USING TALKING STICK METHOD TO IMPROVE STUDENTS’ READING MASTERY FOR THE SECOND GRADE STUDENTS OF SMPN 1 PRINGAPUS IN THE ACADEMIC YEAR OF 2016/2017 A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd.) in English Department of Education Faculty Institute Islamic of Studies (IAIN) SALATIGA
By: AISYAH AMBALIKA SARASWATI NIM. 113 12 010
ENGLISH DEPARTMENT OF EDUCATION FACULTY INSTITUTE ISLAMIC OF STUDIES SALATIGA (IAIN) SALATIGA 2016
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DECLARATION
"In The Name of Allah the Most Gracious and the Most Merciful" Hereby the writer fully declares that the graduating paper is made by the writer herself, and it is not containing materials written or has been published by other people and other people’s ideas except the information from the references. The writer is capable to account for this thesis, if in the future, it can be proved of containing others’ ideas, or in fact, the writer imitates the others’ graduating paper. Likewise, the declaration is made by the writer and she hopes that this declaration can be understood.
Salatiga, September 1st 2016 The writer,
Aisyah Ambalika saraswati 113 12 010
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Salatiga, September 1st 2016
Dr. H. Sa’adi, M.Ag The Lecturer of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR NOTE Case : Aisyah Ambalika Saraswati’s Graduating Paper
Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum, Wr. Wb. After reading and correcting Aisyah Ambalika Saraswati’s graduating paper entitled "USING TALKING STICK METHOD TO IMPROVE STUDENTS’ READING MASTERY FOR THE SECOND GRADE STUDENTS OF SMPN 1 PRINGAPUS IN THE ACADEMIC YEAR 2016/2017”, I have decided and would like to propose that if it could be accepted by education faculty, I hope it would be examined as soon as possible. Wassalamu’alaikum, Wr. Wb.
Consultant
Dr. H. Sa’adi, M.Ag NIP. 19630420 199203 1003
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MOTTO Verily, after hardship comes relief. After hardship comes relief. (Q. S. Al Insyirah: 5-6)
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DEDICATION
The researcher dedicates this graduating paper for all people inside of my heart ; 1. My family, father ( Rudi Agus Budiyanto, S.Pd ), mother ( Siti Askariyah, S.Pd ), big brother ( Adam Pratama Ramadhan Adbdurrahman), young sister ( Sekar Mega Islami) and young brother ( Yordi Alba Afreiza ). I love you so much. You are my spirit and happiness thank for all your pray and support. 2. All of my teachers and lecturers thank for your guidance. 3. All of big family SMPN 1 Pringapus, the head master (Mr. Adi Kusyanto, S.Pd, M.Pd ) , english teacher ( Mrs. Wintarti, S.Pd ), and students of VIII B. Thank for your cooperation. 4. All of my friends and especially my beloved best friends ( Afuza Shara Zulfah, Muhamad Mustofa, Pipit Puspita Sari, Ulin Ni’am, Nur Hikmah and Yuli Susanto). Thank you so much. I appreciate for our togetherness and always together even after.
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ACKNOWLEDGEMENT
Assalamualikum Wr. Wb.
In the name of Allah, the Most Gracious, the Most Merciful
All praised be to Allah, Lord of the world, for the blessing given in finishing the final graduating paper entitled “ Using Talking Stick Method to Improve Students’ Reading Mastery at The Second Grade Students of SMPN 1 Pringapus in The Academic Year 2016/2017 ” . Peace and blessing be upon to the lovely prophet Muhammad SAW, his family, his companion and his followers. This final graduating paper is presented to The Faculty of Tarbiyah and Teachers’ Training as partial fulfillment of the requirements for the degree of S.Pdi in the Department of English Education. However, this paper will not be finished without supports, advices, help and encouragement from some people and institution. The writer says thanks to: 1. Dr. Rahmat Hariyadi, M.Pd as the director of IAIN Salatiga, thanks for the opportunities to study in IAIN Salatiga. 2. Noor Malihah, Ph. D., as the head of English Department of IAIN salatiga. 3. Dr. H. Sa’adi, M.Ag as my thesis’ counselor, thanks for the guidance. I learn a lot from you.
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4. Wintarti S.Pd, as English teacher of SMPN 1 Pringapus, thanks for your help and guidance in my research. 5. All of my teachers and lecturers that I can not mention their names one by one. You add knowledge, experience, inspiration and value in my life. 6. My father, mother, brother, sister. You are my spirit and happiness 7. My best friends’ Afuza Shara Zulfah, Muhamad Mustofa, Pipit Puspita Sari, Ulin Ni’am, Nur Hikmah and Yuli Susanto we are friend till eternally. 8.
All of my friends in TBI-A ’12.
