..
A. A person
B. Some people gather together
 C. A large number of people considered together
D. Gather together in a place
7. “ The big clock refues to welcome the new year”.
What is the synonym of the word..
A. Admit
B. Reject
C. Accept
D. Hate
8. When we hit the sack instead we went to the town Hall
what is the meaning of the underlined sentences ..
A. Go to play
B. Go to market
C. Go to visited
D. Go to sleep
9. Fifteen minutes oassed and then , at five to twelve the clock stopped we good things come to
those who wait.
What is the meaning of the underlined sentences …
A. I do not know
B. To have patience
C. Important
D. Times
The following text is for question number 10 to 15
Last weekend, i visited my pen pal’s house. His name is anto. There were many
activities i did there. In the morning. Anto and i had breakfast. We had traditional food. I on
cloud nine
After breakfast, he took me to the garden behind his house. The garden was very big and
beautiful. There is a big bird cage in the garden . there were many kinds of birds n that cage. I
spent a long time feeding the birds. I also took pictures with those beauriful birds.
After visiting the bird cage . anto and i went to the flower garden not far from his house . we
took a rest and had lunch under a big tree and watch butterflies flying aboce colourful
flowers. In the afternoon. We swam in the pool in the backkyard. It was so fun and a bird in
the hand is better than two in the bush when i enjoyed my time with anto.
(sources : [Link]

10. What the last paraghraph about?

A. Anto had butterflies as his pet
B. The writer’s friend is a good swimmer
C. There are a lot of flowers in anto’s house
D. The writer had a good time with his friend
11. The text above tells us about ..
A. A holiday at a friend place
B. A picture of bird
C. A big bird cage
D. A big garden
12. From the text, we know that the writer ..
A. Under a tree
 B. Inside big bird cage
C. In the flower garden
D. In the swimming pool
13. From the text, we know that the writer ..
A. Had gone and visited many pplaces during his holiday
B. Lived in the same village with his pen pal’s anto
C. Liked butterflies and swimming very much
D. Spent his holidat at friend’s house
14. We had traditional food. I on cloud nine. After breakfast, he took me to the garden behind his
house
The underlined word means ..
A. Very sad
B. Very happy
C. Very emberessed
D. Very bad
15. It was so fun and a bird in the hand is better than two in the bush when i enjoyed my time
with anto.
The underlined word means..
A. Time never repeats
B. Bird stay in the hands
C. Quick
D. Never forget

The following text is for questions number 16 to 20

My family and i went on a recreation to solo. We like fish out of water, We went
there on Monday by car we stayed at grandparen’s [Link] Tuesday we intrested went to
tawangmangu. We enjoyed the scenic view with its waterfall and had lunch there. We had
traditional foods like gudangan, tempe bacem, fried fish and friedn chicken. Then we
continued our trip to taman luring.
The next day, we went to kasunan palace. We saw many kinds of historical hentage of
the placar. After that we had shopping at klewer market and solo grand mall. I step up to
bought some souvenirs for my cousins. In the evening, we went sighseeing the town.
On thursday morning. We sad goodbye to our grandparents and went home. I really
enjoyed my holiday . it was fun .
(sources: [Link] -[Link])
16. What did the writer do on Wednesday evening? They...
A. Had shopping at klewermarket and solo grand mall
B. Went sightseeing the town
C. Saw many kinds of historical heriatge of the place
D. Bought some souvenirs for the writers cousins
17. I really enjoyed my holiday.
The idiom of expression above refers to..
A. The writer’s holiday was fun
B. The writer never could enjoy his holiday
C. The writer got bad experience
D. The writer’s holiday was boring
18. In the evening, we sightseeing the town. ‘ the bold typed word is closely in meaning
with..
 A. Going around
B. Going shopping
C. Having dinner
D. Watching a movie
19. My family and i went on a recreation to solo. We like a fish out of water, We went there on
Monday
The underlined word means …
A. Go to the bed
B. Go to happy
C. Out of the comfortzone
D. Out of the context
20. After that we had shopping at klewer market and solo grand mall. I step up to bought some
souvenirs for my cousins
The underlined word refers to …
A. Strive
B. Relaxed
C. Tired
D. Annoyed
The following text is for quesons number 21 to 27.
One day in june, we planned to have a trip to taman safari bogor. We got up early in
the morning, took a morning prayer, and had breakfast. Then he went to the railway station ,
we brought our suitcasrd and plastiv bags. We want to taman safarivia jakarta. When we
arrived at the railway station, we met our friend. They looked happy because we came in
time.
We arrived in jakarta at ten o’clock. We saw the top of the tall buildings and sky scrapers and
concrete above it the best thing since slilced bread. When we reached to the station, we had to
take another train. It headed straight to bogor.
Bogor is beautiful city. The weather was bit as hot as the weather in jakarta. After visiting
bogor, we went to taman safari by bus. The scenery was very beautifu;. He road was winding
because the land in this area was hilly . when we arived there we saw some wild animals on
the left side, we hurriedly fixed the camera,took, the photographs of the lions, tigers, and
bears from the distances. We also saw giraffes,zebras, and elepanth. After relaxing at the 11th
hour we went straight to bandung by bus.
(sources : [Link]
21. What does the second paragraph tell about ?
A. They saw top buildings in jaarta
B. They arrived in jakarta
C. They are visited to jakarta
D. They came to railway station
22. What the text mostly about ?
A. Taman safari
B. Going to bancung
C. Going to bogor
D. Having a trip
23. “When we arried there we saw... “ (paragraph 3)
What does the underline typed word refer to ?
A. Bogor
 B. Railway station
C. Jakarta
D. Taman safari
24. When we reached to the station
The expression above means to..
A. They took a rest at the station
B. They stopped at the station
C. They went to the station
D. They arrived at the station
25. Which statement is correct based on the text above?
A. The writer went to Taman safari with his/her friends
B. They went to jakarta to see the tall building and sky scrapes
C. The trip was dangerous because the road was winding
D. They visited many places duirng the trip
26. We arrived in jakarta at ten o’clock. We saw the top of the tall buildings and sky scrapers and
concrete above it the best thing since slilced bread.
The underlined sentences mean..
A. A good invention
B. A good bread
C. Nice food
D. Sliced beef
27. After relaxing at the 11th hour we went straight to bandung by bus.
The underlined sentences mean..
A. At the beginning
B. At night
C. At the last moment
D. Enjoy the moment

