MY STUDY DATA

MY STUDY DATA: Laporan PPL II Tahun 2007 di SMADA

2009-05-13T11:46:00.000-07:00

MY STUDY DATA: Laporan PPL II Tahun 2007 di SMADA

SIMPLE MAIN IDEAS (ENDING POSITION)

2009-01-07T04:37:00.000-08:00

6 CONTOH SIMPLE MAIN IDEA STATED IN THE END POSITION

Arranged or Love Marriage

In an arranged marriage, the bonds may grow more after the wedding while in a love marriage, the bonds may grow more before but in either case, there will be a strong connection. That is the first similarity between arranged and love marriage where spouses share love and commitment. The second point is that both types of unions can provide a stable, secure environment for children. Last, everybody knows that both in love and arranged marriages, there will be good and bad times. In the former, fights may involve individuals whereas in the latter, other family members may be more involved. Turning to differences, a significant one is that an arranged marriage is more of a contract between families and society. Meanwhile, a love marriage tends to focus more on the two partners rather than extended family members. Another noteworthy distinction is that partners in arranged marriages are more likely to be the same nationality and religion. Their counterparts, however, may well differ in these aspects. Finally, some people would argue that in a love marriage, people know each other better before they tie the knot. Therefore, beside the similarities, there are also some differences between arranged and love marriage.
Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/marriageart/marriagearticles2.htm
Judgement:
The paragraph above is a comparison-contrast paragraph in which the simple main idea stated in the end. Based on the table of readability statistics, it consists of 200 words, and the Flesch-Kincaid grade Level is 10.7. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Emirate and Korean students

One similarity of Emirate and Korean students is students’ attitude towards homework and class. According to one’s experience, neither Emirate nor Korean students particularly like homework, nor they are happy to finish class early. Both, moreover, are very family-focused: they have close relationships with family members and it may have a higher priority than class itself, making absence for personal reasons quite acceptable. Last, students from both countries tend to have a good relationship with their teachers. The students are good-natured, respectful, and agreeable. Nevertheless, there are some conspicuous differences. A major difference is classroom composition: most Emirate university or college classes contain either males or females whilst the Korean ones are coeducational, although the sexes are separated in middle and high school. In addition, the Emirates tend to be much more vocal than their counterparts. Koreans, who are not quite as good at speaking English, are quieter in the classroom. Finally, they contrast in wealth: Emirate students tend to have their own cars to drive to school whereas most Koreans commute by bus or subway. Hence, we can find some points of similarities and also of differences between Emirate and Korean students.
Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/emirateskorea.htm
Judgement:
The paragraph above is a comparison-contrast paragraph in which the simple main idea stated in the end. Based on the table of readability statistics, it consists of 193 words, and the Flesch-Kincaid grade Level is 11.9. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Studying in Australia versus in the US

The first feature in common between Australia and US is multicultural populations in which they are a shared feature. Therefore, it is possible to enjoy food from your own country when homesickness arises. Moreover, Australia is a large country with a varied climate and in like manner the US is. You can choose an area with weather that suits you best. Last, their institutions have a reputation of quality and excellence in academia. Whether you earn credits in one nation or the other, they should transfer easily to another country. On the other hand, some distinctions related to the price are discovered. Tuition fees in the US are much more expensive than in Australia. Furthermore, extracurricular activities may differ. While offered at institutions in both countries, there is likely to be more of a focus on water sports in Australia. Finally, the US has a wider population and range of institutions to choose from. In contrast, Australia has a smaller range of institutions and courses. Nevertheless, many foreign students come to countries like Australia and the US to study at university due to the similarities and the differences that the two countries have.

Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/mod_ess_comp_cont_studyus_ust.pdf
Judgement:
The paragraph above is a comparison-contrast paragraph in which the simple main idea stated in the end. Based on the table of readability statistics, it consists of 193 words, and the Flesch-Kincaid grade Level is 10.3. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Thomas John Everest and Terri Josephine Everest:
a brother and sister

One noteworthy similarity of Tom and Terry is their interest in motorcycle riding. Both Tom and Terri had motorcycles when they were kids and both still enjoy riding them now. An additional similarity is their initials, T.J.E. Tom’s full name is Thomas John Everest and Terri’s is Terri Josephine Everest. Their parents say neither this nor their birth date. The last similarity was planned: both were born on Friday the 13th, although Tom was born August 13th, 1972 and Terri on February 13, 1970. In a contrast, they live in different countries. For example, Tom lives in Canada and Terri lives in the United Arab Emirates. Moreover, they have different occupations. The former is an engineer whilst the latter is a teacher. Finally, they differ in marital status. The brother was married in Mexico in January 2003 whilst the sister is still single. Therefore, Tom and his sister, Terri, beside they share some commonalities or similarities, there are also some striking differences between them which can be seen.

Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/brosis.htm
Judgement:
The paragraph above is a comparison-contrast paragraph in which the simple main idea stated in the end. Based on the table of readability statistics, it consists of 168 words, and the Flesch-Kincaid grade Level is 10.2. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Group Work in College and in a Company

The first important similarity between group work in college and in a company is deadlines. People have to finish projects on time in college and in a company. Moreover, people seem to think collaboration is positive in both cases – that is to say, they feel working together has benefits such as being more efficient and building relationship. Last, most would agree that group work in both places requires a good leader. He/she should delegate tasks, making sure they are shared equally. Turning to a contrast, one major distinction concerns the group members. In college, for example, partners tend to be the same age, gender, and nationality while in a company they may be different. In addition, different incentives are present. People work hard on projects to achieve good grades whereas they do so in companies to be promoted or make more money. Finally, many people believe group work in college is less important than in a company; they consider the former just a simulation but the latter "real world" work. Thus, group work, which is done when completing projects in college and in a company, has numerous similarities and differences.
Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/tj/index.htm
Judgement:
The paragraph above is a comparison-contrast paragraph in which the simple main idea stated in the end. Based on the table of readability statistics, it consists of 191 words, and the Flesch-Kincaid grade Level is 9.4. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

The United Arab Emirates (U.A.E) and Oman

Firstly, The United Arab Emirates (U.A.E) and Oman are two countries which share a similar history. They are both on an ancient trade route linking India with Mesopotamia. Moreover, they share the same official religion, which is Islam. In addition, they share the same official language, namely Arabic, although Farsi, Hindi and Urdu are also used in the U.A.E. and Kiswahili in Oman. Finally, the landscape in both is similar. They possess a number of offshore islands and have a varied topography with Sebkha, sand deserts, gravel plains, Wadis, and mountains. On the contrary, the first distinction point is the economy: the U.A.E. depends largely on oil and gas, whereas Oman has also developed its agricultural sectors. Secondly, they differ in population. There are approximately four million people in the former country, 2.5 million in the latter. Third, they differ in size. Oman, at around 220,000 square meters, is almost three times as large as the U.A.E. A final point is their governments. The U.A.E. has a Sheikh whereas its counterpart has a Sultan as leader. Hence, The United Arab Emirates and Oman have much in common and a number of significant differences too.

Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/uaeoman.htm
Judgement:
The paragraph above is a comparison-contrast paragraph in which the simple main idea stated in the end. Based on the table of readability statistics, it consists of 194 words, and the Flesch-Kincaid grade Level is 11.8. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

6 Contoh Comparison-Contrast Paragraph: Revised

2009-01-07T04:32:00.000-08:00

SPLIT MAIN IDEA STATED IN THE BEGINNING-END POSITION

Arranged or Love Marriage

There are some similarities between two kinds of marriage, arranged and love. The primary one is spouses share love and commitment. In an arranged marriage, the bonds may grow more after the wedding while in a love marriage, the bonds may grow more before but in either case, there will be a strong connection. The second point is that both types of unions can provide a stable, secure environment for children. Last, everybody knows that both in love and arranged marriages, there will be good and bad times. In the former, fights may involve individuals whereas in the latter, other family members may be more involved. Turning to differences, a significant one is that an arranged marriage is more of a contract between families and society. In contrast, a love marriage tends to focus more on the two partners rather than extended family members. Another noteworthy distinction is that partners in arranged marriages are more likely to be the same nationality and religion. Their counterparts, however, may well differ in these aspects. Finally, some people would argue that in a love marriage, people know each other better before they tie the knot. Therefore, they are also distinctive each other.
Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/marriageart/marriagearticles2.htm
Judgement:
The paragraph above has the split main idea in the beginning-end position. Based on the table of readability statistics, it consists of 199 words, and the Flesch-Kincaid grade Level is 9.7. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Emirate and Korean students

We can find some points of similarities between Emirate and Korean students. One similarity is students’ attitude towards homework and class itself. According to one’s experience, neither Emirate nor Korean students particularly like homework, nor they are happy to finish class early. Both, moreover, are very family-focused: they have close relationships with family members and it may have a higher priority than class itself, making absence for personal reasons quite acceptable. Last, students from both countries tend to have a good relationship with their teachers. The students are good-natured, respectful, and agreeable. Nevertheless, there are some conspicuous differences. A major difference is classroom composition: most Emirate university or college classes contain either males or females whilst the Korean ones are coeducational, although the sexes are separated in middle and high school. In addition, the Emirates tend to be much more vocal than their counterparts. Koreans, who are not quite as good at speaking English, are quieter in the classroom. Finally, they contrast in wealth: Emirate students tend to have their own cars to drive to school whereas most Koreans commute by bus or subway. Hence, we can also find some points of differences between Emirate and Korean students.
Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/emirateskorea.htm
Judgement:
The paragraph above has the split main idea in the beginning-end position. Based on the table of readability statistics, it consists of 198 words, and the Flesch-Kincaid grade Level is 11.4. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Studying in Australia versus in the US

Many foreign students come to countries like Australia and the US to study at university due to the similarities that the two countries have. Firstly, multicultural populations are a shared feature. Therefore, it is possible to enjoy food from your own country when homesickness arises. Moreover, Australia is a large country with a varied climate and in like manner the US is. You can choose an area with weather that suits you best. Last, their institutions have a reputation of quality and excellence in academia. Whether you earn credits in one nation or the other, they should transfer easily to another country. On the other hand, some distinctions related to the price are discovered. Tuition fees in the US are much more expensive than in Australia. Furthermore, extracurricular activities may differ. While offered at institutions in both countries, there is likely to be more of a focus on water sports in Australia. Finally, the US has a wider population and range of institutions to choose from. In contrast, Australia has a smaller range of institutions and courses. Hence, the differences between the countries like Australia and the US also influence many foreign students to come there to study at university.

Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/mod_ess_comp_cont_studyus_ust.pdf
Judgement:
The paragraph above has the split main idea in the beginning-end position. Based on the table of readability statistics, it consists of 200 words, and the Flesch-Kincaid grade Level is 10.2. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Thomas John Everest and Terri Josephine Everest:
A brother and sister

Tom and his sister Terri do share some commonalities or similarities. One noteworthy similarity is their interest in motorcycle riding. Both Tom and Terri had motorcycles when they were kids and both still enjoy riding them now. An additional similarity is their initials, T.J.E. Tom’s full name is Thomas John Everest and Terri’s is Terri Josephine Everest. Their parents say neither this nor their birth date. The last similarity was planned: both were born on Friday the 13th, although Tom was born August 13th, 1972 and Terri on February 13, 1970. In a contrast, they live in different countries. For example, Tom lives in Canada and Terri lives in the United Arab Emirates. Moreover, they have different occupations. The former is an engineer whilst the latter is a teacher. Finally, they differ in marital status. The brother was married in Mexico in January 2003 whilst the sister is still single. Therefore, some striking differences between them are also seen.

Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/brosis.htm
Judgement:
The paragraph above has the split main idea in the beginning-end position. Based on the table of readability statistics, it consists of 159 words, and the Flesch-Kincaid grade Level is 9.8. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Group Work in College and in a Company

Group work, which is done when completing projects in college and in a company, has numerous similarities. The first important similarity is deadlines. People have to finish projects on time in college and in a company. Moreover, people seem to think collaboration is positive in both cases – that is to say, they feel working together has benefits such as being more efficient and building relationship. Last, most would agree that group work in both places requires a good leader. He/she should delegate tasks, making sure they are shared equally. Turning to a contrast, one major distinction concerns the group members. In college, for example, partners tend to be the same age, gender, and nationality while in a company they may be different. In addition, different incentives are present. People work hard on projects to achieve good grades whereas they do so in companies to be promoted or make more money. Finally, many people believe group work in college is less important than in a company; they consider the former just a simulation but the latter "real world" work. Thus, group work, which is done when completing projects in college and in a company, has numerous differences.
Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/tj/index.htm
Judgement:
The paragraph above has the split main idea in the beginning-end position. Based on the table of readability statistics, it consists of 197 words, and the Flesch-Kincaid grade Level is 9.1. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

The United Arab Emirates (U.A.E) and Oman

The United Arab Emirates or abbreviated by U.A.E and Oman have much in common. First, the two countries share a similar history. They are both on an ancient trade route linking India with Mesopotamia. Moreover, they share the same official religion, which is Islam. In addition, they share the same official language, namely Arabic, although Farsi, Hindi and Urdu are also used in the U.A.E. and Kiswahili in Oman. Finally, the landscape in both is similar. They possess a number of offshore islands and have a varied topography with Sebkha, sand deserts, gravel plains, Wadis, and mountains. On the contrary, the first distinction point is the economy: that of the U.A.E. depends largely on oil and gas whereas Oman has also developed its agricultural sectors. Secondly, they differ in population. There are approximately four million people in the former country, 2.5 million in the latter. Third, they differ in size. Oman, at around 220,000 square meters, is almost three times as large as the U.A.E. A final point is their governments. The U.A.E. has a Sheikh whereas its counterpart has a Sultan as leader. Hence, a number of significant differences are unavoidable too.

Table of Readability Statistics:

Source:
http://www.admc.hct.ac.ae/hd1/english/compare/uaeoman.htm
Judgement:
The paragraph above has the split main idea in the beginning-end position. Based on the table of readability statistics, it consists of 193 words, and the Flesch-Kincaid grade Level is 10. Therefore, according to the theory of readability statistics, it is assumed “normal” and suitable for the senior high school students (in this case, the second grade students of SMA Negeri 1 Bulik Lamandau).

Proposal Skripsi Final

2009-01-07T04:08:00.000-08:00

EFFECTS OF MAIN IDEA COMPLEXITY ON READING COMPREHENSION OF COMPARISON – CONTRAST PARAGRAPH GAINED BY THE SECOND GRADE STUDENTS OF IPA AND IPS PROGRAMS AT SMA NEGERI 1 BULIK LAMANDAU
IN ACADEMIC YEAR 2008 / 2009

SARJANA THESIS PROPOSAL

Presented to
The Faculty of Teacher Training and Education
of the University of Palangka Raya
in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan

BY

RUDI
AAA 104 071

THE UNIVERSITY OF PALANGKA RAYA
THE FACULTY OF TEACHER TRAINING AND EDUCATION
PALANGKA RAYA
2008

This Thesis Proposal has been examined and approved at the following:
Day : Thursday
Date : December 4th, 2008
Time : 08.00 – 12.00 WIB
Venue : Ing 4 Room of the Campus of English Education Study Program of Palangka Raya University.

Examining Committee,

Drs. Tampung N. Saman, M. Lib ……………………….….. , Chair
NIP. 131 884 135

Drs. M. Syukri B. …………………………... , Member
NIP. 131 611 006

Dr. Wido H. Toendan, MS …………………………... , Member
NIP. 130 914 196

Title : EFFECTS OF MAIN IDEA COMPLEXITY ON READING COMPREHENSION OF COMPARISON–CONTRAST PARAGRAPH GAINED BY THE SECOND GRADE STUDENTS OF IPA AND IPS PROGRAMS AT SMA NEGERI 1 BULIK LAMANDAU IN ACADEMIC YEAR 2008 / 2009
Name of the student : Rudi
Student Registration Number : AAA 104 071
Study Program : English Education
Department : Language and Art education

This Thesis proposal has been revised.

Approved by:

Advisor I
Dr. Wido H. Toendan, MS
NIP. 130 914 196

Advisor II
Dr. Maria A. Luardini, MA
NIP. 132 055 592

CHAPTER I
INTRODUCTION

1.1 Background of the Study
Language is an important means of communication in the life of the people among the nations all over the world. There are many languages in the world. English, as one of the languages and as an international language, is spoken by mostly people in the world. English is very important and has many interrelationships with various aspects of life owned by human being. The mastery of English has become obligated for those who want to get along and associate with the international community in this era of globalization. Thus, in Indonesia, the government puts English into the national curriculum of education as a compulsory subject and it is formally taught from the elementary school up to the university level.
There are four basic skills or competencies that are closely interrelated in learning English that should be paid into attention, they are listening, speaking, reading, and writing. Those four skills mutually support each other. Listening without speaking or vice versa is nothing, and reading without writing or vice versa is nothing as well. That is why; those four skills are supplementary to one another.
Reading is one of them that have been very important one. Harris and Sipay (1981: 1) stated that reading ability increases in importance as a society becomes complex and industrialized. As technology advances, more occupations require high levels of education or specialized training in which good reading ability is vital. It indicates that English is needed very much in many fields.
In the educational field if students have a poor knowledge and ability in reading, some difficulties in comprehending the reading materials would be faced by them. Consequently, of course, they are likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good knowledge and ability in reading, they will have a better opportunity to get success in their study.
The achievement of students in reading can be influenced by many factors. They can be the teacher’s teaching style, material of the study, kinds of text or paragraph (genre), main idea complexity, and students’ class programs. In the case of comprehending a paragraph with main idea complexity, class programs also can influence student’s comprehension. IPA and IPS programs are different. Students of IPA mainly focus studying about the nature and exact sciences. While students of IPS mainly focus dealing with non-exact and social sciences. The students who belong to the particular program may have their certain tendency of comprehension about a paragraph which is composed by using a certain paragraph pattern. Therefore, in order to have good achievement in reading comprehension, students need to be exercised and trained about paragraph.
Reading is commonly dealing with text or paragraph. To comprehend text or paragraph in reading process, the students should be able to manage every part of the text, since it will be easy to gain the comprehension when they are able to organize the text. So, the ability in identifying and catching a text or a paragraph is needed in reading comprehension.
There are many patterns of paragraph in reading that can be divided into some categories both based on their physical structure and genre structure. One of them, which is included as physical structure, is comparison-contrast paragraph.
Comparison-contrast paragraph is a paragraph that is written where the author explains how two or more things are alike and or how they are different. According to Toendan (2008:67), comparing and contrasting two things, places, people or houses are a process we all do every day. We compare and contrast two things when we want to determine the superiority of one thing over the other. Therefore, comparison-contrast paragraph is quite interesting to be chosen and investigated.
There are some factors which determine the level of difficulty of a paragraph; among others are the vocabulary, number of words, grammar, main idea position, the information content, or the complexity of its meaning structure and sentence. It means that the paragraph has difficulties in it feature. In other words, Harris and Sipay (1981) said that the first feature is the vocabulary, which is usually measured by counting the percent of words that fall outside a particular list of common words means that the paragraph has difficulties in it feature. The second is the average number of words per sentence, or average sentence length. Long sentences are likely to be more difficult to understand than short sentences, it is because of the dependent clauses, embedded phrases, and clauses.
When the test of reading comprehension is conducted to the students, they may find difficulties in identifying the complexity of main idea (simple main idea, and split-main idea). Main idea complexity refers to the forms of main idea which is in one hand stated in one sentence (simple main idea) and on the other hand stated in two separated sentences (split main idea). Those two forms of main idea will affect students’ reading comprehension.
Curriculum plays important role in the world of education. In Indonesia, the government has many times changed the curriculum system of national education. KTSP (Kurikulum Tingkat Satuan Pendidikan) or which is known as Curriculum 2006 is a newest curriculum, after KBK (Kurikulum Berbasis Kompetensi), which was developed and determined by the National Department of Education Standard (BNSP) since 2006. This kind of curriculum has coloured again the system of education in Indonesia. In KTSP, the schools or teachers are given freedom to construct their own management of curriculum and teaching and learning process. It indicates that KTSP influences the setting of the subjects at school. The subjects which are related to language skills such as Bahasa Indonesia and Bahasa Inggris of course will be influenced too; for example, in the area of reading skill, and especially in the learning material which is related with the paragraph patterns such as Narration, Description and Exposition. That is why then we can say that the implementation of this curriculum system is not interfered by the central government (centralisation) or we call it as a local curriculum which is adapted with the local situation and purposes (decentralisation).
SMA Negeri 1 Bulik Lamandau is one of the senior high schools in Lamandau Regency which has been trying to implement the KTSP. In 2007, some students of this school had been investigated for a study by an English student of Palangka Raya University related to the topic of reading comprehension. The result showed that the reading skill of the students of this school needs to be improved. That is why, now, the writer is also interested to conduct his study related to reading comprehension in SMA Negeri 1 Bulik Lamandau with a different title of the study. The writer is interested to conduct the research in this school because the writer wants to know the effects of main idea complexity on students’ reading comprehension. By this study, the writer also wants to know whether the class programs of the students, in terms of comprehending the paragraph of comparison-contrast, will bring effects to their’ scores.
Then, the second grade students of SMA Negeri 1 Bulik will be the subject of the study, definitely IPA and IPS programs. There are some more reasons why the writer selects this school as the subject of his study. First, the newest curriculum, that is KTSP, in which it has effect on reading, has been trying to be implemented by this school. Second, related to the teaching material of reading, KTSP has effect on reading skill of the school student’s. Third, there are two class programs of second grade students of SMA Negeri 1 Bulik which number of students is appropriate to be taken as the samples of the study. The last reason why the writer is interested in conducting the research in this school is to investigate the result of the study in SMA Negeri 1 Bulik Lamandau since this senior high school is a well-known school in Lamandau Regency. It means this school has accessibility for the reasons listed above. And for the instrumentation try out, the writer will plan to conduct it in SMA Negeri 1 Sematu Jaya Lamandau. The reason is almost the same with the reasons for choosing SMA Negeri 1 Bulik Lamandau. There are two class programs of IPA and IPS in SMA Negeri 1 Sematu Jaya Lamandau. This school also has been trying to implement the KTSP since 2007.
Based on the background above, the writer would like to write his thesis proposal entitled:
“Effects of Main Idea Complexity on Reading Comprehension of Comparison – Contrast Paragraph Gained By the Second Grade Students of IPA and IPS Programs at SMA Negeri 1 Bulik Lamandau
in Academic Year 2008 / 2009”.
The concern of this study is on investigating the effects of Main Idea Complexity and Students’ Class Programs on Reading Comprehension of Comparison-Contrast. There are some types or forms of main idea in reading passage, which are subdivided into some more categories such as simple main idea and split main idea. These two types of main idea are chosen by the writer to be investigated in this study.
In line with the study, the writer finds that there are four studies which are almost similar with his study. They are stated as follows:
1. The Effects of Main Idea Position and Students’ Class Programs on Reading Comprehension of Comparison – Contrast Paragraph Gained by the Second Grade Students of SMA – Kristen Palangka Raya in Academic Year 2008 / 2009, written by Yoakim Philipus.
2. Causal Relationship Study of Split-Main Idea Position and Students’ Gender on Reading Comprehension of Comparison – Contrast Paragraph Faced by the Eighth Grade Students of MTsN Selat Tengah Kuala Kapuas in Academic Year 2008 / 2009, written by Mariani.
3. Effects of Split-Main Idea Position and Students’ Class Programs on Reading Comprehension of Comparison – Contrast Paragraph Gained by the Eleventh Grade Students of SMA – 2 Kapuas in Academic Year 2008 / 2009, written by Eriani.
4. A Study of Effects of Main Idea Complexity and Students’ Genders on Reading Comprehension of Comparison – Contrast Paragraph Gained by the Ninth Grade Students of SMP Negeri 2 Pahandut Palangka Raya in Academic Year 2008 / 2009, written by Tisia Pratiwi.
Even though those studies have similarities in some points, especially in the paragraph pattern (comparison-contrast), but the writer finds some differences too. The focus of the writer’s study is on main idea complexity and students’ class programs. Firstly, for the main idea complexity, it consists of two levels, simple main idea and split main idea. Secondly, for the simple main idea, the writer uses the end position; and for the split main idea, the writer uses beginning-end position. Thirdly, the writer’s concern is on students’ class programs (IPA & IPS). Meanwhile, the focus of the study of Yoakim Philipus is on main idea position that is only stated in one sentence. Mariani focuses on split main idea position with three levels, beginning-beginning, middle-end and end-end positions just as Eriani’s study. Moreover, the split main idea position made by Mariani is on beginning-middle position, beginning middle-position, and middle-middle position. Tisia Pratiwi’s study which is focused on simple main idea in the beginning position, and for the split-main idea, her study focuses on the beginning-middle position. She uses students’ genders to compare with main idea complexity just as Mariani’s concern. Finally, of course, the writer’s subject of the study is different.
The studies number 1 to number 3 above had been conducted by the writers. But the study number 4 written by Tisia Pratiwi is still going on together with the writer’s study. These two studies are expected to finish by the year 2009.
It is very important to understand main idea complexity within the paragraph pattern for the sake of good reading comprehension. Through this study, students may improve their reading comprehension if they well recognize main idea complexity and paragraph patterns.

