A.

A STUDY ON THE ABILITY OF THE THIRD YEAR STUDENTS OF

SMAN 14 PEKANBARU IN COMPREHENDING HORTATORY
EXPOSITION TEXT

B. BACKGROUND.

Reading is an important skill in comprehending text. Without reading the

text, the reader would not figure out the information that occurs in the texts. It will
be essential if the students can comprehend text well, so that the students are able
to get information easily without any difficulties. According to Nunan (2003),
reading is a fluent process of readers combining information from a text and their
own background knowledge to build meaning.

Reading is an activity that activated the readers mind. Its process involves
the interaction between the reader and text. One of the reading phase is reading
comprehension that is the process of inferring the ideas, feeling, concepts and
information that the writer intends to convey. Vellutino (2003), states that reading
comprehension may be simply defined as the ability to obtain meaning from
written text for some purpose. It is a complex process that depends on word
recognition and language comprehension. Meanwhile, Harner (1998) explain that
reading comprehension is very important for students because in fact the textbook
for most science and technologies are written in English.

In Senior High Schools, there are some types of text that offered and
learned by the students. Based on the 2006 curriculum for the third year students
of SMAN 14 Pekanbaru, students are already learned hortatory exposition text.

It is interesting to discuss about hortatory exposition because this text still

infrequent discussed in the curriculum, not like narrative that frequently discussed
in every level of education. Another reason the writer choose hortatory exposition
is because hortatory exposition is included in national examination and by that
reason the writer want to know the students ability before they following national
examination so that the students can prepare their self. According to Pardiono
(2007) there are some general characteristic or features of hortatory exposition
text: communicative purpose, schematic structure (generic structure), and
linguistic feature. Communicative purpose is driving the readers to act like the
writer thought as stated in the text. Semantic structure or generic structure consists
are thesis, argument, and recommendation.

SMAN 14 Pekanbaru is the second youngest senior high school in

Pekanbaru. Even though it is one of the youngest schools in Pekanbaru, this
school can be categorized as one of the well-developed school in Pekanbaru. It is
proved by the facilities and also the achievement of the school. The writer his self
know well this school after the writer do the practice teaching in this school. The
youngest the school means that the less research that held in the school also. That
reason also be a trigger for the writer to conduct a research in this school to find
out the students ability in comprehending hortatory exposition text.

Based on the explanation above, the writer interested in conducted a

research which is entitled: A Study on The Ability of the Second Year Students of
SMAN 14 Pekanbaru in Comprehending Hortatory Exposition.

C. FORMULATION OF THE PROBLEM

The problem of the study is formulated as follows:

1. How is the ability of the second year student of SMAN 14 Pekanbaru in

comprehending Hortatory exposition text?
2. What is the most difficult aspect of comprehending hortatory exposition
by the third year students of SMAN 14 Pekanbaru?

D. THE GENERAL OBJECTIVES OF THE RESEARCH

The general objectives of this research are:

 1. To know the ability of the second year student of SMAN 14 Pekanbaru in
comprehending Hortatory exposition text.
2. To find out the most difficult aspect of comprehending hortatory
exposition by the third year students of SMAN 14 Pekanbaru.

E. THE NEED FOR THE RESEARCH

The needs of this research are expected to give a contribution to the

following things:

1. The writer will get information and collecting data about the ability of the
third year students of SMAN 14 Pekanbaru in comprehending hortatory
exposition text.

1.7. The definitions of the Terms Used

The terminology used in this study can be defined as in following:

1. Ability
Ability is a level of a skill or intelligence, or means power and skill to think,
act, make, etc (hornby, 2000). In this study, ability refers to students ability in
comprehending hortatory exposition text.
2. Comprehending
Comprehending is the ability to understanding something fully of the material
(Hornby, 311). In this study comprehending refers to the students
understanding of plot, setting, character, structure and theme.
3. hortatory exposition
Hortatory exposition is a text with the main function is to persuade the reader
or listener that something should or should not be the case (Hartono, 2005).

