IMPROVING STUDENTS’ LITERACY READING SKILL USING

E-BOOK SYSTEM ON THE TWEVETH GRADE AT

SMA BOSOWA SCHOOL MAKASSAR

PROPOSAL

ZHALSABILA PUTRI CANTIKA

4519101013

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND LITERATURE
BOSOWA UNIVERSITY
2023
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PAGE OF APPROVAL

IMPROVING STUDENTS’ LITERACY READING SKILL USING

E-BOOK SYSTEM ON THE TENTH GRADE AT
SMA KARTIKA XX-1 MAKASSAR

PROPOSAL

By
ZHALSABILA PUTRI CANTIKA
4519101013

Approved by:

Supervisor I Supervisor II

Hj. ST Haliah Batau, S.S, [Link]. Muliati, [Link]., [Link]., [Link]

NIDN. 0907096901 NIDN. 1212057601

Dean of the Faculty of Teacher Head of the English

Training and Education Education Study Program

Dr. Asdar, [Link]., [Link]. Asyrafunnisa, S.S., [Link]

NIDN. 0922097001 NIDN. 0903099002
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TABLE OF CONTENT

TITLE.............................................................................................................. i
PAGE OF APPROVAL................................................................................. ii
TABLE OF CONTEN.................................................................................... iii
I. INTRODUCTION....................................................................................... 1
A. Background of the Research.................................................................. 1
B. Research of the Question........................................................................ 3
C. Objective of the Research...................................................................... 4
D. Significant of the Research.................................................................... 4
E. Scope of the Research............................................................................ 5
II. RIVIEW OF RELATED LITERATURE............................................... 6
A. Theoritical Review ................................................................................ 6
B. The Previous Related Research Finding................................................ 24
C. Conceptual Framework ......................................................................... 26
D. Hypothesis ............................................................................................. 27
III. RESEARCH METHOD.......................................................................... 28
A. Design of the Research........................................................................... 28
B. Time and location of the Research......................................................... 28
C. Population and Sample of the Research ................................................ 29
D. Research Variable and Operational Definition...................................... 29
E. Operational Definition of Variable....................................................... 30
F. Procedure of Collecting Data................................................................. 32
G. Technique of Data Analysis…………………………………………… 33
IV. SCHEDULE AND COST PLANNING RESEARCH........................... 35
A. The Schedule of Research ..................................................................... 35
B. Budget Planning..................................................................................... 36

REFERENCE ................................................................................................. 37

APPENDICES................................................................................................. 39
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I. INTRODUCTION

This chapter contains about background of the research, research

question, objective of the research, significance of the research, and scope of

the research.

A. Background

Language is one of the important efforts to communication. From time to

time people try convey the message through many ways such as gestures or signs,

but it had meaning and was has understood by the community. In the other words,

people in the past convey the message by using gestures or signs. One of the

important languages in this globalization era is English, because it is the

international and very important as communication tool that is used in the world

and also it is used in many field of life such as in politics, economics, social, and

educations.

English is one of some international languages which is used by most

people around the world. In a global era, people are expected to master English so

that they can communicate with other people who live in other countries. English

is very important and has in many interrelationships with various aspects of life

owned by human being. In English there are four skills that should be mastered,

they are listening, speaking, reading, and writing.

Reading is a complex process, complex to learn and complex to teach

(Carnine, Silbert, and Kameenui: 2004). The reading skills becoming very

important in education field, students need to be exercise and trained in order to

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have a good reading. Another fact with resulted in lower reading skills of the

students did not like to read English book. Since they did not consider reading as

an exciting activity.

The student would not practice their reading unless the teacher assigned

them to read. In addition, the teacher dominated most of the reading activity,

therefore the student were passive and dependent on the teacher in the process of

comperhenssion. Indonesian student often find problem in reading English book

since English is a foreign language for them and different from Indonesian.

Students in this class have a low ability in reading English book. Low

interest `in reading students is not separated from the culture in families and

school. The lack of self-motivation and encouragement from parents and the lack

of fasilities in the school library are obstacles that make students’ interest in

reading low.

This is shown from the few students who visit In the library to read, they

will go to the library if they have a class in literacy class. Other than that based on

from the observations it is known that students feel bored when reading books in

the library. This is because the reading book feels less interesting. Teachers in

school as facilitators, motivators, mentors, and encouraging students in the

learning prosess so that it can take place effectively (Ibrahim and Ishartiwi 2017).

Related to this function, one of the teacher’s efforts to increase students’ reading

skill is through literacy classes. One form of literacy class implementation is the

manufacture of E-Book as reading materials for students’.

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E-Book are books designed in an electronic system. Due to the

sophistication of technology and information, nowdays E-Book can be designed

into an attractive electronic book with an interesting accompaniment background

so that it can increase students’ motivation in reading. Reading sources that are

equipped with pictures or interesting activities can increase students’ reading

interest. E-books have the advantage of being able to accessed online.

E-Book can be purchased and downloaded at any time, easy to update,

and does not require a lot of storage big space. The use of E-Book can also reduce

the use of trees as materials raw material for making paper, so that it can save the

cost of printing books, more practical and easy to carry everywhere (Octamela,

Suweken, and Ardana 2019). In tune with the opinion of (Nikmah, dkk 2020) that

the use of mobile-based media is more attractive students' attention in learning.

From the problems that have been explained, the researcher wants to

conduct the research entitle “Improving students’ literacy reading skills Using

E-Book System on the Twelveth Grade at SMA Bosowa School Makassar”.

B. Research Question

Based on the previous background above, the researcher formulates research

question as follow:

1. Does the use of an E-Book System improve students' literacy reading skills at

SMA Bosowa School Makassar?

2. Does literacy reading increase students’ interest in reading at SMA Bosowa

School Makassar?
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C. Objective of the Research

Based on the research question above, there are two objective of the

research:

1. Improving students’ literacy reading skill using E-Book System.

2. Increase students’ interest in reading using E-Book System

D. Significance of the Research

The result of this proposal provide theoretically and practically for: teacher,
students, next researchers, the school, and reader.

1. Theoretical uses

The theoretical benefit of this research is that it can add and strengthen

existing theories, especially regarding the role of school literacy activities in

increasing interest in reading. Other than it is hoped that these results can expand

the repertoire of literature, the role of activities literacy in increasing students’

interest in reading.

2. Practical significance

The result of this research provide useful information for : teacher,

students, researchers, school, and readers.
For Teacher :

1. For teachers, it could be useful for English teachers at senior High

School level to got information about introducing an E-Book System to

improve students’ literacy reading skills.

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2. For Students:

For students, it will give affect to students' skills and become more

motivated in reading english book.

3. Next Researchers:

For the other researchers, it would give information this proposal to do

the further writer.

4. For The School:

This research can be used as a reference for improving students’

reading skills and achievement for schools.

5. For the Reader:

This research is expected to help contribute thoughts to the reader in

particular in the using E-Book System to improve students’ literacy

reading skill.

3. Scope of the Research

The writer focuses on high school students of SMA Bosowa School

Makassar. Improving students' reading English book. Therefore, the researcher

will use the E-Book System to attract students’ reading skill.

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II. REVIEW RELATED LITERATURE

In this chapter, the researcher discusses the review of some theories

related to reading skills using the E-Book System to attract students’ reading

skills.

A. Theoritical Review

1. The Defenition of Reading

Reading is an activity in which readers respond to and make sense of a

text being read connected to their prior knowledge (Spratt, Pulverness, and

William : 2005: 21). Reading can also be defined as the process in which readers

learn something from what they read and involve it in academic context as a part

of education Grabe (2009:5-7). Reading is decoding and understanding text for

particular reader purposes. Readers decode written text by translating text to

speech, and translating directly to meaning. To understand written text, readers

engage in constructive processes to make text meaningful, which is the end goal

or product. Besides speaking, listening, and writing, one of the skills in English is

Reading. This is a way to understand the written messages.

Reading is the first direct communication of students to obtain their

language development. After listening and speaking, students further goes to

school where they first learn to read before writing. Reading is one of the basic

communicative skills, but it is a very complex process. It is difficult to arrive at a

precise definition of the reading process. Reading is more than just assigning

foreign language sounds to the written word, it requires the comprehension of

what is written. Students differ in their ability to read their native language, and
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these same differences reappear in their ability to read a second language.