1.2 Problem of the study
The problem of the study is based on the background of the study above; it is stated as follows:
1. What is the Interaction Effect of Main Idea Complexity and Students’ Class Programs on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of IPA and IPS Programs at SMAN-1 Bulik Lamandau in Academic Year 2008/2009?
2. What is the Effect of Main Idea Complexity on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of IPA and IPS Programs at SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?
3. What are the Mean Differences between the Types of Main Idea Complexity on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of IPA and IPS Programs at SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?
4. What is the Effect of Students’ Class Programs on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?
5. What are the Mean Differences between the Levels of Students’ Class Programs on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?

1.3 Objectives of the Study
A research will have a clear direction if it has a purpose and target. This study has its objectives that are declared as follows:
1. To investigate the interaction effect of main idea complexity and students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
2. To investigate the effects of main idea complexity on reading comprehension achievement of the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
3. To investigate the mean differences between the types of main idea complexity on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
4. To investigate the effects of the students’ class programs on reading comprehension achievement of the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
5. To investigate the mean differences between the levels of students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.

1.4 Assumption of the Study
In this research, the writer assumes that:
1. The second grade students of SMA Negeri 1 Bulik Lamandau have been taught about main ideas, at least simple main idea, supporting details and concluding sentence of a paragraph.
2. The second grade students of SMA Negeri 1 Bulik Lamandau have been taught about types of paragraph pattern.
3. The teachers of English of SMA Negeri 1 Bulik Lamandau have studied about the types or forms of main idea and the paragraph patterns and are qualified on how to teach them to the students.
4. The teachers of English of SMA Negeri 1 Bulik Lamandau have adapted their management of teaching and learning with the KTSP concept especially in the English subject dealing with reading.

1.5 Hypothesis of the Study
The hypotheses of this study can be categorized as null hypotheses as follows:
1. H01: There is no significant interaction effect of main idea complexity and students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
2. H02: There is no significant effect of main idea complexity on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
3. H03: There is no significant mean difference between the levels of main idea complexity on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
4. H03: There is no significant effect of the students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
5. H05: There is no significant mean difference between the levels of students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of SMA Negeri Bulik Lamandau in academic year 2008/2009.

1.6 Delimitation of the Study
This study does not cover all topics in English language. It is only concerned and delimitated on effects of main idea complexity divided into two types; simple main idea in the end position, and split main idea in the beginning-end position; on reading comprehension of comparison – contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008 / 2009.

1.7 Limitation of the Study
The limit of this study is only concerned on effects of main idea complexity on students’ reading comprehension. It is conducted only for the second grade students of IPA / IPS programs of SMA Negeri 1 Bulik in academic year 2008/2009. Thus, the result of this study is only generalized or applied to the target population, specifically to the second grade students of IPA and IPS programs of SMA Negeri 1 Bulik in academic year 2008/2009. It could not be generalized to all grade students in SMA Negeri 1 Bulik in Lamandau Regency.

1.8 Significance of the Study
Why the writer chose this topic of the study? Because it has some significances that are stated as follows:
1. Giving information to the English Teachers of SMA Negeri 1 Bulik about the effects of main idea complexity on reading comprehension of comparison-contrast paragraph of their students based on students’ class programs.
2. Giving information to the second grade students of SMA Negeri 1 Bulik about how far main idea complexity and students’ class programs affect their reading comprehension of comparison-contrast paragraph.
3. Giving a reference to the development of teaching learning process especially in reading, that the understanding of simple main idea in the end position and split main idea in the beginning-end position will make students’ reading comprehension better.
4. Giving contribution to any further researchers who want to study the same research, so this study becomes a helpful information and useful reference for the next study.
5. Giving contribution for the readers in increasing the quality of English Teaching and Learning.

1.9 Clarification of the Key Terms
It is important for the writer to give a clarification of the terms used in this study, so that they will not confuse the readers, and to avoid misunderstanding of anyone who studies this case. Below is the clarification of each term:
1. Reading Comprehension : theoretically, a process of interaction between the reader with the text and the reader relates the idea from the text to prior experiences and their knowledge. In other words, it is a process by which the reader constructs meaning by interacting with the text. In this study, reading comprehension is operationally defined as the scores gained by the students after receiving reading test of main idea complexity of comparison - contrast paragraph.
2. Main Idea : the important statement that explains about the topic of a paragraph which can be stated explicitly and implicitly in the beginning, in the middle or in the last sentence of the paragraph.
3. Simple Main Idea : main idea which is explicitly stated in one sentence in a paragraph. The sentence position of the main idea can be in the first, in the last or in the middle. The focus of the writer’s study is only on the simple main idea stated in the last sentence of paragraph.
4. Split Main Idea : main idea which is stated in two separated sentences in a paragraph. There are six positions of split main idea such as beginning-beginning position, beginning-middle position, beginning-end position, middle-middle position, middle-end position, and end-end position. However, the writer only analyzes the split main idea stated in the beginning-end position, in which the main idea is stated in the first sentence of the paragraph, and in the last sentence of the paragraph.
5. Main Idea Complexity : a complexity of main idea forms because in one hand stated in one sentence, and on the other hand stated in two separated sentences.
6. Topic Sentence : a sentence that expresses the main idea of a paragraph.
7. Supporting Details : ideas which are combined into some details of sentences to support the main idea that has been made.
8. Concluding Sentence : sentence that signals the end of paragraph and leaves the reader with important point to remember.
9. Paragraph : a group of sentences to explain the related subject by developing the main idea into some supporting details.
10. Comparison-Contrast Paragraph : paragraph that explains how two or more things are alike and or how they are different. This type of paragraph chosen by the writer as the object of the study to find out the effects of main idea complexity on students’ reading comprehension based on class programs.
11. Students’ Class Programs : the programs that the students learn. In this case, IPA and IPS programs of the second grade students. Students of IPA learn about exact and natural science, while IPS students learn about social science.
12. SMA Negeri 1 Bulik : a senior high school that is located on Jl. HGM. Yusuf, BA in the capital city of Lamandau Regency.

CHAPTER II
REVIEW OF RELATED LITERATURE

2.1 Definition of Reading
Reading has been conducted almost much of the time by people for many reasons and purposes. The purpose of reading is to understand and comprehend the information from the text or reading material. Some experts stated many definitions of reading. Based on Albert J. Harris and Edward R. Sipay (1980:8), reading is the meaningful interpretation of printed and or written verbal symbols. In the process of reading, the reader tries to re-create the meaning intended by the writer. While Anderson and Durstan (1969:4) stated “reading is a unique human skills which we tend to perform somewhat below maximum capacity. Reading slowly and not understanding what is read often go together”. That indicates the symptoms of lack of reading ability or reading skills.
Based on those definitions stated above, the writer draws conclusion that reading may be defined as the act of responding with appropriate meaning to printed or written verbal symbols. Reading is also a unique skill of human and a result of the interaction between perception of graphic symbols that present language and reader’s language skill and knowledge. Thus, based on the reader’s interpretation, different readers will have different interpretation about the intended meaning by the writer.

2.2 Nature of Reading Comprehension
Reading is one of the language skills that support our language development. When reading, much information that can be taken from it. It also can make our knowledge and thought wider. A reader would be easy to find out what the author’s idea or message when the whole sentences in the text or paragraph are comprehended and read carefully. According to Cooper, reading comprehension is a process whereby the reader constructs meaning by interacting with text (1986:17). Sometimes, it is difficult to find out what the author wants to tell, even though the words of the reading material are simple. It is because the interaction among the text is not going well.
Based on the explanations above, it can be concluded that reading comprehension takes the essential role in understanding a reading. Either Reading or Comprehension is as one unity that cannot be separated when learning and mastering reading skill.

2.3 Techniques of Reading
Long paragraphs or reading materials may be complicated for some readers. Such paragraphs or reading materials will be hard and complicated to be comprehended by the readers if they cannot master some techniques in reading. It is based on their needs in reading. For example, the readers want to find out the main idea of the text quickly. Therefore, they must use an appropriate strategy or technique when they are reading. Some techniques of reading are explained as follows:

1. Scanning
Toendan (2007:5) stated, “Scanning is the ability to locate the specific information or facts as rapidly as possible”.
Therefore, scanning is a technique of reading that is used to read quickly for details of a text or reading material. For example; the telephone number, looking for a word in dictionary etc, the reader must not read the whole text carefully.
2. Skimming
Based on some experts such as Wiener and Bazerman (1977:79), skimming is rapid reading for facts in which we have to find specific facts in a paragraph, look quickly at sentences that offer the needed information. Meanwhile Toendan (2007:100) stated, “Skimming can be defined as the ability to find main ideas while very rapidly and selectively skipping over the reading material”. Besides, according to Simanjuntak (1988:23), skimming is the ability of glancing rapidly through a text to search for a specific of information, or to get an initial impression of whether the text is suitable for a given purpose.
Therefore, skimming is a technique of reading that is used to read quickly the general illustration or understanding. Just look the important part. For example, looking for some general information or ideas.

2.4 Paragraph
2.4.1 Definition of Paragraph
Reading usually deals with a paragraph or some paragraphs. A good paragraph contains topic sentence or main idea which is then developed by supporting details. Experts define paragraph with many definitions. Among others are Wiener and Bazerman (1977:47). They both defined a paragraph as a group of sentences about some related subjected. Moreover, Toendan stated a paragraph as a basic unit of organization in writing in which a group of related sentence develops one main idea (Toendan, 2007:78).
Therefore, a paragraph is a group of sentences to explain the related subject by developing the main idea into some supporting details.
2.4.2 Components of Paragraph
An adequate paragraph usually consists of three main components, they are main idea, supporting details and concluding sentence. Below is the explanation of each of them.
1. Main Idea
Main idea is an important statement that explains the topic of a paragraph. It is supported by Toendan’s statement which stated that the main idea of a paragraph signals to the reader the most important statement the writer has presented to explain the topic (Toendan, 2007:78). Moreover, Toendan said, “As a single sentence it (main idea) may occur at any point in a paragraph. It can occur at the beginning or at the end of the paragraph, or even in the middle”.
Based on the explanation it can be recognized that main idea is the important statement to explain a topic which may occur at any point in a paragraph, at the beginning, at the end of the paragraph, or even in the middle.
2. Topic Sentence
Talking main idea sentence is also dealing with topic sentence (Main idea sentence is also often called topic sentence or topic statement). Topic sentence is a sentence that expresses the main idea of a paragraph. According to Ngabut in his book entitled Paragraph Development, topic sentence tells us immediately what the paragraph is about and what you can expect to find in the paragraph. The sentence that gives us the topic of the paragraph is called the topic sentence (Ngabut, 2006:15-16). It tells the reader what to expect about the information that will follow. Without the use of a topic sentence, developing a paragraph can be extremely difficult. Topic sentences can appear at several points in a paragraph:
1. the beginning of the paragraph
2. the middle of the paragraph
3. the end of the paragraph
4. the beginning and the end of the paragraph
Based on the explanation, it can be concluded that topic sentence is a sentence that expresses the main idea of a paragraph, and the sentence of main idea is often called topic sentence which can be placed at any different point in a paragraph, in the beginning, in the middle or in the last sentence of a paragraph.
3. Supporting Details
A good main idea is supported by a series of details of sentence to explain the main idea. According to Toendan (2008:73), supporting details are used to develop one main idea.
Therefore, supporting details are a group of sentences to develop and support one main idea that has been made with the details of information.
4. Concluding Sentence
At the end of a paragraph, it usually has a closing sentence or what is called as concluding sentence. Sometimes the concluding sentence is an opinion of the writer which is based on the main idea and supporting details to give a confirmation and the conclusion of the paragraph. Toendan (2008:73) stated, “Concluding sentence signals the end of paragraph and leaves the reader with important point to remember”.
Therefore, concluding sentence is the sentence that is used to end a paragraph and to draw a conclusion based on the main idea and supporting details.
2.4.3 Paragraph Patterns
Paragraph can be developed by using a variety of patterns. They are explained as follows:
1. Narration
According to Toendan (2008:118): “Narration is the telling or relating of occurrences or a series of events. It is also found in diaries, journals, newspapers, biographies and autobiographies. In telling a story or relating events, authors structurally organize the events in chronological order, or time sequence. Generally, the events are written about just as they happen, one after the other.
Therefore, it can be concluded that narration is a paragraph pattern which tells a series of events or occurrences and organized in chronological or time sequence.
2. Description
According to Toendan (2008:91): “Description is used whenever authors describe a place, a thing, or a person”. Description is divided into the following sub-points:
1. Description of place
It is attempting to give a clear description of place to the readers by using adverb of place.
2. Description of person
It is attempting to give a clear description of certain person to the readers by describing one’s physical appearance, one’s manner, etc.
3. Definition
It is attempting to give elaboration or explanation of something abstract or concrete to the readers by using defining terms.
4. Illustration-Example
It is attempting to illustrate something accompanied by using the examples to the readers.
Based on the explanations, it can be concluded that description is a paragraph pattern which is used to describe a place, a person, or a thing and divided into four sub-points: description of place, description of person, definition and illustration-example.
3. Exposition
This kind of pattern is used to explain something, give information and interpret meaning. The following sub-points are the methods that can be used to organize a paragraph of exposition/explanation:
1. Explanation of Process and Procedure
This type of exposition is used when one wants to describe how to do something or how something works.
2. Comparison-Contrast
It describes or discusses the ways in which they are the same or similar or the ways in which they are dissimilar or different. Comparison-Contrast was chosen by the writer as the object of the study to find out the effects of main idea complexity on reading comprehension of the comparison-contrast paragraph in the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009. Therefore, this type of paragraph will be further elaborated later under a special heading.
3. Cause and Effect
This type of paragraph is used to state the facts and provide reasons as to why or how the fact occurred. Cause and effect consists of several paragraphs, each of which explains each of the cause and provides an explanation of the cause to show how it contributes to the effect. There are four types of paragraph of cause and effect, namely:

2.5 Comparison-Contrast
2.4.4 The characteristics of comparison-contrast
Comparison-contrast is a paragraph that explains how two or more things are alike (based on comparison) and or how they are different (based on contrast). Toendan (2008:67) stated, “We compare and contrast two things when we want to determine the superiority of one thing over the other”. Comparison-contrast is a type of description. However, unlike simple description which usually focuses on one subject (one person, place or object), comparison-contrast deals with two subjects and their similarities (comparison) and or differences (contrast).
The one main component to a comparison contrast paragraph is the approach or style in the support paragraphs. In other words, there are two styles used to organize a comparison-contrast paragraph, they are Block or Point-by-Point. In Block Style a writer gives all examples for one side of the comparison and then switches to the other side. In Point-by-Point Style the writer alternates sentence by sentence.
 The following table presents the Useful Sentence Structures for Comparison Contrast Writing.
Comparison Sentences Contrast Sentences
Both A and B Unlike A, B. . .
Just as A . . ., so too B. . . A is not as . . . as B. . .
Like A, B In contrast, B. . .
A is as. ....as B. . . A has. . .; however, B has
B also has. . . Although A . . ., B. . .
A . . .; similarly, B. . . A is . . ., but B is . . .
Neither A nor B has. . . A is . . . whereas B is . . .
A . . .; likewise, B. . . A is . . .; on the other hand, B is. . .

 The following draft presents the Block pattern (organization by item) for Comparison Contrast Writing.
I. Item A
A. Point one
B. Point two
C. Point three
and so on . . .
II. Item B
A. Point one
B. Point two
and so on . . .
 The following draft presents the Point-by-point pattern (organization by criteria) for Comparison Contrast Writing.
I. Point one (criterion one)
A. Item A
B. Item B
II. Point two (criterion two)
A. Item A
B. Item B
III. Point three (criterion three)
A. Item A
B. Item B
As stated above there are two main ways to organize paragraphs of comparison-contrast. The first way is to write down all the points about the first topic, and then to write down all the points about the second topic. The second way is to make the comparisons-contrasts point by point.

2.4.5 Coherence and Unity
There are two important principles of paragraph organization. They decide what kinds of information to include and make sure that such information fits together logically, they are coherence and unity. Coherence and unity means that the points in the paragraph are interrelated (coherence) that they are cannot be separated one to another (unity). For comparison-contrast, there are some transitional words or phrases as the points of coherence and unity that should be employed. The following table is the lists of words and phrases that are used to give transitional signals to the readers about the particular feature of the comparison-contrast:

Table 2.1 Comparison structure words
Sentence connectors Clause connectors Other
Subordinators Coordinators
Also
Too
Both
In The Same Way
Similarly
Likewise
Etc. As just as and like(+noun), Just like(+noun), Similar to (+Noun); (be) similar to, (be) the same as, (be) like; Not only …but also But…and …; to compare to, to compare with, (be)

Table 2.2 Contrast structure words
Sentence connectors Clause connectors Other
Subordinators Coordinators
But
On the contrary
However
On the other hand
In contrast
Alternatively
Nevertheless
Nonetheless
Etc. Although
Even though
Though But
Yet Despite (+noun)
In spite of (+noun)
2.5 Main Idea Complexity
Main idea complexity is a complexity in the forms of main idea because in one hand it is stated in one sentence, and on the other hand stated in two separated sentences. The different forms and details cause the main idea complicated and affect the reader’s comprehension. In this case, the complexity is divided into forms of main idea. They are simple main idea and split main idea.
2.5.1 Simple Main Idea
Simple main idea is very common in many paragraphs. It is usually stated only in one sentence. Wiener and Bazerman (1977:48) stated,” often one sentence in the paragraph tells the readers exactly what the rest of the paragraph deals with and therefore gives the main idea.” The common position of simple main idea is at the beginning of a paragraph, but there are also some which are put in the end or even in the middle of a paragraph. The following paragraph is the example of comparison-contrast paragraph with the simple main ideas at the beginning, in the middle and at the end:
1. Simple Main Idea in the beginning
There are some similarities and big differences between the U.A.E. now and 30 years ago. Firstly, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Nonetheless, one striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals.
Downloaded from: (http://www.admc.hct.ac.ae/hd1/english/compa/uaeoldnew.htm)
2. Simple Main Idea in the middle
Firstly, the point of similarity between the U.A.E now and 30 years ago, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Surely, there are some similarities and big differences between the U.A.E. now and 30 years ago. One striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals.
Downloaded from: (http://www.admc.hct.ac.ae/hd1/english/compa/uaeoldnew.htm)
3. Simple Main Idea in the end
Firstly, the point of similarity between the U.A.E now and 30 years ago, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Nonetheless, one striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals. Surely, besides the similarities there are also some bigger differences between the U.A.E. now and 30 years ago.
Downloaded from: (http://www.admc.hct.ac.ae/hd1/english/compa/uaeoldnew.htm)
Based on the explanation above, this type of main idea (simple main idea) is explicitly stated in one sentence. The position of the sentence can be in the first, in the last or in the middle of the paragraph. The concern of the writer’s study is only on the simple main idea stated in the last sentence of a paragraph.
2.5.2 Split Main Idea
Split main idea is not as common as simple main idea. It is more complicated since it is separately stated in two sentences. In fact, there are six possibilities of split main idea positions. Toendan (2008:81) stated that split main idea is main idea which can be split into two sentences, and the positions of split main idea, theoretically, consist of six possibilities of position. The following is presented the example of comparison-contrast paragraph which will be split into the six possibilities of position.
The original text of comparison-contrast before the split
There are some similarities and big differences between the U.A.E. now and 30 years ago. Firstly, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Nonetheless, one striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals.

Downloaded from: (http://www.admc.hct.ac.ae/hd1/english/compa/uaeoldnew.htm)

The text after the split
1. Beginning-Beginning position
There are some similarities between the U.A.E. now and 30 years ago. But, now it has undergone some bigger differences than 30 years ago. Firstly, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Nonetheless, one striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals.

2. Beginning-Middle Position
There are some similarities between the U.A.E. now and 30 years ago. Firstly, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Nonetheless, now it has undergone some bigger differences than 30 years ago. One striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals.

3. Beginning-End Position
There are some similarities between the U.A.E. now and 30 years ago. Firstly, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Nonetheless, one striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals. Therefore, now it has undergone some bigger differences than 30 years ago.

4. Middle-Middle Position
Firstly, the point of similarity between the U.A.E now and 30 years ago, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Surely, there are some similarities between the U.A.E. now and 30 years ago. However, now it has undergone some bigger differences than 30 years ago. One striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals.

5. Middle-End Position
Firstly, the point of similarity between the U.A.E now and 30 years ago, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Surely, there are some similarities between the U.A.E. now and 30 years ago. One striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals. Hence, now it has undergone some bigger differences than 30 years ago.

6. End-End Position
Firstly, the point of similarity between the U.A.E now and 30 years ago, for example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant, although Emirates occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same. People are devoted to Islam. Nonetheless, one striking difference is found in terms of wealth. 30 years ago, the average Emirate did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals. Surely, there are some similarities between the U.A.E. now and 30 years ago. But, now it has undergone some bigger differences than 30 years ago.

Now the model paragraph containing the split main idea of beginning-end position will be presented in the form of a chart or tree diagram showing how the paragraph components hierarchically are related and arranged to each other. Firstly, the first sub main idea is supported by some major details. Secondly, the second sub main idea is then explained by some major details. Finally, the first major detail of the second sub main idea is then explained by some details.

In addition, all of the possible forms and positions of explicitly stated main idea in a paragraph can be shown as in the following figure.
Possible Form and Position of Main Idea in a Paragraph
Possible Form Possible Position

Based on the explanation above, this type of main idea (split main idea) is stated in two separated sentences in a paragraph. In other words, there are six possible positions of a split main idea in a paragraph. They are Beginning-Beginning Position; Beginning-Middle Position; Beginning-End Position; Middle-Middle Position; Middle-End Position and End-End Position.
However, the writer in this study only analyzes the split main idea stated in the beginning-end position, in which the main idea is stated in the first sentence and in the last sentence of the paragraph.

2.6 Difference Between Students of IPA and IPS Programs
Two different people when they are compared together, in terms of comprehending something, they will never have precisely the same comprehension one to another. Their concept or ability about something may vary each other. So are two different groups or programs, nothing will have exactly the same component one to another. The point is that they must be different in some cases. The case is also the same among the students in the classrooms when they are compared to one another in dealing with reading task. Their ability in reading will vary each other. It apparently goes with the statement stated by Albert J. Harris and Edward R. Sipay (1980:94), which stated,” The range of reading ability varies considerably in most classrooms”. It indicates that students with various classrooms or class programs may have different ability in reading. There may be a range of different scores.
Students of IPA and IPS programs are different as well. Based on their focus of the study, they learn different subjects. IPA students deal mainly with the exact science subjects such as mathematics, physics, chemistry and biology. On the other hand, students of IPS mainly study about social subject such as history, culture, sociology, economic, and so forth.
Based on the above explanations, it is clear that two different programs (IPA and IPS) are different. The programs bring effects to the students’ reading comprehension. Anyway, as the test of reading is conducted later, the time allocation and the English subject proportion are not differentiated from both class programs.

2.7 Test of Reading Comprehension
To prove the effects of main idea complexity on reading comprehension of students of comparison-contrast paragraph based on their class programs, the usage of a reading test is so needed. A question or test is constructed to obtain any response from the respondent about what is being asked or investigated. The test itself is an instrument used to measure the progress of the students, including how well they have understood the languages areas and skills that have been taught. A test is used for improving learning instruction, reporting students’ progress to parents, guidance and counseling, school administration, and research. There are some forms of reading test, such as subjective test and objective test in which they are subdivided again into completion test, multiple choice question tests, true false and so on. In this study, the writer will use Multiple-Choice Questions test (MCQ), on the reason that it is easier in terms of scoring. In addition, the writer also uses questionnaire as the additional data for the study.

2.7.1 Multiple-Choice Questions
Multiple-choice question is question that has more than one option. This kind of test will be used in this study. In multiple-choice we are given a list of different answers to a question and we have to choose the right one. Norman E. Gronlund stated, “A multiple-choice items consists of a problem and a list of suggested solution. The problem may be stated as direct question or an incomplete statement and is called the stem of the item (Gronlund, 2006:169). While according to Arikunto (1993:167):
“Multiple choice test terdiri atas suatu keterangan atau pemberitahuan tentang suatu pengertian yang belum lengkap. Dan untuk melengkapinya harus memilih satu dari beberapa kemungkinan jawaban yang telah disediakan. Atau multiple choice test terdiri atas bagian keterangan (stem) dan bagian kemungkinan jawaban atau alternative (options). Kemungkinan jawaban (option) terdiri atas satu jawaban yang benar yaitu kunci jawaban dan beberapa pengecoh (distracters)”.