The following text is for questions number 28 to 35.

I was so glad that today is over. So many things have gone and I be in a tight corner .
I did not a sleep a wink last night . was very tired at sea when mum called me this morning. I
felt a sleep again when mum called me again. That snooze made me late but, I must belled
the cat.
I did not have time for breakfast. I was striving as i ran to catch the school bus. I just missed
it hufrtt I was in the doldrums . Dad i had to ride me to school. He was late for teaching at
this school and he was furious with me. He shouted me for being late.
I arrived at school on time. The teacher asked us to hand in our homework. My homework
was not in my bag. I forgot to put it in my bag the night before. I usually check in the
morning, but i did not do this because i was late i had to do extra assigment as a punishment.
After bioogy lesson, i did not use tie my shoelace properly. I tripped over it. And felt down
the stairs. My knee was blood and had to have a bandage on it. What a terrible day! I hope hat
i have much better one tomorrow
(sources : [Link]
things-have_FRM-5HLUD1W5 )

28. I forgot to put it in my bag the night before.

The underlined pronound refers to
 A. Homework
B. Pencil
C. Food
D. Blood
29. I tripped over it”. (last paragraph). The underline word synonym to...
A. Stumble
B. Slow
C. Hurry
D. Fast
30. The teacher asked us to hand in our homework
What is the meaning of underlined word
A. The book
B. The home task
C. The task
D. The lucky
31. From the text above, it can be inferred that the writer is a..
A. Careful person
B. Forgetful person
C. Cautious person
D. Attentive person
32. So many things have gone and I be in a tight corner
The underlined sentences mean..
A. In the over
B. In happiness
C. In a dreaming
D. In the trouble
33. Was very tired at sea when mum called me this morning
The underlined sentences mean..
A. Confused
B. Happy
C. Wet
D. Sleepy
34. That snooze made me late but, I must belled the cat.
The underlined sentences mean..
A. To handle the bed
B. To hande dream
C. To face a risk
D. To face a mom
35. I was striving as i ran to catch the school bus. I just missed it huffft I was in the doldrums.
The underlined sentences mean..
A. In trouble
B. In a bed
C. In a bus
D. In the street.
The following text is for questions number 36 to 40.
The Battle of Surabaya was fought between pro-independence Indonesian soldiers and militia
against British and British Indian troops as a part of the Indonesian National Revolution.
The peak of the battle was in November 1945. This battle was happened once in a blue moon. The
battle was the heaviest single battle of the revolution and became a national symbol of Indonesian
resistance. Fighting broke out on 30 October after the British commander, Brigadier A. W. S.
Mallaby was killed in a skirmish. Although the Colonial forces largely captured the city in three
days, the poorly armed Republicans fought for three weeks, and thousands died as the population
fled to the countryside.
The battle and defence mounted by the Indonesians galvanised the nation in support of
independence and helped garner international attention. For the Dutch, it removed any doubt that
the Republic was not simply a gang of collaborators without popular support. They make a long
story short, it also had the effect of convincing Britain that wisdom lay on the side of neutrality in
the revolution; within a few years, in fact, Britain would support the Republican cause in the
United Nations.
Considered a heroic effort by Indonesians, the battle helped galvanise Indonesian and
international support for Indonesian independence. 10 November is celebrated annually as
Heroes’ Day. (Source: [Link]
[Link])