Reading is the meaningful interpretation of printed or written verbal symbols.

Reading (comprehending) is a result of the interaction between the perception of

graphic symbols that represent language and the reader’s language skills and

knowledge of the world.

Reading is the ability to process the written from what has been read, and

then develop and construct the ideas in main depend on the experience or prior

knowledge of the reader, reading also be supposed to be the ability to relate

writer’s words to personal experience, along with the adequate attached to those

experiences and facilitate in utilizing words recognition clues. The printed page

itself has no meaning. It is only the written paper the meaning come from the

mind of the reader. From the definition above, it is included that reading is

defined as an activity when people look at the text and able to interpret the

meaning of that written symbol.

2. Kinds of Reading

English language teaching, there are three kinds of reading, namely reading

aloud, silent reading, and speed reading. In this research, the researcher use silent

reading to improving students’ understanding the meaning from the text.

A. Reading aloud

This is the important things that must to do as the reader, where the

students who are known as the reader aloud, because it can teach students or

reader how to practice their tongue about how to pronounce every word found
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in the text. According to tinker, reading aloud is a kind of reading where a

reader expressed orally word in the text. The purpose of the reading aloud is to

improve the student’s ability in pronouncing the words, stressing the word and

having good information about every sentence in the passage. Reading aloud is a

wonderful skill to master and will serve you well on many different levels. Not

only will this help you comprehend what you are reading, it will also allow you to

listen back for your voice. Hearing your voice will assist you in identifying your

unique writing voice.

B. Silent Reading

This is reading activity that doesn’t need word to pronounce because the

reader need to finding out the meaning from the text. The reader has full

concentrate with what they read and it needs much attention. Silent reading is the

essential first step in breaking students from the habit of devoting all attention to

the precise decoding of the shapes and sounds of letters.

Phrase reading, timed reading, and guessing activities are likewise

useful. As an example of a possible text selected for the elementary reader we

have adapted a reading passage prepared initially for third grade native speakers

with reading problems. In exercises in which students talk about their reading, the

can each other with new words.

In addition, pre reading activities led by the teacher may include

discussion of some of the new terms-not as vocabulary building per se, but as

background information. Silent reading improves students’ understanding because

it helps them concentrate on what they are reading, rather than the pronunciation
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of individual words. When students read silently, they can form mental pictures of

the topic being discussed. This is called reading efficiency, and it will help your

students to read any text with maximum attention to meaning.

C. Speed Reading

This speed reading is the activity that the reader required to find out faster

of the meaning or how to the reader can understand what the text talk about. Also

the reader can find the main ideas, supporting idea, or the ideas of the text faster.

This kinds reading is use to improve speed and comprehension in reading.

This skill of speed reading must run side with the main purpose of reading that is

comprehension. The rate of reading speed, however, depends on the kinds of

reading material. The rate of reading story of narration will be different from the

reading a scientific materials.

3. Technique for Teaching Reading

Any of the activities listed here can be used in isolation, but Phillips points

out that a whole range of practice activities might be use in concert to integrate

individual skills so that higher levels of proficiency might be achieved. She has

develop a five-stage plan for reading instruction that can be used either in the

classroom, in individualized instructional settings, or in computer-adaptive

instruction. The five stages she identifies are:

A. Pre teaching/Preparation Stage. This important first step helps develop

skills in anticipation and prediction for the reading of graphic material. Phillips

points out that students need to build expectancies for the material that they are
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about read. Some activities Phillips recommends for this first stage of reading

include:

a. Brainstorming to generate ideas that have a high probability of

occurrence in the text.

b. Looking at visual, headlines, tittles, charts, or other contextual aids that

are provided with the text.

c. Predicting or hypothesizing on the basis of the little or first line of a text

what significance it might have or what might come next.

1.) Skimming/Scanning Stage. Both of these steps are distinct processes

involving, as we saw earlier, getting the gist (skimming) and locating specific

information (scanning). Phillips points out that skilled readers do scanning while

attempting to skim a text; however, she feels that practice is needed in each skill

for second language students.

2.) Decoding/Intensive Reading Stage. Phillips maintains that this stage is

most necessary when students are “learning to read” rather that “reading to learn”.

Decoding involves guessing from content the meaning of unknown words or

phrases and may be needed at the word or discourse level. Readers need to be

taught not only how to guess the meaning of content words, but also how to

interpret the force of connectors, determine the relationship among sentences or

sentence element, and the like.

3.) Comprehension Stage. In this step, comprehension checks of various

sorts are made to determine if students have achieved their reading purpose(s).

Phillips feels that reading comprehension exercises should (a) not confound the
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reading skill with other skills, such as writing, listening, or speaking if they are to

be considered pure tests of reading comprehension, and (b) reading

comprehension checks should project the reader through several phases of the

reading process.

4.) Transferable/Integrating Skills. In this final stage of teaching reading,

Phillips maintains the exercises should be used that help students go beyond the

confines of the specific passage to enhance skills and effective reading strategies

per se, exercises that encourage contextual guessing, selective reading for main

ideas, appropriate dictionary usage, and effective rereading strategies to confirm

hypotheses are among those identified as especially helpful in this stage. That is

the stages or techniques undertaken to teach reading, because by using the

techniques above students are able to easily understand the reading text, train

students' critical thinking, and can answer questions in the text well. With the

techniques and the stages, students will also be more active in the learning

process. The teacher also easily give direction to students, especially in process of

learning to read.

4. The importance of Reading

Most Scholars would agree that reading is one of the most important skills

for educational and professional success. Reading reinforces the learners other

language skills. Krashen confirms that those who read more, have larger

vocabularies, do better on test of grammar and write better.

Chastian while accepting the significance of reading for meaning claimed

that all reading activities serve to facilitate communication fluency in each on the
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other language skill. According to Eskey, in advanced levels of second language

the ability to read the written language at a reasonable rate and with good

comprehension has long been recognized to be as oral skills if not more important.

A reader reads a text to understand its meaning, as well as to put that

understanding to use. A person reads a text to learn, to find out information, to be

entertained, to reflect or as religious practice.

The purpose for reading is closely connected to a person’s motivation

for reading. It will also affect the way a book is read. We read a dictionary in a

different way from the way we read a novel. In the classroom, teachers need to be

aware of their students’ learning needs, including their motivation for reading and

the purpose that reading has in their lives.

5. The Defenition of literacy

Literacy is the ability to read and write in at least one language. so just

about everyone in developed countries is literate in the basic sense. Literacy is a

move within a discourse practice. When people engage in literate action, they are

doing more than encoding or producing text. Like any social practice, it has a

history with a set of expectations and social conventions.

A discourse practice cannot be reduced to a genre or a kind of text; it is a

social and rhetorical situation, in which texts play a specialized role.17 Literacy is

the ability to identify, understand, interpret, create, communicate and compute,

using printed and written materials associated with varying contexts. Literacy

involves a continuum of learning in enabling individuals to achieve their goals, to

develop their knowledge and potential, and to participate fully in their community
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and wider society.

To summarize the definitions given by the authors, literacy can be

defined as considered to be the ability to read and write, or the ability to use

language to read, write, listen and speak. In modern contexts, the refers to reading

and writing at a level adequate for communication or at a level that enables one to

successfully comprehend and communicate in print society.

6. Types of literacy

In this case, although the use of the term literacy is very plural, basically the

term still refers to a person’s basic ability to read and write, referring to literacy,

the following are several types of literacy, namely :

1.) Early literacy, is a person’s ability to pay attention, master spoken

language, and communicate through visual and oral forms obtained from the

experience of interecting with his social environment at home. Communication

with the mother tongue is one of the experiences of students that will be the

foundation for the development of basic literacy.

2.) Basic literacy, is the ability to listen, speak, read, write, calculate

related to analytical skills to convey information based on personal understanding.

3.) Media literacy, namely the ability to know various forms of different

media, such as print media, electronic media (radio media, televition media),

digital media (internet media), and understand the purpose of their use.