Based on the quotations of statement above, it seems that multiple-choice questions are able to use in reading test questions. It is where a reader asked to answer what is questioned by looking through the provided reading. In addition, it is able to see the level of reading comprehension of the students in choosing the correct answers from several options.
The examples of multiple-choice questions stated as follows:
1. MCQ with short text
Direction: Choose a, b, c or d as the correct answer!

School usually holds a flag ………… every Monday
(a). party
(b). activity
(c). ceremony
(d). celebration

2. MCQ with Longer text
Direction: Read the paragraph and select the correct main idea of the paragraph!
The frog sat on the side of the pond. He was very still. His green color made him hard to see. A bug flew near him. His tongue zipped out, and he gobbled it up. Then the frog was still again. He waited for the next bug.
(a). Frogs are green.
(b). Frogs eat bugs
(c). Frogs do not move
(d). Frogs live in ponds

In conclusion, multiple-choice test is a kind of test or question that has some alternative answers for incomplete statement. There is only one correct answer in this kind of test. The rest are functioned as distracters to confuse the testees. Furthermore, the multiple-choice test includes in the kind of objective test. When answering the questions of the test, the testees cannot determine or choose any other options unless the options provided by the test constructor.
2.7.2 Questionnaire
Questionnaire is a tool to find out the opinion of the respondents. Toendan (2008:127) stated, “Questionnaire is a device that enables respondents to answer questions”. The respondents may give response based on the nature of the questions and the reactions of the respondents toward the questions being asked. Factors such as knowledge, attitudes and interest determine their reactions.
Questionnaire is divided into three types. They are (1) open-ended questionnaire, (2) structured format questionnaires, and (3) likert questionnaire. The writer in this study uses open-ended questionnaire because it has the major advantage that is the respondents themselves can take the initiative in deciding what answer to supply. It also lets the students to write down a comment about their feeling toward the course, or whatever that comes into their minds.

2.8 Relationship Between Main Idea Complexity and Reading Comprehension
The many different forms and details of main idea in a paragraph can cause the main idea complicated and influence students’ reading comprehension. According to Eriani (in Buscemi) sometimes it is necessary to provide the reader with the explanatory details, background material before revealing the main idea. In such cases the author will place main idea somewhere in the middle or even at the end of a paragraph. Here, complexity of main idea is divided into two types, simple main idea and split main idea.
Simple main idea of comparison contrast paragraph which only consists of one main idea and stated in one sentence may be not too difficult for the students to identify. But the case will be different when the main idea is split into more than one main idea. It might be complicated for the students to find them since they are separated in the paragraph.
The forms of main idea in the paragraph influences reading comprehension. That is why; main idea complexity with the details has relationship with the students reading comprehension.

CHAPTER III
METHODS AND PROCEDURES

3.1 Data
3.1.1 The Data Needed
The data needed for this study will be the result of students’ score through a reading comprehension test of comparison-contrast paragraph with the main idea complexity (simple main idea in the end position, and split main idea in the beginning-end position). The source of the data will be collected from the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik in academic year 2008/2009.
3.1.2 Criteria for the Admissibility of the Data
The data are admissible if they fulfill the following criteria:
1. The data are the result of the test related to the students’ reading comprehension of comparison-contrast paragraph.
2. The data in this study will be especially concerned in two types of main idea complexity (simple main idea at the end position and split main idea at the beginning – end position), and students’ class programs (IPA and IPS) on reading comprehension of comparison-contrast paragraph.
3. The data will be collected from the second grade students of IPA and IPS programs of SMA Negeri 1 Bulik in academic year 2008/2009.
3.1.3 Data Collection and Data Processing Procedures
In collecting and processing the data for this study, some steps are used by the writer:
1. Deciding the school for conducting the research
2. Asking for permission from the headmaster of SMA Negeri 1 Bulik Lamandau
3. Finding out the data of the second grade students of IPA and IPS programs of SMA Negeri 1 Bulik registered in academic year 2008/2009.
4. Selecting the samples of IPA and IPS programs by cluster random sampling.
5. Dividing the classes into two groups, IPA and IPS.
6. Decoding to represent the students’ name in order to keep their privacy and to minimize the subjectivity in scoring.
7. Giving the test to the second grade students of IPA and IPS programs in the form of Multiple-Choice Questions (MCQ).
8. Collecting the students’ answer sheet.
9. Analyzing the test results.
10. Scoring. The writer uses the following formula to give score:

Where:
S = Score
n = Number of correct answer

N = Number of test items
100 = A constant number
(Depdikbud, 1989: 7)
11. Tabulating. The writer classifies and puts the data in the table.

3.2 Instrumentation
3.2.1 Instrumentation Development
The main instrument of this study is a test, which is given to the students. It is intended to find out some effects of main idea complexity (simple main idea in the end position) on reading comprehension of comparison-contrast paragraph of the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau. The instrument is used as a tool of collecting the data needed. The writer, as additional data, also uses questionnaire because reading test cannot capture all aspects. In collecting the data, the writer will use MCQ as the instrument.
1. Reading Comprehension Test
There will be four tests by using MCQ in the form of two types of main idea complexity (simple main idea in the end position, and split main idea in the beginning-end position) of comparison-contrast paragraph. Two tests for IPA class and two tests for IPS class.
In developing the instrument, the writer will do the process called readability scores. The aim of readability scores is to see the difficulty levels of the paragraph of instrument. In this case, the writer will include and analyze the example of comparison-contrast paragraph by using formula of readability statistics in Microsoft Word 2003. There are two main things in readability statistics; they are Flesh Reading Ease and Flesh-Kincaid Grade level. The formula is as follows:

1. Flesch Reading Ease Score
The formula is: 206.835 – (1.015 X ASL) – 84, 6 X ASW)
Where: ASL = average sentence length (the numbers of words divided by the number of sentence)
ASW = average number of syllables per word (the number of syllables divided by the number of words)
In this point, rates text on a 100-point scale; the higher the score, the easier it is to understand the document. For most standard document, aim for a score of approximately 60 – 70.

2. Flesch-Kincaid Grade Level
The formula is: (.39 X ASL) + (11.8 X ASW) – 15.59
Where: ASL = average sentence length (the numbers of words divided by the number of sentence)
ASW = average number of syllables per word (the number of syllables divided by the number of words)
In this point, rates text on U.S school grade level. For instance, a score of 8.0 means that an eight grader can understand the document. For most standard document, aim for a score of approximately 7.0 – 8.0.
Here, the writer included the example of comparison-contrast paragraph with flesh reading ease 62.3 and Flesch-Kincaid grade Level 8.2 with 180 words. So, it is appropriate for the second grade students of senior high school with 150-200 words or characters.

Here is the example of the original comparison-contrast paragraph:
Camels and Llamas are animals of burden which share the following commonalities. First, they belong to the same class of animals. Both being hoofed, four-legged ruminants. Second, both can be bad-tempered:-camels bite when they are angry and llamas spit. Last, both are adapted to hot climates:-the bodies of both animals keep hold of water well and they sweat very little in the h. In spite of these commonalities, we can find a number of distinctions between these two animals. First, the letters “a”, “l”, and “m” are contained in the words “camels” and “llamas”. Second, the animals differ in size and appearance. Camels are large and have one or two humps on their back, llamas are small and have no humps. Moreover, they are found in different regions of the world: the former live in the deserts of North Africa, Arabia, and Mongolia but the latter live in South America. After everything else, camels are used for amusement but llamas typically are not:-people race camels but not llamas. Hence, these two animals of burden, also contrast significantly.
Downloaded from:
http://www.admc.hct.ac.ae/hd1/english/compare/camelsllamas.htm

Table of Readability Statistics:

The writer will give modification of the comparison-contrast paragraph in the forms of main idea complexity (simple main idea stated in one sentence “end position”, and split main idea stated in two separated sentences “beginning-end position”). In order to make the sentences fit together logically; the appropriate transitional signal to modify main idea is applied by the writer. The following paragraphs are the examples of main idea complexity after having modification:

1. The example of comparison-contrast with simple main idea (end position):
Camels and Llamas

The first thing in common between camels and llamas is they belong to the same class of animals. Both being hoofed, four-legged ruminants. Second, both can be bad-tempered:-camels bite when they are angry and llamas spit. Last, both are adapted to hot climates:-the bodies of both animals keep hold of water well and they sweat very little in the h. In spite of these commonalities, we can find a number of distinctions between these two animals. First, the letters “a”, “l”, and “m” are contained in the words “camels” and “llamas”. Second, the animals differ in size and appearance. Camels are large and have one or two humps on their back, llamas are small and have no humps. Moreover, they are found in different regions of the world: the former live in the deserts of North Africa, Arabia, and Mongolia but the latter live in South America. After everything else, camels are used for amusement but llamas typically are not:-people race camels but not llamas. Therefore, these two animals of burden, besides they carry out and share some things in common, they also contrast significantly.

2. The example of comparison-contrast with split main idea (beginning-end position):
Camels and Llamas
Camels and Llamas are animals of burden which share the following commonalities. First, they belong to the same class of animals. Both being hoofed, four-legged ruminants. Second, both can be bad-tempered:-camels bite when they are angry and llamas spit. Last, both are adapted to hot climates:-the bodies of both animals keep hold of water well and they sweat very little in the h. In spite of these commonalities, we can find a number of distinctions between these two animals. First, the letters “a”, “l”, and “m” are contained in the words “camels” and “llamas”. Second, the animals differ in size and appearance. Camels are large and have one or two humps on their back, llamas are small and have no humps. Moreover, they are found in different regions of the world: the former live in the deserts of North Africa, Arabia, and Mongolia but the latter live in South America. After everything else, camels are used for amusement but llamas typically are not:-people race camels but not llamas. Hence, these two animals of burden, also contrast significantly.
The following is the description of test in the form of content specification of instrument.
Table 3.1 Content specification of reading comprehension in the end simple main idea position
No Indicator Number of test item Item number
1

2

3
4
Identifying of simple main idea in the end position
Identifying topic of comparison-contrast
Paragraph
Supporting details
Identifying the meaning of words, phrases, and sentences
…

…
…

…
…

…
…

…

Tabel 3.1 Content specification of reading comprehension in the beginning-end split main idea position
No Indicator Number of test item Item number
1

2

3
4 Identifying of split main idea in the beginning - end position
Identifying topic of comparison-contrast
Paragraph
Supporting details
Identifying the meaning of words, phrases, and sentences
…

…
…

…
…

…
…

…
2. Questionnaire
After reading comprehension test conducted in the form of MCQ, then the writer deliver the questionnaire because it is believed that questionnaire will give additional data information which has effects the results of the test. The content specification of questionnaire will be described as follows:
Table 3.3 Content of specification of questionnaire for students
No Questionnaire Indicators Item Number Number of item
1 For students Students’ problem on main idea complexity position …. ….
Students’ problem on comparison-contrast paragraph … …
Students’ attitude toward English … …
Students’ attitude toward English teacher … …
Total … …

Table 3.4 Content of specification of questionnaire for Teacher
No Questionnaire Indicators Item Number Number of item
1 For teacher Teacher identity …. ….
Teacher’ qualification … …
Teacher experience … …
Teacher training … …
Total … …

3.2.2 Instrumentation Try Out
To know whether the instrument is suitable or not to find out the effects of main idea complexity on students’ reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs, the writer will conduct a try out. The purpose is to examine the weakness of the instrument so that it can be revised before being applied in the real target or occasion. The instrument of try out is tested to different subject of this study. Instrument try out will be held at the second grade students of IPA and IPS of SMA Negeri 1 Sematu Jaya in Lamandau Regency. The writer selects SMA Negeri 1 Sematu Jaya as the subject of instrumentation try out because this school is located in the same region with SMA Negeri 1 Bulik in Lamandau Regency, nevertheless they lie in different district, and then also because SMA Negeri 1 Sematu Jaya has the same curriculum and level of similarity in some points with SMA Negeri 1 Bulik.
There are three main purposes of the try out as follows:
1. To determine the effectiveness of time allocation.
2. To see whether the instruction is understandable or not.
3. To gather evidence to support the instruments validity and reliability.
The description of the population for data try out will be presented as follows:
Table 3.5 The population for Data Try Out
No Population Number of Population
1
2
3 XI IPA
XI IPS1
XI IPS2 …
…
…
There are some procedures for conducting the try out at school, such as:
1. Prepare the instrument of main idea complexity of comparison-contras paragraph
2. Get the permission letter from:
 The Faculty of Teacher Training and Education of Palangka Raya University.
 The Department of National Education of Palangka Raya.
3. Ask for permission from the Head Master of SMA Negeri 1 Sematu Jaya and the second grade English teacher.
4. Divide the samples into two groups, IPA and IPS programs by using cluster random sampling
5. Give the test to the students
6. Collect and check the students’ answer sheet. The writer will calculate the score with the formula:
%
(Depdikbud, 1989: 7)
7. Analyze the test results
3.2.3 Instrumentation Validity
According to Arikunto (2002:145) “Sebuah instrumen dikatakan valid apabila mampu mengukur apa yang diinginkan”. There are two basic types of validity that the writer uses in this study, they are content validity and construct validity.
a. Content Validity refers to the extent to which a data collection process measures a representative sample of the subject matter or behavior that should be encompassed by the operational definition. (Toendan, 2007: 130).
b. Construct Validity refers to the extent to which the result of the data collection process can be interpreted in terms of underlying psychological construct.” (Toendan, 2007: 131).
3.2.4 Instrumentation Reliability
Reliability is related to the consistency. In this case, the consistency of measurement (test scores or evaluation results) from one measurement to another. According to Sukardi (2004:127) a research instrument is considered to have high value of reliability, if the test which was made has the consistent result in measuring what to measure.
“Reliabitas menunjukkan pada suatu instrumen yang cukup dapat dipercaya sebagai alat untuk pengumpulan data karena instrument tersebut sudah baik. Instrument yang sudah dapat dipercaya atau yang reliable akan menghasilkan data yang dapat dipercaya juga apabila datanya memang benar sesuai dengan kenyataan maka beberapa kali pun di ambil hasilnya akan tetap sama”.
(Arikunto, 1997:154)
In addition to validity, based on the idea above, the instrument should be reliable. In this study, the writer uses the test as an instrument. The test can be produced a description of score result which can be trusted. To measure the reliability the writer uses the formula as follows:

Where: rxx = Coefficient Reliability
VEM = Variance Error of Measurement
Sd = Standard Deviation
VEM = 1/5 n
n = Number of Items
(Kasiram, 1984: 80-81)

To find out the standard deviation (Sd), the writer will use the following formula:
Where: Sd = Standard deviation
X = mean
X = students’ score
= Sum Total
Tuckman (1975: 251)
The value should be consulted to the standardization of coefficient reliability.
Where: (+1.00) : excellent reliability
(+0.77) – (+0.99): good reliability
(+0.40) – (+0.69): fair reliability
(+0.20) – (+0.39): poor reliability
(0.0) – (+0.19): Unreliabile
(Waridjan 1991: 36)
3.3 Population and Sample
3.3.1 Population
Population is the whole subject we wish to investigate. Toendan (2007:77) stated, “The larger group we wish learn about is called a population”. In this study, the population is all the second grade students of IPA and IPA programs of SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
Table of Description of the population
No Accessible population Number of population
1 Class XI IPA …
2 Class XI IPS a …
3 Class XI IPS b …
4 Class XI IPS c …

3.3.2 Sample
Sample is a part of the population which is investigated. Toendan stated that the smaller group we actually study is called a sample and sampling means selecting a given number of subjects from a defined population as representative of that population (2007:77). The sampling method used in this study is cluster random sampling. Cluster random sampling is a method of performing population surveys through the selection of different clusters. In cluster random sampling - samples are chosen from pre-existing groups. In other words, the target population has already been classified in-group and the students are divided into classroom programs based on consideration of the school Groups are selected and then the individuals in those groups are used for the study.
According to Toendan (2007:88) cluster random sampling is used when it is more feasible or convenient to select groups of individual from a defined population. Cluster sampling sometimes used in educational research with the classroom as the unit of sampling. The advantages of this sampling is that it saved times and money. The disadvantages of this sampling are first, that it is less accurate than simple random sampling because in simple random sampling there is only one sampling error while multistage sampling there is sampling error at each stage and the second, one cannot use the conventional formulas for computing statistic on one’s research data.
Related to the explanation above, the sample of this study will be taken from the population of the study and the sample of this study is apart of the second grade students of IPA and IPS programs at SMA Negeri I Bulik Kabupaten Lamandau in academic year 2008/2009. The step in taking the sample, first, the writer will randomize two programs of IPA and IPS of the second grade students. After randomizing the two programs, there will be four groups as a result to become the sample of the study.

3.4 Research Methodology
3.4.1 Research Method
The writer uses an experimental method for this study. Experimental method refers to the systematic scheduling of the times when treatment is administered to the subject. Experimental method is research that experiment something that already exists but has not been used yet. This study uses Factorial Experimental Design. Toendan (2007: 230) stated, “There are two primary purposes for using factorial designs. One is to see if the effects of a treatment are consistent across different characteristics, such as age, gender, or aptitude. The second is to examine interactions, which are relationships that can only be investigated with the factorial design”.
The research design is as follows:
Figure 3.1 Research design of this study

Where:

Where:
CRS : Cluster Random Sampling
S : Sample
R : Random Assignment
IPA : IPA class program
IPS : IPS class program
G1 : Group of subjects for IPA program who will receive treatment 1 (X1)
G2 : Group of subjects for IPA program who will receive treatment 2 (X2)
G3 : Group of subjects for IPS program who will receive treatment 1 (X1)
G4 : Group of subjects for IPA program who will receive treatment 2 (X2)
X1 : Treatment by using simple main idea in end position
X2 : Treatment by using split main idea in beginning – end position
O1 : Observation for G1 after receiving X1
O2 : Observation for G2 after receiving X2
O3 : Observation for G3 after receiving X1
O4 : Observation for G4 after receiving X2

Figure 3.2 Table of Factorial design
Students’ Class Programs Main Idea Complexity
Simple Main Idea
(End Position) Split Main Idea
(Beginning-End Position)
IPA G1 G2
IPS G3 G4

3.4.2 Variable of the Study
The variables of the study are described as follows:
Independent Variables:
1. Main Idea Complexity
a. Simple Main Idea
b. Split Main Idea
2. Students’ Programs
a. IPA
b. IPS

Dependent Variable:
Reading Comprehension
Relationship among Variables:

3.4.3 Data Analysis Procedures
The procedures of analyzing the data are presented as follows:
1. Giving the treatments (with main idea complexity of comparison-contrast Paragraph) to the students.
2. Checking and showing the result of students’ answer sheets and giving the score.
3. Analyzing the data by using the technique of statistic of ANOVA (two-way ANOVA); by using statistical computerized program named SPSS version 15.
In this study, two ways ANOVA (Analysis of Variance) are used because there are two independent variables, they are: Main Idea Complexity and Students’ Class Programs.
4. Taking the conclusion based on the statistic result.
The significance of the p value which is based on the traditional method will be judged by the writer using a highly structured system of significance levels as follows:

1. If p ≤ .001 then the result will be extremely significant
2. If .001 > p ≤ then the result will be very significant
3. If .01 > p < 0.5 then the result will be significant
4. If .05 ≥ p < .10 then the result will be nearly significant
5. If .10 ≥ p ≤ .50 then the result will not be close to significant
6. If .p > .50 then the result will not even remotely closely to significant

3.5 Validity of the Study
The validity of this study has two factors to support the study, namely external validity and internal validity that are explained as follows:
3.5.1 Internal Validity
Internal validity deals with the question of whether the treatment actually caused the observed outcomes in an experiment (Toendan, 2007:254).
There are several terms which can be the threats for the validity. This study uses short duration of experiment that would limit the invalidity due to history, maturation and mortality effects. According to Toendan (2006:191-201), the terms of history, maturation and mortality are:
 History:
The term history refers to any additional, concurrent, extraneous events occurring in the environment at the same time the experimental variable (the treatment) is being tested.
 Maturation
Maturation refers to the fact that changes in an outcome variable may routinely occur as a result of the passage of time and natural changes that occur as part of human development rather than as a result of the treatment occurred while time was passing.
 Mortality
Mortality refers to the fact that differences in performance on the outcome variable after a treatment might occur because of changes in-group composition rather than because of the treatment that the group experienced.
3.5.2 External Validity
External validity deals with the problem of how far we can generalize the results of a research study beyond the original research setting (Toendan, 2007:266).
There are three basic threats to external validity:
1. Interactions of the treatment with persons
2. Interactions of the treatment with setting
3. Interactions of the treatment with historical context (time)

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2008. Reading One Revised Edition. Palangka Raya: Unpublished Teaching Material.
2008. Reading Two Revised Edition. Palangka Raya: Unpublished Teaching Material.
2008. Reading Three. Palangka Raya: Unpublished Teaching Material.
Tuckman, B. W. 1978. Conducting Research Educational: Second Edition. America: Harcourt Brace Jovanvich Inc.
Waridjan. 1991. Tes Hasil Belajar Gaya Objektif. Semarang: IKIP Semarang Press.
Wiener, Harvey S. and Bazerman, Charles. 1977. Reading Skills Handbook. Third Edition. Boston: Houghton Miffin Company.

Laporan KKN Tahun 2008 di desa Batu Badinding

2008-12-13T11:31:00.000-08:00

BAB I

PENDAHULUAN

A. Latar Belakang KKN

Kuliah Kerja Nyata (KKN) merupakan salah satu program yang mampu mendidik mahasiswa membentuk suatu pola pikir dan bekerja secara interdisipliner dan lintas sektoral. Penerapan ilmu pengetahuan, teknologi dan seni yang diperoleh dalam perguruan tinggi dapat diterapkan dan diberdayakan dalam masyarakat.
Perbedaan budaya, pekerjaan, tingkat pendidikan, serta agama yang ada di masyarakat dapat menjadikan suatu motivasi bagi para mahasiswa untuk berusaha menerapkan ilmu yang diperoleh secara merata kepada seluruh masyarakat dengan perbedaan yang ada. Kuliah Kerja Nyata (KKN) yang dilaksanakan diharapkan dapat membantu mahasiswa untuk lebih mengenal lingkungan masyarakat yang nantinya akan benar-benar dihadapi setelah menyelesaikan pendidikan untuk dapat meningkatkan daya kreatifitasnya, mampu merumuskan serta memecahkan masalah yang dihadapi di lapangan. Disamping itu diharapkan mahasiswa mampu untuk melaksanakan program-program pengembangan, pemberdayaan, dan pembangunan masyarakat.
Kuliah Kerja Nyata (KKN) dilakukan untuk melatih mahasiswa sebagai katalisator, mahasiswa yang bertanggung jawab atas kesadaran kelompok sasaran tentang kebutuhan untuk merubah, kepekaan terhadap proses yang terjadi, pemahaman kepemimpinan yang dianut kelompok sasaran, kemampuan bertindak sebagai organisator dan pelopor, kemampuan mengendalikan diri dan bertindak pada saat yang tepat, dan pemahaman tentang kelebihan dan kelemahan lingkungan sasaran.
Sebagai Solution giver, mahasiswa bertanggung jawab atas kebutuhan pokok sasaran, prioritas kebutuhan lingkungan sasaran, alternative pemecahan yang tepat, argumentasi tentang pemecahan yang diajukan, kepastian bahwa kelompok sasaranlah yang akan mengambil keputusan penyediaan pertolongan terhadap masalah-masalah yang bersifat inovatif.
Sebagai Process Helper, mahasiswa bertanggung jawab atas pemahaman kelompok sasaran tentang permasalahan dirinya, pemahaman sasaran tentang mendiagnosa kebutuhan dan memecahkannya, pemahaman lingkungan sasaran tentang cara menghimpun sumber yang relevan, dan pemahaman lingkungan sasaran tentang strategi evaluasi dan menentukan tingkat keberhasilan program.
Resource Linker, mahasiswa bertanggung jawab atas pemahaman tentang sumber-sumber yang ada di lingkungan sekitar, pemahaman tentang strategi komunikasi yang efektif dengan orang lain, pemahaman tentang potensi lingkungan, pemahaman tentang performa dan kebiasaan sumber maupun sasaran binaan.
Melalui KKN mahasiswa juga diberikan pengalaman, keterampilan secara nyata sebagai kader pembangunan sehingga melalui KKN akan tertanam rasa cinta, kepedulian sosial, dan rasa tanggung jawab terhadap masyarakat di berbagai bidang diri mahasiswa.
Melalui kegiatan Kuliah Kerja Nyata (KKN) maka perguruan tinggi khususnya Universitas Palangka Raya diharapkan untuk dapat menyesuaikan kurikulum dengan perkembangan pembangunan yang ada di masyarakat. Dari berbagai dasar pemikiran yang melatar belakangi perkembangan yang ada di masyarakat maka disusun suatu yang dapat melatih kinerja mahasiswa secara nyata dalam masyarakat.
Untuk mendukung dan memperlancar pelaksanaan tugas mahasiswa sebagai peserta KKN mahasiswa harus memilki citra diri, citra kelompok dan citra institusi positif. Ketiga aspek tersebut harus dibangun dengan sungguh-sungguh disertai sikap sosial, tata krama, kepribadian dan integritas yang tinggi dalam melakukan interaksi dengan lingkungan sasaran yang meliputi organisasi sosial, adat istiadat, pola interaksi, strata sosial, dinamika sosial, posisi sosial, prestise sosial dan perilaku sosial masyarakat sasaran.