36. What is the main idea of this text?

A. Pro independence Indonesian soldiers
B. Heroes’ day
C. The british commander
D. Indonesia Independence Day
37. This battle was happened once in a blue moon.
The underlined sentences mean...
A. Rare happens
B. Always happens
C. Often happens
D. Frequently happens
38. Fighting broke out on 30 October after the British commander.
The underlined sentences mean...
A. Started
B. Happened
C. Finished
D. Left
39. They make a long story short, it also had the effect of convincing Britain that wisdom lay on
the side of neutrality in the revolution
The underlined sentences mean...
A. Straight to the point
B. Talking about future
C. Making short story
D. Making long story
40. For the Dutch, it removed any doubt that the Republic was not simply a gang of collaborators
without popular support.
 The word “it” refers to…
A. Dutch
B. Defence
C. Gang
D. Support

The following text is for questions number 41 to 45.

The Supersemar, the Indonesian Order of March the Tenth, was a document signed by the
Indonesian President Sukarno on 11 March 1966.
It is said that it was giving the army commander Lt. Gen. Suharto authority to take whatever
measures he “deemed necessary” to restore order to the chaotic situation during the Indonesian
killings of 1965 – 1966.
The abbreviation “Supersemar” is a play on the name of Semar, the mystic and powerful
figure who commonly appears in Javanese mythology including wayang puppet shows. The
invocation of Semar was presumably intended to help draw on Javanese mythology to lend
support to Suharto’s legitimacy during the period of the transition of authority from Sukarno to
Suharto.
In effect, the Supersemar came to be seen as the key instrument of the transfer of executive power
from Sukarno to Suharto. (Source: [Link]
[Link]).

41. What is the main idea of this text?

A. President Sukarno
B. Lt. Gen. Suharto
C. Supersemar
D. The mystic in Indonesia
a. He “deemed necessary” to restore order to the chaotic situation during the Indonesian
killings of 1965 – 1966.
The underlined sentences mean...
A. Very important
B. Less important
C. Unnecessary
D. Does not matter
42. The abbreviation “Supersemar” is a play on the name of Semar
The underlined sentences mean...
A. Semar is playing
B. The title of semar
C. Semar got played
D. Playing semar
43. From the text, we know that…
A. There is the mystic and powerful figure in Indonesia namely Supersemar
B. The transition of authority from Suharto to Sukarno
C. Sundanesse mythology to lend support to Suharto’s legitimacy
D. Supersemar has no power
44. … it was giving the army commander Lt. Gen. Suharto authority to take whatever measures
The word “it” refers to…
A. Suharto
 B. Sukarno
C. Supersemar
D. Document

The following text is for questions number 45 to 48.

Today was a particularly hectic day. Thankfully, Rose was at home to assist me in
washing dishes, making quince jelly, and caring for our newest family member, the boy. This
was yet another ordinary day. Jean came in after we completed our chores and began enjoying
the dinner we had just prepared. Rose was tending to the child. A heavy knock came at the
entrance. I sat there waiting for Jean or Rose to pass. Jean sprang from his seat, knife and fork
both clutched in his hands. “Can’t a guy eat in peace?” he exclaimed. “I’ve come to arrest you
Mr. Jean Clarkson for horse stealing,” a deep voice said when Jean opened the bell. I stood
there watching Jean finish his last bite of dinner. He then told me that he was about to be
arrested. If there was no subpoena, I informed him he didn’t have to go. I screamed at him,
telling him he shouldn’t have let him in. Jean confidently said, “It’s all right, Mum,” in an
attempt to quiet me down.

The bread was taken out of the oven by me. Jean ate the rest of his food from his
bowl with a large slice of thick bread. Constable Fitzgerald was standing nearby. ‘I’ll just go
grab my jacket!” Jean said. I chased after Jean, shouting at him for letting him in when he
shouldn’t have. Rose’s screams could be heard. I dashed back to see what had happened.
Fitzgerald was bullying her, she explained. I charged into the kitchen, grabbed the shovel, and
smacked him in the face. Jean dashed back into the room and tackled him to the ground.
Cathy was right there when the door swung open. Cathy entered the room and took
Fitzgerald’s rifle. Fitzgerald was shot in the wrist by the revolver. “Touch our sister again,
and there will be a bullet in your head,” both boys said as they stood there. My sons made me
proud when they stood up for their sister. (Source: [Link]
[Link]/2021/07/[Link]).
45. What is the main idea of this text?
A. Rose
B. Mr. Jean Clarkson
C. Hectic day
D. Cowboy’s pride
46. “Can’t a guy eat in peace?”
The underlined sentences mean...
A. Shouldn’t be bothered
B. Eating the peace
C. Eating alone
D. Eating bread
47. “It’s all right, Mum,” in an attempt to quiet me down.
The underlined sentences mean...
A. Make me down
B. Make me noice
C. Make me silent
D. Make me smart
48. The bread was taken out of the oven by me.
The underlined sentences mean...
 A. Picked up
B. Threw away
C. Tested
D. Baked