4.) Library literacy, is the ability to understand and distinguish fiction and

non-fiction written works, understand how to use catalogs and indexes, and the
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ability to understand information when writing and researching works.

5) Technology literacy, namely the ability to understand the completeness

that follows technology such as hardware (hardware), software (software), as well

as ethics and etiquette in using technology. Next, the ability to understand

technology for printing, presenting, and accesing the internet. In practice, there is

also an understanding of using computer (computer literacy) which including

turning on and off computer, storing and managing data and operating software

programs. In line with the flood of information due to current technological

developments, a good understanding is needed in managing the information

needed by the community.

1.) Visual literacy, is and advanced understanding between media literacy

and technological literacy, which develops learning abilities and needs by utilizing

visual and audiovisual materials critically and with dignity. Interpretation of

unstoppable visual material, whether in print, auditory, or digital ( a combination

of the three is called multimodal text), needs to be managed propriety because

there are many.

2.) Media literacy is the ability to know and understand various forms of

media electronic media, print media and others and understand how to use each of

these media.

3.) Computer literacy, in general, can be interpreted as being familiar with

computer devices and being able to create and manipulate documents, as well as

being familiar with e-mail and the internet.

4) Network literacy, is the skill to determine access to and use of

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information in a networked environment at the regional and international levels.

7. Defenition of E-Book System

The E-Book is well-defined as the electronic form of the

conventional book that users can access and read via electronic devices like PCs,

iPad, Kindle, or other portable gadgets. Though the demand for an E-Book is

growing in many countries, the acceptance by the target users has not reached a

respectable level (Letchumanan & Tarmizi, 2011;Anuradha & Usha,

2006;Levine-Clark, 2006). E-Book devices such as the Kindle are gathering

increased interest from the forensic community as they become increasingly

popular. The included cellular data capability of the Kindle specifically may make

it a candidate for nefarious purposes, as the there is no data cost associated with

the global data service (Hannay, 2010).

E-Book are text in digital form, or digital reading material, or a book in a

computer file format, or an electronic file of words and images. E-Book are

usually read on dedicated hardware devices known as e-Readers or E-Book

devices. Some early studies explored whether consumers would be interested in

reading E-Book (Henke, 2003 ) and found a general openness to the idea among

participants. Other early studies were conducted by libraries and explored both

perceived acceptance of E-Book and actual usage of them.

E-Book were used for electronic publishing purposes in foreign countries in

order to facilitate readers' access to these types of books, as a result of the

spreading of e-commerce elements through e-book websites and Amazon websites

which are famous of selling E-Book. Regarding the importance and disadvantages
 16

of printed textbook in the educational process at the same time, the attention of

educators and those interested in the educational process went towards the E-Book

as an educational value as:

1.) In the educational process based on E-Book, teacher role is turned from

a source of information and knowledge to a guider and facilitator; student's role

will be affected by turning from a receiver of information, knowledge and skills to

a more positive role in participating in acquire information and learning in

accordance to self-paced and continuous learning principles.

2.) Increasing academic achievement and motivation to participate in the

educational process.

3.) Increasing learning pleasure by making a good use of the advantages of

E-Book design based on multimedia learning.

4.) E-Book provide freedom and flexibility to learners in learning

according to their own abilities, time and learning pace.

5.) Control in learning method and approach is transferred from teacher to

student.

6.) Developing independency in learning through oriented self learning.

7.) Reducing the burden of carrying printed textbooks, besides the ease of

updating and developing knowledge and information available in E-Book. Many

studies improve the effectiveness of using E-Book in learning process; Amari and

Shabl (2012) confirmed the effectiveness of using E-Book in increasing the

achievement of first-grade students of secondary school in reading course. Abdul

Karim (2011) also confirmed the effectiveness of Individual self- learning

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simulated by computer and E-Book in the development of creative thinking for

second-grade science students at the Faculty of Education in Oman. Whereas

Alzaq study (2008) reported the effectiveness of diversity of interface E-Book

interaction on academic achievement and skill performance for educational

technology master students and their attitudes towards it.

8. Characteristics of an E-Book

For starters, E-Book are files that you can read on a digital device – a tablet,

smartphone, computer, etc. But again, considering other files can be read on

digital devices (i.e. word documents) E-Book have specific characteristics that

differentiate them.

a. E-Book shouldn’t be editable

One distinct characteristic of an E-Book the text should not be editable.

An E-Book should always be converted into a format that ensures it’s uneditable.

With thousands of people having access to it on digital devices, people could

potentially change any content without the author’s permission. So, in order to

qualify as an actual E-Book, text should not be able to be changed in any way, just

like a paperback book.

b. E-Book are reflowable (with an exception)

Another important characteristic is that true E-Book should be reflowable.

This means that no matter what the size of the screen you’re viewing the E-Book

on, it will always fit your screen text will remain formatted with line breaks and
 18

chapters and images will resize to fit the proportions of the device you’re reading

on. There is one exception though: PDF. Considering PDF can’t be edited, but

they aren’t reflowable, they technically don’t qualify as E-Book according to the

characteristics that differentiate E-Book. But with businesses taking advantage of

the ease of PDF downloads and distribution, PDF have become unofficial

E-Book and are still widely used E-Book formats.

9. Advantages of E-Book compared to paper

It is available at much lower prices online compare to brick and mortar book

stores.

a. It can be accessed comfortably even while traveling without any hassles

of carrying hard books.

b. Users can carry hundreds of books anywhere they go. Moreover

E-Book are stored in the reader’s online personal account.

c. E-book are available with search option and hence they can easily look

up for any information instead of wasting time turning page after page. One can

also bookmark the page after search.

d. Most of the E-Book are cloud based. Hence writers or authors can

update the connects online immediately. Due to this, readers can access update

content online. The process avoids investment on re-printing costs and saves time.

10. Disadvantages of an E-Book

a. E-book require power source i.e. battery. As a result, if battery is not

charged and power source is not available, reader is deprived of access of

 19

E-Book. This creates lot of inconvenience.

b. Files cannot downloaded if appropriate software is not installed on

E-Book devices.

c. Notifications on the e-books distract the readers. This is observed more

in phone or tablet.

d. Technologies are evolving very fast. E-Book are required to be

upgraded accordingly. Failing so, will lead to risk of losing saved files or books

and formatting of documents.

e. There are health issues while reading during night time mostly on

tablets and with backlit e-readers. It can cause sleep deficiency, eye strain and or

damage health.

11. Definition of Kindle Book Application

Kindle, a portable wireless electronic reader (e-reader) device produced

by the American company [Link]. The first Kindles were released in 2007.

Amazon's Kindles are the most popular e-readers, and Amazon's E-Book are

estimated to make up two-thirds of the electronic book (E-Book) market.

12. Advantages of Using a Kindle Book Application

1.) Convenience

One of the biggest advantages of using a Kindle is the convenience.

A Kindle Paperwhite (the most successful model of the Kindle) weighs just about

205 grams (0.45 lbs). On the contrary, an average book sold on Amazon printed in

the USA weighs about 450 grams (about 1 lb) and contains 330 pages.
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So, Kindle not only weighs lighter than a physical book but it can

also store and provide access to thousands of books without any further addition

of weight.

2.) Access to Thousands of Books Anytime

You can access literally thousands of books at any given point in

time if you are using a Kindle. In fact, I did a detailed assessment of exactly how

many books can you store on a Kindle. It turns out, you can easily store about

1500 to 1800 books on an 8 GB version of a Kindle! The 32 GB variant allows

you to store many more books. it is nearly impossible to have access to these

many books if you read physical books. Furthermore, even if you do decide to

purchase over a thousand physical books, storing and maintenance can become a

huge issue! Plus, finding the location of a specific book becomes a big problem as

your books increase in quantity.

3.) Perfect for Traveling

The fact that the Kindle is really convenient to carry with you, and

you get access to thousands of books at any given point in time, makes the Kindle

a perfect travel companion for a bibliophile. Think about it when you are

traveling, you can access more than just a few books without adding weight to

your luggage if you are using a Kindle on the other hand, you can barely carry 2

or 3 of your favorite physical books. And, if you run out of books, ordering a

book is really convenient on a Kindle.

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4.) Kindle is Waterproof

Another advantage to reading on a Kindle is that it is waterproof.