B. Tujuan KKN

Secara umum, tujuan KKN dapat dirumuskan sebagai berikut :

1. Menemukan, merumuskan, memecahkan, dan menanggulangi permasalahan pembangunan dalam bentuk program kerja yang disusun bersama masyarakat
2. Melaksanakan program pemecahan permasalahan bersama masyarakat sasaran.
3. Menyumbangkan pikiran berdasarkan ilmu pengetahuan, teknologi dalam rangka mempersiapkan kader dan mempercepat pembangunan di desa sasaran.
4. Memperoleh dan menularkan pengetahuan, sikap dan ketrampilan dan memecahkan masalah pembangunan di desa sasaran secara interdisipliner dan lintas sektoral dengan pendekatan akademik.
5. Memotivasi masyarakat untuk lebih tanggap terhadap masalah pembangunan.
6. Meningkatkan hubungan dengan pemerintah daerah, instansi teknis, dan masyarakat sehingga dapat lebih berperan dalam memfasilitasi kegiatan pendidikan serta penelitian sesuai dengan tuntutan nyata dari masyarakat yang sedang membangun.

C. Profil Kelurahan Panarung
1. Geografis
Kelurahan Panarung adalah salah satu diantara 6 kelurahan yang ada di Kecamatan Pahandut, Kota Palangka Raya, Provinsi Kalimantan Tengah dengan luas wilayah 2.350 Ha, yang terdiri atas tanah rawa, tanah gambut, tanah pasir dan kerikil dimana areal tersebut dimanfaatkan oleh penduduk sebagai lokasi pemukiman, perkebunan dan kegiatan usaha lainnya.
Adapun batas-batas wilayah Kelurahan Panarung adalah sebagai berikut :
 Bagian Utara berbatasan dengan Kelurahan Pahandut.
 Bagian Timur berbatasan dengan Kelurahan Tanjung Pinang dan Kelurahan Kalampangan.

 Bagian Barat berbatasan dengan Kelurahan Langkai.
 Bagian Selatan berbatasan dengan Kelurahan Sabaru.
2. Pemerintahan
Kelurahan Panarung berada di bawah Kecamatan Pahandut dan bertanggung jawab kepada Camat dengan susunan organisasi tata laksana pemerintahan sesuai PERDA Nomor 13 Tahun 2003 adalah sebagai berikut :
 Kepala kelurahan
 Sekretaris kelurahan
 Seksi pemerintahan
 Seksi pembangunan
 Seksi kesejahteraan
 Seksi pelayanan umum dan ketertiban
 Serta kelompok jabatan fungsional yang terdiri atas PPL KB, LKK serta BABINSA dari POLSEK Pahandut.
3. Rukun Warga (RW) dan Rukun Tetangga (RT)
Dalam membantu pelaksanaan tugas dan pelayanan pada masyarakat di kelurahan Panarung maka dibentuk 14 Rukun Warga (RW) dan 48 Rukun Tetangga (RT), yang secara langsung terlibat dalam berbagai kegiatan masyarakat di bidang keamanan, ketertiban, kebersihan lingkungan dan sosial kemasyarakatan lainnya.
Perangkat RT/RW ini bekerja secara sosial sesuai Peraturan Menteri Dalam Negeri Nomor 7 Tahun 1983, Peraturan Daerah Nomor 2 Tahun 2002 dan terakhir ditetapkan oleh Peraturan Walikota Palangka Raya Nomor 13 Tahun 2005 tentang pedoman pembentukan RT/RW yang mendapatkan bantuan dan setiap satu semester (6 bulan) sekali.
4. Lembaga Kemasyarakatan Kelurahan (LKK)
Sebagaimana PERDA Nomor 14 Tahun 2002 dan Surat Keputusan Walikota Palangka Raya Nomor 178 tahun 2002, lembaga ini ditetapkan sebagai pengganti Lembaga Ketahanan Masyarakat Desa (LKMD) yang kepengurusannya terdiri atas tokoh-tokoh masyarakat. Secara umum tugasnya adalah membantu pemerintahan melalui kelurahan melaksanakan kegiatan sosial gotong royong dalam pembangunan kelurahan.
5. Penduduk
Berdasarkan data sampai bulan September 2005 penduduk di kelurahan Panarung terdiri atas 4.096 kepala keluarga dan 13.143 jiwa. Hal ini merupakan satu modal dasar dalam pembangunan. Peningkatan kuantitas masyarakat harus digalakan guna memperoleh sumber daya manusia yang produktif dan mampu meningkatkan kesejahteraan keluarga.
6. Sarana dan Prasarana
Sarana dan Prasarana yang ada di kelurahan Panarung meliputi bangunan pemerintahan 3 buah, sarana ibadah 95 buah, sarana pendidikan 18 buah, dan sarana kesehatan ada 60 buah. Dengan sarana dan prasarana yang ada diharapkan mampu mengoptimalkan pembangunan kelurahan di segala bidang sektor kerja.

BAB II
MASALAH YANG DIHADAPI

A. Materi
1. Dana
Dalam pelaksanaan kegiatan Kuliah Kerja Nyata (KKN) Universitas Palangka Raya Semester Genap Tahun Ajaran 2006/2007, salah satu masalah yang dihadapi yaitu sulitnya mencari dana untuk menjalankan program, serta kurangnya partisipasi dari masyarakat untuk menyukseskan program tersebut sehingga ada program yang tidak terlaksana.
2. Waktu
Mengingat waktu yang relatif singkat sementara program Kuliah Kerja nyata (KKN) yang disusun terbagi dalam beberapa bidang maka ada program yang tidak sempat seratus persen terselesaikan. Hal ini terjadi karena terbatasnya waktu bagi mahasiswa Kuliah Kerja Nyata (KKN) untuk melaksanakannya.
3. Tenaga
Dari segi tenaga, mahasiswa Kuliah Kerja Nyata (KKN) di kelurahan Panarung juga memiliki keterbatasan, hal ini karena banyaknya program kerja mahasiswa Kuliah Kerja Nyata (KKN) dan kebanyakan masyarakat kurang berperan serta terutama pemudanya serta mereka sibuk dengan pekerjaan mereka yang mayoritas bertani, sehingga tidak ada waktu untuk membantu mahasiswa dalam melaksanakan program-program yang telah disusun.

B. Bidang Sarana dan Prasarana
Permasalahan yang dihadapi di Kelurahan Panarung dalam bidang sarana dan prasarana adalah perlu adanya pembuatan tempat pembuangan sampah di sekitar lingkungan kantor kelurahan, serta di dalam kantor itu sendiri.

C. Bidang Kesehatan dan Kebersihan Lingkungan.

Permasalahan yang dihadapi di Kelurahan Panarung dalam bidang kesehatan dan kebersihan lingkungan adalah perlu adanya pembuatan tempat pembuangan sampah di sekitar lingkungan kantor kelurahan, pembersihan lingkungan kantor kelurahan, serta perawatan tanaman obat keluarga, dan kurangnya kesadaran masyarakat dalam hal kebersihan, yaitu membuang sampah tidak pada tempatnya, seperti di pinggir-pinggir jalan, yang dapat berdampak kepada kesehatan warga masyarakat di lingkungan tersebut.

D. Bidang Sosial Kemasyarakatan
Permasalahan yang dihadapi di Kelurahan Panarung dalam bidang sosial kemasyarakatan adalah kurang aktifnya partisipasi masyarakat dalam hal kebersihan lingkungan baik di lingkungan RT maupun RW mereka masing-masing.
E. Bidang Administrasi.
Permasalahan yang dihadapi dalam bidang administrasi dan pemerintahan desa yaitu perlu adanya perbaikan dalam administrasi kelurahan antara lain :
1. Mencari dan mendata ulang kependudukan untuk pembagian bantuan beras bagi orang/warga miskin (raskin) maupun bantuan langsung tunai (BLT).
2. Perlunya pengaktifan staf kelurahan dalam menjalankan tugas.
3. Kurangnya kesadaran dan partisipasi dari perangkat kelurahan dalam kemajuan kelurahan sehingga banyak hal-hal penting yang terabaikan.

BAB III
PELAKSANAAN PROGRAM KERJA

A. Kegiatan di Bidang Observasi Lingkungan.
Kegiatan ini bertujuan untuk menentukan menemukan dan mengumpulkan masalah yang ada di Kelurahan Panarung yang selanjutnya akan menjadi landasan bagi perumusan program kerja.
1. Observasi lingkungan masyarakat serta posko KKN, dimulai dari lingkungan posko dan lingkungan RT ke RT sampai Kantor Kelurahan, pelaksanaannya dimulai dari tanggal 31 Juli 2006.
2. Observasi sarana dan prasarana.
- Balai Pertemuan Kelurahan.
- Kantor Kelurahan.
- Nama jalan, RW serta RT.
- Survei gapura-gapura di setiap RW dan RT.

B. Kegiatan Bidang Sarana dan Prasarana.
Bertujuan melengkapi, mengadakan dan mengoptimalkan sarana dan prasarana yang belum terlaksana di Kelurahan Panarung dan mempercepat pembangunan di bidang fisik di Kelurahan Panarung.
1. Kegiatan di bidang sarana dan prasarana.
- Membuat spanduk dalam rangka HUT RI, di rumah ketua LKK pada tanggal 9 Agustus sampai dengan 13 Agustus 2006.
- Pembuatan gapura selamat datang di kelurahan Panarung pada tanggal 30 Agustus sampai dengan 6 September 2006.
- Pembuatan tong sampah kelurahan pada tanggal 8 September 2006 sampai tanggal 10 September 2006.
2. Kegiatan di bidang Kesehatan dan Kebersihan Lingkungan.
- Kerja bakti membersihkan lingkungan posko (balai pertemuan) yang di laksanakan pada tanggal 28 Juli 2006.
- Kerja bakti membersihkan lingkungan kantor kelurahan pada tanggal 29 Juli 2006.
- Pengolahan dan penanaman tanaman obat keluarga di lingkungan kantor kelurahan pada tanggal 29 Juli 2006.
- Kerja bakti dan pembuatan gorong-gorong di lingkungan RT. 02 / RW. IX. pada tanggal 6 Agustus 2006.
- Kerja bakti bersama-sama dengan mahasiswa KKN Kelurahan Bukit Pinang dan staf Kecamatan Pahandut, membantu membersihkan sekitar pengaringan I di lingkungan Kelurahan Langkai pada tanggal 7 Agustus 2006.
- Kerja bakti bersama-sama staf Kelurahan Panarung, mahasiswa KKN Kelurahan Bukit Pinang, dan staf Kecamatan Pahandut membersihkan sekitar pengaringan di lingkungan Kelurahan Panarung pada tanggal 8 Agustus 2006.
- Kerja bakti di RW XIV pada tanggal 11 Agustus 2006
3. Kegiatan di bidang Peranan Wanita.
- Berpartisipasi dalam acara Pertemuan dengan ibu-ibu PKK pada tanggal 8 Agustus 2005.
- Berpartisipasi dalam acara lomba masak ibu-ibu PKK di balai pertemuan Kelurahan Panarung pada tanggal 14 Agustus 2006.
4. Kegiatan di bidang Sosial Kemasyarakatan.
- Ikut serta dalam acara sosialisasi data penduduk se-Kecamatan Pahandut di Kumkum pada tanggal 25 Juli 2006.
- Pertemuan dan penerimaan mahasiswa KKN di kelurahan Panarung oleh Lurah Panarung dan staf kelurahan. 26 Juli 2006.
- Rapat dengan ketua RW se-Kelurahan Panarung tentang tata cara pengisian blanko pendataan penduduk dari dinas yang bersangkutan, sekaligus perkenalan kehadiran mahasiswa KKN di lingkungan Kelurahan Panarung. Pada tanggal 2 Agustus 2006.
- Menghadiri rapat di RW. VIII dalam rangka pembentukan panitia lomba HUT RI pada tanggal 9 Agustus 2006.
- Membantu mengantarkan surat undangan rapat ke masing-masing RW se-Kelurahan Panarung pada tanggal 10 Agustus 2006.
- Sosialisasi dengan Dinas Tata Kota, Lurah Panarung dan ketua RT / RW lingkungan Kelurahan Panarung, mengenai Pajak dan IMB di balai pertemuan Kelurahan Panarung pada tanggal 12 Agustus 2006.
5. Kegiatan di bidang Administrasi.
- Membantu pembenahan / perbaikan struktur organisasi PKK kelurahan Panarung pada tanggal 10 September 2006.
- Membantu pendataan PMKS mulai tanggal 29 Agustus 2006 sampai dengan 6 September 2006.
- Membantu pendataan IMB rumah baru di lingkungan Kelurahan Panarung pada tanggal 30 Agustus sampai dengan 6 September 2006.

BAB IV
PENUTUP

A. Kesimpulan
Dari serangkaian kegiatan yang sudah direncanakan dan diprogramkan selama masa kegiatan KKN Universitas Palangka Raya semester genap tahun 2006 ini, ada banyak hal yang dapat dijadikan evaluasi untuk pelajaran dan pengalaman, dan masukan, yaitu:
1. Seluruh program yang dijalankan sesuai rencana program pengembangan masyarakat dan program bakti sosial , dimana ini disesuaikan dengan keinginan dan keadaan masyarakat setempat.
2. Program kerja yang dijalankan hanya pada lokasi KKN dengan dana yang terbatas dan berangkat dari keadaan inilah program harus berjalan dengan keadaan dan hasil yang sederhana.
3. Pada setiap program kegiatan yang ada ,baik yang terencana maupun yang tidak merupakan hal yang mutlak dilaksanakan, walaupun sesungguhnya pada pelaksanaannya tentu dihadapkan pada kendala dan permasalahan hingga tidak semua program dapat berjalan dengan 100% dari target yang diinginkan.
4. Banyak hal yang menjadi evaluasi atau acuan ide atau pemikiran dan pengembangan ide intelektual kita yang ditemukan dan timbul dari pelaksanaan program kegiatan KKN dan semua ini menjadi suatu pelajaran yang sangat menarik untuk dibuat suatu experimenself, hanya saja butuh waktu dan proses yang banyak dan memiliki konsentrasi yang baik untuk membuktikan dan menciptakan kreasi dan daya cipta mahasiswa yang bersangkutan selama interaksi terjadi dalam lingkungan masyarakat desa.

B. Saran
Pengalaman mungkin banyak dirasakan adalah mental, jasmani dan rohani yang cukup besar untuk bertahan dalam mewujudkan bahwa program KKN adalah sebenarnya sangat banyak membawa pengaruh yang positif dalam diri mahasiswa pada pengembangan dan pengabdian di masyarakat.
Perlu adanya perhatian pemerintah untuk keadaan jalan yang sebagiannya belum diperkeras, nama-nama jalan, serta nomor rumah yang dirasa masih kurang teratur dalam penataannya.
Kepada pihak masyarakat, diharapkan dapat menumbuhkan rasa saling tolong-menolong, serta menumbuhkan kesadaran dalam menjaga kebersihan lingkungan.

Laporan PPL II Tahun 2007 di SMADA

2008-12-13T11:29:00.000-08:00

BAB I
PENDAHULUAN

1.1 Pengertian Praktik Pengalaman Lapangan (PPL) Keguruan
Bertolak dari asumsi bahwa Praktik Pengalaman Lapangan (PPL) adalah titik kulminasi (puncak) dari seluruh program pendidikan yang telah dihayati dan dialami oleh mahasiswa dalam bangku kuliah. Oleh karena itu PPL dapat diartikan sebagai suatu program yang merupakan ajang pelatihan yang bertujuan untuk menerapkan dan menanamkan berbagai pengetahuan, sikap dan keterampilan dalam rangka pembentukan guru yang profesional. Dengan demikian maka PPL adalah program pendidikan yang memprasyaratkan kemampuan aplikatif dan terpadu dari seluruh pengalaman belajar sebelumnya ke dalam program pelatihan berupa kinerja dari semua hal yang berkaitan dengan jabatan keguruan, baik kegiatan belajar mengajar maupun tugas-tugas keguruan lainnya. Kegiatan-kegiatan tersebut diselenggarakan dalam bentuk pembelajaran terbatas (Micro Teaching), pelatihan terbimbing, dan pelatihan mandiri yang diarahkan pada terbentuknya kemampuan keguruan, yang terjadwal secara sistematis di bawah bimbingan dosen pembimbing dan guru pamong.
Apabila dipandang dari sudut kurikulum, PPL adalah suatu program mata kuliah proses belajar-mengajar yang dipersyaratkan dalam pendidikan prajabatan guru. PPL dirancang untuk menyiapkan mahasiswa calon guru untuk memiliki atau menguasai kemampuan keguruan yang menyeluruh dan terpadu, sehingga setelah mahasiswa tersebut menjadi guru, mereka dapat mengemban tugas dan tanggungjawabnya secara profesional.
Apabila dipandang dari sudut isi, PPL adalah seperangkat komponen pelatihan prajabatan guru yang berlangsung dalam siklus teori dan praktek secara berlapis dan berulang pada setiap langkah yang dipersyaratkan dalam program pelatihan tersebut. Setiap langkah dalam komponen pelatihan tersebut selalu mengacu pada teori yang telah dipelajari dan menuju pada praktek pelaksanaan pembelajaran yang efektif dan efisien dalam berbagai kondisi.
1.2 Latar Belakang Pelaksanaan Praktik Pengalaman Lapangan (PPL)
Pendidikan Nasional yang berdasarkan Pancasila bertujuan meningkatkan kualitas manusia Indonesia yang beriman dan bertaqwa terhadap Tuhan Yang Maha Esa, berbudi pekerti yang luhur, berkepribadian, berdisiplin, bekerja keras, tangguh, bertanggung jawab, mandiri, cerdas dan terampil, sehat jasmani dan rohani, sejalan dengan pengembangan iklim belajar dan mengajar yang dapat menumbuhkan rasa percaya diri serta perilaku yang inovatif, kreatif dan berkeinginan untuk maju.
Pembangunan nasional perlu terus ditata, dikembangkan dan dimantapkan dengan melengkapi berbagai ketentuan dan peraturan perundang-undangan seperti pelaksanaan PPL, berdasarkan Surat Keputusan Mendikbud RI. Nomor 021/U/1982 dan Nomor 0212/U/1982 serta Peraturan Pemerintah RI. No 30 Tahun 1990.
Program Praktik Pengalaman lapangan merupakan suatu upaya dalam mempersiapkan dan membentuk tenaga kependidikan yang profesional serta untuk meningkatkan mutu para calon guru / pengajar yang ahli dalam bidangnya.

1.3 Tujuan Program Praktik Pengalaman Lapangan (PPL)
Tujuan umum PPL adalah untuk melatih mahasiswa calon guru agar memiliki pengalaman kegiatan kependidikan secara faktual sehingga akan terbentuk tenaga kependidikan yang profesional, yaitu tenaga kependidikan yang memiliki seperangkat pengetahuan, keterampilan, nilai dan sikap yang diperlukan bagi profesinya sebagai guru, serta mampu menerapkan/memperagakan kinerja dalam situasi nyata, baik dalam kegiatan pembelajaran maupun tugas-tugas keguruan lainnya.
Sedangkan tujuan khususnya adalah sebagai berikut:
1). Mahasiswa mengenal secara cermat lingkungan fisik, administrasi, akademik dan sosial psikologis di lingkungan sekolah sebagai tempat pelatihan berlangsung.
2). Mahasiswa menguasai berbagai keterampilan dasar mengajar.
3). Mahasiswa mampu menerapkan berbagai kemampuan professional keguruan secara utuh dan terpadu dalam situasi nyata.
4). Mahasiswa mampu mengembangkan aspek pribadi dan social di lingkungan sekolah.
5). Mahasiswa mampu menarik kesimpulan edukatif dari penghayatan dan pengalaman selama pelatihan melalui refleksi dan menuangkan hasil refleksi ke dalam laporan.
Sasaran dari PPL Keguruan ini adalah membentuk kepribadian calon pendidik yang :
l. Memiliki kepribadian yang baik.
2. Mampu menerapkan teknik-teknik pembelajaran kepada peserta didik.
3. Memiliki sikap Tut Wuri Handayani, serta
4. Tanggap terhadap perubahan dan kemajuan ilmu pengetahuan dan teknologi.

1.4 Rencana Kegiatan Program Pengalaman Lapangan (PPL)
Program Pengalaman Lapangan (PPL) Keguruan dilaksanakan setiap awal semester. Sebelum kegiatan PPL ini dimulai, dipersiapkan terlebih dahulu hal-hal berikut :
l. Menginventarisir mahasiswa calon peserta PPL Keguruan yang memenuhi peryaratan.
2. Memohon izin lokasi ke Kanwil Diknas dengan dilampiri penyebarannya.
3. Menetapkan Dosen Pembimbing dan menentukan distribusinya.
4. Memberitahukan ke setiap sekolah sebagai tempat pelaksanaan PPL.
5. Mengadakan pembekalan bagi mahasiswa calon pelaksana PPL.
6. Memohon surat tugas kepada Dekan untuk Dosen Pembimbing.
7. Mengadakan formulir-formulir yang diperlukan.
Rencana kegiatan Program Pengenalan Lapangan ini dimulai pada bulan Agustus sampai dengan Oktober 2007 untuk semester ganjil tahun akademik (2007/2008).