IDIOMATIC EXPRESSION BEFORE VALIDITY

Instructions:
1. Answer these following questions!
 2. Make use in your answers of the idiomatic expressions!
1. "We are going to put the next meeting back a bit" means:
a. We're going to have to cancel it.
b. We're not planning to have another meeting.
c. We're suspending all future meetings.
d. We're going to have to hold it at a later date.
2. "Something has come up" means:
a. Someone has brought up a point.
b. A price has gone up.
c. Costs have suddenly increased.
d. An unexpected problem has arisen.
3. "I must pick the children up from school" means:
a. I must put them to school.
b. I must take them from school.
c. I must drive them to school.
d. I must leave them at school.
4. What is the meaning of the following definition: A phrase to say when something that is
illegal has been found and is being stopped
a. Cross that bridge when I come to it
b. Fight tooth and nail
c. Jig is up.
d. Point of no return
5. What is the meaning of the following definition: To make a mistake?
a. Drag your feet
b. Variety is the spice of life
c. Wash your hands of it
d. Fall flat on my face.
6. We are having a pot-luck dinner at Tim's house tomorrow. Everybody is invited!
a. dinner where everybody brings something to eat
b. dinner where only soup is served
c. dinner where everybody chips in
d. dinner where people eat and play games at the same time
7. I am so mad at my boyfriend. We were supposed to have a date last night at the park but he
stood me up.
a. didn't come
b. angry with me
c. took me somewhere else.
d. he didn't know
8. She's been down in the dumps since they broke up.
a. Angry
b. Crazy
c. very sad or depressed.
d. disappointed
9. You must look after yourself. Just look at you! Only skin and bone.
a. Very big
b. Very thin
c. Very short
d. Very small.
10. Sinta is a bookworm. She reads many books.
a. A person who likes worm
b. A person collects books
c. A person who loves reading .
d. A person who likes to borrow books
11. How are you getting along in you study of Math?
a. Along side
b. Current result.
c. Place
d. Manner
12. Do you like talk over your personal problems with someone?
a. Sharing.
b. Buying
c. Acting
d. Kicking
13. Is it easy or difficult for you to pick out gifts for your friends?
a. Throw
b. Buy
c. Take.
d. Eat
14. Do you take your time when you are writing an examination or do you prefer to finish
quickly?
a. Hurry
b. Danger
c. Study
d. Enjoy.
15. Why must Doni lie down for several hours each afternoon?
a. Play
b. Rest.
c. Work
d. Walk
16. What is the definition of Look out for number one?
a. To have difficulty doing something, or to experience a difficult period
b. To help someone with something
c. To do something so that you will get all the benefit.
d. To be difficult to find, or to be very isolated and remote
17. What is the definition of Lick your wounds?
a. To swear a lot
b. To go away and recover from a bad experience or defeat.
c. A way to ask someone what they are thinking about
d. To start to do something before all the preparation has been finished
18. What is the definition of Have a blast?
a. To tell someone to be polite and to use good manners
b. Something that you find very easy to do
c. To say that it is someone else’s responsibility to make a decision or do something
d. To have a very good time.
19. What is the definition of Stand on ceremony?
a. To expect that everything is done in the proper and very formal way.
 b. To finish something or to give it away so that it is no longer your responsibility
c. To say that having different experiences makes life fun and interesting
d. To do something slowly
20. What is the meaning of the following definition: To say that it is easy to claim you will do
something but what you really do is all that matters?
a. Actions speak louder than words.
b. The ball is in your court
c. Second nature
d. Watch your P’s and Q’s
21. What is the meaning of the following definition: To be able to afford many expensive things?
a. The cart before the horse
b. Have deep pockets.
c. A penny for your thoughts
d. Turn the air blue
22. What is the meaning of the following definition: To mean something full and with all your
ability?
a. Off the beaten track
b. Give a hand
c. From the bottom of my heart.
d. Tough time of it
23. Take everything you read on the Internet with a _______ and you'll be okay.
a. Piece of Cake
b. Pinch of salt.
c. Burn in the oven
d. Burn in hell
24. I can never tell what Maria’s thinking. She is _____
a. The apple of my eye
b. In a nutshell
c. A hard nut to crack.
d. A little piece of heaven
25. She likes to ____ in her classes with games and interesting activities.
a. Spice things up.
b. Soup things up
c. Butter things up
d. Oil things up
26. I always know he wants something. He tries to ____ before asking.
a. Butter me up.
b. Spill the beans
c. Bring me the bacon
d. Bring me the horizon
27. Every school has some ____, so be careful who you make friends with.
a. Hot cakes
b. Bad eggs.
c. Peach fuzz
d. Bad blood
28. Healthy children are ____. They don’t just sit around all day.
a. Souped up
b. Cool as cucumbers
 c. Full of shits
d. Full of beans.
29. I don’t like going to the opera. It just isn’t my _____
a. Cup of tea.
b. Piece of cake
c. Gravy train
d. Heavy rain
30. Students who get scholarship to the top universities are the _____
a. Hot potatoes
b. Bread and butter
c. Cream and the crop.
d. Snap shot