9. The big family of SMPN 1 Pringapus, especially VIIIB-class students. 10. Everybody who has contributed to finish my final paper. Finally this thesis is expected to provide useful knowledge and information to the teachers and other researchers. Moreover, the writer is pleased to accept more suggestion and contribution for the betterment thesis. Wassalamu’alaikum Wr.Wb. Salatiga, September 1st 2016 The Writer,
Aisyah Ambalika Saraswati NIM: 113 12 010
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ABSTRACT AISYAH AMBALIKA SARASWATI, 2016: Using Talking Stick Method to Improve Students’ Reading Mastery at The Second Grade Students of SMPN 1 PRINGAPUS in The Academic Year of 2016/2017. Final Graduating Paper of English Department of Education Faculty Institute Islamic of Studies (IAIN) Salatiga. Key Words: Key Words: Talking Stick Method, Reading Mastery Students usually feel bored in reading lessons because they have not changed their learning habits. In learning a foreign language, reading plays an important role. The students should comprehend reading for certain purposes. Therefore, the researcher takes a research about this case. This study is mainly aimed to identify the improvement of student's reading mastery through talking stick method for the second grade students of SMPN 1 Pringapus in the academic year of 2016/2017. This research is a classroom action research. The methods of collecting data are observation, test instrument and field notes. Then, the researcher analyzes them in statistical technique. This study takes two cycles. Both in the cycle I and cycle II, score t-test is greater than score of t-table. The first cycle is t-test 4,83> t table 2,03 , then in the second cycle is t-test 3,21> ttable 2,03.These indicate that there is significant improvement of students’ reading mastery through talking stick method for the second grade students of SMPN 1 Pringapus in the academic year of 2016 /2017.
TABLE OF CONTENTS
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TITLE ...................................................................................................... i DECLARATION .................................................................................... ii ATTENTIVE COUNSELOR NOTES ................................................... iii MOTTO ................................................................................................. iv DEDICATION ....................................................................................... v ACKNOWLEDGEMENT ...................................................................... vi ABSTRACT ............................................................................................ viii TABLE OF CONTENTS ........................................................................ ix LIST OF TABLE .................................................................................... xii
CHAPTER I INTRODUCTION Background of the Study ........................................................................ 1 Problems of Study .................................................................................. 4 Objective of Study .................................................................................. 5 Significance of Study ............................................................................. 5 Definition of the Key Terms .................................................................. 6 Review of Previous Researcher ............................................................. 7 Organization of the Paper ....................................................................... 8 CHAPTER II THEORETICAL FRAMEWORK Talking Stick Method .............................................................................. 10 Concept of Talking Stick Method .......................................................... 10 Procedures of Talking Stick Method....................................................... 10 Strength and Weakness of Talking Stick Method ................................... 11 READING .............................................................................................. 12 Reading .................................................................................................. 12
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Reading Technique.................................................................................. 14 Teaching Reading ................................................................................... 16 Types Classroom Reading Performance ................................................ 17 CHAPTER III METHODOLOGY OF RESEARCH RESEARCH METHOD .......................................................................... 19 Method of Study .................................................................................... 19 Setting of Research ................................................................................ 19 Procedure of Research ............................................................................ 20 Technique of Collecting Data ................................................................ 21 Method of Data Analysis ....................................................................... 22 Technique of Data Analysis .................................................................... 31
DATA PRESENTATION Time and Place of the Research ............................................................. 33 Indentity of SMPN 1 Pringapus ............................................................ 33 Situation of Educational Facilities ........................................................ 34 Situation of Teacher and Staff ............................................................... 34 Subject of The Study ............................................................................... 35
BAB IV DATA ANALYSIS IMPLEMENTATION OF THE STUDY ............................................... 36 Cycle 1 .................................................................................................... 36 Cycle 2 .................................................................................................... 42 DISCUSSION ......................................................................................... 48
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Cycle 1 .................................................................................................... 48 Cycle 2 ................................................................................................... 51 BAB V CLOSURE CONCLUSIONS ..................................................................................... 53 SUGGESTIONS .................................................................................... 54 REFERENCES APPENDICES
LIST OF TABLE
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Table 4.1 The Result of Students’ Pre-test and Post-test cycle............... 39 Table 4.2 The Result of Students’ Pre-test and Post-test cycle 2............ 44 Table 4.3 The Analysis of Students’ Improvement ................................ 52
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CHAPTER I INTRODUCTION A. Background of Study Language is a means of communication and we need it in social relationship. Accroding to Diane’s statement, (2000:163), Language is communication. English is an important language in the world. It is used as a communicative tool among countries. Therefore, English language is needed by students to learn in at school. Now days, English is important in our daily lives. For example in science and technology such as video rental, ATM, hand phone, computer, newspaper, film subtitle, on-line articles, and announcement of job vacancy also use this language. In Indonesia, English is learned as foreign language. It is formally to students of Elementary school, Junior and Senior High School, and even to university students. English is just learnt in the school with limit of time. In line with The Implementation of The School-Based Curriculum English is taught five hours in a week. Students need much time to master English well. However, every single languages has its own rules and uniqueness, English does too. English has four basic language skills. They are listening, speaking, writing, and reading. According to Jeremy Harmer (1989 :199), Speaking and writing involve language production, so they are regarded as productive skills. On the other hand, listening and reading involve receiving message, so they are regarded as receptive skills.