BAB II
PELAKSANAAN PROGRAM PENGALAMAN LAPANGAN

2.1 Pembekalan PPL
Pembekalan PPL dilaksanakan oleh UP3L FKIP Unpar untuk memberikan pengetahuan dan informasi kepada mahasiswa calon guru tentang berbagai hal yang berhubungan dengan seluk-beluk kegiatan PPL. Setelah mahasiswa calon guru menerima materi pembekalan PPL, diharapkan mereka tidak menemui kendala yang berarti dalam melaksanakan kegiatan PPL di sekolah tempat praktik.
Materi pembekalan yang disampaikan berupa keterampilan belajar mengajar. Keterampilan penguasaan kelas, interaksi sosial mahasiswa calon guru dengan siswa, Kepala sekolah, guru dan pegawai administrasi, mengenal kondisi lingkungan sekolah tempat praktik, dan lain sebagainya.
Pembekalan PPL semester ganjil tahun 2007 dilaksanakan selama 1 hari bertempat di ruang Aula Palangka Unpar pada Hari Kamis Tanggal 26 Juli 2007 Pukul 07.30 - Selesai WIB. Mahasiswa / calon guru menerima materi pembekalan yang disampaikan oleh :
1. Kepala UP3L FKIP Unpar, Ibu Dr. Demitra (Tema : Pembimbingan Bersama)
2. Pembantu Dekan I FKIP Unpar, Bapak Dr. Sanggam Roy Inhard Manalu, M.Pd (Tema : Kemampuan Profesional Guru)
3. Bapak Drs. Bejo Basuki, M. Si (Tema : Penilaian PPL - II)
4. Sub Din Pendidikan SLTP – SM (Tema : Kurikulum Pendidikan di Sekolah Menengah)

2.2 Kegiatan PPL
2.2.1 Kegiatan Pengenalan Lapangan
Kegiatan pengenalan lapangan (observasi) dilakukan untuk mengetahui situasi dan kondisi SMA Negeri-2 Pahandut sebagai tempat praktik. Dengan kegiatan observasi ini diketahui hal-hal sebagai berikut :

1. Observasi Pengenalan Lapangan SMA Negeri-2 Pahandut
a) Kondisi fisik SMA Negeri-2 Pahandut:
1. Luas tanah / Bangunan : 24.210 m2 / 5.206 m2
2. Jumlah ruang kelas : 25 kelas
3. Ukuran ruang kelas : 8 x 7 m

4. Bangunan lain yang ada :
• Laboratorium Bahasa : 9 x 9 m
• Laboratorium IPA Biologi dan Kimia : 9 x 9 m
• Ruang BP : 9 x 9 m
• Musholla : 9 x 9 m
• Internet : 9 x 9 m
5. Lapangan Olah Raga :
• Lapangan Basket : 28 x 13 m
• Lapangan Volly : 18 x 14 m
b) Keadaan Lingkungan Sekolah:
1. Jenis bangunan yang mengelilingi sekolah :
• Perumahan penduduk
• Pertokoan
• SMA Negeri-1 Pahandut
• SMP Negeri-1 Pahandut
• MTs Negeri-1 Pahandut
2. Kondisi lingkungan sekolah baik

c) Fasilitas Sekolah:
1. Perpustakaan : 1 ruang kondisi baik
2. Laboratorium : 2 ruang kondisi baik
3. Ruang BP : 1 ruang kondisi baik
4. Ruang tata usaha : 1 ruang kondisi baik
5. Mushola : 1 ruang kondisi baik

d) Guru dan Siswa
1. Jumlah guru : 74 orang
2. Jumlah siswa per kelas : 33 orang
3. Jumlah siswa seluruhnya : 897 orang

e) Interaksi Sosial
1. Hubungan guru-guru : Baik
2. Hubungan guru-siswa : Baik
3. Hubungan siswa-siswa : Baik
4. Hubungan guru-tata usaha : Baik
5. Hubungan sosial secara keseluruhan : Baik

f) Tata tertib SMA Negeri-2 Pahandut
1. Untuk siswa : Ada
2. Untuk guru : Ada
3. Untuk pegawai : Ada

2. Observasi Proses Belajar Mengajar
Observasi belajar mengajar dilakukan oleh mahasiswa peserta PPL agar mereka memperoleh pengalaman awal tentang kegiatan proses belajar mengajar. Observasi ini dilakukan pada tanggal 14, 15 Agustus 2007 di kelas X (Rombel 4, Rombel 3, dan Rombel 1), mata pelajaran Bahasa Inggris.
Beberapa langkah dalam kegiatan proses belajar mengajar yang dilakukan oleh guru mata pelajaran Bahasa Inggris sesuai dengan hasil observasi adalah sebagai berikut :
a) Pembukaan
Guru membuka pelajaran dengan memberi salam, mengabsen siswa dan menyampaikan secara singkat objektif pembelajaran (pada hari itu akan ada 1 kelompok siswa yang presentasi di depan kelas mengenai ”Narrative Text”). Tahap pendahuluan berlangsung kurang lebih 10 menit.
b) Kegiatan Pembelajaran
• Guru mempersilahkan kelompok siswa yang presentasi dan proses pembelajaran yang terjadi siswa aktif dalam kegiatan belajar mengajar, sedangkan guru hanya sebagai mediator atau fasilitator. Presentasi tersebut berlangsung sekitar 25 menit.
• Guru kemudian memberikan komentar, klarifikasi dan penegasan/penguatan mengenai topik yang dibahas, sekitar 10 menit.
• Guru memberi kesempatan kepada siswa untuk mengajukan pertanyaan dan meminta siswa lain untuk menjawab atau berpendapat tentang pertanyaan tersebut. Jawaban-jawaban atau pendapat-pendapat siswa tersebut lalu dibahas dan disimpulkan bersama-sama dengan guru, sekitar 15 menit.
• Guru meminta kembali kelompok siswa yang presentasi untuk mengambil nilai siswa-siswa lain dengan mengerjakan tugas/latihan yang telah disiapkan, sekitar 20 menit.
c) Kegiatan Akhir:
Kegiatan akhir berlangsung kurang lebih 10 menit
• Guru memberikan pengumuman tertentu, menentukan kelompok presentasi berikutnya
• Guru menutup pertemuan.

2.2.2 Kegiatan Praktek Keguruan
Praktek mengajar merupakan kegiatan yang dilakukan oleh mahasiswa agar memiliki pemahaman dan pengalaman mengajar secara faktual di kelas. Dalam praktik mengajar terlebih dahulu mahasiswa harus mempersiapkan program Rencana Pelaksanaan Pembelajaran (RPP), yang dalam pembuatan harus dikonsultasikan dengan dosen pembimbing / guru pamong.
Praktikan mulai melaksanakan kegiatan mengajar pada tanggal 21 Agustus 2007. Dalam proses mengajar praktikan di bawah bimbingan Ibu Dra. Takariwati Halim, M.Pd sebagai Dosen Pembimbing, dan Bapak Erwanto, S.Pd sebagai Guru Pamong. Praktikan pada waktu itu, sesuai jadwal, diberi kesempatan mengajar di kelas Rombel 4 (X4) dan Rombel 3 (X3). Kegiatan praktik mengajar ini berakhir pada tanggal 31 Oktober 2007 dan ujian akhir PPL Praktikan dilaksanakan pada hari Kamis Tanggal 22 Nopember 2007 di Ruang Laboratorium Bahasa, Rombel 2 (X2) Pukul 12.30 Wib s/d 14.15 Wib.

2.2.3 Kegiatan Praktek Non Keguruan
Praktik non keguruan yang dilakukan oleh praktikan selama kegiatan PPL berlangsung antara lain mengenal kondisi SMA Negeri-2 Pahandut yang meliputi, hal-hal sebagai berikut :

I) Mengenal sejarah singkat berdirinya SMA Negeri-2 Pahandut
SMA Negeri-2 Pahandut didirikan berdasarkan surat keputusan Mendikbud No. 0473/0/1983 tanggal 9 November 1983 dengan status sekolah negeri. Peresmian pemakaian gedung dilakukan oleh Mendikbud Prof. Nutosantoso pada tanggal 8 Desember 1983.

Kemudian terjadi pertukaran gedung, yaitu antara SMA Negeri-2 Pahandut yang terletak di komplek Universitas Palangka Raya dengan SPG Negeri 1 Palangka Raya yang terletak di jalan K.S. Tubun Palangka Raya dengan berita acara pertukaran pada tanggal 23 Februari 1991 No. 793/125.A5/d.1 dan No. 236/PT.31.M/1991 antara Kanwil Depdikbud Propinsi Kalimantan Tengah dengan Rektor Unpar. Isi berita acara tersebut antara lain :

a. Pasal 1
Pihak pertama menyerahkan sarana dan prasarana sekolah SMA Negeri-2 Pahandut yang terletak di komplek Unpar kepada pihak ke dua dan pihak kedua menyerahkan kampus LPTK eks SPG Negeri 1 Palangka Raya kepada pihak pertama.
b. Pasal IV
Segala perabotan dan gedung serta sarana lainnya yang ada di sekolah bersangkutan menjadi tanggung jawab SMA Negeri-2 Pahandut sejak diadakan serah terima jabatan ini, jadi kelas kedua gedung ini tidak ada perubahan mengenai sarana dan prasarana dalam arti tidak ada yang pindah, semua perabotan sesuai dengan posisi semula.
Lokasi sekolah ini dengan luas tanah 200 x 114 m, sedangkan sarana / prasarana yang tersedia pada awal berdirinya sekolah ini adalah :
• Tanah satu kapling
• Bangunan satu unit
• Halaman / Taman / Kebun satu unit
• Ruang kelas sejumlah 25 ruangan
• Ruang kepala sekolah 1 ruangan
• Ruang tata usaha 1 ruangan
• Ruang BPBK 1 ruangan
• Ruang laboratorium 4 ruangan

• Mushola 1 buah
• Kamar keci l4 buah
• Ruang UKS 1 ruangan
• Ruang Osis 1 ruangan
SMA Negeri-2 Palangka Raya pertama kali berdiri pada awal tahun pelajaran 1983/1984. Pada saat itu tempat belajarnya bergabung dengan SMP-1 Palangka Raya (sekarang SMA Negeri-1 Jekan Raya).
Pada tanggal 28 Oktober 1983 keluarga besar SMA Negeri-2 Palangka Raya berpindah ke gedung baru yang terletak di lokasi UNPAR (Universitas Palangka Raya). Dan pada tahun pelajaran 1990/1991 untuk kedua kalinya SMA Negeri-2 Palangka Raya berpindah ke lokasi gedung bekas SPG-1 JL. K.S Tubun No. 2 Palangkaraya hingga sampai sekarang.
Berikut ini nama-nama Kepala Sekolah yang pernah memimpin SMA Negeri¬-2 Palangka Raya sebagai berikut:
1. Tahun 1983-1984 dipimpin oleh Bapak Yosten Siman.
2. Setelah SMA Negeri-2 Palangka Raya resmi berdiri sendiri sesuai dengan SK pendirian Nomor : C 173 / 183 tanggal 9 November 1983, SMA Negeri-2 Palangka Raya dipimpin oleh Bapak Drs. A.S. Subari muaai tahun 1984-1985.
Pada masa jabatannya dilaksanakan pembenahan lingkungan dan penghijauan di sekitar sekolah. Prestasi yang pernah diukir :
- Juara 1 gerak jalan 17 kategori putri dan 45 kategori putra
- Juara bersih lingkungan hidup
3. Tahun 1986-1996 dipimpin oleh bapak Drs. Joko Wahyudi.
SMA Negeri-2 Palangka Raya pindah ke jalan K.S. Tubun No.2, bekas gedung SPG. Untuk kedua kalinya SMA Negeri-2 Palangka Raya menata membenahi tempat belajar dan lingkungan sekitarnya.
Pada masa jabatan bapak Drs. Joko Wahyudi banyak perubahan yang terjadi antara lain:

1. Pembuatan laboratorium Bahasa
2. Pembuatan lapangan basket
3. Pembuatan lapangan parkir siswa / guru
4. Renovasi ruang belajar
4. Tahun 1996-1999 jabatan kepala sekolah di pegang oleh Bapak Drs. Yuwono.
Pada era kepemimpinannya dilakukan beberapa perubahan fisik maupun non fisik.
5. Tahun 1999 sampai sekarang jabatan kepala sekolah di pegang oleh Bapak Drs. Itar Kamang Iman. Perubahan - perubahan yang dilakukan antara lain :
1. Renovasi ruang belajar.
2. Pembuatan gerbang dan pos gardu
3. Pembuatan lapangan sepak bola dan bola voli
4. Renovasi kamar mandi
5. Pembuatan tempat parkir siswa
6. Renovasi ruang internet
7. Pengadaan 10 unit computer di ruang internet
8. Piloting KBK
9. Melaksanakan kegiatan remedial / pengayaan bagi siswa kelas I, II, III dari hari senin sampai kamis.
10. Kegiatan ekstrakurikuler
11. Latihan olahraga prestasi

2) Kurikulum
Persiapan bidang Kurikulum
1. Buku pedoman umum
• Pola pengembangan Silabus Berbasis Kompetensi Kemampuan Dasar Sekolah Menengah Umum.
• Pola system pengujian hasil KBK Berbasis Kemampuan Dasar Sekolah Menengah Umum.
2. Menentukan pengajar.
3. Menentukan Silabus dan Sistem pengujian.
4. Penyusunan jadwal pengajaran dan jadwal kegiatan remedial / pengayaan ekstrakurikuler.
Berdasarkan keputusan Mendikbud RI No. 061 U 1993 tanggal 23 Februari 1993, kurikulum yang digunakan oleh SMA Negeri-2 Pahandut adalah Kurikulum Sekolah Menengah Umum (SMU) tahun 1994 yang mulai diberlakukan sejak tahun Pengajaran 1994 / 1995. Tujuan pendidikan pada Sekolah Menengah Umum (SMU) mengacu pada tujuan pendidikan menengah dan mengutamakan pada jenjang pendidikan tinggi.

3) Proses Belajar Mengajar
Proses belajar mengajar di SMA Negeri-2 Pahandut dapat dikatakan berjalan baik, meskipun terkadang bisa terjadi suara bising karena kendaraan bermotor yang lalu lalang, hal ini disebabkan letaknya tepat di pinggir jalan raya. Akan tetapi hal tersebut dapat ditanggulangi dengan adanya pagar sekolah yang terbuat dari beton sehingga sedikit mengurangi kebisingan kendaraan bermotor yang lalu lalang hal ini membuat proses belajar mengajar dapat berjalan dengan lancar. Pada semester 1 tahun ajaran 2007/2008 Waktu belajar di sekolah SMA Negeri 2 Pahandut dibagi menjadi 2 sesi, yaitu masuk pada pagi hari dimulai tepat pukul 06.30 - 12.20 WIB, dan masuk pada sore hari (khusus untuk kelas X / Rombel 1-10) dimulai tepat pukul 12.30 – 17.20 WIB.

4. Visi dan Misi SMA Negeri-2 Pahandut

l. Visi
Sekolah yang unggul dalam prestasi di bidang akademik maupun non akademik berdasarkan iman dan takwa kepada Tuhan Yang Maha Esa serta berbudaya yang luhur.

2. Misi
1. Mengembangkan dan melaksanakan proses pendidikan dan pelatihan melalui pembelajaran yang berkualitas berlandaskan Iman dan Taqwa Kepada Tuhan Yang Maha Esa.
2. Mengembangkan dan mengelola sekolah berwawasan lingkungan yang asri dan nyaman sehingga menunjang kegiatan belajar mengajar.
3. Mengembangkan kultur sekolah berdasarkan budaya daerah "Rumah Betang".

2.3 Program Pembelajaran
Program pembelajaran di SMA Negeri-2 Pahandut Palangka Raya masih menggunakan Kurikulum Berbasis Kompetensi (KBK) untuk kelas XI dan XII yang penyusunannya didasarkan pada GBPP yang termuat dalam kurikulum tahun 2004, sesuai dengan keputusan Mendikbud no. 061/U/2004, sedangkan untuk kelas X (Rom-Bel / Rombongan Belajar) baru mulai diterapkan Kurikulum Tingkat Satuan Pendidikan (KTSP).
Program pembelajaran yang dibuat oleh praktikan adalah dalam bentuk Skenario / Rencana Pembelajaran (RPP / Lesson Plan) dan Lembar Kerja Siswa (LKS / Students’ Work Sheet). Skenario / Rencana Pembelajaran dan Lembar Kerja Siswa tersebut dapat dilihat pada halaman lampiran.

BAB III
PENUTUP

3.1 Kesimpulan
Berdasarkan kegiatan observasi kegiatan lapangan dan kegiatan proses belajar mengajar yang telah dilaksanakan, praktikan dapat menarik beberapa kesimpulan sebagai berikut :
1. SMU Negeri-2 Pahandut berlokasi di jalan K.S. Tubun dan jalan A. Yani. Lokasi ini mudah dijangkau dengan kendaraan pribadi maupun kendaraan umum.
2. SMU Negeri-2 Pahandut merupakan salah satu sekolah di Kalimantan Tengah yang memiliki kualitas yang baik, hal ini dapat dilihat dari proses penyaringan siswa baru dan output pada setiap akhir tahun dengan hasil yang memuaskan.
3. Fasilitas gedung SMU Negeri-2 Pahandut cukup memadai sehingga proses belajar mengajar dapat berjalan dengan baik.
4. Kepala Sekolah SMU Negeri-2 Pahandut dalam menjalankan tugasnya dibantu oleh empat orang wakil Kepala sekolah yang membawahi bidang masing¬-masing seperti, Wakasek Urusan Kesiswaan, Wakasek Urusan Kurikulum, Wakasek Urusan Sarana dan Prasarana serta Wakasek Urusan Kerjasama dengan masyarakat.
5. Fungsi tata usaha sebagai pelaksana administrasi sekolah berjalan dengan baik dan lancar.
6. Hubungan antara kepala sekolah dengan guru, antar sesama guru, guru dengan siswa, antar sesama siswa, guru dengan pegawai sekolah terjalin harmonis, sehingga suasana belajar mengajar di SMA Negeri-2 Pahandut berjalan dengan baik dan menyenangkan.

7. OSIS SMA Negeri-2 Pahandut merupakan wadah bagi para siswa untuk meningkatkan kemampuan diri dalam mengatur suatu organisasi, sehingga mereka memperoleh pengalaman jika nantinya terjun ke dunia kampus atau kembali ke masyarakat.
8. Program pengajaran yang digunakan di SMU Negeri-2 Pahandut adalah sesuai dengan kurikulum.

3.2 Saran-Saran
1. Kepada seluruh komponen yang berkompeten terhadap SMA Negeri-2 Pahandut hendaknya dapat mempertahankan, atau jika mungkin lebih meningkatkan kredibilitas dan kualitasnya diantara SMA-SMA yang ada di Kalimantan Tengah.
2. Kepala sekolah melalui Kanwil Pendidikan Nasional diharapkan dapat meningkatkan fasilitas belajar yang kurang, sehingga tujuan pembelajaran sesuai dengan kurikulum berbasis kompetensi dapat terwujud.
3. Kondisi mental para siswa perlu dibina sejak dini sebaik mungkin melalui pendekatan agama dan budaya adat ketimuran, sehingga siswa tidak dapat terkontaminasi oleh berbagai hal yang dapat merusak fisik dan jiwa mereka, seperti pergaulan bebas, narkoba, free sex dan lain-lain.

LAPORAN KEGIATAN
PROGRAM PENGALAMAN LAPANGAN
PADA SEKOLAH MENENGAH ATAS NEGERI – 2 PAHANDUT PALANGKA RAYA

OLEH:
NAMA : RUDI
NIM : AAA 104 071
JENJANG PROGRAM : S-1
PROGRAM STUDI : PENDIDIKAN BAHASA INGGRIS
JURUSAN : PENDIDIKAN BAHASA DAN SENI

UNIVERSITAS PALANGKA RAYA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
2007
HALAMAN PENGESAHAN

LAPORAN KEGIATAN PRAKTIK PENGALAMAN LAPANGAN
PADA SMA NEGERI 2 PAHANDUT PALANGKA RAYA
TAHUN AJARAN 2007/2008

Disahkan di : Palangka Raya
Pada tanggal : Oktober 2007

Praktikan,

RUDI
NIM. AAA 104 071

Mengetahui:
Dosen Pembimbing, Guru Pamong,

Dra. TAKARIWATI HALIM, M.Pd ERWANTO, S.Pd
NIP. 132 149 393 NIP. 132 277 297

Kepala SMAN 2 Pahandut,

Drs. ITAR KAMANG IMAN
NIP. 130 304 819

KATA PENGANTAR

Segala hormat, puji dan syukur ke hadirat Tuhan Yang Maha Esa, karena atas kasih dan anugerah-Nya, Laporan Praktik Pengalaman Lapangan ini dapat terselesaikan sebagaimana mestinya. Laporan ini disusun sebagai persyaratan untuk mengikuti ujian Praktik Pengalaman Lapangan di SMA Negeri 2 Pahandut.
Pada kesempatan ini pula, praktikan ingin mengucapkan terima kasih banyak terutama kepada:
1. UP3L Fakultas Keguruan dan Ilmu Pendidikan Universitas Palangka Raya,
2. Bapak Drs. Itar Kamang Iman, selaku Kepala Sekolah SMA Negeri 2 Pahandut,
3. Staf Tata Usaha SMA Negeri 2 Pahandut,
4. Ibu Dra. Takariwati Halim, M.Pd., sebagai Dosen Pembimbing PPL,
5. Bapak Erwanto, S.Pd., sebagai Guru Pamong di SMA Negeri 2 Pahandut,
6. Bapak dan Ibu Staf Pengajar, dan seluruh pegawai administrasi SMA Negeri 2 Pahandut,
7. Seluruh siswa-siswi SMA Negeri 2 Pahandut, serta
8. Semua pihak yang telah turut membantu dan memberikan dukungan baik secara moral maupun spiritual dalam Program Praktik Pengalaman Lapangan FKIP Unpar ini.
Praktikan menyadari bahwa laporan ini tentunya masih jauh dari sempurna. Oleh sebab itu segala kritik dan saran yang konstruktif sangat diharapkan demi kesempurnaan laporan ini.
Tak lupa pula praktikan mengucapkan terima kasih banyak kepada semua pihak yang telah membantu dan mendukung dalam penyusunan laporan ini. Akhir kata, semoga laporan ini dapat berguna bagi kita semua.

Palangka Raya, Oktober 2007

Praktikan
DAFTAR ISI

HALAMAN PENGESAHAN
KATA PENGANTAR i
DAFTAR ISI ii
BAB I. PENDAHULUAN
1.1 Pengertian PPL 1
1.2 Latar Belakang PPL 2
1.3 Tujuan PPL 2
1.4 Rencana Kegiatan PPL 3
BAB II. PELAKSANAAN PPL
2.1 Pembekalan PPL 4
2.2 Kegiatan PPL 5
2.2.1 Kegiatan Pengenalan Lapangan 5
2.2.2 Kegiatan Praktek Keguruan 8
2.2.3 Kegiatan Praktek Non Keguruan 8
2.3 Program Pembelajaran 13
BAB III. PENUTUP
3.1 Kesimpulan 14
3.2 Saran-saran 15
LAMPIRAN

Paragraph Pattern (Comparison-Contrast Paragraph)

2008-12-13T10:55:00.000-08:00

Microbial fuel cells: principles of organization and prospects of use
When starting to work with microbial fuel cells (MFCs), the specific characteristics of different cells must be taken into consideration. There are two types of microbial cells – mediator and mediator-less MFCs. Both of them share the same structure: anode and cathode chambers filled with electrolyte and divided by the cation-selective membrane. But the electron transfer from microbial cells of the first type to the electrode is facilitated by mediators such as thionine, methyl viologen, or neutral red; while mediator-less MFCs use electrochemically active bacteria for that purpose. In contrast to the mediator-less MFCs, mediator cells are not safe enough or easily accessible because most of the mediators available are expensive and toxic. At the same time, these devices are well-known and thoroughly examined. Mediator-less MFCs, on the other hand, are a much more recent development and due to this the factors that affect optimum operation, such as the bacteria used in the system, the type of ion membrane, and the system conditions are not particularly well-understood. So the type of microbial cell should be selected carefully according to the peculiarities of the investigation or practical use.
Source: http://fedoriv-writing.blogspot.com/2008/01/contrast-and-comparison-paragraph-by.html

My comment:
In the beginning of the paragraph above there are two separated main ideas and there is one in the end stated by the original writer of the paragraph. Based on the main ideas above and also the table of readability statistics, I think the paragraph could be adequate used for the subject of the study. It is appropriate for the second grade students of senior high school with 150-200 words.

Camels and Llamas
The letters “a”, “l”, and “m” are contained in the words “camels” and “llamas”, but do these two different animals share any other similarities? In the following essay, I will outline some differences as well as some similarities between the two. First, the animals differ in appearance. Whereas camels are large and have one or two humps on their back, llamas are small and have no humps. Moreover, they are found in different regions of the world: the former live in the deserts of North Africa, Arabia, and Mongolia but the latter live in South America. Last, camels are used for entertainment but llamas typically are not: people race camels but not llamas. Despite these differences, the two animals have much in common. First, they belong to the same class of animals, both being hoofed, four-legged ruminants. Second, they have similar personalities. Both can be bad-tempered – camels bite when they are angry and llamas spit. Last, both are adapted to hot climates. The bodies of both animals retain water well and they sweat very little in the heat. To conclude, these beasts of burden share more than letters in their names. Still, they also contrast significantly.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/camelsllamas.htm

My Comment:
The paragraph focus of the writer’s study is on the simple main idea in the end position and split main idea in the beginning-end position. Therefore, based on the main ideas above (beginning and end position) and also the table of readability statistics, then the paragraph could be suitable used for the subject of the study, it would not too difficult for the second grade students of senior high school with 150-200 words.