G. LITERATURE REVIEW

1. The Nature of Reading.

 There are a lot of definition about the meaning of reading by experts.
Tarigan (2008), state that reading is a process in which done by reader to get
message or information from the writer through printed media. It is very complex
process in which recognize and comprehend written symbols are influenced by
perceptual skill, decoding, experiencies, language background, mind set and
reasoning of reader. Meanwhile, Harmer (2001), state that reading is one of the
important skills which have to be learned by the students in order to master
english well. Reading is also included into perceptive skill besides listening.
Receptive skill is the way in which people extract meaning from the discourse
they see or hear.

Based on Pang (2003:6) reading is defined as understanding written texts.

He says that reading consists of two related processes: word recognition and
comprehension. Word recognition is defined as the process of getting how written
symbols correspond to ones spoken language while comprehension is the process
of making the meaning of words, sentences and connected text. He adds his
statement that the reader who has background knowledge, vocabulary,
grammatical knowledge, experience with text and other strategies can help them
understand written texts.
Another definition about reading is given by Burhan (2012), reading is a
physic and mental activity of reveal the meaning of the written text, while in that
activity there is a process of knowing letters. It says a physic activity because the
part of the body, our eyes particular do it. And it says mental activity because
perception and memory as parts of though are involved in it. At the other side,
Cline et.al (2006), states that reading is decoding and understanding written texts.
Decoding requires translating the symbol of writing system (including Braille)
into the spoken words which they represent. Understanding is determined by the
purposes for reading, the context, the nature of the text, and the readers strategies
and knowledge. Furthermore, Cline et.al (2006) in second definition states that
reading is the process of deriving meaning from the text. For the majority of of
readers, this process involves decoding written text.
 Reading is an important part of learning English. Kenneth Beare (2009)
classified reading skills into four types that use in every language. These four
types will be explained as follows:

a. Skimming
Skimming is used to quickly gather the most important information. Run
our eyes over the text, noting important information. It is not essential to
understand each word when skimming. For example: reading a newspaper
(quickly to get the general news of the day).
b. Scanning
Scanning is used to find a particular piece of information. Run our eyes
over the text looking for the specific piece of information that we need.
Use scanning on schedules, meeting plans, etc. in order to find specific
details that we require. For example: reading a train schedule.
c. Extensive reading
Extensive reading is used to obtain a general understanding of a subject
and includes reading longer texts for pleasure, as well as business book.
Use extensive reading skills to improve our general knowledge of business
procedures. Do not worry if we do not understand each word. For
example: reading a novel before going to bed.
d. Intensive reading
Intensive reading is used on shorter texts in order to extract specific
information. It includes very close accurate reading for detail. Use
intensive reading skills to grasp the details of a specific situation. In this
case, it is important that we understand each word, number or fact. For
example: reading a contract.

Based on the explanations above, writer conclude that reading is an

activity in process of getting information in a text. Reading is also a process to
understanding the meaning of a text. In this research, reading means the activity of
the students in understanding the content in a text and grasp the writers idea
about the topic of the text.

2. Reading Comprehension
 Gillet and Temple (1998) says that comprehension is the understanding
new information in light of what we have already known. This thing will make
students be more successful in applying and improving evewrything that had been
learned and understood. Reading comprehension is the process of using syntactic,
semantic, and rhetorical information found in the printed texts to reconstruct in
the readers mind, using the knowledge of the world he or she possesses. While
Woolley (2014) describes reading comprehension as a constructive practice that is
influenced by factors within the learner and by external factors such as text read-
ability, task difficulty, and socio-cultural purposes and practices. Comprehension
is not something that comes after learning the mechanics of reading. Reading for
meaning must be the focus of any language and literacy programme from the very
beginning.