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According to Enar Ratriany Assa (2015 :74-80),
An English
teacher has to know about strategies in order to get better result in learning. Besides, she or he has to know about the method or model which must be used to guide the students. The teacher who has important role to guide and to motivate the students to be more creative in the classroom. If the method is not suitable with the situation of the class, the teaching and learning will not be successful. Reading, as one of language skills, has a very important role. The students should comprehend reading for certain purposes, however it needs a practical and suitable method. The idea is supported by the fact that reading now has a part of daily life. Reading cannot be separated from daily activities. People read many kinds written materials such as newspapers, magazines, novels, academic books and so on. Through reading people can get a lot of information, knowledge, enjoyment and even problem solution. Therefore, the ability to read the text in any form will bring great advantages to the readers. All those purposes need reading skill enough. So that way, when people talk about reading, it might be automatically related to comprehension or understanding. For instance, a reader who understands what he has read can answer questions about it. It means that understanding something is the main goal of reading. Talking about reading activities, there are some techniques that can be used by the English teachers. Absolutely, every teacher should choose
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the appropriate one to reach their goals. For example in Indonesia, it is known that most of the classes are big. These classes can consist of 34 up to 45 students or more for each class. Consequently, it is hard for the teacher to manage such big classes. It is difficult for the teacher to make the contact to the student directly, moreover students at the back row. The teachers will be difficult to control every students on by one. On the other side, it is also difficult for the students to ask for and receive individual attention. Moreover, if the teacher wants to actively engage the students in the students in learning activities, it will take more time to do it. According to Diane’s statement (2000:159), that good language learners are who have a strong desire to communicate. Reading becomes an important part of language teaching, and it has complicated problem. To solve the problem, the researcher uses a method to improve students’ reading skill. It is expected that The Talking Stick Method can help the students to understand the text easily, and make them active and creative in reading. According to Imas Kurniasih and Berlin sani (2015:82-83), talking stick method is a method in the learning process by a stick, student who gets the stick must answer the question by the teacher. This method gives an alternative manner to refresh and learning process in a more enjoyable way. Talking stick method is a suitable method to be used in teaching Junior High School students. First, the students feel happy, enjoy and interest. As the result, teacher is easier to conduct the students in the
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learning process. Second, the students become more active in doing activities such as; answering teacher's questions, listening, speaking and working together with their friends. So, they do not feel bored in their study. Finally, they could improve their confidence in English class. The talking stick method is also a kind of ways to makes the teacher more creative and responsible. Teacher becomes more serious in teaching and the learning process well prepared. This method creates an ideal condition because teacher explains the materials by fun learning activities in classes. Furthermore, there are feedback and interaction between teacher and the students. Thus, the goals of education are reached easily. Based on the description above the writer intends to conduct a study entitled, “Using Talking Stick Method to Improve Students’ Reading Mastery at The Second Grade Students of SMPN 1 Pringapus in The Academic Year of 2016/2017
B. Problems of Study Based on the explanation in the background of study, the problems statement in this research are: 1. How is the profile of students’ reading mastery at the second grade students of SMPN 1 Pringapus ? 2. Can the talking stick improve students’ reading mastery through talking stick method for the second grade students of SMPN 1 Pringapus ?
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3. Is there any significant improvement of students’ reading mastery through talking stick method?
C. Objective of Study The objective of this research are; 1. To find the profile of students’ reading mastery at the second grade students of SMPN 1 Pringapus in the academic year of 2016 /2017 before applying talking stick method. 2. To find the improvement of students’ reading mastery through talking stick method for the second grade students of SMPN 1 Pringapus in the academic year of 2016 /2017. 3. To find out the significant improvement of students’ reading mastery through talking stick method for the second grade students of SMPN 1 Pringapus in the academic year of 2016 /2017.
D. Significance of Study The findings of this study are expected to be advantages for the students, teachers, the researcher, other researchers and English Department. 1. For students, they get an enjoyable situation and fun learning activities through talking stick method. The students also get a new atmosphere to improve their reading.
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2. For english teachers, talking stick method enriches teachers’ technique to teach reading in the classroom. So, teacher expands the ability to create innovation, effective strategies, and interesting teaching. 3. For researchers, this research adds the researchers’ knowledge and experience in teaching reading especially in applying talking stick method. 4. For other researchers, the results of this research can be used as an input by those who want to conduct related research about teaching reading and talking stick method as reference. 5. For English Department, the result of this research could be useful especially for students majoring in English Department in increasing the quality of teaching English Lesson using talking stick method.
E. Definition of The Key Terms 1. Talking stick method A definition of talking stick method carried from Imas Kurniasih and Berlin Sani (2015: 82). They define that “Talking stick method is a method in the learning process by a stick. The student who gets the stick must answer the questions by the teacher after studying the materials”. 2.
Reading Reading activity is the way to get information and knowledge from the text. According to Spratt, Pulverness, and William (2005: 21),
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Reading as an activity in which the readers respond to and make sense of a text being read connected to their prior knowledge.
F. Review of Previous Researcher 1. This research is supported by Romli’s final paper (UIN Jakarta, 2014) “IMPROVING THE STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH STORY MAPPING (A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)” He explained that there is significant improvement by using story mapping strategy in teaching reading comprehension of narrative text . 2. “USING
JIGSAW
TECHNIQUE
TO
IMPROVE
READING
COMPREHENSION SKILL AT THE EIGHT GRADE STUDENTS OF SMPN 3 MLATI YOGYAKARTA IN THE ACADEMIC YEAR OF 2012/2013.” By Kusriani (UNY Yogyakarta 2013). She also gives some literatures in this final paper. Her minithesis indicated that jigsaw technique, the students were involved in the reading class and they were enthusiastic in joining the reading class. So, that teaching reading by using jigsaw technique , the students’ reading comprehension skill can be effectively improved. 3.
Suryani’s minithesis (UNY Yogyakarta, 2015) entitled “IMPROVING STUDENTS’ READING SKILLS BY USING THE MIND MAP TECHNIQUE AT SMA N 1 KRETEK IN THE ACADEMIC YEAR
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OF 2013/2014” She succeeds in improving students' reading skill by using the mind map technique in her research. 4. This research is also supported by Aini's final paper ( UIN Malang, 2010) entitled “APPLICATION OF INNOVATIVE INSTRUCTION MODEL BY MEANS OF THE TALKING STICK METHOD TO IMPROVE THE STUDENTS LEARNING ACTIVITY ON THE INTEGRATED SOCIAL STUDIES SUBJECT MATTER OF VIITH GRADE OF THE STATE JUNIOR HIGH SCHOOL 1 OF SINGOSARI MALANG”. Her minithesis indicated that the talking stick method can increase the students learning activities in Junior High School 1 of Singosari Malang.