Arranged or Love Marriage
There are two kinds of marriage, arranged and love. Firstly, let’s highlight some similarities. The primary one is spouses share love and commitment in both cases. In an arranged marriage, the bonds may grow more after the wedding while in a love marriage, the bonds may grow more before but in either case, there will be a strong connection. The second point in common is that both types of unions can provide a stable, secure environment for children. In fact, research shows that how the parents came together is less important than, simply, that they do stay together rather than divorce. Last, everybody knows that both in love and arranged marriages, there will be good and bad times. In the former, fights may involve individuals whereas in the latter, other family members may be more involved but, regardless, there will be conflicts that require resolution. Turning to differences, a significant one is that an arranged marriage is more of a contract between families and society. In contrast, a love marriage tends to focus more on the two partners rather than extended family members. Another noteworthy distinction is that partners in arranged marriages are more likely to be the same nationality and religion. Their counterparts, however, may well differ in these aspects. Finally, some people would argue that in a love marriage, people know each other better before they tie the knot. Those who are matched up, however, will probably not know each other very well before marriage. To sum up, we can see numerous similarities and differences between the two types of matrimony.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/marriageart/marriagearticles2.htm

My Comment:
The paragraph focus of the writer’s study is on the simple main idea in the end position and split main idea in the beginning-end position. Therefore, based on the main ideas above (beginning and end position), then the paragraph could be suitable used for the subject of the study, it would not too difficult for the second grade students of senior high school to comprehend. The number of the words could be reduced or modified till it gets between 150-200 words later when this paragraph will be applied for the instrument.
The United Arab Emirates (U.A.E) and Oman

The U.A.E. and Oman are neighbouring countries in the south-east of the Arabian Peninsula. Although they understandably have much in common, they also have a number of significant differences. First, the two countries share a similar history: they are both on an ancient trade route linking India with Mesopotamia. Moreover, they share the same official religion, which is Islam. In addition, they share the same official language, namely Arabic, although Farsi, Hindi and Urdu are also used in the U.A.E. and Kiswahili in Oman. Finally, the landscape in both is similar: they possess a number of offshore islands and have a varied topography with sebkha, sand deserts, gravel plains, wadis, and mountains. There are nonetheless noticeable differences between the two nations. A major point is the economy: that of the U.A.E. depends largely on oil and gas whereas Oman has also developed its agricultural sectors. Secondly, they differ in population. There are approximately four million people in the former country, 2.5 million in the latter. Third, they differ in size. Oman, at around 220,000 square meters, is almost three times as large as the U.A.E. A final point is their governments: the U.A.E. has a Sheikh whereas its counterpart has a Sultan as leader. To sum up, these two countries have many characteristics in common but, too, at least as many contrasts.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/uaeoman.htm

My comment:
The paragraph by the original writer above has already the split main ideas. It is easy to make it into simple main idea. Therefore, the paragraph could be adequate used for the subject of the study, it would not too difficult for the second grade students of senior high school to comprehend. Although the number of the words is more than 200 words, in my opinion, it could be reduced or modified till it gets between 150-200 words as well as the main ideas later when this paragraph will be applied for the instrument.

Emirati and Korean students

When teachers move from one country to another, they may expect that their students will be almost exactly the same; while there will of course be some noteworthy differences. I will outline some of these with reference to Emirati and Korean students. One similarity is students’ attitude towards homework and class itself: in my experience, neither Emirati nor Korean students particularly like homework, nor they are happy to finish class early. Both, moreover, are very family-focused: they have close relationships with family members and it may have a higher priority than class itself, making absence for personal reasons quite acceptable. Last, students from both countries tend to have a good relationship with their teachers. The students are good-natured, respectful, and agreeable. Nevertheless, there are some conspicuous differences. A major difference is classroom composition: most Emirati university or college classes contain either males or females whilst the Korean ones are coeducational, although the sexes are separated in middle and high school. In addition, the Emiratis tend to be much more vocal than their counterparts. Koreans, who are not quite as good at speaking English, are quieter in the classroom. Finally, they contrast in wealth: Emirati students tend to have their own cars to drive to school whereas most Koreans commute by bus or subway. In summary, students, however similar, also differ from country to country.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/emirateskorea.htm

My comment:
The paragraph by the original writer above has already the split main ideas. It will be easy to make it into simple main idea. Therefore, the paragraph is suitable used for the subject of the study. It would not be too difficult for the second grade students of senior high school to comprehend. Although the number of the words is more than 200 words, but it could be reduced or modified till it gets between 150-200 words as well as the main ideas later when this paragraph will be applied for the instrument.

T.J. and T.J.: a brother and sister

People often say that blood is thicker than water, and so we expect that family members will have many things in common. Tom and his sister T.J. do share some similarities, but there are also some striking differences between them: let’s examine both of them. One noteworthy similarity is their interest in motorcycle riding. Both Tom and T.J. had motorcycles when they were kids and both still enjoy riding them now. An additional similarity is their initials, T.J.E. Tom’s full name is Thomas John Everest and T.J.’s is Terri Josephine Everest. Their parents say neither this nor their birth date, the last similarity, was planned: both were born on Friday the 13th, although Tom was born August 13th, 1972 and T.J. February 13, 1970. Despite these commonalities, there are some noteworthy differences. For example, they live in different countries: Tom lives in Canada and T.J. in the United Arab Emirates. Moreover, they have different occupations – the former is an engineer whilst the latter is a teacher. Finally, they differ in marital status. The brother was married in Mexico in January 2003 whilst the sister is still single. In conclusion, Tom and T.J. are similar and different in many ways. However, family ties notwithstanding, it would seem the differences nevertheless outweigh the resemblances.
http://www.admc.hct.ac.ae/hd1/english/compare/brosis.htm

My comment:
The paragraph by the original writer above has already the split main ideas. So, it will be easy to make it into simple main idea. Therefore, the paragraph is suitable applied for the subject of the study. It would not be too difficult for the second grade students of senior high school to comprehend. Although the number of the words is more than 200 words, but later it could be reduced or modified till it gets between 150-200 words as well as the main ideas when this paragraph will be applied for the instrument.

The United Arab Emirates (U.A.E) now and 30 years ago

There are some differences and similarities between the U.A.E. now and 30 years ago. One striking difference is wealth. 30 years ago, the average Emirati did not have a car or two or a huge house. Now, however, this is commonplace. Education has also changed: whereas three decades ago the only teaching was of the Holy Quran, now teaching from kindergarten up through university is prevalent. Last, medical facilities differ. In the past, people relied on traditional medicine such as herbal remedies but nowadays there are many modern public and private hospitals. Differences notwithstanding, some similarities remain. For example, people uphold age-old customs. Some of these include camel-racing and traditional wedding celebrations. Additionally, clothing is still a constant. Although Emiratis occasionally wear western garb, men usually still wear the dishdasha and women the abbaya. Finally, the religion is still the same: people are devoted to Islam. All in all, the U.A.E. is still the U.A.E., but it has undergone some very big changes. Perhaps the differences are greater than the similarities.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/uaeoldnew.htm

My Comment:
The paragraph focus of the writer’s study is on the simple main idea in the end position and split main idea in the beginning-end position. Therefore, based on the main ideas above (beginning, middle and end position) and also the table of readability statistics, then the paragraph could be adequate used for the subject of the study, it would not too difficult for the second grade students of senior high school with the words between 150-200 words.

Maids and Mothers
Work, children and preparing dinner are some of the concerns families with two working parents have to contend with. One solution to this dilemma is to hire a maid. The similarities and differences between having a maid versus the option of a stay-at-home mother. Let me highlight some similarity. First, the two options provide piece of mind. Having maids gives parents the chance to focus on their work knowing that things are taken care of on the home front. Also housemaids feel assured that they have a job. Furthermore, one could say the two cases are similar, because they both provide employment opportunities. For example, by hiring a maid it is much easier for a mother to take a job that may have early starts or long days. Final point is that it gives both parties financial freedom. Working mothers are able to contribute financially to their families and similar maids can ease the financial woes of their distant families. Despite these similarities there are also some differences. The primary difference is payment. Mothers do not earn an income for taking care of their own children. They do it for the “love of it”. A maid however is paid for the care she provides. Another major different concerns the emotional health of the children. People generally believe that the best care that children can receive is from a happy mother. In contrast, maids may not love the children and in extreme cases, as reported in the Gulf News, they may abuse them. In brief, we can see that there are numerous points to consider regarding whether it is better for mothers or maids to be at home. In my opinion, the best choice would be for the mother to stay at home until the children are of school age.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/maids_mothers.htm

My comment:
Based on the main ideas above (beginning, middle and end position), then the paragraph could be suitable used for the subject of the study. Although the number of the words is more than 200 words, but it could be reduced or modified till it gets between 150-200 words later when this paragraph will be applied for the instrument.

Studying in Australia versus in the US

The western style of education has gained popularity over the last decade. Many foreign students come to countries like Australia and the US to study at university and improve their employment prospects. In this essay, I will briefly compare and contrast study in these two countries in terms of their appeal to foreign students. Numerous similarities can be seen. Firstly, multicultural populations are a shared feature. Therefore, it is possible to enjoy food from your own country when homesickness arises. Moreover, Australia is a large country with a varied climate and in like manner the US is. As a result, you can choose an area with weather that suits you best. Last, their tertiary institutions have a reputation of quality and excellence in academia. Whether you earn credits in one nation or the other, they should transfer easily to another country. On the other hand, there are some appreciable distinctions. The primary one is price. Tuition fees in the US are much more than in its counterpart, but some students think it’s worth paying the extra money. Furthermore, extracurricular activities may differ. While offered at institutions in both countries, there is likely to be more of a focus on water sports in Australia. Finally, the US has a wider population and hence a wider range of institutions to choose from. In contrast, Australia has a smaller range of institutions and courses. To sum up, differences aside, both places offer top-class education. As for me, however, I’d prefer to study in Australia because I like tropical weather and new places; the US is very similar to Canada, my own country.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/mod_ess_comp_cont_study_us_aust.pdf

My comment:
The paragraph by the original writer above has already the split main ideas. So, it will be easy to make it into simple main idea. Therefore, the paragraph is appropriate applied for the subject of the study. It would not be too difficult for the second grade students of senior high school to comprehend. Although the number of the words is more than 200 words, but later it could be reduced or modified till it gets between 150-200 words, as well as the main ideas, they could be adapted with the focus of this study, when this paragraph will be applied for the instrument.

Group Work in College and in A Company
People frequently do group work when completing projects in college and in a company. There are numerous similarities but also differences between them. The first important similarity is deadlines. To explain further, people have to finish projects on time in college and in a company. Moreover, people seem to think collaboration is positive in both cases – that is to say, they feel working together has benefits such as being more efficient and building rapport. Last, most would agree that group work in both places requires a good leader. To elaborate, he/she should delegate tasks, making sure they are shared equally. Despite these commonalities, there are some differences. One major distinction concerns the group members. In college, for example, partners tend to be the same age, gender, and nationality while in a company they may be different. In addition, different incentives are present. To illustrate, people work hard on projects to achieve good grades whereas they do so in companies to be promoted or make more money. Finally, many people believe group work in school is less important than in a company; they consider the former just a simulation but the latter "real world" work. In conclusion, group work at both venues has points in common but also some striking differences. Personally, I prefer working in a group at college because it's less stressful and not a do-or-die situation.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/tj/index.htm

My comment:
The paragraph by the original writer above has already the split main ideas. Later, it will be easy to make it into simple main idea. Therefore, the paragraph is suitable applied for the subject of the study. It would not be too difficult for the second grade students of senior high school to comprehend. Although the number of the words is more than 200 words, but later it could be reduced or modified till it gets between 150-200 words, as well as the main ideas, they could be adapted with the focus of this study, when this paragraph will be used as the instrument of the study.

Malaysia and Britain
Malaysia and Britain are two countries of approximately the same size. Neither country is very big. Although there are other similarities between them, there are also many differences. Both countries are divided into different regions. Britain is divided into England, Scotland and Wales, and Malaysia is made up of West Malaysia and East Malaysia. Another similarity is that both countries have a very long coastline. Furthermore, agriculture and fishing are important industries in both countries. In addition, English is widely spoken in the two countries, although in Malaysia it is a second language. The road systems are also similar in both countries. For example, cars drive on the left-hand side of the road. Although there are many similarities, there are also a lot of differences. One major difference is the climate. The UK has a temperate climate with four seasons. There are cold winters and cool summers. On the other hand, Malaysia has a tropical climate with the same temperatures all year round. For a few months of the year there is more rainfall. As a result, the clothes that people wear are also different. In the UK, people have to wear warm clothes most of the time whereas in Malaysia they can wear light clothes. Another main difference is religion. Although there are many religions in both countries, the main religion in Malaysia is Islam while in the UK it is Christianity. These are just some of the similarities and differences between these two countries. Both are very beautiful countries, and are wonderful places to go for a holiday.
Source: http://www.admc.hct.ac.ae/hd1/english/compare/malaysia.htm

My comment:
The paragraph by the original writer above has already the split main ideas. So, it will be easy to make it into simple main idea. Moreover, the words and the sentences are understandable. Therefore, the paragraph is appropriate applied for the subject of the study. It would not be too difficult for the second grade students of senior high school to comprehend. Although the number of the words is more than 200 words, but later it could be reduced or modified till it gets between 150-200 words, as well as the main ideas, they could be adapted with the focus of this study, when this paragraph will be used as the instrument of the study.

Manufacturer Brands and Own-Label Brands
According to the marketing studies there are two kinds of brands. Both manufacturer brands and own-label brands have same structure - ubiquitous presence, added service, emotional values, and core functionality. Like manufacturer brands, own-label brands have acquired consumer loyalty. On the other hand, manufacturer brands are created by producers, but own-label brands are created and owned by businesses that operate in the distribution channel and often referred to as “distributors”. Unlike manufacturer brands, distributors will mix own-label and manufacturers brands. This will bring to them additional bargaining power when it comes to negotiating prices and terms with manufacturer brands. In contrast, manufacturer brands, by building their brand names, can gain widespread distribution and build customer loyalty. It is impossible to conclude what kind is the best, but it should be sad that businesses that operate successful brands bring higher profits.
Source: http://fedoriv-writing.blogspot.com/2008/01/contrast-comparison-paragraph-by.html

My comment:
The paragraph focus of the writer’s study is on the simple main idea in the end position and split main idea in the beginning-end position. Therefore, based on the main ideas above stated by the original author of the paragraph (beginning and end position), and also the table of readability statistics, then the paragraph could be appropriate to be used for the subject of the study, since it is not too difficult or too easy for the second grade students of senior high school to comprehend it.

THESIS PROPOSAL

2008-12-10T20:34:00.000-08:00

EFFECTS OF MAIN IDEA COMPLEXITY ON READING COMPREHENSION OF COMPARISON – CONTRAST PARAGRAPH GAINED BY THE SECOND GRADE STUDENTS OF IPA AND IPS PROGRAMS AT SMA NEGERI 1 BULIK LAMANDAU IN ACADEMIC YEAR 2008 / 2009

SARJANA THESIS PROPOSAL

BY

RUDI
AAA 104 071

THE UNIVERSITY OF PALANGKA RAYA
THE FACULTY OF TEACHER TRAINING AND EDUCATION
PALANGKA RAYA
2008

Title : EFFECTS OF MAIN IDEA COMPLEXITY ON READING COMPREHENSION OF COMPARISON–CONTRAST PARAGRAPH GAINED BY THE SECOND GRADE STUDENTS OF IPA AND IPS PROGRAMS AT SMA NEGERI 1 BULIK LAMANDAU IN ACADEMIC YEAR 2008 / 2009
Name of the student : Rudi
Student Registration Number : AAA 104 071
Study Program : English Education
Department : Language and Art education

This Thesis proposal has been revised.

Palangka Raya, December 2008

Approved by:

Advisor I

Dr. Wido H. Toendan, MS Advisor II

Dr. Maria A. Luardini, MA
NIP. 130 914 196
NIP. 132 055 592

TABLE OF CONTENTS

Page

TABLE OF CONTENTS i
CHAPTER I INTRODUCTION 1
1.1 Background of the study 1
1.2 Problem of the study 8
1.3 Objectives of the study 9
1.4 Assumption 10
1.5 Hypothesis of the Study 11
1.6 Delimitation of the study 12
1.7 Limitation of the study 12
1.8 Significance of the study 12
1.9 Clarification of the Key Terms 13

CHAPTER II REVIEW OF RELATED LITERATURE 17
2.1 Definition of Reading 17
2.2 Nature of Reading Comprehension 18
2.3 Techniques of Reading 18
2.4 Paragraph 19
2.4.1 Definition of Paragraph 19
2.4.2 Components of Paragraph 20
2.4.3 Paragraph Patterns 22
2.5 Comparison-Contrast 24
2.5.1 The characteristics of comparison-contrast 24
2.5.2 Coherence and unity 29
2.6 Main Idea Complexity 30
2.6.1 Simple main idea 30
2.6.2 Split main idea 33
2.7 Difference Between the Students of IPA and IPS Programs 38
2.8 Test of Reading Comprehension 39

2.8.1 Multiple Choice Questions 40
2.8.2 Questionnaire 41
2.9 Relationship Between Main Idea Complexity and
Reading Comprehension 42

CHAPTER III METHODS AND PROCEDURES 43
3.1 Data 43
3.1.1 The Data Needed 43
3.1.2 Criteria for the Admissibility of the Data 43
3.1.3 Data Collection and Data Processing Procedures 43
3.2 Instrumentation 45
3.2.1 Instrumentation Development 45
3.2.2 Instrumentation Try Out 51
3.2.3 Instrumentation Validity 53
3.2.4 Instrumentation Reliability 53
3.3 Population and sample 55
3.3.1 Population 55
3.3.2 Sample 55
3.4 Research methodology 56
3.4.1 Research Method 56
3.4.2 Variable of the Study 58
3.4.3 Data Analysis Procedures 59
3.5 Validity of the Study 60
3.5.1 Internal Validity 60
3.5.2 External Validity 61

REFERENCES

CHAPTER I
INTRODUCTION

1.1 Background of the Study
Language is an important means of communication in the life of the people among the nations all over the world. There are many languages in the world. English, as one of the languages and as an international language, is spoken by mostly people in the world. English is very important and has many interrelationships with various aspects of life owned by human being. The mastery of English has become obligated for those who want to get along and associate with the international community in this era of globalization. Thus, in Indonesia, the government puts English into the national curriculum of education as a compulsory subject and it is formally taught from the elementary school up to the university level.
There are four basic skills or competencies that are closely interrelated in learning English that should be paid into attention, they are listening, speaking, reading, and writing. Those four skills mutually support each other. Listening without speaking or vice versa is nothing, and reading without writing or vice versa is nothing as well. That is why; those four skills are supplementary to one another.
Reading is one of them that have been very important one. Harris and Sipay (1981: 1) stated that reading ability increases in importance as a society becomes complex and industrialized. As technology advances, more occupations require high levels of education or specialized training in which good reading ability is vital. It indicates that English is needed very much in many fields.
In the educational field if students have a poor knowledge and ability in reading, some difficulties in comprehending the reading materials would be faced by them. Consequently, of course, they are likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good knowledge and ability in reading, they will have a better opportunity to get success in their study.
The achievement of students in reading can be influenced by many factors. They can be the teacher’s teaching style, material of the study, kinds of text or paragraph (genre), main idea complexity, and students’ class programs. In the case of comprehending a paragraph with main idea complexity, class programs also can influence student’s comprehension. IPA and IPS programs are different. Students of IPA mainly focus studying about the nature and exact sciences. While students of IPS mainly focus dealing with non-exact and social sciences. The students who belong to the particular program may have their certain tendency of comprehension about a paragraph which is composed by using a certain paragraph pattern. Therefore, in order to have good achievement in reading comprehension, students need to be exercised and trained about paragraph.
Reading is commonly dealing with text or paragraph. To comprehend text or paragraph in reading process, the students should be able to manage every part of the text, since it will be easy to gain the comprehension when they are able to organize the text. So, the ability in identifying and catching a text or a paragraph is needed in reading comprehension.
There are many patterns of paragraph in reading that can be divided into some categories both based on their physical structure and genre structure. One of them, which is included as physical structure, is comparison-contrast paragraph.
Comparison-contrast paragraph is a paragraph that is written where the author explains how two or more things are alike and or how they are different. According to Toendan (2008:67), comparing and contrasting two things, places, people or houses are a process we all do every day. We compare and contrast two things when we want to determine the superiority of one thing over the other. Therefore, comparison-contrast paragraph is quite interesting to be chosen and investigated.
There are some factors which determine the level of difficulty of a paragraph; among others are the vocabulary, number of words, grammar, main idea position, the information content, or the complexity of its meaning structure and sentence. It means that the paragraph has difficulties in it feature. In other words, Harris and Sipay (1981) said that the first feature is the vocabulary, which is usually measured by counting the percent of words that fall outside a particular list of common words means that the paragraph has difficulties in it feature. The second is the average number of words per sentence, or average sentence length. Long sentences are likely to be more difficult to understand than short sentences, it is because of the dependent clauses, embedded phrases, and clauses.
When the test of reading comprehension is conducted to the students, they may find difficulties in identifying the complexity of main idea (simple main idea, and split-main idea). Main idea complexity refers to the forms of main idea which is in one hand stated in one sentence (simple main idea) and on the other hand stated in two separated sentences (split main idea). Those two forms of main idea will affect students’ reading comprehension.
Curriculum plays important role in the world of education. In Indonesia, the government has many times changed the curriculum system of national education. KTSP (Kurikulum Tingkat Satuan Pendidikan) or which is known as Curriculum 2006 is a newest curriculum, after KBK (Kurikulum Berbasis Kompetensi), which was developed and determined by the National Department of Education Standard (BNSP) since 2006. This kind of curriculum has coloured again the system of education in Indonesia. In KTSP, the schools or teachers are given freedom to construct their own management of curriculum and teaching and learning process. It indicates that KTSP influences the setting of the subjects at school. The subjects which are related to language skills such as Bahasa Indonesia and Bahasa Inggris of course will be influenced too; for example, in the area of reading skill, and especially in the learning material which is related with the paragraph patterns such as Narration, Description and Exposition. That is why then we can say that the implementation of this curriculum system is not interfered by the central government (centralisation) or we call it as a local curriculum which is adapted with the local situation and purposes (decentralisation).
SMA Negeri 1 Bulik Lamandau is one of the senior high schools in Lamandau Regency which has been trying to implement the KTSP. In 2007, some students of this school had been investigated for a study by an English student of Palangka Raya University related to the topic of reading comprehension. The result showed that the reading skill of the students of this school needs to be improved. That is why, now, the writer is also interested to conduct his study related to reading comprehension in SMA Negeri 1 Bulik Lamandau with a different title of the study. The writer is interested to conduct the research in this school because the writer wants to know the effects of main idea complexity on students’ reading comprehension. By this study, the writer also wants to know whether the class programs of the students, in terms of comprehending the paragraph of comparison-contrast, will bring effects to their’ scores.
Then, the second grade students of SMA Negeri 1 Bulik will be the subject of the study, definitely IPA and IPS programs. There are some more reasons why the writer selects this school as the subject of his study. First, the newest curriculum, that is KTSP, in which it has effect on reading, has been trying to be implemented by this school. Second, related to the teaching material of reading, KTSP has effect on reading skill of the school student’s. Third, there are two class programs of second grade students of SMA Negeri 1 Bulik which number of students is appropriate to be taken as the samples of the study. The last reason why the writer is interested in conducting the research in this school is to investigate the result of the study in SMA Negeri 1 Bulik Lamandau since this senior high school is a well-known school in Lamandau Regency. It means this school has accessibility for the reasons listed above. And for the instrumentation try out, the writer will plan to conduct it in SMA Negeri 1 Sematu Jaya Lamandau. The reason is almost the same with the reasons for choosing SMA Negeri 1 Bulik Lamandau. There are two class programs of IPA and IPS in SMA Negeri 1 Sematu Jaya Lamandau. This school also has been trying to implement the KTSP since 2007.
Based on the background above, the writer would like to write his thesis proposal entitled:
“Effects of Main Idea Complexity on Reading Comprehension of Comparison – Contrast Paragraph Gained By the Second Grade Students of IPA and IPS Programs at SMA Negeri 1 Bulik Lamandau
in Academic Year 2008 / 2009”.
The concern of this study is on investigating the effects of Main Idea Complexity and Students’ Class Programs on Reading Comprehension of Comparison-Contrast. There are some types or forms of main idea in reading passage, which are subdivided into some more categories such as simple main idea and split main idea. These two types of main idea are chosen by the writer to be investigated in this study.
In line with the study, the writer finds that there are four studies which are almost similar with his study. They are stated as follows:
1. The Effects of Main Idea Position and Students’ Class Programs on Reading Comprehension of Comparison – Contrast Paragraph Gained by the Second Grade Students of SMA – Kristen Palangka Raya in Academic Year 2008 / 2009, written by Yoakim Philipus.
2. Causal Relationship Study of Split-Main Idea Position and Students’ Gender on Reading Comprehension of Comparison – Contrast Paragraph Faced by the Eighth Grade Students of MTsN Selat Tengah Kuala Kapuas in Academic Year 2008 / 2009, written by Mariani.
3. Effects of Split-Main Idea Position and Students’ Class Programs on Reading Comprehension of Comparison – Contrast Paragraph Gained by the Eleventh Grade Students of SMA – 2 Kapuas in Academic Year 2008 / 2009, written by Eriani.
4. A Study of Effects of Main Idea Complexity and Students’ Genders on Reading Comprehension of Comparison – Contrast Paragraph Gained by the Ninth Grade Students of SMP Negeri 2 Pahandut Palangka Raya in Academic Year 2008 / 2009, written by Tisia Pratiwi.
Even though those studies have similarities in some points, especially in the paragraph pattern (comparison-contrast), but the writer finds some differences too. The focus of the writer’s study is on main idea complexity and students’ class programs. Firstly, for the main idea complexity, it consists of two levels, simple main idea and split main idea. Secondly, for the simple main idea, the writer uses the end position; and for the split main idea, the writer uses beginning-end position. Thirdly, the writer’s concern is on students’ class programs (IPA & IPS). Meanwhile, the focus of the study of Yoakim Philipus is on main idea position that is only stated in one sentence. Mariani focuses on split main idea position with three levels, beginning-beginning, middle-end and end-end positions just as Eriani’s study. Moreover, the split main idea position made by Mariani is on beginning-middle position, beginning middle-position, and middle-middle position. Tisia Pratiwi’s study which is focused on simple main idea in the beginning position, and for the split-main idea, her study focuses on the beginning-middle position. She uses students’ genders to compare with main idea complexity just as Mariani’s concern. Finally, of course, the writer’s subject of the study is different.
The studies number 1 to number 3 above had been conducted by the writers. But the study number 4 written by Tisia Pratiwi is still going on together with the writer’s study. These two studies are expected to finish by the year 2009.
It is very important to understand main idea complexity within the paragraph pattern for the sake of good reading comprehension. Through this study, students may improve their reading comprehension if they well recognize main idea complexity and paragraph patterns.