Peter westwood (2008), stated that reading comprehension is often

conceptualised as functioning at different levels of sophistication and reffered to,
for example, as literal, inferential and critical. The most basic level (literal) is
where the reader is able to understand the factual information presented in a
passage of text. The next level is referred to as the inferential level. At this level
the reader is able to go beyond the words on the page and infer other detail. At a
more demanding level (critical reading), the reader is able to appraise what he or
she is reading for example, detecting good writing style from the author,
recognising when some statements in the text biased or incorrect, appreciating the
writers viewpoint, comparing and contrasting information with other facts they
have read elsewhere, and reflecting upon the importance or the otherwise of the
opinions presented. Weak readers who are still struggling with word recognition
have enormous difficulty progressing beyond a literal level of comprehension
because most of their cognitive effort is taken up in unlocking the print.

Meanwhile, Jeniffer Serravalo (2010) stated that comprehension is at the

heart of what it means to really read by thinking and understanding and getting at
the meaning behind a text. Furthermore, Bonnie B. Armbruster (2000) defined
that comprehension is the reason for reading. If readers can read the words but do
not understand what they are reading, they are not really reading. Alderson (2000:
28) defines reading is an enjoyable, intense, private activity in which the readers
get much pleasure and can totally absorb the reading.

Burnes and Page (1991) state that the reading comprehension is a reading,
thinking activity and as such relies for it success upon the level of intelegence of
the reader, his or her speed of thinking ability detect relasionship. It means that in
reading comprehension, the readers have to involve their intelligence because it
can influence to their ability in comprehending what they read.

According to John Kruideneir (2002), elaborate that comprehension is an

active process and the reader must interact and be engaged with the text for it to
work well. It is also a strategic process which can be taught. As comprehension
takes place, words are decode and ssociated with their meaning in the readers
memory and phrases and sentences are processed rapidly or fluently enough to
that the meanings derived from one world, phrase, or sentence are not lost before
the next is processed. Yet, reading comprehension can be described as
understanding a text that is read, or process of constructing meaning from a text.

There are five components reading comprehension which should be focused

in comprehending reading text. King and Stanley (1989) state that there are five
components that may help the students to read carefully:

1) Finding Main Idea

Main idea is the central thought; the chief topic of a passage expressed or
implied in a word or phrase; the topic sentence of a paragraph. One
paragraph just has one main idea. Main idea is always in the beginning or
the end of paragraph. Main idea helps the reader to understand not only the
ideas but also their relative significance, as expressed by author.
2) Finding Factual Information
Factual information is the important information that describe from the
text. It is the part of the reader must know. We can find the factual
information in every paragraph. It requires reader to scan specific details.
 The type of question can be about the reason, purposes, result,
comparison, means, identities, times, and amount in with most of the
answer can be found in the text.
3) Finding Meaning of Difficult Word
Difficult word or unknown vocabulary is the word that difficult to be
understood. Because the writer not always use commonly word. We can
find the difficult word in every paragraph or sentence. The important thing
is needed in reading is understanding. However, a writer does not write out
everything. He/she expects the reader to understand. Writer uses language
efficiently and recognizes what can be inferred from their sentences. In
other word, the efficient reader is able to understand those implications.
4) Finding References
Reference is the word that represents another word. It is used to avoid
repeated word. It also makes the reader interest to read. We can find in the
beginning, the middle, or the end of sentence. Reference words are usually
short and very frequently pronoun such as: it, she, he, they, this, etc.
5) Finding Restatement
Restatement is the way to say something again or to say something in
different way but still has the same meaning. The kind of question test,
which use to measure the readers ability in analyzing the relationship of
idea within single sentence.
Based on the explanation above, the writer conclude that reading
comprehension is the level of understanding in comprehending a text. It is
including the ability to understanding the information that involved and also the
process to get information on it. The writer expected that the third year students of
SMAN 14 are able to finding the main idea, factual information, finding
referrences, difficult meaning and also restatement that involved in Hortatory
Exposition text that will be testing while the research conduct.
3. The Nature of Hortatory Exposition.

Based on Sriwijayanti (2010), hortatory exposition is one type of the texts

that belongs to argumentation type. Hortatory exposition is a type of spoken or
written text that is intended to explain the listeners or readers that something
should or should not happen or be done. Admin (2009) says that hortatory
exposition text is classified an argument in essay. It presents argument to support
the thesis that state in orientation .It means that the text emphasize something and
give recommendation to persuade and convinced the readers.
According to Hartono (2005) hortatory exposition texts is a text with the
main function is to persuade the reader or listener that something should or should
not be the case. Furthermore , The social function of hortatory exposition is to
persuade the readers that something should and should not be the case or be done.