Meaning, the Kindle should work just fine, if you accidentally drop it in shallow

water for a few minutes. You obviously can’t drop a physical book in water

without damaging the book This makes Kindle a great option when you are

reading by the pool or on the beach. One thing to note here is that a Kindle won’t

survive underwater for more than a few minutes. Whereas a book could probably

be salvaged and the damage would be similar irrespective of how long it has been

exposed to the water.

5.) Read Books for FREE

Another advantage of reading books on Kindle is the access to free

books! You can literally find hundreds of FREE book on kindle. Furthermore,

there are a few ninja ways to get the same book for a cheaper price. For instance,

you can try to change the country of your Amazon store location. Some books are

offered at a cheaper price in other countries.

13. How to put my Kindle books on the Android and iPhone

One of the biggest advantages Kindle has over other e-readers is that

it integrates directly with the Amazon store. We can read thousands of books on

kindle book. Here's how to use it Kindle App :

1. Download Kindle app for Ios or Android

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On your iPad or iPhone, go to the App Store – the app with all

applications available for the iOS and Android (iOS is an operating system of the

iPad and iPhone).Use the search feature to find the Kindle app. Tap Get button,

and wait until the download is complete (see screenshot above, on the left).

2. Register the Kindle App with your Amazon account

Type the email and password combination you are using to sign

in to your account in the Amazon online store. If you have more than one Amazon

account, make sure to choose the one you’re signed in on your Kindle e-reader.

You used this account to buy the Kindle in the Amazon store.

When your Kindle e-reader and Kindle app for iOS are connected

to the same Amazon account, all your Kindle books are synced via Amazon

servers, just like all your Gmail messages are synced via Google servers, no

matter which computer you choose to connect to it.

3. Import only the books you want

Are you afraid that the moment you start syncing your Kindle

and Kindle for iOS, all your Kindle E-Book will download automatically and

When you open the Kindle app, you’ll see two tabs at the bottom: Cloud

and Device.
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Cloud tab

When you tap the Cloud button, you’ll see all the books that are stored in

your Kindle cloud library.

The list includes all the books that you have added to your Amazon account:

 he ones you bought in the Kindle Store,

 the ones you sideloaded to your Kindle or a Kindle app on another device -

these personal documents are synced between devices, too

Although you see these books in your Kindle app for iPad or iPhone, they

are not downloaded to the device yet. You can do it easily, by tapping the book

(see the screenshot above, on the left).

Device tab

Your Kindle app comes with just one document that is pre-

downloaded. It’s a simple guide with a few tips to get you started. Once you

download any book from the Cloud tab, it will appear in the Device section. Every

book available in the Device tab can be accessed offline, which means you open
 24

and read it even when your iPad is not connected to the internet.I suggest you

don’t import all the books to the Kindle for iOS.

There is no need to do that. Download only the titles you are reading

right now or going to read next (plus the custom dictionary, if you are using it). It

could be a few of them, even a few hundred, but think twice before packing the

Kindle app with thousands of E-Book you’re not going to read anytime soon.

B. The Previous Related Research Findings

Modern technological innovation has led to profound changes in

reading literacy. Over the past decades, the rapid infiltration of technology has

significantly affected education of all levels. In addition to traditional reading

literacies, today’s students encounter and interact with new literacies, including

electronic books, Internet-based reading and writing, and online communication

experiences (Larson, 2009).

Integrating information and communication technologies into existing

reading literacy as well as including electronic books as reading resources is

emphasized (International Reading Association, 2009).

To read effectively, readers must be engaged in strategic processes of intentional

thinking and thoughtful interaction during reading (Hock and Mellard, 2011).

Contemporary advancement in digital technologies has prompted a reassessment

of what literacy means; hence, the definition of reading constitutes literacies in

use of new media for accessing various modes of reading content (Kress, 2003).
 25

With the use of web technologies, interactive features are provided by

E-Book platforms, such as editing tools, hyperlinks, and search capabilities. These

interactive features are an advantage that E-Book have over print books. However,

precautions should be taken in design of these interactive features. Since users are

so familiar with ubiquitous online tools, such as the Google search function, they

might become frustrated and confused when E-Book do not function similarly.

Wilson et al. (2003) find users exhibited definite preconceived

expectations, formed on the basis of their online experiences, regarding how

E-Book tools should operate. Coiro and Dobler (2007) suggest that

successful electronic reading experiences appeared to simultaneously require both

similar and more complex applications of prior knowledge sources, inferential

reasoning strategies, and self-regulated reading processes. Students read actively

by engaging previous knowledge, self-inquiring, and recalling important

information in text (Fritz, 2002).

College students, with numerous reading requirements and great

reading load from courses taken, have been found to use multiple reading

strategies such as setting goals, rereading the unfamiliar parts of the text, and

using studying techniques such as note-taking, underlining, writing in the

margins, and highlighting the relevant parts of the text to enhance their reading

efficacy (Viki Gier et al., 2011)

 26

B. Conceptual Framework

The conceptual framework of this research will be presented in the

following diagram:

TEACHING READING

PRE-TEST

READING LITERACY
USING E-BOOK SYSTEM

POST-TEST

FINDINGS

Table 2.1 Frame of Conceptual Framework

This research assumes that reading is an important part of English

communication, Therefore the researcher aims to determine the effect of using

E-Book System as improve students' reading skills, especially reading English

text achieve students' reading skill.

 27

D. Hypothesis

The research hypothesis is formulated as follows:

Ho : There is no enhance of using E-Book System as teaching media

in Reading skill of students’ in the Twelveth Grade at SMA Bosowa School

Makassar The first semester 2022/2023 academic year.

Ho : There is an enhance of using E-Book System as teaching media to

improving reading skill of students’ in the Twelveth Grade at SMA

Bosowa School Makassar The first semester 2022/2023 academic year.

 28

III. RESEARCH METHOD

This chapter contains research design, location of the research, population

and sample, instrument of the research, procedure of collecting data, and

technique of data analysis.

A. Research Design

In research design the researcher will use a pre-experimental design in

this research with one group pre-test and post-test. Pre-experimental design is a

research method that happens before the true experiment and determines how the

researcher's intervention will affect the experiment. this presented as follow:

E= O1 X O2

Where: E = Experimental

O1= Pre-test

X = Treatment

O2 = Post-test

For this design, the students are firstly given pre-test and followed by

treatment and finally with post-test.

B. Time and Location of the Research

This Research will be held at SMA Bosowa School Makassar Sub-district

of Jl. Lanto Dg. Pasewang No. 49-51 , Kec. Makassar, of Makassar city of South

Sulawesi.
 29

C. Population and Research Sample

1. Population

The population in this research will be all the population of the

sample on the Twelveth Grade of SMA Bosowa School Makassar in the

2022/2023 academic year.

2. Sample

In this research, the researcher will use the total sampling technique.

The sample of this research will the students of class XII at SMA Bosowa School

Makassar in 2022/2023 academic year which amounts to approximately 22

students.

D. Research Variable and Operational Definition

1. Variable of the Research

In this research, there are two variables namely:

a. Independent Variable

Independent variable of the research is the use of E-Book System.

b. Dependent Variable

Dependent variable is to improving students’ reading literacy skills.

 30

E. Operational Definition of Variable

To prevent a bias interpretation, especially related to the terms used in this

study, operational definitions of the variables are formulated as follows:

1. Reading Skill

Reading is one of important skills in learning English and it need to be

improved. There are some reasons why reading very important to increase is

firstly, reading takes an important role in learning process because one of ways

the students to get information is using reading and also can facilitate the students

to enrich their knowledge. Secondly, reading is not only to give a lot of

information for students but also reading makes the students can pleasure and

enjoy. To get best result from learning process of reading, the material must be

interesting for students in order to encourage them to follow the learning process.

There are many methods and approaches available for the teaching-learning

processes to develop the capabilities of students. The needs to consider the best

method and the most appropriate techniques or strategies for teaching reading. In

short, the researcher used literacy circle as an active way to improve the reading

comprehension of students, increasing the communication between students and

giving individual students an active role in the learning process because they have

to focus on the text given them.