G. Organization of the Paper This study contains five chapters. Chapter I is introduction, consists of background of the study, statement of the problems, purpose of the study, significance of the study, defintion of key terms and the review of previous researcher. This chapter is a general introduction to what the thesis all about. Then, Chapter II is theorical framework. It discusses the literatures about the terms. This chapter talks about talking stick method and reading mastery. Chapter III is methodology of reseacrh. It consists of the research report and methodology of the research. Research report describes about the object of research. The methodology of the research explains about method of collecting data and method of analyzing data. Next, Chapter IV is data
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analysis. It explains about teaching implementation and discussion. In this chapter, the researcher would like to explain about data analysis the result of research then make analysis. Chapter V is closure. The last chapter describes the conclusion and suggestions.
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CHAPTER II THEORETICAL FRAMEWORK A. TALKING STICK METHOD 1. Concept of Talking Stick Method Talking stick is a kind of methods in language teaching used to invite all the people speak and extend their opinions in an ethnic group meeting. For long times ago, Indian ethnics are used this method as a good and wise facilitation without taking side each others. Talking stick is used by the councils to decide who will have the right to speak up. When the leader starts in the discussion, he must hold the stick. Then, the stick moves to another person who wants to speak or respond the topic. After all the people have the opportunities to convey their opinions, the stick returnable to the leader. (www.historytalkingstick.com accessed on 2ndMay 2016).
2. Procedures of Talking Stick Method According to Imas Kurniasih and Berlin Sani (2015:83-84), the procedure of Talking Stick Method are : a. The teacher prepares the materials and a stick. b. The teacher explains the main topic. Then, the students read and learn the materials for some minutes (10 minutes). c. The teacher commands the students to close their books and takes a stick.
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d. The teacher gives the stick to a student. e. The teacher sings a song or plays music while the stick moves one student to another until the song or music stops. f. The student who gets the stick must stands up and answers the teacher's questions. g. Then, the stick rolls on again until each student gets the stick and takes part in the learning process. h. Finally, the teacher gives the evaluation and makes conclusion.
3. Strength and Weakness of Talking Stick Method The talking stick method is one of innovative strategies in order to make the students speak up and express their idea confidently. Every strategy and method has the strengths and weaknesses belong to the talking stick method. Irfatul Aini (2010: 45) defines that the talking stick method has strengths and weakness. This method gives the advantages to attract the students’ preparation, so they become more serious in learning. Next, the talking stick method trains the students to comprehend and recall the materials vividly. However, there are some weaknesses when applying this method. This method makes the student be strained and afraid. Students stressed when he or she gets the stick and must answers the teacher's question. Based on the explanation above, talking stick method is one of alternative strategy to help the students construct and improve their reading mastery and create fun learning activities in the class.
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B. READING 1. Reading According to Grabe (2009:5), reading is a process when readers learn something from what they read and involve it in an academic context as a part of education. In the classroom, some teachers often use texts or books as media to deliver material of a subject. Furthermore, the teacher asks the students to read the texts to grab information in order that they could master the material. Reading also engages human brain, emotions, and beliefs as Weaver (2009:11) states that “ Reading is a process which is very much determined by what the reader’s brain and emotions and beliefs bring to the reading : the knowledge / information (or misinformation, absence of information), strategies for processing text, moods, fears and joys- all of it.” Other expert define reading as an activity in which the readers repons to and make sense of a text being read connected to their prior knowladege (Spratt, Pulverness, and William : 2015 :21). The activity is done by the readers as they want to get information and knowledge from the text meanwhile the readers have their own background knowledge. They automatically connect their knowledge with a new knowledge from what they are reading. By doing this, sometimes, the readers will get a new conclusion as a new knowledge for them.
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Reading can be a means of consolidating and extending someone’s knowledge of the language. Doing it, the reader can grab any information and pleasure about the subject of the language. This activity also gives some advantages for the readers. One of the advantages is that the students can improve their knowledge by reading a text without the teacher’s help because they can interpret by themselves (Rivers, 1981: 260). People know that reading always deals with a text which is written books, newspapers, magazines, and websites. Furthermore, the written text has many varieties. Brown (2000: 302) states there are two main categories of the varieties of the written texts. The first is non-fiction such as reports, editorials, letters, greeting cards, diaries, journals, memos, messages, announcements, newspaper, journalese, academic writings, forms, applications, questionnaires, directions, labels, signs, recipes, bills, maps, manuals, menus, schedules, advertisements, invitations, directories, articles, and dictionaries. The second is fiction such as novels, short stories, and comic stripes or cartoons. 2. Reading Technique Anthony in Brown (2000:14) defines technique as specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well. These activities might be doing tasks or exercises to realize lesson objectives. The activities help teacher and students in many subjects in
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the classroom such as English. In the English subject, the teacher is also able to use the activities in teaching and learning process to improve four skills in English subject; listening, writing, speaking, and reading. Designing interactive reading is not easy. It needs techniques in order to abridge into an easier way. There are principles for designing interactive reading techniques. An expert named Brown (2000: 313316) says there are several techniques. Those techniques are in the following. a. In an interactive curriculum, the teacher has to gives priority to the importance of specific instruction in reading skills b.