Generic structure:

Thesis : statement or announcement of issue concern

Argument : reasons for concern, leading to recommendation

Recommendation : statement of what should or should not do based on the

given arguments

Language Features :

1. Using simple present tense

2. Using of sentence connectors to link argument (firstly, secondly, thirdly,
etc)
3. Using evaluative words (importantly, to sum up, valuably, etc)
4. The use of emotive words (may, must, should)
5. Using passive voice

Social Function : to persuade the readers or listeners that something should

or should not be the case.

The example of hortatory exposition:

 Why you should not smoke

I am sure that you know that smoking harms your

body. Then why do you continue smoking? Maybe
yo do it because you havent really become
Thesis conscious about all effects that smoking has. There
are a lot of reasons why you shouldnt smoke.
Some of them are that smoking affects your
health, that you spend a lot of money on
cigarettes, and that when you smoke you are not
respecting people around you.

The first reason why you shouldnt smoke is that

Argument 1 smoking affects your health. If you smoke, your
physical condition will be negatively affected, so it
will be very difficult for you to succeed in sports.
Also, smoking produces lethal diseases like cancer
and reduces the length and quality of your life.
Maybe you dont notice all the physical effects of
smoking immediately, but you surely will be sorry
one day.
Argument 2 The second reason why you shouldnt smoke is
because of all the money that you spend on it.
Maybe you start smoking only when someone
offers you a cigarette, but there will be a day when
you will feel the need of a cigarette. By this time,
you will pay whatever to smoke, and each time you

The last reason why you shouldnt smoke is out of

respect for people around you. When you smoke,
you not only harm yourself, but you also harm all
the people around you. So you mustnt be selfish;
you should at least avoid smoking in front of people
Argument 3 who dont smoke. Also, many people dont like the
cigarettes smell, so they wont enjoy your
company. Would you like that?

I have said just some reasons of why you shouldnt

smoke, so i hope that now those of you who smoke
are able to think a little and try to make a smart
decision. In addition to all the reasons I have said,
would like you to think about how much you love
yourself and then whether you want to continue
harming yourself. Think also about all the people
who you love, like your family who doesnt want to
see you suffering or sick. If you decide to continue
smoking, what a pity. But if you decide to stop
Recommendation

H.RELATED STUDIES

In this study, the writer take four related studies as the comparison to the
writer study. The related studies that used in this study is taken from electronic
journals and the previous thesis that already conducted.

The first related studies taken from a thesis by Putri Ulan Dari in 2013.
The title of the thesis is A study on the ability of the second year students of
SMA PGRI Pekanbaru in comprehending hortatory exposition texts. The writer
is a student of English Education Study Program of Language and Art Education
Department of Faculty of Teacher Training and Education of Islamic University of
Riau. The main objective of this research is to find out the ability of the second
year students in comprehending hortatory exposition texts. The number of
participant were 36 students of class XI IA 3 SMA PGRI Pekanbaru..The form
questions were in multiple choices provide before reading text.

The writer used quantitative method in this study, the data were processed
and analyzed according to these steps, taking the data, coding, and scoring. After
analyzing the data, the writer concludes that the students reading comprehension
achievement of the second year students was classified into a good level since
their average score 63.1. The highest achievement was the reference item with
66,7%.From the data analyzing , it can be seen that no students are in the level of
very poor. This research has similarities and differences. The similarities with the
research that will be done is the goal of the research to know the ability of
comprehending hortatory texts. The differences between this research with the
research that will be done are the number of the sample class, this thesis will use 3
classroom as the sample class, and 2 class as the try out class, because the writer
want to know the students ability as whole. The another difference is the object of
research, the research that will be done is conducted to the third year students.