READING COMPREHENSION TEST AFTER VALIDITY

Direction :
Read the text below and answer the following question by crossing the correct answer A,B,C or D !
The following text is for question number 1 to 5
Last weekend, I visited my pen pal’s house. His name is Anto. There were many activities i
did there. In the morning. Anto and I had breakfast. We had traditional food. I on cloud nine
After breakfast, he took me to the garden behind his house. The garden was very big and
beautiful. There is a big bird cage in the garden. There were many kinds of birds n that cage. I spent a
long time feeding the birds. I also took pictures with those beautiful birds.
After visiting the bird cage. Anto and I went to the flower garden not far from his house . We
took a rest and had lunch under a big tree and watch butterflies flying above colorful flowers. In the
afternoon. We swam in the pool in the backyard. It was so fun and a bird in the hand is better than two
in the bush when i enjoyed my time with Anto.
(sources : [Link]
1. What the last paragraph about?
A. Anto had butterflies as his pet
B. The writer’s friend is a good swimmer
C. There are a lot of flowers in anto’s house
D. The writer had a good time with his friend
2. The text above tells us about ..
A. A holiday at a friend place
B. A picture of bird
C. A big bird cage
D. A big garden
3. From the text, we know that the writer ..
A. Under a tree
B. Inside big bird cage
C. In the flower garden
D. In the swimming pool
4. From the text, we know that the writer ..
A. Had gone and visited many palaces during his holiday
B. Lived in the same village with his pen pal’s anto
C. Liked butterflies and swimming very much
D. Spent his holiday at friend’s house
5. We had traditional food. I on cloud nine. After breakfast, he took me to the garden behind his
house. The underlined word means.
A. Very sad
B. Very happy
C. Very embarrassed
D. Very bad
6. It was so fun and a bird in the hand is better than two in the bush when i enjoyed my time
with anto. The underlined word means.
A. Time never repeats
B. Bird stay in the hands
C. Quick
D. Never forget

The following text is for questions number 7 to 10

My family and I went on a recreation to solo. We like fish out of water, we went there on
Monday by car we stayed at grandparent’s house. On Tuesday we interested went to
tawangmangu. We enjoyed the scenic view with its waterfall and had lunch there. We had
traditional foods like gudangan, tempe bacem, fried fish and fried chicken. Then we continued
our trip to Taman luring.
 The next day, we went to kasunan palace. We saw many kinds of historical heritage of the
placees. After that we had shopping at klewer market and solo grand mall. I step up to bought
some souvenirs for my cousins. In the evening, we went sightseeing the town.
On Thursday morning. We say goodbye to our grandparents and went home. I really enjoyed
my holiday. It was fun.
(sources: [Link] -[Link])
7. What did the writer do on Wednesday evening? They...
A. Had shopping at klewer market and solo grand mall
B. Went sightseeing the town
C. Saw many kinds of historical heritage of the place
D. Bought some souvenirs for the writers cousins

8. I really enjoyed my holiday.

The idiom of expression above refers to..
A. The writer’s holiday was fun
B. The writer never could enjoy his holiday
C. The writer got bad experience
D. The writer’s holiday was boring
9. In the evening, we sightseeing the town. ‘ the bold typed word is closely in meaning with..
A. Going around
B. Going shopping
C. Having dinner
D. Watching a movie
10. My family and i went on a recreation to solo. We like a fish out of water, We went there on
Monday
The underlined word means …
A. Go to the bed
B. Go to happy
C. Out of the comfort zone
D. Out of the context
11. After that we had shopping at Klewer market and solo grand mall. I step up to bought some
souvenirs for my cousins
The underlined word refers to …
A. Strive
B. Relaxed
C. Tired
D. Annoyed
The following text is for questions number 12 to 16.
The Battle of Surabaya was fought between pro-independence Indonesian soldiers and militia
against British and British Indian troops as a part of the Indonesian National Revolution.
The peak of the battle was in November 1945. This battle was happened once in a blue moon.
The battle was the heaviest single battle of the revolution and became a national symbol of
Indonesian resistance. Fighting broke out on 30 October after the British commander, Brigadier
A. W. S. Wallaby was killed in a skirmish. Although the Colonial forces largely captured the city
in three days, the poorly armed Republicans fought for three weeks, and thousands died as the
population fled to the countryside.
The battle and defense mounted by the Indonesians galvanized the nation in support of
independence and helped garner international attention. For the Dutch, it removed any doubt that
the Republic was not simply a gang of collaborators without popular support. They make a long
story short, it also had the effect of convincing Britain that wisdom lay on the side of neutrality in
the revolution; within a few years, in fact, Britain would support the Republican cause in the
United Nations.
Considered a heroic effort by Indonesians, the battle helped galvanize Indonesian and
international support for Indonesian independence. 10 November is celebrated annually as
Heroes’ Day. (Source: [Link]
[Link])