Reading skills lead a person to interact and gain meaning from written

language. There are several components one must master which lead to

independently comprehending the intended message being relayed in the written

 31

content. First is phonemic awareness which is defined by the National Reading

Panel as recognizing and manipulating spoken words in language (Whalon et

al. 2009). Next is phonics defined by the same group as understanding letter-

sound correspondences in reading and spelling then oral reading fluency which is

reading text with speed, accuracy, and expression. The forth component is

vocabulary defined as understanding words read by linking the word to oral

vocabulary and lastly is comprehension defined as directly teaching students to be

aware of the cognitive processes involved in reading (p. 4).

2. E-Book System

An E-Book is a publication in a digital format that users can read with an

electronic device such as an E-Book reader, a tablet, a computer or a phone.

Although the name e-book suggests that the publications are books, for the

purpose of this discussion, e-book is a broader term that encompasses any type of

publication, including books, periodicals, reports, and references. Although the

technical definition of E-Book refers to publications read on digital devices, in the

vernacular, the term has also come to encompass some of the devices on which

people read those books.

E-book are becoming increasingly common in certain parts of the world.

The English-speaking markets, in particular, have a significant portion of E-Book

readers. However, most countries and markets are still developing the diffusion

process. Book markets often present the E-Book as just another form of the

printed book which is downloaded for reading on portable devices. But defining
 32

the E-Book as an electronic version of the printed book is somewhat limiting. To

read texts and, at the same time, to be linked to videos, talk to friends, or share a

reading experience in a social network undoubtedly makes the E-Book something

different.

F. Procedure of Collecting Data

The researcher will use two kinds of test as an instrument of collecting data

that is pre-test and post-test is given to find out the initial ability before

conducting the material. And the post-test is held to find out their reading

ability. The procedure of data collection is presented in chronological order as

follows:

1. Pre-Test

In pre-test the researcher will do reading test the aim is to know the

students’ ability background in reading. The researcher will ask the students’to

reading english text that has been prepared by researcher for about 5-10 minutes

for each students’.

2. Treatment

Done during three meetings and the researcher will introduce the E-Book

System to the students’. The researcher will directing students’ to read english

book on the E-Book System.

 33

3. Post-test

After giving treatment the researcher give a post-test to the students’ ( the

procedure will be the same as in the pre-test) for 5-10 minutes to see the students’

reading skill after giving treatment.

G. Technique of Data Analysis

The researcher will use the SPSS 24 version to calculate the data. The

researcher will use reading score criteria to assess students' reading.

Table 3.1 Reading score criteria

Aspect Score Criteria

Identifying the intrinsic 3 Students can identify the intrinsic

element of the story elements of the story completely and
precisely.

2 Students can only identify two or one

intrinsic element of the story correctly

1 Students cannot identify the intrinsic

elements of the story correctly.

Analyzing the message 3 Students can analyze the message based

of the story on the contents of the story.

2 Students can analyze the message, but not

based on the contents of the story.

1 Students cannot analyze the message

based on the contents of the story

Responding of the story 3 Students can respond to the contents of

the story logically in accordance with the
contents of the story
 34

2 Students can respond to the contents of

the story logically, but not in accordance
with the contents of the story.

1 Students cannot respond to the contents

of the story logically in accordance with
the contents of the story.

Rewriting the story 3 Students can rewrite the contents of the

story correctly and coherently.

2 Students can rewrite the contents of the

story correctly, but have not been
coherent.

1 Students cannot rewrite the contents of

the story correctly and coherently.

(Ruli Setiyadi, 2019:169)

Table 3.2 The Rating Rate Scale

The researcher will give ratting rate scale for students based on Reading score

criteria.

Score Classication

85-100 Excellent

70-84 Good

60-69 Enough

50-59 Poor

< 50 Very poor

(Nur, 2022:28)
 35

IV. THE SCHEDULE AND COST PLANNING OF RESEARCH

This chapter consists of the schedule of research and cost planning of

research

A. The Schedule of Research

Table 4.1 Schedule of The Research

Type of Schedule of Research

No. Research
Activity March April May June July August

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3
Data
1 Collecting of
Literature

Proposal
2
Seminar

Doing the
3
Research

Data
4 Processing
and Analysis

Skripsi
5
Seminar
 36

B. Cost Planning Research

Table 4.2 The Budget of Research Proposal Activities

No Description Quantity Cost per Unit Total Cost

Supporting equipment

1 Paper HVS A4 2 rim Rp.50.000,- Rp. 100.000,-

2 Cost of Duplication 10 doubles Rp. 30.000,- Rp. 300.000,-

Proposal

3 Pen 40 pie ces Rp. 3000,- Rp. 120.000,

4 Price 2 Rp. 50.000,- Rp. 100.000,-

Consumables

1 Consumption - - Rp. 300.000,-

1. Transportation Rp. 800.000,-

Etc

1 Unforeseen expenses - - Rp.100.000,-

Total Rp. 1.820.000,-

 37

REFERENCES
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academic achievement among students in the secondary first grade,
Reading and knowledge Magazine.
Anonim.2014. Gerakan Literasi Sekolah“Menjadikan Indonesia Sebagai
NegaraBerbudaya Literasi Tinggi Setaraf Dengan Negara Maju”.
Jakarta: Direktorat Jendral.
Grabe, W. [Link] in a Second Language (Moving from Theory to
Practice). New York: Cambridge University Press.
Azizah, N.2019. The Teacher’s Strategy to Improve Reading Comprehension at
Eight Grade Students of MTs Negeri Baranti Kab. Sidrap. Unpublished
Skripsi IAIN Parepare.
Whalon, K. J., Otaiba, S. A., & Delano, M. E. 2009. Evidence-based reading
instruction for individuals with autism spectrum disorders. Focus on
Autism and Other Developmental Disabilities.
Clark, D. T. 2009. Lending Kindle e-book readers: first results from the Texas
A&M University project,” Collection Building 28, 2009) Sian Waterfield,
Libraries Loaning Ebook Readers (Cambridge, Ont., Canada: Cambridge
Libraries & Galleries, 2010).
Spratt, M., A. Pulverness and M. Williams. 2005. The TKT (Teaching Knowledge
Test) Course. Cambridge: Cambridge University Press.
Hannay, P. 2011. Kindle forensics: Acquisition and analysis. In: Proceedings of
the ADFSL 2011 Conference on Digital Forensics, Security and Law.
Henke, H. 2003. Consumer survey on e-books. Open Book Forum . Available
online at: [Link]
Hock, M. &. 2011. Efficacy of learning strategies instruction in adult basic
education. Journal of Research on Educational Effectiveness.
Ibrahim, n. &. 2017. Pengembangan Media Pembelajaran Mobile Learning
Berbasis Android Mata Pelajaran Ipa Untuk Siswa Smp. Refleksi
Edukatika: Jurnal Ilmiah Kependidikan.
Institutet, K. 2017. Why doesn’t everyone love reading e-books? Myrberg,
Caroline.
Iqbal, B. I. 2012. Amazon kindle fire from a digital forensics perspective. In: 2012
International Conference on Cyber-Enabled Distributed Computing and
Knowledge Discovery (CyberC).
 38

Ismail, R. &. 2005. The pattern of e-book use amongst undergraduates in

Malaysia: A case of to know is to use. Malaysian Journal of Library &
Information Science.
Kemdikbud, L. 2015. Mendikbud Luncurkan Gerakan Literasi Sekolah. Retrieved
on May 20.
Korat, O. S. 2011. e-Books as Support for Emergent Writing with and without
Adult Assistance. Education and Information Technologies, 16 (3).
Letchumanan, M. T. 2011. E‐book utilization among mathematics students of
Universiti Putra Malaysia (UPM). Library Hi Tech.
Levine-Clark, M. 2006. Electronic book usage: A survey at the University of
Denver. Portal. Libraries and the Academy.
Association, I. R 2009. New literacy and 21st century technologies (Position
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Lonsdale, R. A. 2001. Electronic books: Challenges for academic libraries.
Library Hi Tech.
Mundle, K. E. 2010. “Cataloging E-Books and Vendor Records: A Case Study at
the University of Illinois at Chicago,” Library Resources & Technical
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Myrberg, C. 2017. Why doesn’t everyone love reading e-books? Karolinska
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Wilson, R., Landoni , M. and Gibb, F. 2003 "The WEB book experiments in
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Nunan, D. 2003. Practical English Language Teaching. Syedney:Mc graw Hill.
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Elektronik Interaktif Berbantuan Geogebra. JNPM (Jurnal Nasional
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Saepudin, e. a. 2013. Pedoman Penulisan Karya Ilmiah. Makalah dan Skripsi.
Parepare: Sekolah Tinggi Agama Islam Negeri Parepare.
 39

APPENDICES
 40

Instrument of the Research

In this study, the researcher will use a reading test according to reading literacy
on the E-Book System.