1.2 Problem of the study
The problem of the study is based on the background of the study above; it is stated as follows:
1. What is the Interaction Effect of Main Idea Complexity and Students’ Class Programs on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of IPA and IPS Programs at SMAN-1 Bulik Lamandau in Academic Year 2008/2009?
2. What is the Effect of Main Idea Complexity on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of IPA and IPS Programs at SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?
3. What are the Mean Differences between the Types of Main Idea Complexity on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of IPA and IPS Programs at SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?
4. What is the Effect of Students’ Class Programs on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?
5. What are the Mean Differences between the Levels of Students’ Class Programs on Reading Comprehension of Comparison-Contrast Paragraph Gained by the Second Grade Students of SMA Negeri 1 Bulik Lamandau in Academic Year 2008/2009?

1.3 Objectives of the Study
A research will have a clear direction if it has a purpose and target. This study has its objectives that are declared as follows:
1. To investigate the interaction effect of main idea complexity and students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
2. To investigate the effects of main idea complexity on reading comprehension achievement of the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
3. To investigate the mean differences between the types of main idea complexity on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
4. To investigate the effects of the students’ class programs on reading comprehension achievement of the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
5. To investigate the mean differences between the levels of students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.

1.4 Assumption of the Study
In this research, the writer assumes that:
1. The second grade students of SMA Negeri 1 Bulik Lamandau have been taught about main ideas, at least simple main idea, supporting details and concluding sentence of a paragraph.
2. The second grade students of SMA Negeri 1 Bulik Lamandau have been taught about types of paragraph pattern.
3. The teachers of English of SMA Negeri 1 Bulik Lamandau have studied about the types or forms of main idea and the paragraph patterns and are qualified on how to teach them to the students.
4. The teachers of English of SMA Negeri 1 Bulik Lamandau have adapted their management of teaching and learning with the KTSP concept especially in the English subject dealing with reading.

1.5 Hypothesis of the Study
The hypotheses of this study can be categorized as null hypotheses as follows:
1. H01: There is no significant interaction effect of main idea complexity and students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
2. H02: There is no significant effect of main idea complexity on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
3. H03: There is no significant mean difference between the levels of main idea complexity on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
4. H03: There is no significant effect of the students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri Bulik Lamandau in academic year 2008/2009.
5. H05: There is no significant mean difference between the levels of students’ class programs on reading comprehension of comparison-contrast paragraph gained by the second grade students of SMA Negeri Bulik Lamandau in academic year 2008/2009.

1.6 Delimitation of the Study
This study does not cover all topics in English language. It is only concerned and delimitated on effects of main idea complexity divided into two types; simple main idea in the end position, and split main idea in the beginning-end position; on reading comprehension of comparison – contrast paragraph gained by the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008 / 2009.

1.7 Limitation of the Study
The limit of this study is only concerned on effects of main idea complexity on students’ reading comprehension. It is conducted only for the second grade students of IPA / IPS programs of SMA Negeri 1 Bulik in academic year 2008/2009. Thus, the result of this study is only generalized or applied to the target population, specifically to the second grade students of IPA and IPS programs of SMA Negeri 1 Bulik in academic year 2008/2009. It could not be generalized to all grade students in SMA Negeri 1 Bulik in Lamandau Regency.

1.8 Significance of the Study
Why the writer chose this topic of the study? Because it has some significances that are stated as follows:
1. Giving information to the English Teachers of SMA Negeri 1 Bulik about the effects of main idea complexity on reading comprehension of comparison-contrast paragraph of their students based on students’ class programs.
2. Giving information to the second grade students of SMA Negeri 1 Bulik about how far main idea complexity and students’ class programs affect their reading comprehension of comparison-contrast paragraph.
3. Giving a reference to the development of teaching learning process especially in reading, that the understanding of simple main idea in the end position and split main idea in the beginning-end position will make students’ reading comprehension better.
4. Giving contribution to any further researchers who want to study the same research, so this study becomes a helpful information and useful reference for the next study.
5. Giving contribution for the readers in increasing the quality of English Teaching and Learning.

1.9 Clarification of the Key Terms
It is important for the writer to give a clarification of the terms used in this study, so that they will not confuse the readers, and to avoid misunderstanding of anyone who studies this case. Below is the clarification of each term:
1. Reading Comprehension : theoretically, a process of interaction between the reader with the text and the reader relates the idea from the text to prior experiences and their knowledge. In other words, it is a process by which the reader constructs meaning by interacting with the text. In this study, reading comprehension is operationally defined as the scores gained by the students after receiving reading test of main idea complexity of comparison - contrast paragraph.
2. Main Idea : the important statement that explains about the topic of a paragraph which can be stated explicitly and implicitly in the beginning, in the middle or in the last sentence of the paragraph.
3. Simple Main Idea : main idea which is explicitly stated in one sentence in a paragraph. The sentence position of the main idea can be in the first, in the last or in the middle. The focus of the writer’s study is only on the simple main idea stated in the last sentence of paragraph.
4. Split Main Idea : main idea which is stated in two separated sentences in a paragraph. There are six positions of split main idea such as beginning-beginning position, beginning-middle position, beginning-end position, middle-middle position, middle-end position, and end-end position. However, the writer only analyzes the split main idea stated in the beginning-end position, in which the main idea is stated in the first sentence of the paragraph, and in the last sentence of the paragraph.
5. Main Idea Complexity : a complexity of main idea forms because in one hand stated in one sentence, and on the other hand stated in two separated sentences.
6. Topic Sentence : a sentence that expresses the main idea of a paragraph.
7. Supporting Details : ideas which are combined into some details of sentences to support the main idea that has been made.
8. Concluding Sentence : sentence that signals the end of paragraph and leaves the reader with important point to remember.
9. Paragraph : a group of sentences to explain the related subject by developing the main idea into some supporting details.
10. Comparison-Contrast Paragraph : paragraph that explains how two or more things are alike and or how they are different. This type of paragraph chosen by the writer as the object of the study to find out the effects of main idea complexity on students’ reading comprehension based on class programs.
11. Students’ Class Programs : the programs that the students learn. In this case, IPA and IPS programs of the second grade students. Students of IPA learn about exact and natural science, while IPS students learn about social science.
12. SMA Negeri 1 Bulik : a senior high school that is located on Jl. HGM. Yusuf, BA in the capital city of Lamandau Regency.

CHAPTER II
REVIEW OF RELATED LITERATURE

2.1 Definition of Reading
Reading has been conducted almost much of the time by people for many reasons and purposes. The purpose of reading is to understand and comprehend the information from the text or reading material. Some experts stated many definitions of reading. Based on Albert J. Harris and Edward R. Sipay (1980:8), reading is the meaningful interpretation of printed and or written verbal symbols. In the process of reading, the reader tries to re-create the meaning intended by the writer. While Anderson and Durstan (1969:4) stated “reading is a unique human skills which we tend to perform somewhat below maximum capacity. Reading slowly and not understanding what is read often go together”. That indicates the symptoms of lack of reading ability or reading skills.
Based on those definitions stated above, the writer draws conclusion that reading may be defined as the act of responding with appropriate meaning to printed or written verbal symbols. Reading is also a unique skill of human and a result of the interaction between perception of graphic symbols that present language and reader’s language skill and knowledge. Thus, based on the reader’s interpretation, different readers will have different interpretation about the intended meaning by the writer.

2.2 Nature of Reading Comprehension
Reading is one of the language skills that support our language development. When reading, much information that can be taken from it. It also can make our knowledge and thought wider. A reader would be easy to find out what the author’s idea or message when the whole sentences in the text or paragraph are comprehended and read carefully. According to Cooper, reading comprehension is a process whereby the reader constructs meaning by interacting with text (1986:17). Sometimes, it is difficult to find out what the author wants to tell, even though the words of the reading material are simple. It is because the interaction among the text is not going well.
Based on the explanations above, it can be concluded that reading comprehension takes the essential role in understanding a reading. Either Reading or Comprehension is as one unity that cannot be separated when learning and mastering reading skill.

2.3 Techniques of Reading
Long paragraphs or reading materials may be complicated for some readers. Such paragraphs or reading materials will be hard and complicated to be comprehended by the readers if they cannot master some techniques in reading. It is based on their needs in reading. For example, the readers want to find out the main idea of the text quickly. Therefore, they must use an appropriate strategy or technique when they are reading. Some techniques of reading are explained as follows:

1. Scanning
Toendan (2007:5) stated, “Scanning is the ability to locate the specific information or facts as rapidly as possible”.
Therefore, scanning is a technique of reading that is used to read quickly for details of a text or reading material. For example; the telephone number, looking for a word in dictionary etc, the reader must not read the whole text carefully.
2. Skimming
Based on some experts such as Wiener and Bazerman (1977:79), skimming is rapid reading for facts in which we have to find specific facts in a paragraph, look quickly at sentences that offer the needed information. Meanwhile Toendan (2007:100) stated, “Skimming can be defined as the ability to find main ideas while very rapidly and selectively skipping over the reading material”. Besides, according to Simanjuntak (1988:23), skimming is the ability of glancing rapidly through a text to search for a specific of information, or to get an initial impression of whether the text is suitable for a given purpose.
Therefore, skimming is a technique of reading that is used to read quickly the general illustration or understanding. Just look the important part. For example, looking for some general information or ideas.

2.4 Paragraph
2.4.1 Definition of Paragraph
Reading usually deals with a paragraph or some paragraphs. A good paragraph contains topic sentence or main idea which is then developed by supporting details. Experts define paragraph with many definitions. Among others are Wiener and Bazerman (1977:47). They both defined a paragraph as a group of sentences about some related subjected. Moreover, Toendan stated a paragraph as a basic unit of organization in writing in which a group of related sentence develops one main idea (Toendan, 2007:78).
Therefore, a paragraph is a group of sentences to explain the related subject by developing the main idea into some supporting details.

2.4.2 Components of Paragraph
An adequate paragraph usually consists of three main components, they are main idea, supporting details and concluding sentence. Below is the explanation of each of them.
1. Main Idea
Main idea is an important statement that explains the topic of a paragraph. It is supported by Toendan’s statement which stated that the main idea of a paragraph signals to the reader the most important statement the writer has presented to explain the topic (Toendan, 2007:78). Moreover, Toendan said, “As a single sentence it (main idea) may occur at any point in a paragraph. It can occur at the beginning or at the end of the paragraph, or even in the middle”.
Based on the explanation it can be recognized that main idea is the important statement to explain a topic which may occur at any point in a paragraph, at the beginning, at the end of the paragraph, or even in the middle.
2. Topic Sentence
Talking main idea sentence is also dealing with topic sentence (Main idea sentence is also often called topic sentence or topic statement). Topic sentence is a sentence that expresses the main idea of a paragraph. According to Ngabut in his book entitled Paragraph Development, topic sentence tells us immediately what the paragraph is about and what you can expect to find in the paragraph. The sentence that gives us the topic of the paragraph is called the topic sentence (Ngabut, 2006:15-16). It tells the reader what to expect about the information that will follow. Without the use of a topic sentence, developing a paragraph can be extremely difficult. Topic sentences can appear at several points in a paragraph:
1. the beginning of the paragraph
2. the middle of the paragraph
3. the end of the paragraph
4. the beginning and the end of the paragraph
Based on the explanation, it can be concluded that topic sentence is a sentence that expresses the main idea of a paragraph, and the sentence of main idea is often called topic sentence which can be placed at any different point in a paragraph, in the beginning, in the middle or in the last sentence of a paragraph.
3. Supporting Details
A good main idea is supported by a series of details of sentence to explain the main idea. According to Toendan (2008:73), supporting details are used to develop one main idea.
Therefore, supporting details are a group of sentences to develop and support one main idea that has been made with the details of information.
4. Concluding Sentence
At the end of a paragraph, it usually has a closing sentence or what is called as concluding sentence. Sometimes the concluding sentence is an opinion of the writer which is based on the main idea and supporting details to give a confirmation and the conclusion of the paragraph. Toendan (2008:73) stated, “Concluding sentence signals the end of paragraph and leaves the reader with important point to remember”.
Therefore, concluding sentence is the sentence that is used to end a paragraph and to draw a conclusion based on the main idea and supporting details.
2.4.3 Paragraph Patterns
Paragraph can be developed by using a variety of patterns. They are explained as follows:
1. Narration
According to Toendan (2008:118): “Narration is the telling or relating of occurrences or a series of events. It is also found in diaries, journals, newspapers, biographies and autobiographies. In telling a story or relating events, authors structurally organize the events in chronological order, or time sequence. Generally, the events are written about just as they happen, one after the other.
Therefore, it can be concluded that narration is a paragraph pattern which tells a series of events or occurrences and organized in chronological or time sequence.
2. Description
According to Toendan (2008:91): “Description is used whenever authors describe a place, a thing, or a person”. Description is divided into the following sub-points:

1. Description of place
It is attempting to give a clear description of place to the readers by using adverb of place.
2. Description of person
It is attempting to give a clear description of certain person to the readers by describing one’s physical appearance, one’s manner, etc.
3. Definition
It is attempting to give elaboration or explanation of something abstract or concrete to the readers by using defining terms.
4. Illustration-Example
It is attempting to illustrate something accompanied by using the examples to the readers.
Based on the explanations, it can be concluded that description is a paragraph pattern which is used to describe a place, a person, or a thing and divided into four sub-points: description of place, description of person, definition and illustration-example.
3. Exposition
This kind of pattern is used to explain something, give information and interpret meaning. The following sub-points are the methods that can be used to organize a paragraph of exposition/explanation:
1. Explanation of Process and Procedure
This type of exposition is used when one wants to describe how to do something or how something works.

2. Comparison-Contrast
It describes or discusses the ways in which they are the same or similar or the ways in which they are dissimilar or different. Comparison-Contrast was chosen by the writer as the object of the study to find out the effects of main idea complexity on reading comprehension of the comparison-contrast paragraph in the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau in academic year 2008/2009. Therefore, this type of paragraph will be further elaborated later under a special heading.
3. Cause and Effect
This type of paragraph is used to state the facts and provide reasons as to why or how the fact occurred. Cause and effect consists of several paragraphs, each of which explains each of the cause and provides an explanation of the cause to show how it contributes to the effect. There are four types of paragraph of cause and effect, namely:

2.5 Comparison-Contrast
2.4.4 The characteristics of comparison-contrast
Comparison-contrast is a paragraph that explains how two or more things are alike (based on comparison) and or how they are different (based on contrast). Toendan (2008:67) stated, “We compare and contrast two things when we want to determine the superiority of one thing over the other”. Comparison-contrast is a type of description. However, unlike simple description which usually focuses on one subject (one person, place or object), comparison-contrast deals with two subjects and their similarities (comparison) and or differences (contrast).
The one main component to a comparison contrast paragraph is the approach or style in the support paragraphs. In other words, there are two styles used to organize a comparison-contrast paragraph, they are Block or Point-by-Point. In Block Style a writer gives all examples for one side of the comparison and then switches to the other side. In Point-by-Point Style the writer alternates sentence by sentence.
 The following table presents the Useful Sentence Structures for Comparison Contrast Writing.
Comparison Sentences Contrast Sentences
Both A and B Unlike A, B. . .
Just as A . . ., so too B. . . A is not as . . . as B. . .
Like A, B In contrast, B. . .
A is as. ....as B. . . A has. . .; however, B has
B also has. . . Although A . . ., B. . .
A . . .; similarly, B. . . A is . . ., but B is . . .
Neither A nor B has. . . A is . . . whereas B is . . .
A . . .; likewise, B. . . A is . . .; on the other hand, B is. . .

 The following draft presents the Block pattern (organization by item) for Comparison Contrast Writing.
I. Introduction
II. Item A
A. Point one
B. Point two
C. Point three
and so on . . .
III. Item B
A. Point one
B. Point two
and so on . . .
IV. Conclusion
 The following draft presents the Point-by-point pattern (organization by criteria) for Comparison Contrast Writing.
I. Introduction
II. Point one (criterion one)
A. Item A
B. Item B
III. Point two (criterion two)
A. Item A
B. Item B
IV. Point three (criterion three)
A. Item A
B. Item B
V. Conclusion
As stated above there are two main ways to organize paragraphs of comparison-contrast. The first way is to write down all the points about the first topic, and then to write down all the points about the second topic. The second way is to make the comparisons-contrasts point by point. The following is both examples of them.
1. Sample Block Format Paragraph
Although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. On the other hand, confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend. Anxious writers face at least five more obstacles than their confident classmates do.

Source:

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2. Sample Point-by-Point Paragraph
Although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. First comes the quality of clarity. Anxious writers often have clear ideas that they fear will become muddled as they try to write them. Sometimes they only have vague ideas to begin with. Confident writers are comfortable starting with what they have. They know that the writing process will encourage clarity. Next, there are details. Anxious writers have trouble generating enough details or they fail to understand the difference between details and general ideas. More experienced writers are able to create more details than they need so that they can choose the best to include in their composition. There are also differences in organization. Writers who are unsure of themselves may not be familiar with the formats for different kinds of writing. They may not understand how to use transitions or know the three different ways to sequence details. Confident writers have mastered all these skills. In addition, grammar skills play a significant part. Anxious writers make distracting errors such as fragments, run-ons or comma splices, but their confident classmates are able to avoid grammar errors that interfere with their readers’ understanding. Finally, re-writing is a consideration. Anxious writers experience a sense of failure when a paragraph doesn’t come together immediately. They may even hesitate to rewrite it. Successful writers know that re-writing is just part of the composition process. They return to their writing as often as they need to without feeling that they are doing anything wrong. Anxious writers face at least five more obstacles than their confident classmates do.

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2.4.5 Coherence and unity
There are two important principles of paragraph organization. They decide what kinds of information to include and make sure that such information fits together logically, they are coherence and unity. Coherence and unity means that the points in the paragraph are interrelated (coherence) that they are cannot be separated one to another (unity). For comparison-contrast, there are some transitional words or phrases as the points of coherence and unity that should be employed. The following table is the lists of words and phrases that are used to give transitional signals to the readers about the particular feature of the comparison-contrast:
Table 2.1 Comparison structure words
Sentence connectors Clause connectors Other
Subordinators Coordinators
Also
Too
Both
In the same way
Similarly
Likewise As just as and like(+noun), Just like(+noun), Similar to (+Noun); (be) similar to, (be) the same as, (be) like; Not only …but also But…and …;
to compare to, to compare with, (be)

Table 2.2 Contrast structure words
Sentence connectors Clause connectors Other
Subordinators Coordinators
But
On the contrary
However
On the other hand
In contrast
Alternatively
Nevertheless Although
Even though
Though But
Yet Despite (+noun)
In spite of (+noun)

2.5 Main Idea Complexity
Main idea complexity is a complexity in the forms of main idea because in one hand it is stated in one sentence, and on the other hand stated in two separated sentences. The different forms and details cause the main idea complicated and affect the reader’s comprehension. In this case, the complexity is divided into types of main idea. They are simple main idea and split main idea.
2.5.1 Simple Main Idea
Simple main idea is very common in many paragraphs. It is usually stated only in one sentence. Wiener and Bazerman (1977:48) stated,” often one sentence in the paragraph tells the readers exactly what the rest of the paragraph deals with and therefore gives the main idea.” The common position of simple main idea is at the beginning of a paragraph, but there are also some which are put in the end or even in the middle of a paragraph. The following paragraph is the example of comparison-contrast paragraph with the simple main ideas at the beginning, in the middle and at the end:
1. Simple Main Idea in the beginning
Although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. First comes the quality of clarity. Anxious writers often have clear ideas that they fear will become muddled as they try to write them. Sometimes they only have vague ideas to begin with. Confident writers are comfortable starting with what they have. They know that the writing process will encourage clarity. Next, there are details. Anxious writers have trouble generating enough details or they fail to understand the difference between details and general ideas. More experienced writers are able to create more details than they need so that they can choose the best to include in their composition. There are also differences in organization. Writers who are unsure of themselves may not be familiar with the formats for different kinds of writing. They may not understand how to use transitions or know the three different ways to sequence details. Confident writers have mastered all these skills. In addition, grammar skills play a significant part. Anxious writers make distracting errors such as fragments, run-ons or comma splices, but their confident classmates are able to avoid grammar errors that interfere with their readers’ understanding. Finally, re-writing is a consideration. Anxious writers experience a sense of failure when a paragraph does not come together immediately. They may even hesitate to rewrite it. Successful writers know that re-writing is just part of the composition process. They return to their writing as often as they need to without feeling that they are doing anything wrong.
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2. Simple Main Idea in the middle
Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. Apparently, anxious writers face at least five more obstacles than their confident classmates do. Confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend.
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3. Simple Main Idea at the end
First comes the quality of clarity. Anxious writers often have clear ideas that they fear will become muddled as they try to write them. Sometimes they only have vague ideas to begin with. Confident writers are comfortable starting with what they have. They know that the writing process will encourage clarity. Next, there are details. Anxious writers have trouble generating enough details or they fail to understand the difference between details and general ideas. More experienced writers are able to create more details than they need so that they can choose the best to include in their composition. There are also differences in organization. Writers who are unsure of themselves may not be familiar with the formats for different kinds of writing. They may not understand how to use transitions or know the three different ways to sequence details. Confident writers have mastered all these skills. In addition, grammar skills play a significant part. Anxious writers make distracting errors such as fragments, run-ons or comma splices, but their confident classmates are able to avoid grammar errors that interfere with their readers’ understanding. Finally, re-writing is a consideration. Anxious writers experience a sense of failure when a paragraph does not come together immediately. They may even hesitate to rewrite it. Successful writers know that re-writing is just part of the composition process. They return to their writing as often as they need to without feeling that they are doing anything wrong. Therefore, anxious and confident writers both have good ideas and the desire to express them, but they differ in five ways.
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Based on the explanation above, this type of main idea (simple main idea) is explicitly stated in one sentence. The position of the sentence can be in the first, in the last or in the middle of the paragraph. The concern of the writer’s study is only on the simple main idea stated in the last sentence of a paragraph.
2.5.2 Split Main Idea
Split main idea is not as common as simple main idea. It is more complicated since it is separately stated in two sentences. In fact, there are six possibilities of split main idea positions. Toendan (2008:81) stated that split main idea is main idea which can be split into two sentences, and the positions of split main idea, theoretically, consist of six possibilities of position. The following is presented the example of comparison-contrast paragraph which will be split into the six possibilities of position.
The original text of comparison-contrast before being split
ANXIOUS AND CONFIDENT WRITERS
Although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. On the other hand, confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend. Anxious writers face at least five more obstacles than their confident classmates do.
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The text after being split
1. Beginning-Beginning position
Although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. Anxious writers face at least five more obstacles than their confident classmates do. Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. On the other hand, confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend.

2. Beginning-Middle Position
Although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. For all that, anxious writers face at least five more obstacles than their confident classmates do. Confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create lots of good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend.

3. Beginning-End Position
Although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. On the other hand, confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend. Hence, anxious writers face at least five more obstacles than their confident classmates do.

4. Middle-Middle Position
Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. Surely, although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. However, Anxious writers face at least five more obstacles than their confident classmates do. Confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend.

5. Middle-End Position
Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. Surely, although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. Confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend. Hence, anxious writers face at least five more obstacles than their confident classmates do.