12. What is the main idea of this text?

A. Pro independence Indonesian soldiers
B. Heroes’ day
C. The British commander
D. Indonesia Independence Day
13. This battle was happened once in a blue moon.
The underlined sentences mean...
A. Rare happens
B. Always happens
C. Often happens
D. Frequently happens
14. Fighting broke out on 30 October after the British commander.
The underlined sentences mean...
A. Started
B. Happened
C. Finished
D. Left
15. They make a long story short, it also had the effect of convincing Britain that wisdom lay on
the side of neutrality in the revolution
The underlined sentences mean...
A. Straight to the point
B. Talking about future
C. Making short story
D. Making long story
16. For the Dutch, it removed any doubt that the Republic was not simply a gang of collaborators
without popular support.
The word “it” refers to…
A. Dutch
B. Defense
C. Gang
D. Support

The following text is for questions number 17 to 20

The Supersemar, the Indonesian Order of March the Tenth, was a document signed by the
Indonesian President Sukarno on 11 March 1966.
It is said that it was giving the army commander Lt. Gen. Suharto authority to take whatever
measures he “deemed necessary” to restore order to the chaotic situation during the Indonesian
killings of 1965 – 1966.
 The abbreviation “Supersemar” is a play on the name of Semar, the mystic and powerful
figure who commonly appears in Javanese mythology including wayang puppet shows. The
invocation of Semar was presumably intended to help draw on Javanese mythology to lend
support to Suharto’s legitimacy during the period of the transition of authority from Sukarno to
Suharto.
In effect, the Supersemar came to be seen as the key instrument of the transfer of executive
power from Sukarno to Suharto. (Source: [Link]
[Link]).

17. What is the main idea of this text?

A. President Sukarno
B. Lt. Gen. Suharto
C. Supersemar
D. The mystic in Indonesia
18. He “deemed necessary” to restore order to the chaotic situation during the Indonesian
killings of 1965 – 1966.
The underlined sentences mean...
A. Very important
B. Less important
C. Unnecessary
D. Does not matter
19. The abbreviation “Supersemar” is a play on the name of Semar
The underlined sentences mean...
A. Semar is playing
B. The title of semar
C. Semar got played
D. Playing semar
20. From the text, we know that…
A. There is the mystic and powerful figure in Indonesia namely Supersemar
B. The transition of authority from Suharto to Sukarno
C. Sundanese mythology to lend support to Suharto’s legitimacy
D. Supersemar has no power

IDIOMATIC EXPRESSION AFTER VALIDITY

Instructions:
1. Answer these following questions!
2. Make use in your answers of the idiomatic expressions!
1. "We are going to put the next meeting back a bit" means:
a. We're going to have to cancel it.
b. We're not planning to have another meeting.
c. We're suspending all future meetings.
d. We're going to have to hold it at a later date.
2. "Something has come up" means:
a. Someone has brought up a point.
b. A price has gone up.
c. Costs have suddenly increased.
d. An unexpected problem has arisen.
3. "I must pick the children up from school" means:
a. I must put them to school.
b. I must take them from school.
c. I must drive them to school.
d. I must leave them at school.
4. What is the meaning of the following definition: A phrase to say when something that is
illegal has been found and is being stopped
a. Cross that bridge when I come to it
b. Fight tooth and nail
c. Jig is up.
d. Point of no return
5. What is the meaning of the following definition: To make a mistake?
a. Drag your feet
b. Variety is the spice of life
c. Wash your hands of it
d. Fall flat on my face.
6. We are having a pot-luck dinner at Tim's house tomorrow. Everybody is invited!
a. dinner where everybody brings something to eat
b. dinner where only soup is served
c. dinner where everybody chips in
d. dinner where people eat and play games at the same time
7. I am so mad at my boyfriend. We were supposed to have a date last night at the park but he
stood me up.
a. didn't come
b. angry with me
c. took me somewhere else.
d. he didn't know
8. She's been down in the dumps since they broke up.
a. Angry
b. Crazy
c. Very sad or depressed.
d. Disappointed