The second related studies taken from a journal of Syofyan Anggara that
conducted in 2012. The title of the thesis is An analysis of the second year
students ability to identify gerund in hortatory exposition at the english
department of bung hatta university, the writer is the student of English
Education Study Program of Language and Art Education Department of Faculty
of Teacher Training and Education of Bung Hatta university.

The main objective of this research is to describe the students ability to

identify gerund in hortatory exposition. The population of this research was the
second year students of English Department of Bung Hattta University in
academic year 2011/2012. The total number of population members was 102
students and they were divided into three classes. The writer used cluster random
sampling technique in order to select the sample. The number of sample is 32. The
writer used descriptive method in this study, the data were processed and analyzed
according to these steps, taking the data, coding, and scoring. After analyzing the
data, the writer concludes that the students ability in identify gerund is classified
into moderate level since their average score 60.71%. This research has
similarities and differences. The similarities with the research that will be done is
the research method that used is descriptive. The differences between this research
is this research goal is to find out the students ability in identify gerund in
hortatory exposition, meanwhile the research that will be done is to find out the
students ability in comprehending hortatory exposition.
The third related studies is taken from a thesis by Dona Dian Putri, a
student of English department, the faculty of teacher training and education of
Bung Hatta University, with title An analysis of the students difficulties in
writing hortatory exposition text by the second years students of SMAN 7
Padang, the aim of the research is to find out the difficulties that students faced
in writing hortatory exposition. The number of the sample of the research is 66
students that selected by using stratified cluster random sampling.
Based on the findings, the writer concluded that in general, students had
no difficulties in writing hortatory exposition text. The research has similarities
and differencies with the reaserch that will be done. The similarities of this studies
is in the research design that used by the writer, both writer use descriptive
research as the design. Meanwhile, the differencies is at the focus of the studies.
The thesis that used as the related studies is concern in writing skill, meanwhile,
the research that will be done is focus in reading skill.
The last related studies was taken from a journal by Ervina Handayani, a
student of English department, the faculty of teacher training and education of
Riau University, with title Improving the ability of the second year students of
SMA Negeri 1 Pekanbaru in writing hortatory exposition text through the
aoolication of process-based approach, the aim of the research is to improve the
ability of the second year students of SMA Negeri ! Pekanbaru in writing
hortatory exposition text by implementing the process-based approach. Besides,
the research was also aimed to identify the factors that caused the improvement on
students writing after being taught. The number of the sample is 32 students that
selected through the results of small survey.
Based on the findings, the witer conclude that the implementation of
process-based aproach to improve students writing ability in the second year
students at SMA Negeri 1Pekanbaru is categorized as a succesful. The similarity
of this study and the study that will be done is the type of texts that used, both
writers choose hortatory exposition. Meanwhile, the differencies are the type of
the research and also the focus of the study.

I.RESEARCH METHODOLOGY
1. The Location and Time of the Research
 The research will conduct at SMAN 14 Pekanbaru. It is located on Jalan
Utama, Marpoyan, Pekanbaru. The research will be hold from August until
september.

2. Type of Research
This research is a descriptive study which has only one variable. Gay
(1987; 189) states that descriptivestudy is useful for investigating a variety of
educational problems. In addition, in many cases the descriptive research is used
to describe particular phenomena in order to learn more about them. Moreover, he
explain that a descriptive research involves collecting data to test hypothesis or to
answer question concerning the status of the study. It means that the descriptive
research is used to summarize the distribution of a variable or more but limited to
sample data only, not to be generalized to population. Meanwhile, Sudjana and
Ibrahim (1989; in Syafii, 2007; 173) states that descriptive study is an
investigation, which tries to describe the existing condition, phenomena, events,
and so forth.
In other word, this research is only to describe the ability of the third year
student of SMAN 14 Pekanbaru in comprehending Hortatory exposition texts.

3. The population and Sample of the Research

According to Frankel and Wallen (1993), population is the group to

which the result of the study is intended to apply. The population of this
research is Science classes and social classes of third year student of SMAN 14
Pekanbaru in academic year 2015-2016.The population are 175 students that
consist of six classes.