6. End-End Position
Anxious writers struggle to achieve clarity. They sometimes have clear ideas that become muddled in the writing process or they only have vague ideas to begin with. Details are also a problem. These writers have trouble generating enough details, or fail to understand the difference between details and general ideas. Anxious writers have difficulty with organization. Sometimes they are not familiar with the formats for different modes of writing. Perhaps they do not know how to use transitions or they do not have sufficient information about sequencing details in a logical way. They also make grammar mistakes, like fragments, run-ons and comma splices that interfere with understanding. If it is necessary to re-write, anxious writers experience a sense of failure. They expect their paragraphs to come together immediately and hesitate to try again. On the other hand, confident writers know that writing clarifies ideas. They are comfortable starting with what they have and building from there. Confident writers are able to create many good specific details, so they can include only the best in their paragraphs. They are usually familiar with formats for different kinds of writing, and they use transitions successfully. When it comes to putting their details in a logical sequence, they know what to do. These writers understand grammar well enough to avoid mistakes that cloud their meaning. In addition, once their first drafts are done, they expect to re-write. They can re-write as many times as necessary without feeling like failures, until their paragraphs say exactly what they intend. Surely, although anxious and confident writers both have good ideas and the desire to express them, they differ in five ways. However, Anxious writers face at least five more obstacles than their confident classmates do.

Based on the explanation above, this type of main idea (split main idea) is stated in two separated sentences in a paragraph. Actually, there are six positions of split main idea, such as beginning-beginning position, beginning-middle position, beginning-end position, middle-middle position, middle-end position, and end-end position. However, the writer only analyzes the split main idea stated in the beginning-end position, in which the main idea is stated in the first sentence of the paragraph, and in the last sentence of the paragraph.

2.6 Difference Between Students of IPA and IPS Programs
Two different people when they are compared together, in terms of comprehending something, they will never have precisely the same comprehension one to another. Their concept or ability about something may vary each other. So are two different groups or programs, nothing will have exactly the same component one to another. The point is that they must be different in some cases. The case is also the same among the students in the classrooms when they are compared to one another in dealing with reading task. Their ability in reading will vary each other. It apparently goes with the statement stated by Albert J. Harris and Edward R. Sipay (1980:94), which stated,” The range of reading ability varies considerably in most classrooms”. It indicates that students with various classrooms or class programs may have different ability in reading. There may be a range of different scores.
Students of IPA and IPS programs are different as well. Based on their focus of the study, they learn different subjects. IPA students deal mainly with the exact science subjects such as mathematics, physics, chemistry and biology. On the other hand, students of IPS mainly study about social subject such as history, culture, sociology, economic, and so forth.
Based on the above explanations, it is clear that two different programs (IPA and IPS) are different. The programs bring effects to the students’ reading comprehension. Anyway, as the test of reading is conducted later, the time allocation and the English subject proportion are not differentiated from both class programs.

2.7 Test of Reading Comprehension
To prove the effects of main idea complexity on reading comprehension of students of comparison-contrast paragraph based on their class programs, the usage of a reading test is so needed. A question or test is constructed to obtain any response from the respondent about what is being asked or investigated. The test itself is an instrument used to measure the progress of the students, including how well they have understood the languages areas and skills that have been taught. A test is used for improving learning instruction, reporting students’ progress to parents, guidance and counseling, school administration, and research. There are some forms of reading test, such as subjective test and objective test in which they are subdivided again into completion test, multiple choice question tests, true false and so on. In this study, the writer will use Multiple-Choice Questions test (MCQ), on the reason that it is easier in terms of scoring. In addition, the writer also uses questionnaire as the additional data for the study.
2.7.1 Multiple-Choice Questions
Multiple-choice question is question that has more than one option. This kind of test will be used in this study. In multiple-choice we are given a list of different answers to a question and we have to choose the right one. Norman E. Gronlund stated, “A multiple-choice items consists of a problem and a list of suggested solution. The problem may be stated as direct question or an incomplete statement and is called the stem of the item (Gronlund, 2006:169). While according to Arikunto (1993:167):
“Multiple choice test terdiri atas suatu keterangan atau pemberitahuan tentang suatu pengertian yang belum lengkap. Dan untuk melengkapinya harus memilih satu dari beberapa kemungkinan jawaban yang telah disediakan. Atau multiple choice test terdiri atas bagian keterangan (stem) dan bagian kemungkinan jawaban atau alternative (options). Kemungkinan jawaban (option) terdiri atas satu jawaban yang benar yaitu kunci jawaban dan beberapa pengecoh (distracters)”.

Based on the quotations of statement above, it seems that multiple-choice questions are able to use in reading test questions. It is where a reader asked to answer what is questioned by looking through the provided reading. In addition, it is able to see the level of reading comprehension of the students in choosing the correct answers from several options.

The examples of multiple-choice questions stated as follows:
1. MCQ with short text
Direction: Choose a, b, c or d as the correct answer!

School usually holds a flag ………… every Monday
(a). party
(b). activity
(c). ceremony
(d). celebration

2. MCQ with Longer text
Direction: Read the paragraph and select the correct main idea of the paragraph!

The frog sat on the side of the pond. He was very still. His green color made him hard to see. A bug flew near him. His tongue zipped out, and he gobbled it up. Then the frog was still again. He waited for the next bug.
(a). Frogs are green.
(b). Frogs eat bugs
(c). Frogs do not move
(d). Frogs live in ponds

In conclusion, multiple-choice test is a kind of test or question that has some alternative answers for incomplete statement. There is only one correct answer in this kind of test. The rest are functioned as distracters to confuse the testees. Furthermore, the multiple-choice test includes in the kind of objective test. When answering the questions of the test, the testees cannot determine or choose any other options unless the options provided by the test constructor.
2.7.2 Questionnaire
Questionnaire is a tool to find out the opinion of the respondents. Toendan (2008:127) stated, “Questionnaire is a device that enables respondents to answer questions”. The respondents may give response based on the nature of the questions and the reactions of the respondents toward the questions being asked. Factors such as knowledge, attitudes and interest determine their reactions.
Questionnaire is divided into three types. They are (1) open-ended questionnaire, (2) structured format questionnaires, and (3) likert questionnaire. The writer in this study uses open-ended questionnaire because it has the major advantage that is the respondents themselves can take the initiative in deciding what answer to supply. It also lets the students to write down a comment about their feeling toward the course, or whatever that comes into their minds.

2.8 Relationship Between Main Idea Complexity and Reading Comprehension
The many different forms and details of main idea in a paragraph can cause the main idea complicated and influence students’ reading comprehension. According to Eriani (in Buscemi) sometimes it is necessary to provide the reader with the explanatory details, background material before revealing the main idea. In such cases the author will place main idea somewhere in the middle or even at the end of a paragraph. Here, complexity of main idea is divided into two types, simple main idea and split main idea.
Simple main idea of comparison contrast paragraph which only consists of one main idea and stated in one sentence may be not too difficult for the students to identify. But the case will be different when the main idea is split into more than one main idea. It might be complicated for the students to find them since they are separated in the paragraph.
The forms of main idea in the paragraph influences reading comprehension. That is why; main idea complexity with the details has relationship with the students reading comprehension.
CHAPTER III
METHODS AND PROCEDURES

3.1 Data
3.1.1 The Data Needed
The data needed for this study will be the result of students’ score through a reading comprehension test of comparison-contrast paragraph with the main idea complexity (simple main idea in the end position, and split main idea in the beginning-end position). The source of the data will be collected from the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik in academic year 2008/2009.
3.1.2 Criteria for the Admissibility of the Data
The data are admissible if they fulfill the following criteria:
1. The data are the result of the test related to the students’ reading comprehension of comparison-contrast paragraph.
2. The data in this study will be especially concerned in two types of main idea complexity (simple main idea at the end position and split main idea at the beginning – end position), and students’ class programs (IPA and IPS) on reading comprehension of comparison-contrast paragraph.
3. The data will be collected from the second grade students of IPA and IPS programs of SMA Negeri 1 Bulik in academic year 2008/2009.
3.1.3 Data Collection and Data Processing Procedures
In collecting and processing the data for this study, some steps are used by the writer:
1. Deciding the school for conducting the research
2. Asking for permission from the headmaster of SMA Negeri 1 Bulik Lamandau
3. Finding out the data of the second grade students of IPA and IPS programs of SMA Negeri 1 Bulik registered in academic year 2008/2009.
4. Selecting the samples of IPA and IPS programs by cluster random sampling.
5. Dividing the classes into two groups, IPA and IPS.
6. Decoding to represent the students’ name in order to keep their privacy and to minimize the subjectivity in scoring.
7. Giving the test to the second grade students of IPA and IPS programs in the form of Multiple-Choice Questions (MCQ).
8. Collecting the students’ answer sheet.
9. Analyzing the test results.
10. Scoring. The writer uses the following formula to give score:

Where:
S = Score
n = Number of correct answer
N = Number of test items
100 = A constant number
(Depdikbud, 1989: 7)
11. Tabulating. The writer classifies and puts the data in the table.

3.2 Instrumentation
3.2.1 Instrumentation Development
The main instrument of this study is a test, which is given to the students. It is intended to find out some effects of main idea complexity (simple main idea in the end position) on reading comprehension of comparison-contrast paragraph of the second grade students of IPA and IPS programs at SMA Negeri 1 Bulik Lamandau. The instrument is used as a tool of collecting the data needed. The writer, as additional data, also uses questionnaire because reading test cannot capture all aspects. In collecting the data, the writer will use MCQ as the instrument.
1. Reading Comprehension Test
There will be four tests by using MCQ in the form of two types of main idea complexity (simple main idea in the end position, and split main idea in the beginning-end position) of comparison-contrast paragraph. Two tests for IPA class and two tests for IPS class.
In developing the instrument, the writer will do the process called readability scores. The aim of readability scores is to see the difficulty levels of the paragraph of instrument. In this case, the writer will include and analyze the example of comparison-contrast paragraph by using formula of readability statistics in Microsoft Word 2003. There are two main things in readability statistics; they are Flesh Reading Ease and Flesh-Kincaid Grade level. The formula is as follows:

1. Flesch Reading Ease Score
The formula is: 206.835 – (1.015 X ASL) – 84, 6 X ASW)
Where: ASL = average sentence length (the numbers of words divided by the number of sentence)
ASW = average number of syllables per word (the number of syllables divided by the number of words)
In this point, rates text on a 100-point scale; the higher the score, the easier it is to understand the document. For most standard document, aim for a score of approximately 60 – 70.
2. Flesch-Kincaid Grade Level
The formula is: (.39 X ASL) + (11.8 X ASW) – 15.59
Where: ASL = average sentence length (the numbers of words divided by the number of sentence)
ASW = average number of syllables per word (the number of syllables divided by the number of words)
In this point, rates text on U.S school grade level. For instance, a score of 8.0 means that an eight grader can understand the document. For most standard document, aim for a score of approximately 7.0 – 8.0.
Here, the writer included the example of comparison-contrast paragraph with flesh reading ease 40, 1 and Flesch-Kincaid grade Level 14, 4 with 192 words. So, it is appropriate for the second grade students with 150-200 words characters.

Here is the example of original comparison-contrast paragraph:
The World Bank and the IMF were both established in 1944 at a conference of world leaders in Bretton Woods, New Hampshire. The aim of the two “Bretton Woods institutions” as they are sometimes called, was to place the international economy on a sound footing after World War II. The work of the Bank and the Fund are complementary but their individual roles are quite different. The World Bank is a lending institution whose aim is to help integrate countries into the wider world economy and promote long term economic growth that reduces poverty in developing countries. The IMF acts as a monitor of the world’s currencies by helping to maintain an orderly system of payments between all countries, and lends money to members who face serious balance of payments deficits. While the World Bank makes loans for both policy reforms and projects, the International Monetary Fund concerns itself with policies alone. It provides loans to member countries that have a short term problem meeting their foreign payments requirements and seeks to obtain full convertibility among the currencies of its members under the system of flexible exchange rates in force since 1973.
(Downloaded from:
http://www.worldbank.org/html/extdr/faq/qa_sp98-17.html)

The writer gives modification of the comparison-contrast paragraph in the forms of main idea complexity (simple main idea stated in one sentence “end position”, and split main idea stated in two separated sentences “beginning-end position”). In order to make the sentences fit together logically; the appropriate transitional signal to modify main idea is applied by the writer. The following paragraphs are the examples of main idea complexity after having modification:
1. The example of comparison-contrast with simple main idea (end position):
The World Bank and IMF

The aim of the two “Bretton Woods institutions” as they are sometimes called, was to place the international economy on a sound footing after World War II. The World Bank is a lending institution whose aim is to help integrate countries into the wider world economy and promote long term economic growth that reduces poverty in developing countries. The IMF acts as a monitor of the world’s currencies by helping to maintain an orderly system of payments between all countries, and lends money to members who face serious balance of payments deficits. While the World Bank makes loans for both policy reforms and projects, the International Monetary Fund concerns itself with policies alone. It provides loans to member countries that have a short term problem meeting their foreign payments requirements and seeks to obtain full convertibility among the currencies of its members under the system of flexible exchange rates in force since 1973. In conclusion, even though the World Bank and the IMF were both established in 1944 at a conference of world leaders in Bretton Woods, New Hampshire, and their work are complementary, but their individual roles are quite different.

2. The example of comparison-contrast with split main idea (beginning-end position):
The World Bank and IMF
The World Bank and the IMF were both established in 1944 at a conference of world leaders in Bretton Woods, New Hampshire. The aim of the two “Bretton Woods institutions” as they are sometimes called, was to place the international economy on a sound footing after World War II. The World Bank is a lending institution whose aim is to help integrate countries into the wider world economy and promote long term economic growth that reduces poverty in developing countries. The IMF acts as a monitor of the world’s currencies by helping to maintain an orderly system of payments between all countries, and lends money to members who face serious balance of payments deficits. While the World Bank makes loans for both policy reforms and projects, the International Monetary Fund concerns itself with policies alone. It provides loans to member countries that have a short term problem meeting their foreign payments requirements and seeks to obtain full convertibility among the currencies of its members under the system of flexible exchange rates in force since 1973. Hence, the work of the Bank and the Fund are complementary but their individual roles are quite different.
The following is the description of test in the form of content specification of instrument.
Table 3.1 Content specification of reading comprehension in the end simple main idea position
No Indicator Number of test item Item number
1

2

3
4 Identifying of simple main idea in the end position
Identifying topic of comparison-contrast
Paragraph
Supporting details
Identifying the meaning of words, phrases, and sentences
…

…
…

…
…

…
…

…

Tabel 3.1 Content specification of reading comprehension in the beginning-end split main idea position
No Indicator Number of test item Item number
1

2

3
4 Identifying of split main idea in the beginning - end position
Identifying topic of comparison-contrast
Paragraph
Supporting details
Identifying the meaning of words, phrases, and sentences
…

…
…

…
…

…
…

…

2. Questionnaire
After reading comprehension test conducted in the form of MCQ, then the writer deliver the questionnaire because it is believed that questionnaire will give additional data information which has effects the results of the test. The content specification of questionnaire will be described as follows:
Table 3.3 Content of specification of questionnaire for students
No Questionnaire Indicators Item Number Number of item
1 For students Students’ problem on main idea complexity position …. ….
Students’ problem on comparison-contrast paragraph … …
Students’ attitude toward English … …
Students’ attitude toward English teacher … …
Total … …

Table 3.4 Content of specification of questionnaire for Teacher
No Questionnaire Indicators Item Number Number of item
1 For teacher Teacher identity …. ….
Teacher’ qualification … …
Teacher experience … …
Teacher training … …
Total … …

3.2.2 Instrumentation Try Out
To know whether the instrument is suitable or not to find out the effects of main idea complexity on students’ reading comprehension of comparison-contrast paragraph gained by the second grade students of IPA and IPS programs, the writer will conduct a try out. The purpose is to examine the weakness of the instrument so that it can be revised before being applied in the real target or occasion. The instrument of try out is tested to different subject of this study. Instrument try out will be held at the second grade students of IPA and IPS of SMA Negeri 1 Sematu Jaya in Lamandau Regency. The writer selects SMA Negeri 1 Sematu Jaya as the subject of instrumentation try out because this school is located in the same region with SMA Negeri 1 Bulik in Lamandau Regency, nevertheless they lie in different district, and then also because SMA Negeri 1 Sematu Jaya has the same curriculum and level of similarity in some points with SMA Negeri 1 Bulik.
There are three main purposes of the try out as follows:
1. To determine the effectiveness of time allocation.
2. To see whether the instruction is understandable or not.
3. To gather evidence to support the instruments validity and reliability.

The description of the population for data try out will be presented as follows:
Table 3.5 The population for Data Try Out
No Population Number of Population
1
2
3 XI IPA
XI IPS1
XI IPS2 …
…
…

There are some procedures for conducting the try out at school, such as:
1. Prepare the instrument of main idea complexity of comparison-contras paragraph
2. Get the permission letter from:
 The Faculty of Teacher Training and Education of Palangka Raya University.
 The Department of National Education of Palangka Raya.
3. Ask for permission from the Head Master of SMA Negeri 1 Sematu Jaya and the second grade English teacher.
4. Divide the samples into two groups, IPA and IPS programs by using cluster random sampling
5. Give the test to the students
6. Collect and check the students’ answer sheet. The writer will calculate the score with the formula:
%
(Depdikbud, 1989: 7)
7. Analyze the test results
3.2.3 Instrumentation Validity
According to Arikunto (2002:145) “Sebuah instrumen dikatakan valid apabila mampu mengukur apa yang diinginkan”. There are two basic types of validity that the writer uses in this study, they are content validity and construct validity.
a. Content Validity refers to the extent to which a data collection process measures a representative sample of the subject matter or behavior that should be encompassed by the operational definition. (Toendan, 2007: 130).
b. Construct Validity refers to the extent to which the result of the data collection process can be interpreted in terms of underlying psychological construct.” (Toendan, 2007: 131).
3.2.4 Instrumentation Reliability
Reliability is related to the consistency. In this case, the consistency of measurement (test scores or evaluation results) from one measurement to another. According to Sukardi (2004:127) a research instrument is considered to have high value of reliability, if the test which was made has the consistent result in measuring what to measure.
“Reliabitas menunjukkan pada suatu instrumen yang cukup dapat dipercaya sebagai alat untuk pengumpulan data karena instrument tersebut sudah baik. Instrument yang sudah dapat dipercaya atau yang reliable akan menghasilkan data yang dapat dipercaya juga apabila datanya memang benar sesuai dengan kenyataan maka beberapa kali pun di ambil hasilnya akan tetap sama”.
(Arikunto, 1997:154)
In addition to validity, based on the idea above, the instrument should be reliable. In this study, the writer uses the test as an instrument. The test can be produced a description of score result which can be trusted. To measure the reliability the writer uses the formula as follows:

Where: rxx = Coefficient Reliability
VEM = Variance Error of Measurement
Sd = Standard Deviation
VEM = 1/5 n
n = Number of Items
(Kasiram, 1984: 80-81)
To find out the standard deviation (Sd), the writer will use the following formula:
Where: Sd = Standard deviation
X = mean
X = students’ score
= Sum Total
Tuckman (1975: 251)
The value should be consulted to the standardization of coefficient reliability.
Where: (+1.00) : excellent reliability
(+0.77) – (+0.99): good reliability
(+0.40) – (+0.69): fair reliability
(+0.20) – (+0.39): poor reliability
(0.0) – (+0.19): Unreliabile
(Waridjan 1991: 36)
3.3 Population and Sample
3.3.1 Population
Population is the whole subject we wish to investigate. Toendan (2007:77) stated, “The larger group we wish learn about is called a population”. In this study, the population is all the second grade students of IPA and IPA programs of SMA Negeri 1 Bulik Lamandau in academic year 2008/2009.
Table of Description of the population
No Accessible population Number of population
1 Class XI IPA …
2 Class XI IPS a …
3 Class XI IPS b …
4 Class XI IPS c …

3.3.2 Sample
Sample is a part of the population which is investigated. Toendan stated that the smaller group we actually study is called a sample and sampling means selecting a given number of subjects from a defined population as representative of that population (2007:77). The sampling method used in this study is cluster random sampling. Cluster random sampling is a method of performing population surveys through the selection of different clusters. In cluster random sampling - samples are chosen from pre-existing groups. In other words, the target population has already been classified in-group and the students are divided into classroom programs based on consideration of the school Groups are selected and then the individuals in those groups are used for the study.
According to Toendan (2007:88) cluster random sampling is used when it is more feasible or convenient to select groups of individual from a defined population. Cluster sampling sometimes used in educational research with the classroom as the unit of sampling. The advantages of this sampling is that it saved times and money. The disadvantages of this sampling are first, that it is less accurate than simple random sampling because in simple random sampling there is only one sampling error while multistage sampling there is sampling error at each stage and the second, one cannot use the conventional formulas for computing statistic on one’s research data.
Related to the explanation above, the sample of this study will be taken from the population of the study and the sample of this study is apart of the second grade students of IPA and IPS programs at SMA Negeri I Bulik Kabupaten Lamandau in academic year 2008/2009. The step in taking the sample, first, the writer will randomize two programs of IPA and IPS of the second grade students. After randomizing the two programs, there will be four groups as a result to become the sample of the study.

3.4 Research Methodology
3.4.1 Research Method
The writer uses an experimental method for this study. Experimental method refers to the systematic scheduling of the times when treatment is administered to the subject. Experimental method is research that experiment something that already exists but has not been used yet. This study uses Factorial Experimental Design. Toendan (2007: 230) stated, “There are two primary purposes for using factorial designs. One is to see if the effects of a treatment are consistent across different characteristics, such as age, gender, or aptitude. The second is to examine interactions, which are relationships that can only be investigated with the factorial design”.
The research design is as follows:
Figure 3.1 Research design of this study

Where:

Where:
CRS : Cluster Random Sampling
S : Sample
R : Random Assignment
IPA : IPA class program
IPS : IPS class program
G1 : Group of subjects for IPA program who will receive treatment 1 (X1)
G2 : Group of subjects for IPA program who will receive treatment 2 (X2)
G3 : Group of subjects for IPS program who will receive treatment 1 (X1)
G4 : Group of subjects for IPA program who will receive treatment 2 (X2)
X1 : Treatment by using simple main idea in end position
X2 : Treatment by using split main idea in beginning – end position
O1 : Observation for G1 after receiving X1
O2 : Observation for G2 after receiving X2
O3 : Observation for G3 after receiving X1
O4 : Observation for G4 after receiving X2

Figure 3.2 Table of Factorial design
Students’ Class Programs Main Idea Complexity
Simple Main Idea
(End Position) Split Main Idea
(Beginning-End Position)
IPA G1 G2
IPS G3 G4

3.4.2 Variable of the Study
The variables of the study are described as follows:
Independent Variables:
1. Main Idea Complexity
a. Simple Main Idea
b. Split Main Idea
2. Students’ Programs
a. IPA
b. IPS
Dependent Variable:
Reading Comprehension
Relationship among Variables:

3.4.3 Data Analysis Procedures
The procedures of analyzing the data are presented as follows:
1. Giving the treatments (with main idea complexity of comparison-contrast Paragraph) to the students.
2. Checking and showing the result of students’ answer sheets and giving the score.
3. Analyzing the data by using the technique of statistic of ANOVA (two-way ANOVA); by using statistical computerized program named SPSS version 15.
In this study, two ways ANOVA (Analysis of Variance) are used because there are two independent variables, they are: Main Idea Complexity and Students’ Class Programs.
4. Taking the conclusion based on the statistic result.
The significance of the p value which is based on the traditional method will be judged by the writer using a highly structured system of significance levels as follows:
1. If p ≤ .001 then the result will be extremely significant
2. If .001 > p ≤ then the result will be very significant
3. If .01 > p < 0.5 then the result will be significant
4. If .05 ≥ p < .10 then the result will be nearly significant
5. If .10 ≥ p ≤ .50 then the result will not be close to significant
6. If .p > .50 then the result will not even remotely closely to significant

3.5 Validity of the Study
The validity of this study has two factors to support the study, namely external validity and internal validity that are explained as follows:
3.5.1 Internal Validity
Internal validity deals with the question of whether the treatment actually caused the observed outcomes in an experiment (Toendan, 2007:254).
There are several terms which can be the threats for the validity. This study uses short duration of experiment that would limit the invalidity due to history, maturation and mortality effects. According to Toendan (2006:191-201), the terms of history, maturation and mortality are:
 History:
The term history refers to any additional, concurrent, extraneous events occurring in the environment at the same time the experimental variable (the treatment) is being tested.
 Maturation
Maturation refers to the fact that changes in an outcome variable may routinely occur as a result of the passage of time and natural changes that occur as part of human development rather than as a result of the treatment occurred while time was passing.
 Mortality
Mortality refers to the fact that differences in performance on the outcome variable after a treatment might occur because of changes in-group composition rather than because of the treatment that the group experienced.
3.5.2 External Validity
External validity deals with the problem of how far we can generalize the results of a research study beyond the original research setting (Toendan, 2007:266).
There are three basic threats to external validity:
1. Interactions of the treatment with persons
2. Interactions of the treatment with setting
3. Interactions of the treatment with historical context (time)

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