9. You must look after yourself. Just look at you! Only skin and bone.
a. Very big
b. Very thin
c. Very short
 d. Very small.
10. Sinta is a bookworm. She reads many books.
a. A person who likes worm
b. A person collects books
c. A person who loves reading .
d. A person who likes to borrow books
11. How are you getting along in you study of Math?
a. Along side
b. Current result.
c. Place
d. Manner
12. Do you like talk over your personal problems with someone?
a. Sharing.
b. Buying
c. Acting
d. Kicking
13. Is it easy or difficult for you to pick out gifts for your friends?
a. Throw
b. Buy
c. Take.
d. Eat
14. Do you take your time when you are writing an examination or do you prefer to finish
quickly?
a. Hurry
b. Danger
c. Study
d. Enjoy.
15. Why must Doni lie down for several hours each afternoon?
a. Play
b. Rest.
c. Work
d. Walk
[Link] is the definition of Look out for number one?
[Link] have difficulty doing something, or to experience a difficult period
[Link] help someone with something
[Link] do something so that you will get all the benefit.
[Link] be difficult to find, or to be very isolated and remote
[Link] is the definition of Lick your wounds?
[Link] swear a lot
[Link] go away and recover from a bad experience or defeat.
c.A way to ask someone what they are thinking about
[Link] start to do something before all the preparation has been finished
[Link] is the definition of Have a blast?
 [Link] tell someone to be polite and to use good manners
[Link] that you find very easy to do
[Link] say that it is someone else’s responsibility to make a decision or do something
[Link] have a very good time.
[Link] is the definition of Stand on ceremony?
[Link] expect that everything is done in the proper and very formal way.
[Link] finish something or to give it away so that it is no longer your responsibility
[Link] say that having different experiences makes life fun and interesting
d. To do something slowly
20. I can never tell what Maria’s thinking she is _____
a. The apple of my eye
b. In a nutshell
c. A hard nut to crack
d. A little piece of heaven

APPENDIX 6
EXPERT VALIDATION FORM FOR INSTRUMENT
Directions :
For each question , please give your response by ticking (√) a box representing your choice
 No Questions Yes No Comments
1 Is the time allocation of the text
quite effective?
2. Are the direction and the
instructions of test instrument
clear enough?
3 Do the topics of the instrument
appropriate?
4 Do the indicators in the test
instruments have covered generic
structure of recount text
measured?
5 Do the indicators in the test
instruments have covered all
aspect of reading comprehension ?
6 Do the indicators in the idiomatic
test instrument have covered all
aspect of idiomatic expression

General Comments:
Please give any general comments or suggestions you may have concerning this test
development
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………

Validator
RESEARCH LETTER PERMISSION
RESEARCH LETTER
EXPERT VALIDATION FORM FOR RESULT OF RESEARCH
Directions :
For each question , please give your response by ticking (√) a box representing your choice

No Questions Yes No Comments

1 Is the finding of research
appropriate with the hypothesis of
research?
2. Is the theory stated in this research
appropriate with the findings of
research?
3 Is the computation of SPSS in this
research counted correctly?
4 Are the procedures of research
done appropriately?
5 Is the conclusion appropriate with
the research finding?

General Comments:
Please give any general comments or suggestions you may have concerning this test
development
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………

Validator
STUDENTS TEST SCORE
Students’ Score
No Idiomatic Expression Reading Comprehension
1 30 50
2 30 50
3 30 50
4 30 50
5 35 55
6 35 55
7 40 55
8 35 55
9 35 55
10 40 55
11 40 60
12 45 60
13 45 60
14 50 60
15 50 60
16 40 60
17 45 60
18 45 60
19 50 60
20 50 60
21 50 65
22 55 65
23 55 65
24 55 65
25 50 65
26 55 65
27 55 65
28 55 65
29 55 70
30 60 70
31 55 70
32 60 70
33 60 75
34 60 75
35 65 75
36 65 75
37 60 75
38 60 75
39 65 75
40 65 75
41 65 80
42 70 80
43 70 80
44 65 80
45 70 80
46 70 80
47 75 85
48 75 85
49 75 85
50 75 85
51 80 90
52 80 90
53 80 90
54 85 90
55 80 90
56 80 90
57 80 90
58 85 90
59 85 95
60 85 95
61 90 95
62 90 95
63 90 95
64 90 95
 Frequency Idiomatic Expression

Statistics
Idiomatic Expression
N Valid 64
Missing 0
Mean 60.16
Std. Error of Mean 2.191
Median 60.00
Mode 55
Std. Deviation 17.525
Variance 307.118
Range 60
Minimum 30
Maximum 90
Sum 3850

Idiomatic Expression
Cumulative
Frequency Percent Valid Percent Percent
Valid 30 4 6.3 6.3 6.3
35 4 6.3 6.3 12.5
40 4 6.3 6.3 18.8
45 4 6.3 6.3 25.0
50 6 9.4 9.4 34.4
55 8 12.5 12.5 46.9
60 6 9.4 9.4 56.3
65 6 9.4 9.4 65.6
70 4 6.3 6.3 71.9
75 4 6.3 6.3 78.1
80 6 9.4 9.4 87.5
85 4 6.3 6.3 93.8
90 4 6.3 6.3 100.0
Total 64 100.0 100.0
 Frequency Reading Comprehension
Statistics
Reading Comprehension
N Valid 64
Missing 0
Mean 72.50
Std. Error of Mean 1.754
Median 72.50
Mode 60
Std. Deviation 14.029
Variance 196.825
Range 45
Minimum 50
Maximum 95
Sum 4640