Table 3.1 The Distribution of the Population

No. Classes Number of Students

(population)
 1. XII IPA1 35
2. XII IPA2 36
3. XII IPA3 35
4. XII IPS1 34
5. XII IPS2 35
Total 175 students

According to Gay (2000), if the population is large and and spread out in
an intact group that has similar characteristic, cluster spreading is useful. Cluster
sampling is a sampling technique where the entire population is divided into
groups, or clusters and a random sample of these clusters are selected. Meanwhile,
Kelly (2006), states that selecting clusters such as groups defined by area of
residence, organizational membership or other group-defining characteristics.
Meanwhile, wiersma (1995: 232) mentions the cluster is a procedure of selection
in which the unit of selection is called the cluster. Cluster sampling is useful in
situations where the population members are naturaly grouped in units that can be
use conviniently as cluster. Sudjana (1998) say that in cluster sampling the
population is divide into some group/cluster .These cluster will be taken in
random process. Every member in a cluster that has been taken randomly will be a
sample.

To choose one of the class that will be the sampling class, the writer use the
lottery technique. The writer give a piece of paper to every classes, and the
representative of the class should take one from five papers that distribute. For the
class that got sample word on their paper will be the sample of this research.

4. Data and Instruments

The writer use quantitative data in this research. The writer construct the
test in the forms the objective test for the instrument by offering multiple choices
form that consist of 48 items from 6 different hortatory exposition texts. The
students will be in order to answer the test correctly based on the provided reading
comprehension of hortatory exposition texts. The sources of the texts that taken
for the instruments are Look ahead, Developing English Competencies book and
also from the internet. The writer choose this sources as the instrument the test
because it is based on the English Syllabus. According to Azhar (2007:11)
multiple choices test is very effective for the participants in large number.

Table 4.1 The Blueprint of the Instrument

No Aspect of the test The item number

1 Finding main idea 1, 9, 17, 25, 33, 41
2 Finding factual information 2, 10, 18, 26, 34, 42
3 Finding Meaning of Difficult Word 3, 11, 19, 27, 35, 43
4 Finding reference 4, 12, 20, 28, 36, 44
5 Finding restatement 5, 13, 21, 29, 37, 45
6 Identifying generic structure 6, 14, 22, 30, 38, 46
7 Identifying language feature 7, 15, 23, 31, 39, 47
8 Identifying social function 8, 16, 24, 32, 40, 48

5. Technique of Collecting Data

In collecting the data, the writer gave a set of test to the student. The
students were asked to answer some comprehension questions about hortatory
exposition.The writer ask the students to answer the questions of this research and
in this research the writer use multiple choice test. The test consists of 30 items
where the students should select one of the correct answers from six kinds of the
hortatory exposition texts. The students need to complete the reading
comprehension test in 60 minutes.

Before the test administered for the students, the test material will tried out
to the students who are not involved as the sample. The try out was conducted to
prove that the test is reliable and valid. Heaton (1975) say that from the try out, it
could be seen whether the index of difficulty of a particular item is easy or
difficult. Moreover, Heaton (1991) states that the test items are accepted if the
score is between 0.30-0.70 and it is rejected if the degree of the difficulty is less
than 0.30 (too difficult) and over 0.70 (too easy).
 The difficulty level on the items will show how easy or difficult the
particular items provided in the test. It is expressed as the percentage of the
students answer the item correctly. In calculating it, the following formula will be
used:

a To know the difficulty level

R
F.V = N

Where:
F.V = difficulty level
R = the number of correct answer
N = the number of the students

(Heaton, 1991)

The items discrimination separates the students who are able to answer the
test item from those who are not. It is calculated by using the formula:

b) To know the discrimination index

correctU CorrectL
D= n

Where:

D = discrimination index

U = upper group answering

L = lower group answering

n = number of candidates in one group

(Heaton, 1991)

After the writer knowing the difficulty level of the try out test items, the
next step is to measure the central tendency by calculating the mean score. To
know the average score of the students ability in reading comprehension,, the
writer presented the data by using the formula:

c) To know mean score

fx
M= N

Where:
M = the mean score in each topic
fx = the sum of the respondents scores

N = the number of the respondents

(Hatch and Farhady, 1982)