The teacher has to use techniques which are intrinsically motivating
c.
Authenticity and readability in choosing texts should be balanced.
d.
The teacher should encourage the development of reading strategies
e. Both bottom-up and top-down techniques are include in the activity. f. The teacher should follow “SQ3R” sequence. g. The teacher subdivides the techniques into pre-reading, during-reading, and after-reading phases.
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h. In the last, the teacher should build in some evaluative aspect to the techniques. 1) Doing: the students respond physically to a command 2) Choosing: the students select from alternative pose orally or in writing 3) Transferring: the students summarize orally what is read 4) Answering: the students answer questions about passage 5) Condensing: the students outline or take notes on a passage 6) Extending: the students provide an ending to a story 7) Duplicating: the students the message into a native language or copy it 8) Modelling: the students put together a toy, for example, after reading direction for assembly 9) Conversing: the students engage in a conversation that indicates appropriate processing of information
3. Teaching Reading Teaching is an activity in which the teacher guides and facilitates learning, gives a chance for the learners to learn, and sets the condition for learning (Brown, 2000: 7). The teacher cannot do those activities
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without any guidance. The teacher needs to lead the students in gaining any knowledge. Also, to make the students learn, the teacher should make innovative ways, such as, unnatural orientation and unusual treatment to what is being learned. Other experts explained about the term of teaching reading which may be further discussed here. Nuttal (1982: 21) states one of the functions of teaching reading especially reading foreign language, such as English, for students who are not native speaker, is to make them be able to understand the text when they deal with the foreign language. They will be capable to read in an appropriate speed, a silent way, and adequate understanding. 4. Types Classroom Reading Performance The variety of reading performance in classroom can be determined by the variety of texts. It means that the teacher should consider about the types of the text used in the teaching reading in order to support the process. It is stated in Brown (2000: 312) that there are two types of classroom reading performance. First is oral reading. In the process of teaching and learning teaching in the classroom, the teacher may ask the students to read orally. There are some advantages in the oral reading done at beginning and intermediate levels. The advantages of the oral reading are as an evaluative check on bottom-up processing skills, a pronunciation
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check, and an extra activity for students to help the teacher to highlight a certain short segment of a reading passage. Second is silent reading. It is subcategorized into intensive and extensive reading. The intensive reading focuses on linguistic or semantic detail of a passage. It is usually classroom-oriented activity. The students are demanded to pay attention to grammatical forms, discourse markers, and other surface details. To achieve general understanding especially when the students are asked to read longer text, such as books, magazines, novels, essays, and the like, extensive reading is more compatible than intensive reading. It belongs to outside of classroom activity. The extensive reading can also help the students get away from their tendency to over analyse or look up words they do not know, and read for understanding.
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CHAPTER III METHODOLOGY OF RESEARCH A. RESEARCH METHOD 1. Method of Study The researcher used a Classroom Action Research (CAR) in this study. It is one of quantitative research. According to V.Wiratna Sujarweni (2014:39), Quantitative research generally involves collecting and converting data into numerical form, so that statistical calculations can be made and conclusions drawn. Data was collected by various means following a strict procedure and prepared for statistical analysis to discover complex causal relationships and to determine to what extent one variable influences another.
2. The Setting of Research This research was conducted at SMPN 1 Pringapus which was located in Siswa Street , Wonoyoso, Pringapus. This research has been done from July 2016 until August 2016. The object of
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this research was the second grade students of SMPN 1 Pringapus in the academic year 2016/2017. 3. Procedures of Research This study was a classroom action research. According to Valsa Koshy (2005:4), action research has the major steps of planning, action, observation and reflection before revising the plan. a. Planning Some activities in the planning step are preparing materials, making lesson plan, preparing list of students’ name, preparing teaching aid, preparing sheets for classroom research and preparing a test. b. Action In the action step, the researcher gives pretest first, teaches using talking stick method, gives occasion to the students to ask any difficulties or problems, gives the students some questions orally. c. Observation Observation is one of the instruments to know the students feeling, thought and anything they do in the learning process. d. Reflection Based on the result of the observation, the reseacher makes an evaluation to the students during teaching learning process.
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4. Technique of Collecting Data According to (V.Wiratna Sujarweni 2014:74), Data collection techniques are ways to do research for the arrest or capture the quantitative information of the respondents according to the scope of the study. The researcher uses the observation, the interview, test instrument and field notes to obtain the data. The methods of collecting data are; a. Observation Observation is focused on activities to an object in the class. This method gives monitor and record of the phenomena systematically investigated. This method also uses in finding concrete data easily an directly. b. Test instrument Test instrument plays an important role to collect data. In this research, there are two kinds of test, pre test and post test. Pretest is used to know how far the students’ competences before utilize talking stick method. Then, post-test is used to see how far the students’ competences after using talking stick method. c. Field note Field note refers to various note recorded by researcher and observer during or after their observation of a specific phenomena they are studying.