Reading Comprehension
Cumulative
Frequency Percent Valid Percent Percent
Valid 50 4 6.3 6.3 6.3
55 6 9.4 9.4 15.6
60 10 15.6 15.6 31.3
65 8 12.5 12.5 43.8
70 4 6.3 6.3 50.0
75 8 12.5 12.5 62.5
80 6 9.4 9.4 71.9
85 4 6.3 6.3 78.1
90 8 12.5 12.5 90.6
95 6 9.4 9.4 100.0
Total 64 100.0 100.0
 Normality Test

Case Processing Summary

Cases
Valid Missing Total
Students N Percent N Percent N Percent
Idiomatic Expression and Idiomatic Expression 64 100.0% 0 0.0% 64 100.0%
Reading Comprehension Reading Comprehension 64 100.0% 0 0.0% 64 100.0%

Descriptives
Students Statistic Std. Error
Idiomatic Expression and Idiomatic Expression Mean 60.16 2.191
Reading Comprehension 95% Confidence Interval Lower Bound 55.78
for Mean Upper Bound 64.53
5% Trimmed Mean 60.17
Median 60.00
Variance 307.118
Std. Deviation 17.525
Minimum 30
Maximum 90
Range 60
Interquartile Range 29
Skewness .014 .299
Kurtosis -.980 .590
Reading Comprehension Mean 72.50 1.754
95% Confidence Interval Lower Bound 69.00
for Mean Upper Bound 76.00
5% Trimmed Mean 72.50
Median 72.50
Variance 196.825
Std. Deviation 14.029
Minimum 50
Maximum 95
Range 45
Interquartile Range 25
Skewness .125 .299
Kurtosis -1.227 .590
 Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Students Statistic df Sig. Statistic df Sig.
*
Idiomatic Expression and Idiomatic Expression .090 64 .200 .959 64 .074
Reading Comprehension Reading Comprehension .141 64 .203 .933 64 .112
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Idiomatic Expression and Reading Comprehension Stem-and-Leaf Plot for

Students= Idiomatic Expression

Frequency Stem & Leaf

8.00 3 . 00005555
8.00 4 . 00005555
14.00 5 . 00000055555555
12.00 6 . 000000555555
8.00 7 . 00005555
10.00 8 . 0000005555
4.00 9 . 0000

Stem width: 10
Each leaf: 1 case(s)

Idiomatic Expression and Reading Comprehension Stem-and-Leaf Plot for

Students= Reading Comprehension

Frequency Stem & Leaf

4.00 5 . 0000
6.00 5 . 555555
10.00 6 . 0000000000
8.00 6 . 55555555
4.00 7 . 0000
8.00 7 . 55555555
6.00 8 . 000000
4.00 8 . 5555
8.00 9 . 00000000
6.00 9 . 555555

Stem width: 10
Each leaf: 1 case(s)
 Linearity Test

Case Processing Summary

Cases
Included Excluded Total
N Percent N Percent N Percent
Reading_Comprehension * 64 100.0% 0 0.0% 64 100.0%
Idiomatic_Expression

Report
Reading_Comprehension
Idiomatic_Expression Mean N Std. Deviation
30 50.00 4 .000
35 55.00 4 .000
40 57.50 4 2.887
45 60.00 4 .000
50 61.67 6 2.582
55 66.25 8 2.315
60 73.33 6 2.582
65 76.67 6 2.582
70 80.00 4 .000
75 85.00 4 .000
80 90.00 6 .000
85 92.50 4 2.887
90 95.00 4 .000
Total 72.50 64 14.029

ANOVA Table
Sum of Mean
Squares df Square F Sig.
Reading_Comprehensio Between (Combined) 12212.500 12 1017.708 276.817 .178
n* Groups Linearity 12059.146 1 12059.146 3280.088 .142
Idiomatic_Expression Deviation from 153.354 11 13.941 3.792 .201
Linearity
Within Groups 187.500 51 3.676
Total 12400.000 63
 Measures of Association
R R Squared Eta Eta Squared
Reading_Comprehension * .986 .973 .992 .985
Idiomatic_Expression

Hypothetical Test

Correlations
Idiomatic_Expres Reading_Compre
sion hension
Idiomatic_Expression Pearson Correlation 1 .986**
Sig. (2-tailed) .000
N 64 64
Reading_Comprehension Pearson Correlation .986** 1
Sig. (2-tailed) .000
N 64 64
**. Correlation is significant at the 0.01 level (2-tailed).
 RESEARCH DOCUMENTATION

1. The researcher explained about the research to the students that was about idiomatic expression and
reading comprehension

2. The researcher gave the test to the students

3. The researcher monitored the students in doing idiomatic expression test

4. The researcher monitored the students in doing the test of reading comprehension
 RESEARCH DOCUMENTATION ONLINE

Idiomatic Expression Test:

[Link]
w2wVXVMZXx4NMDrDUChLqpORcd3YeHEE7MY9w/viewform?usp=sf_link