After found out the mean score from individual students, the writer have to
find out the highest and the lowest scores and the spread of the scores. To know
about them, the researchers will use Standard Deviation (s.d) formula. The
Standard Deviation is one way to show the spread of marks. The Standard
Deviation formula is:

d) To know standard deviation

SD = d2
N 1

Where:

SD = standard deviation

d = the total mean of the test

N = the number of the students

(Heaton, 1975)

Based on Heaton (1975), reliability is a necessary characteristic of any

good test. A test is said valid when it is reliable as a measuring instrument. The
reliability of whole test will be calculated by using the formula:
 e) To know the reliability

N m(N M )
Rii= N 1 [1 NX 2 ]

Where:

Rii = the reliability of the test

N = the number of the items in the test

M = the mean score on the test for all the tests

X2 = the standard deviation of all the test scores

(Heaton, 1991)

6. Technique of Analyzing Data

According to Wayan and Sumartana (1986:76), the individual score and

levels of abolity can be scored by using the following formula:

X
M= n x 100

Where:
M = individual score

X = correct answer

n = number of items
After getting all of students score, the students ability can be seen. Next,
to find out the mean score of the students in reading comprehension, the following
formula is used:

fx
M= N

Where:
 M = the mean score of each topic
fx = the sum of the respondents scores
N = the number of the respondents
(Hatch and Farhady, 1982)

Based on Harris (1974), students score can be put in five range of levels
as following:

Table Classification of Students Score

No. Scores Category

1. 81 100 Excellent
2. 61 80 Good
3. 41 60 Mediocre
4. 21 40 Poor
5. 0 20 Very Poor
The last, to know the percentage of the classification of the students ability in
answering question, the following formula can be used:

X
P= N x 100 %

Where:
P = percentage of the students per group/level
X = the number of frequency in one level
N = the number of students

Hatch and Farhady (1982)

Blue Print.

Keeping dogs.
There are many reasons for keeping dogs as pets in the city area, but many
people feel that keeping pet dogs should not allowed in the city. Dogs are often
not taken care properly. They are kept in small backyards and rarely taken for
walks. They are left in yard all day by themselves while the family is at work.
Very little attention is given to the dog and it is not a very good life for it. It is no
wonder why these dogs bark and disturb the neighbours and become a nuisance to
the community.
On the other hand, not all people treat their dogs this way and why should
the people receive a lot of pleasure and enjoyment from dogs suffer? Dogs can
make a lonely persons life happy or make wonderful playmate. It can also teach a
child responsibility as they not only get to lay with the dog, but also need to
exercise, feed, and care for the dog.
I feel that we should be allowed to keep dogs in the city, because if it is
taken care of properly, dogs can be a great source of pleasure. As a child I used to
enjoy playing and taking care of my pet. There is no greater loyalty a person can
get than from a well-cared dog.
1. The main idea of the last paragraph is...
A. Pet dogs are loyal animals
B. Pet dogs are more loyal than human
C. Dogs can be a great source of pleasure
D. The writer has no objection to keeping dogs in the city
E. The writer used to play and took care of his pet when he was a child
2. What is the reason that keeping a dog can teach a childs responsibility?
A. Because a dog can play with them
B. Because a dog is a loyal animal
C. Because dog can take care theirselves
D. Because a child need to exercise, feed, and care for the dog
E. Because a dog can barking
3. ... and become a nuisance to the community. The underlined word means...
A. Disturbing
B. Helpful
C. Close
D. Threat
E. Luck
4. ... by themselves while the family is at work. It refers to...
A. People
B. Dog
C. Child
D. Neighbor
E. Master
5. Why is the dog make a noise when left alone at home?
A. Because it is hungry
B. Because it need attention
C. Because it catch a rob
D. Because it got sick
E. Because its the nature
6. Which one is the argumet based on the text?
A. First and second paragraph
B. First paragraph
C. Second paragraph
D. Third paragraph
E. Second and third paragraph
7.