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5. Method of Data Analysis In general, there are many Classroom Action Research designed by some experts. This study was a classroom action research. According to Valsa Koshy (2005:4), action research has the major steps of planning, action, observation and reflection before revising the plan. Teacher was possible to find a new problemor the previous unfinished problems yet after applying first cycle. If it happens, it was necessary to do same way to submit the second cycle. Here are some explanations about each phase and how it works. 1. Cycle 1 a) Planning In this season, the research was conducted as a real action. Its aim was to know what problems of the students in learning English in terms of reading lesson especially in mastering reading. So, the English teacher would know what she should do. Therefore, in this phase, there were many things should be prepared to start the action. Firstly, lesson plan was prepared to make a scenario of the action.hen, choosing teaching materials, after that, preparing all of media which needed, also preparing
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evaluation
sheet
to
measure
the
students’
achievement in the end of this cycle. In this cycle, the researcher teaches about descriptive text in reading skill. The researcher becomes
teacher.
Before
the
research,
the
instruments of research are prepared. a. Lesson plan and the material b. A stick, the stick is used by the researcher in applying the talking stick method. c. Sheets for Classroom Action Research The researcher provides the observation sheets for observer to take a note on teaching learning process. d. Test instrument The test instrument consists of pre-test and posttest. The pre-test are the test given for the students before applying the talking stick method in teaching learning process. post-test are test given for the students after applying the talking stick method in teaching learning process. b) Acting
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In this phase, everything which was determined on the lesson plan was done as on the scenario. Firstly, The teacher asks the students about reading and their difficulties in understanding the reading. Then, the teacher explains the schematic structures of reading and everything that can be found in reading . After that, the teacher introduces and explains what talking stick was with the strategy used by students in learning reading. Here, all the preparations and plans were implemented. It was begun in 5th August 2016. In the beginning of teaching learning process, the researcher asked the students about descriptive text and their difficulties in understanding the text, because the teacher knew that this material has been taught by the English teacher. After that, the researcher asked the students to tell everything about descriptive text that they knew. It may be about the definition, purpose, and the generic structures in descriptive text. After opening, the researcher explained the definition, purpose and the generic
structures
of
descriptive
texts.
The
researcher told the students about what they should
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find in descriptive text such as the orientation and description. Next, the students were given the text and some question based on the text. The researcher commands the students read the text (10 minutes). Then, researcher gives a stick for a student start in the corner. Next, the researcher explains about the role of talking stick method and plays this method. The student who gets the stick answer the researcher’s question. After most of the students get the stick, the researcher gives explanation about descriptive
text
clearly
and
discusses
their
difficulties. Then the students answer the post-test in the last lesson and the researcher identifies the students’ difficulties. At last, the researcher gives the students task or a homework. c) Observing In this phase, the teacher observes the process worked andthe students’ response, participation, achievement and everything which found during the teaching and learning process. Also, it is necessary to aks smoe students’ opinion about the process teaching and learning reading using talking stick to
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get feedback. When observing, the teacher should notice all of activities in the classroom. It is done in order to get accurate result in the end of the research and to prepare for the next agenda. Based on the activities in the cycle I, the researcher gets data. The field notes show the students’ interest in teaching learning process. The students are curious and shy when they hold the stick, but they still have enthusiastic to join the learning. Some of them are confidence to answer the question, but some students are silent when get the stick. Overall, they enjoy with the talking stick method and feel new atmosphere in learning English. d) Reflecting In this last phase, the teacher reflected the whole action based on data that have been collected, and then it is necessary to give some evaluation before continue to the next cycle. This phase is carried out collaboratively, that was to discuss some further problems occur in the class with the students. Its aim, the reflection was able to be determined after implementing the action and observation outcomes.
25
If there were still some problems, so it is needed to start the next cycle. By continuing to the next cycle, it was expected that the unfinished problems yet can be overcome and the target can be achieved. The researcher tried to find some more interesting stories, it is based on sarah’s suggestion in her book. Sarah Philips (1993 : 46) In analyzing the result of cycle I,the researcher summarizes that it is very important for teacher to be serious with the students’ reading mastery. Cycle I also shows that the students can improve their reading. The talking stick method helps the students to be enjoyed and interest in the learning process. Based on the result of previous cycle, the research must be continued to the next cycle (Cycle 2) with doing some improvements, not only about the students activities but also everything that supported the teaching learning process. 2. Cycle 2 a) Planning Cycle 2 begins from making new lesson plan with some revised part. It is aimed to get better of implementation the method. As the planning phase
26
in Cycle 1, Also the teacher makes preparation of teaching aids. Evaluation and post test 2 are prepared to know students' achievements in the end of this cycle. The teacher also re-selects the topics and teaching aids to motivate students, so that they will get a better understanding of the texts. The cycle I is continued by cycle II. This is the next action to know the significance of the use talking stick method in improving students’ reading mastery. Before the research, the instruments of research are prepared. a. Lesson plan and the material b. A stick, the stick is used by the researcher in applying the talking stick method. c. Sheets for Classroom Action Research The researcher provides the observation sheets for observer to take a note on teaching learning process. d. Test instrument The test instrument consists of pre-test and posttest. The pre-test are the test given for the students before applying the talking stick method in teaching learning process. Post-test
27
are test given for the students after applying the talking stick method in teaching learning process. b) Acting In this phase; the researcher applies the new lesson plan. As the teacher, the researcher also emphasizes and reviews schematic structures to the students in order to make them getting better understanding. In this phase, the students are taught to describe about the researcher in a short paraghraph, to make sure that the students understand well about the concept. It was begun in 9th August 2016. In the beginning of the lesson the researcher brings the students to review the material that has been discussed in the first cycle. It was different with the activity in the first cycle, here the researcher gives a minutes and command to the students to describe about the researcher in a short paraghraph. Then, researcher gives a stick for a student start in the corner. Next, the researcher explains about the role of talking stick method and plays this method. The student who gets the stick they must read loudly of
28
voice about descriptive text that they have made. After all of the students get the stick, the researcher gives explanation about descriptive text clearly and also discusses the difficult words in the text. After that the students answer the post-test. In the last lesson the researcher identifies the students’ difficulties about the materials and gives the homework. c) Observing The researcher observes students’ participation and achievement in this phase. Here, the researcher tries to make sure whether students improve their understanding or not and differ their achievements between cycle 1 and cycle 2. According to activity in the cycle II, the data show that the students have the improvement in the English competence. The researcher and observer see that the students enjoy this method and do not afraid to speak in English. The teacher found that in this second cycle, students had a significant progress. They improved their understanding the reading of descriptive text
29
significantly. Also they could do the task easier faster than before. d) Reflecting The teacher discusses about the implementation of the method also the result of the implementation of the modified action and decides whether the action should be continued or not. In the second cycle, the researcher concludes that using appropriate method in teaching reading is very significant. The students are enthusiastic in taking a part the learning process. They become familiar with the talking stick method and enjoy the fun learning activities. Moreover, they have motivation and interest in learning English.