The Old Man and The Sea

He was an old man who fished alone in a skiff in the Gulf Stream and he had
gone eighty-four days now without taking a fish. In the first forty days a boy had
been with him. But after forty days without a fish the boy’s parents had told him
that the old man was now definitely and finally salao, which is the worst form of
unlucky, and the boy had gone at their orders in another boat which caught three
good fish the first week. It made the boy sad to see the old man come in each day
with his skiff empty and he always went down to help him carry either the coiled
lines or the gaff and harpoon and the sail that was furled around the mast.

The sail was patched with flour sacks and, furled, it looked like the flag of
permanent defeat. The old man was thin and gaunt with deep wrinkles in the back
of his neck. The brown blotches of the benevolent skin cancer the sun brings from
its reflection on the tropic sea were on his cheeks. The blotches ran well down the
sides of his face and his hands had the deep-creased scars from handling heavy
fish on the cords. But none of these scars were fresh. They were as old as erosions
in a fishless desert. Everything about him was old except his eyes and they were
the same color as the sea and were cheerful and undefeated.

“Santiago,” the boy said to him as they climbed the bank from where the skiff
was hauled up. “I could go with you again. We’ve made some money.” The old
man had taught the boy to fish and the boy loved him. “No,” the old man said.
“You’re with a lucky boat. Stay with them.” “But remember how you went
eighty-seven days without fish and then we caught big ones every day for three
weeks.” “I remember,” the old man said. “I know you did not leave me because
you doubted.” “It was papa made me leave. I am a boy and I must obey him.

“I know,” the old man said. “It is quite normal.” “He hasn’t much faith.”
“No,” the old man said. “But we have. Haven’t we?” “Yes,” the boy said. “Can I
offer you a beer on the Terrace and then we’ll take the stuff home.”Why not?” the
old man said. “Between fishermen.” They sat on the Terrace and many of the
fishermen made fun of the old man and he was not angry. Others, of the older
fishermen, looked at him and were sad. But they did not show it and they spoke
politely about the current and the depths they had drifted their lines at and the
steady good weather and of what they had seen.
 41

1. How long did the old man fishing alone?

A. Eighty-four days
B. Fourty days
C. Fourty-eight days
D. Fifty days

2. What kind of thing was the old man’s ship patched up with?
A. Flour sacks
B. Paper
C. Cloth
D. Clothes

3. Which statement is the true according to the text?

A. Everything about him was old except his hand
B. Everything about him was old except his eyes
C. Everything about him was old except his boat
D. Everything about him was old except his smile

4. What is the story about?

A. The old man
B. The old man and boy
C. The old man and a boat
D. The old man and the sea

5. “ he was not angry “ the word ‘angry’ means.

A. Stupid
B. Beautiful
C. Clever
D. Mad

Teks 2

They walked up the road together to the old man’s shack and went in
through its open door. The old man leaned the mast with its wrapped sail against
the wall and the boy put the box and the other gear beside it. The mast was nearly
as long as the one room of the shack. The shack was made of the tough budshields
of the royal palm which are called guano and in it there was a bed, a table, one
chair, and a place on the dirt floor to cook with charcoal. On the brown walls of
 42

the flattened, overlapping leaves of the sturdy fibered guano there was a picture in
color of the Sacred Heart of Jesus and another of the Virgin of Cobre.

These were relics of his wife. Once there had been a tinted photograph of his
wife on the wall but he had taken it down because it made him too lonely to see it
and it was on the shelf in the corner under his clean shirt. “What do you have to
eat?” . “A pot of yellow rice with fish. Do you want some?” “No. I will eat at
home. Do you want me to make the fire?” “No. I will make it later on. Or I may
eat the rice cold.” “May I take the cast net?” “Of course.” There was no cast net
and the boy remembered when they had sold it. But they went through this fiction
every day.

There was no pot of yellow rice and fish and the boy knew this too. “Eighty-
five is a lucky number,” the old man said. “How would you like to see me bring
one in that dressed out over a thousand pounds?” “I’ll get the cast net and go for
sardines. Will you sit in the sun in the doorway?” “Yes. I have yesterday’s paper
and I will read the baseball.” The boy did not know whether yesterday’s paper
was a fiction too. But the old man brought it out from under the bed.

6. What is the hut made of?

A. Badshields of the royal palm
B. Straw
C. Dy coconut leaves
D. Wood

7. What items were in the hut

A. a bed, a table, one chair
B. sofa, two chairs, two beds
C. a table, one chair, three beds
D. a bed, a table, four chairs

8. What did his wife leave in the hut?

A. Diamond
B. Inheritance
C. a color image of the sacred heart of jesus and another imafe of the
virgin of cobre
D. Dress
 43

9. What number did the old man say was lucky number?
A. Eighty- nine
B. Eighty- four
C. Eighty- seven
D. Eighty- five

10. What fish will the old man catch?

A. Sardines
B. Catfish
C. Tuna fish
D. Grouper

Teks 3

A small bird came toward the skiff from the north. He was a warbler and
flying very low over the water. The old man could see that he was very tired. The
bird made the stern of the boat and rested there. Then he flew around the old
man’s head and rested on the line where he was more comfortable. “How old are
you?” the old man asked the bird. “Is this your first trip?” The bird looked at him
when he spoke. He was too tired even to examine the line and he teetered on it as
his delicate feet gripped it fast.

The bird had flown up when the line jerked and the old man had not even seen
him go. He felt the line carefully with his right hand and noticed his hand was
bleeding. He looked across the sea and knew how alone he was now. But he could
see the prisms in the deep dark water and the line stretching ahead and the strange
undulation of the calm. The clouds were building up now for the trade wind and
he looked ahead and saw a flight of wild ducks etching themselves against the sky
over the water, then blurring, then etching again and he knew no man was ever
alone on the sea. He thought of how some men feared being out of sight of land in
a small boat and knew they were right in the months of sudden bad weather.

Taken from : Kindle Book Application

 44

11.) Where did the little bird come from?

A. From the north

B. From the south

C. From the west

D. From the Canada

12.) What kind of bird is that?

A. Warbles

B. Caranies

C. Sooty-headed bulbul

D. Owl

13.) What the old man asked the bird?

A. How are you?

B. How old are you?

C. Nice to meet you!

D. Hey!

14.) When did the bird fly?

A. The line jerked

B. The rope is loose

C. The pole fell

D. The boat sailed

15.) What could be seen of the old man in the deep dark water?

A. Fish

B. Jellyfish

C. Prisms

D. Coral
 45

Instrument of the Research

QUESTIONNAIRE

This questionnaire is aim to analyze students’ opinion about using E-book System
as media on their Reading skill. There are 15 questions bellow, answer based on
your own opinion and experience. Put a thick (√) in the column for the answer
that matches to the statement. Thankyou

SA = Strongly Agree | A = Agree | N = Neutral | D = Disagree | SD = Strongly

Disagree

NO STATEMENTS SA A N D SD
It's a good idea for the teacher to introduce
the E-Book System in class/ ada baiknya
1
guru memperkenalkan system E-Book di
kelas.
The use of the E-Book System supports the
teaching and learning process/ penggunaan
2
system E-Book mendukung proses belajar
mengajar.
I feel motivated and excited when I reading
book on E-Book/ saya merasa termotivasi
3
dan bersemangat ketika saya membaca buku
di E-Book.
Through the E-Book System I can be
4 interest in reading/ melalui system E-Book
saya tertarik membaca.
I enjoy reading on E-Book System/ saya
5
menikmati membaca pada system E-Book.
Through the E-Book System, I can improve
my reading skills/ melalui system E-Book,
6
saya dapat meningkatkan kemampuan
membaca saya.
Through the E-Book System, I can improve
my reading technique/ melalui system E-
7
Book, saya dapat meningkatkan teknik
membaca saya.
Through the E-book System, I know many
8 books/ melalui system E-Book, saya tahu
banyak buku.
Reading Book on E-Book System is
9 interesting/ membaca buku pada system E-
Book memang menarik.
 46

Through the E-Book System I can grow my

10 vocabulary/ melalui system E-Book saya
dapat mengembangkan kosa kata saya.
Through E-Book System improves
concentration and the ability to focus/
11
melalui system E-Book meningkatkan
konsentrasi dam kemampuan focus.
Through the E-Book System, I can impove
12 literacy/ melaui system E-Book, saya dapata
meningkatkan literacy.
Reading on E-Book System can improve
13 imagination/ membaca pada system E-Book
dapat meningkatkan imajinasi.
Reading on E-Book System, make me feel
14 happy/ membaca di system E-Book,
membuat saya merasa senang.
Reading on E-Book System can improve
writing skills/ membaca pada system E-
15
Book dapat meningkatkan keterampilan
menulis.

Pre-test – Treatment - Post-test

1. Pre-Test

The students’ will be asked to reading english text, where the treatment has

not been given, each students’ has 5-10 minutes for reading english ext the

reading text will be measured by the table criteria of the reading score.

Introduction :

1. in this test, you will have 5-10 minutes to reading english text.

2. Be confident.

2. Treatment

The researcher give the treatment, and the researcher will explain the

material about the reading literacy by using E-Book System as a teaching media.

It will be held in 3 meetings, namely:

 47

1. At the first meeting, the researcher will explain the meaning, characteristics

of E-Book system.

2. At the second meeting the researcher will explain the meaning,

characteristics, advantages and disadvantages and how to using Kindle Book

Application.

3. At the third meeting, the researcher directing students’ to read english book

on the E-Book System with the tittle “ The Old Man and The Sea” within 45

minutes.

3. Post-test

After the treatment has given in the post-test, the researcher will ask the

students’ to reading english text that has been prepared by researcher , the reading

text will be measured by the table criteria of reading score and comparing the

result.

Introduction :

1. In this test, you will have 5-10 minutes to reading english text.

2. Be confident.
 48

PRE-TEST (READING TEST)

Name :
Class :

 The Criteria of Reading Score

Aspect Score Criteria

Identifying the intrinsic 3 Students can identify the intrinsic

element of the story elements of the story completely and
precisely.

2 Students can only identify two or one

intrinsic element of the story correctly

1 Students cannot identify the intrinsic

elements of the story correctly.

Analyzing the message 3 Students can analyze the message based

of the story on the contents of the story.

2 Students can analyze the message, but not

based on the contents of the story.

1 Students cannot analyze the message

based on the contents of the story

Responding of the story 3 Students can respond to the contents of

the story logically in accordance with the
contents of the story

2 Students can respond to the contents of

the story logically, but not in accordance
with the contents of the story.

1 Students cannot respond to the contents

of the story logically in accordance with
the contents of the story.

Rewriting the story 3 Students can rewrite the contents of the

story correctly and coherently.

2 Students can rewrite the contents of the

story correctly, but have not been
coherent.

1 Students cannot rewrite the contents of

the story correctly and coherently.
 49

 The Rating Rate Scale

The researcher will give ratting rate scale for students based on Reading score

criteria.

Score Classication

85-100 Excellent

70-84 Good

60-69 Enough

50-59 Poor

< 50 Very poor

(Nur, 2022:28)
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TREATMENT

(TEACHING MATERIAL)

Treatment 1

At the first treatment, the researcher will explain definition, characteristics, and
how to using E-Book System.

 Definition of E-Book System

E-Book are text in digital form, or digital reading material, or a book in

a computer file format, or an electronic file of words and images. E-Book are

usually read on dedicated hardware devices known as e-Readers or E-Book

devices. E-book were used for electronic publishing purposes in foreign countries

in order to facilitate readers' access to these types of books, as a result of the

spreading of e-commerce elements through E-Book websites and Amazon

websites which are famous of selling E-Book.

 Characteristics

For starters, E-Book are files that you can read on a digital device a

tablet, smartphone, computer, etc. But again, considering other files can be read

on digital devices (i.e. word documents) E-Book have specific characteristics that

differentiate them.

a. E-Book shouldn’t be editable

One distinct characteristic of an E-Book the text should not be editable. An

E-Book should always be converted into a format that ensures it’s uneditable.

With thousands of people having access to it on digital devices, people could

potentially change any content without the author’s permission. So, in order to

qualify as an actual E-Book, text should not be able to be changed in any way, just
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like a paperback book.

b. E-Book are reflowable (with an exception)

Another important characteristic is that true E-Book should be

reflowable. This means that no matter what the size of the screen you’re viewing

the E-Book on, it will always fit your screen; text will remain formatted with line

breaks and chapters and images will resize to fit the proportions of the device

you’re reading on. There is one exception though: PDF. Considering PDF can’t

be edited, but they aren’t reflowable, they technically don’t qualify as E-Book

according to the characteristics that differentiate E-Book. But with businesses

taking advantage of the ease of PDF downloads and distribution, PDF have

become unofficial E-Book and are still widely used E-Book formats.

 How to using E-Book system on Kindle App

One of the biggest advantages Kindle has over other e-readers is that

it integrates directly with the Amazon store. We can read thousands of

books on kindle book. Here's how to use it Kindle App :

1. Open Kindle App

Open Kindle Book App on your Android or Iphone.

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2. Register the Kindle App with your Email account

Type the email and password combination you are using to sign

in to your account in the Amazon online store. If you have more than one

Amazon account, make sure to choose the one you’re signed in on your

Kindle e-reader. You used this account to buy the Kindle in the Amazon

store. When your Kindle e-reader and Kindle app for iOS are connected to

the same Amazon account, all your Kindle books are synced via Amazon

servers, just like all your Gmail messages are synced via Google servers,

no matter which computer you choose to connect to it.

3. Search for the Book you want to read

Tap on the search bar at the top of your Kindle’s home screen and enter

the name of the book you want to read.

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4. Select the Book From the

Results

Select the correct book from the search

results that appear.

Treatment 2

In the second treatment, the researcher will directing students’ to read english
book on Kindle Book Application “ The Old Man and The Sea” and researcher
will see how the reading technique of each student

Title : The Old Man and The Sea

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Teks :

The Old Man and The Sea

He was an old man who fished alone in a skiff in the Gulf Stream and he had
gone eighty-four days now without taking a fish. In the first forty days a boy had
been with him. But after forty days without a fish the boy’s parents had told him
that the old man was now definitely and finally salao, which is the worst form of
unlucky, and the boy had gone at their orders in another boat which caught three
good fish the first week. It made the boy sad to see the old man come in each day
with his skiff empty and he always went down to help him carry either the coiled
lines or the gaff and harpoon and the sail that was furled around the mast.

The sail was patched with flour sacks and, furled, it looked like the flag of
permanent defeat. The old man was thin and gaunt with deep wrinkles in the back
of his neck. The brown blotches of the benevolent skin cancer the sun brings from
its reflection on the tropic sea were on his cheeks. The blotches ran well down the
sides of his face and his hands had the deep-creased scars from handling heavy
fish on the cords. But none of these scars were fresh. They were as old as erosions
in a fishless desert. Everything about him was old except his eyes and they were
the same color as the sea and were cheerful and undefeated.

“Santiago,” the boy said to him as they climbed the bank from where the skiff was
hauled up. “I could go with you again. We’ve made some money.” The old man
had taught the boy to fish and the boy loved him. “No,” the old man said. “You’re
with a lucky boat. Stay with them.” “But remember how you went eighty-seven
days without fish and then we caught big ones every day for three weeks.” “I
remember,” the old man said. “I know you did not leave me because you
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doubted.” “It was papa made me leave. I am a boy and I must obey him“I know,”
the old man said. “It is quite normal.” “He hasn’t much faith.” “No,” the old man
said. “But we have. Haven’t we?” “Yes,” the boy said. “Can I offer you a beer on
the Terrace and then we’ll take the stuff home.”Why not?” the old man said.
“Between fishermen.” They sat on the Terrace and many of the fishermen made
fun of the old man and he was not angry. Others, of the older fishermen, looked at
him and were sad. But they did not show it and they spoke politely about the
current and the depths they had drifted their lines at and the steady good weather
and of what they had seen.