6. Technique of Data Analysis According to V.Wiratna Sujarweni (2014:45-46), methods of quantitative data analysis was conducted
by the statistics,
analyzing the various statistical basis that was done by reading tables, graphs or figures that have been provided and then do some explanations or interpretations of these data. Here several steps to be taken to get the data. There are some numerical data to be processed.First, the researcher measured the average or mean of students’ reading score per-action within
30
one cycle. It is used to know how the students’ reading skills were improved. It used the formula as below. Sudjana, (2005 : 67) Mx =
∑𝑥 𝑛
Mx : mean or average. ∑x : total score of all students. N : number of students.. The writer also uses the formula to know the improvement of students. The formula is Anas Sudijono (2008 : 311) SD (Standard Deviation) . ∑D2 ∑D 2 √ SD = −( ) N N Where, SD : Deviasion Standart for one sample t-test D : Different between pre-test post-test N : Number of observation in sample To be able to know whether there is significant improvement
or not between pre-test and post-test, researcher
using t-test. The formula is Anas Sudijono (2008 : 313) ∑D t 0= ( N ) SD √N − 1 Where, t0 : T-test for the differences of pre-test and post-test SD : Deviation Standart for one sample t-test 31
D : Different between pre-test and post-test N : Number of observation in sample B. DATA PRESENTATION 1. Time and Place of the Research The research was conducted from July up to August 2016. The research took place at SMPN 1 Pringapus which was located at Jl. Siswa , Wonoyoso , Pringapus. The classroom action research was conducted in SMPN 1 Pringapus. In these sections try to describe about the situation of this school.
2. Identity of SMPN 1 Pringapus Name of School
: SMP Negeri 1 Pringapus
NPSN
: 20320306
Address
: Jl. Siswa , Wonoyoso , Pringapus
Province
: Central Java
Postal Zip
: 50553
Phone
: (024) 6930191
Day school
: Monday-Thursday (07.15-13.35)
Headmaster
: Friday
(07.15-11.05)
: Saturday
(07.15-12.25)
: Adi Kusyanto, S.Pd, M.Pd
(Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
32
3. Situation of Educational Facilities The School has many infrastuctures; 24 classrooms, an administration room, a teacher office, a headmaster room, an art and culture room, an library, a meeting room, a laboratory, a computer room, a counseling room, a health and care room, an OSIS room, a living room, 16 toilets , 4 canteens , a mosque, 2 parking area, 2 sport field and a ceremony field, those are in a good condition. (Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
4.
Situation of Teacher and Staff a) Teacher The teacher of SMPN 1 Pringapus consist of 32 teachers, 4 teachers of Social studies, 4 teachers of Mathematical and Natural Science, 1 Dressmaking teachers , 2 Sport teachers, 4 Indonesian teachers, 2 Civics teachers, 4 English teachers, 2 art and culture teachers, 3 mathematics, 2 teachers of Computer Science, 2 Guidance and Counseling teachers, and 2 javanese teachers. (Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
b) Staff They are 6 staffs of SMPN 1 Pringapus. (Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
33
5. Subject of the Study The writer was conducted this action research in SMPN 1 Pringapus and especially concerned in the second grade students of class B. This class consists of 34 students, 8 males and 26 females. (Source:Administration Staff of SMPN1_Pringapus 25th July 2016)
CHAPTER IV DATA ANALYSIS This study was a classroom action research. It using talking stick method to improve the students’ reading mastery for the second grade students of SMPN 1 Pringapus in the academic year 2016/2017. Data analysis in this chapter will answer problems of the research as mentioned in the chapter I.