They walked up the road together to the old man’s shack and went in
through its open door. The old man leaned the mast with its wrapped sail against
the wall and the boy put the box and the other gear beside it. The mast was nearly
as long as the one room of the shack. The shack was made of the tough budshields
of the royal palm which are called guano and in it there was a bed, a table, one
chair, and a place on the dirt floor to cook with charcoal. On the brown walls of
the flattened, overlapping leaves of the sturdy fibered guano there was a picture in
color of the Sacred Heart of Jesus and another of the Virgin of Cobre.

These were relics of his wife. Once there had been a tinted photograph of his
wife on the wall but he had taken it down because it made him too lonely to see it
and it was on the shelf in the corner under his clean shirt. “What do you have to
eat?” . “A pot of yellow rice with fish. Do you want some?” “No. I will eat at
home. Do you want me to make the fire?” “No. I will make it later on. Or I may
eat the rice cold.” “May I take the cast net?” “Of course.” There was no cast net
and the boy remembered when they had sold it. But they went through this fiction
every day.

There was no pot of yellow rice and fish and the boy knew this too. “Eighty-
five is a lucky number,” the old man said. “How would you like to see me bring
one in that dressed out over a thousand pounds?” “I’ll get the cast net and go for
sardines. Will you sit in the sun in the doorway?” “Yes. I have yesterday’s paper
and I will read the baseball.” The boy did not know whether yesterday’s paper
was a fiction too. But the old man brought it out from under the bed.

A small bird came toward the skiff from the north. He was a warbler and
flying very low over the water. The old man could see that he was very tired. The
bird made the stern of the boat and rested there. Then he flew around the old
man’s head and rested on the line where he was more comfortable. “How old are
you?” the old man asked the bird. “Is this your first trip?” The bird looked at him
when he spoke. He was too tired even to examine the line and he teetered on it as
his delicate feet gripped it fast.
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The bird had flown up when the line jerked and the old man had not even seen
him go. He felt the line carefully with his right hand and noticed his hand was
bleeding. He looked across the sea and knew how alone he was now. But he could
see the prisms in the deep dark water and the line stretching ahead and the strange
undulation of the calm. The clouds were building up now for the trade wind and
he looked ahead and saw a flight of wild ducks etching themselves against the sky
over the water, then blurring, then etching again and he knew no man was ever
alone on the sea. He thought of how some men feared being out of sight of land in
a small boat and knew they were right in the months of sudden bad weather.

As the sun set he remembered, to give himself more confidence, the time in
the tavern at Casablanca when he had played the hand game with the great negro
from Cienfuegos who was the strongest man on the docks. They had gone one day
and one night with their elbows on a chalk line on the table and their forearms
straight up and their hands gripped tight. Each one was As the sun set he
remembered, to give himself more confidence, the time in the tavern at
Casablanca when he had played the hand game with the great negro from
Cienfuegos who was the strongest man on the docks. They had gone one day and
one night with their elbows on a chalk line on the table and their forearms straight
up and their hands gripped.

The old man made the sheet fast and jammed the tiller. Then he took up the
oar with the knife lashed to it. He lifted it as lightly as he could because his hands
rebelled at the pain. Then he opened and closed them on it lightly to loosen them.
He closed them firmly so they would take the pain now and would not flinch and
watched the sharks come. He could see their wide, flattened, shovel-pointed heads
now and their white-tipped wide pectoral fins. They were hateful sharks, bad
smelling, scavengers as well as killers, and when they were hungry they would
bite at an oar or the rudder of a boat. It was these sharks that would cut the turtles'
legs and flippers off when the turtles were asleep on the surface, and they would
hit a man in the water, if they were hungry, even if the man had no smell of fish
blood nor of fish slime on him. "Ay," the old man said. "Galanos. Come
on, Galanos." They came. But they did not come as the Mako had come. One
turned and went out of sight under the skiff and the old man could feel the skiff
shake as he jerked and pulled on the fish. The other watched the old man with his
slitted yellow eyes and then came in fast with his half circle of jaws wide to hit
the fish where he had already been bitten. The line showed clearly on the top of
his brown head and back where the brain joined the spinal cord and the old man
drove the knife on the oar into the juncture, withdrew it, and drove it in again into
the shark's yellow cat-like eyes.
 57

The shark let go of the fish and slid down, swallowing what he had taken as
he died. The skiff was still shaking with the destruction the other shark was doing
to the fish and the old man let go the sheet so that the skiff would swing broadside
and bring the shark out from under. When he saw the shark he leaned over the
side and punched at him. He hit only meat and the hide was set hard and he barely
got the knife in. The blow hurt not only his hands but his shoulder too. But the
shark came up fast with his head out and the old man hit him squarely in the
center of his flat-topped head as his nose came out of water and lay against the
fish. The old man withdrew the blade and punched the shark exactly in the same
spot again.

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Sekolah : SMA Bosowa School Makassar

Mata Pelajaran : English

Kelas : XII
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Skill : Reading

Alokasi waktu : 2 x 60 menit ( 2 pertemuan )

Tema : Literacy Reading

A. Standar Kompetensi

Memahami makna teks fungsional dalam konteks buku bahasa inggris dalam
kehidupan sehari-hari dan untuk menemukan pengetahuan.

B. Kompetensi Dasar

Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana

dengan menggunakan ragam bahasa tulis secara akurat, lancer, dan berinteraksi
dalam konteks kehidupan sehari-hari.

C. Indikator

Siswa mampu memahami informasi yang tersirat dalam buku bahasa inggris "The
Old Man and the Sea".

D. Tujuan pembelajaran

1. Siswa dapat memahami program literasi aplikasi.

2. Siswa dapat meningkatkan membaca buku bahasa inggris.

E. Nilai karakter : Jujur, Percaya diri, menghormati, rajin, and kerja keras.

F. Materi pembelajaran : English book “ the old man and the sea”

G. Metode pembelajaran : Litercay Reading

H. Media and Peralatan

1. Media : worksheet

2. Peralatan : handphone

Materi pembelajaran

1. Pertemuan 1

Memperkenalkan apa itu E-Book System, ciri dari E-Book, dan cara
penggunaan E-book System.
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2. Pertemuan 2
Memperkenalkan aplikasi Kindle Book, ciri, kelebihan dan kekurangan, dan
cara penggunaan aplikasi Kindle Book.

3. Pertemuan 3

Mengarahkan untuk membaca di aplikasi “ Kindle Book” dengan judul “ The

Old Man and The Sea” within 45 menit.

1. Langkah-langkah pembelajaran

a. Kegiatan Awal

1. Menyampaikan salam kepada siswa.

2. Mengecek kehadiran siswa

3. Berdoa

4. Menjelaskan tujuan pembelajaran yang akan dicapai

b. Kegiatan inti

1. Elaborasi

a) Menjelaskan kepada siswa tentang definisi E-Book system

b) Menjelaskan apa saja ciri E-Book System

2. Eksplorasi

a) Memberikan tugas membaca buku yang terdapat pada Kindle Book

Application, dengan judul “ The Old Man and The Sea”

3. Konfirmasi

a) Memberikan kesempatan kepada peneliti untuk menanyakan hal yang belum

dipahami terkait E-Book System.

c. Kegiatan akhir

1. Memberitahu topic pertemuan selanjutnya.

2. Memotivasi siswa untuk motivasi belajar dan kemampuan membacanya.

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3. Menutup pelajaran dengan mengucapkan salam.

I. Sumber belajar :

1. Kindle application

2. Book “ The Old Man and The Sea”

3. Worksheet

J. Penilain

1. Reading test

Technique Instrument Example

of instrument

Showing the Multiple choice Answer the right

work answer

2. Penilain sikap dari hasil observasi dan diskusi.