A. Implementation of The Study a. Cycle 1 1. Planning
34
In this cycle, the researcher teaches about descriptive text in reading skill. The researcher becomes teacher. Before the research, the instruments of research are prepared. a) Lesson plan and the material b) A stick, the stick is used by the researcher in applying the talking stick method. c) Sheets for Classroom Action Research The researcher provides the observation sheets for observers to take a note on teaching learning process. d) Test instrument The test instrument consists of pre-test and post-test. The pre-test are the test given for the students before applying the talking stick method in teaching learning process. Posttest are test given for the students after applying the talking stick method in teaching learning process. 2. Acting The classroom action research done based on the lesson plan and the material. The learning processes are mentioned; Here, all the preparations and plans were implemented. It was begun in 5th August 2016. In the beginning of teaching learning process, the researcher asked the students about descriptive text and their difficulties in understanding the text, because the teacher knew that this material has been taught by
35
the English teacher. After that, the researcher asked the students to tell everything about descriptive text that they knew. It may be about the definition, purpose, and the generic structures in descriptive text. After opening, the researcher explained the definition, purpose and the generic structures of descriptive texts. The researcher told the students about what they should find in descriptive text such as the orientation and description. Next, the students were given the text and some question based on the text.The reseacher commands the students read the text (10 minutes). Then, researcher gives a stick for a student start in the corner. Next, the researcher explains about the role of talking stick method and plays this method. The student who gets the stick answer the researcher’s question. After most of the students get the stick, the researcher gives explanation about descriptive text clearly and discusses their difficulties. Then the students answer the post-test in the last lesson and the researcher identifies the students’ difficulties. At last, the reseacher gives the students task or a homework. 3. Observing Based on the activities in the cycle I, the researcher gets data. The field notes show the students’ interest in teaching learning process. The students are curious and shy when they
36
hold the stick, but they still have enthusiastic to join the learning. Some of them are confidence to answer the question, but some students are silent when get the stick. Overall, they enjoy with the talking stick method and feel new atmosphere in learning English. Meanwhile, the test instruments show the improvement of the students’ achievement in acquiring the reading with talking stick method. It is the proof that they take a part and interest in the learning process. In the final section, the students were given a post action test 1
1.
Result of Instruments test
Table 4.1 THE SCORE OF PRETEST AND POST TEST CYCLE I Name
X
Y
D
D2
1
Asih Qoiru nisa
50
80
30
900
2
Andina Prasita W
70
100
30
900
3
Bunga Audila
100
80
-20
400
4
Deva radhitya P
80
100
20
400
5
Disky Melinda E
70
90
20
400
No
37
6
Eva Nur
70
80
10
100
7
Firda Oktavia
100
80
-20
400
8
Firdana Ningtyas
70
90
20
400
9
Fina Fitriyani
60
80
20
400
10
Heri Irawan
70
100
30
900
11
Ilham D.A
90
-
0
0
12
Indah Trio Destanti
60
80
20
400
13
Kurnia Dwi Fatmawati
100
90
-10
100
14
Luna Wike Vandiyana
70
100
30
900
15
Meyliana Rista Amalia
100
80
-20
400
16
Muhamad Solikin
80
100
20
400
17
Nadia Rista sari
80
100
20
400
18
Nerisa Dika Septiana
60
100
40
1600
19
Nurul Ifadah
70
100
30
900
20
Novi Dila
50
70
20
400
21
Oktavia Ira Ningtyas
80
100
20
400
22
Oktavia Putri A
70
80
10
100
23
Pradita Putri Oktavia
50
90
40
1600
24
Putri Dika Lestari
50
90
40
1600
25
Puput Putri Nuhayati
80
70
-10
100
26
Putri may Silfia
100
100
0
0
27
Qonik Istiyaningrum
50
90
40
1600
28
Ria wening Dyah Ayu
80
90
10
100
29
Reno Renaldi Setiawan
100
100
0
0
38
30
Sepna Ayu Bagita
100
100
0
0
31
Satrio Bagus Tegar
80
100
20
400
32
Vega Adhi S
70
100
30
900
33
Wisnu Yosa Adhi
100
100
0
0
34
Yeni
80
90
10
100
2590
3000
500
17600
Total Score
a. Mean of Pre-Test 1 Mx = Mx =
∑X N 2.590 34
Mx = 76,17 b. Mean of Post Test 1 ∑y
My = N My =
3.000 34
My = 88,23
c. Standart Deviation ∑D2 ∑D 2 SD = √ −( ) N N 17600 500 2 SD = √ −( ) 34 34 SD = √517,64 − 216,09 SD = √301,55
39
SD = 17,36
d. T-Test Calculation ∑D t 0= ( N ) SD √N − 1 500 t 0= ( 34 ) 17,36 √34 − 1
t 0= (
14,70 ) 17,36 √33
14,70 t 0= ( ) 3,04 t 0= 4,83
e. T-table Df = N-1= 34- 1=33. According to the Distribution Table-T, if df=33, the value of t-table is 2,03. T- Calculation in cycle 1 was 3,05 , than T-Calculation > T-Table From the calculation above, it shown that using talking stick method in teaching reading skill in descriptive text could improve the students’ reading mastery. 4. Reflecting
40
In analyzing the results of cycle I, the researcher summarizes that it is very important for teacher to be serious with the students’ reading mastery. Based on the result of previous cycle, the research must be continued to the next cycle (Cycle 2) with doing some improvements, not only about the students activities but also everything that supported the teaching learning process.
b. Cycle 2 The cycle I is continued by cycle II. 1. Planning Before the research, the instruments of research are prepared. a. Lesson plan and the material b. A stick, the stick is used by the researcher in applying the talking stick method. c. Sheets for Classroom Action Research. d. Test instrument. 2. Acting This is the second cycle, the researcher emphasized and reviewed generic structures of descriptive texts to the students in order to make them getting better understanding and mastery the reading. The learning processes are mentioned; It was begun in 9th August 2016. In the beginning of the lesson the researcher brings the students to review the material
41
that has been discussed in the first cycle. It was different with the activity in the first cycle,here the researcher gives a minutes and command to the students to describe about the reseacher in a short paraghraph. Then, researcher gives a stick for a student start in the corner. Next, the researcher explains about the role of talking stick method and plays this method.The student who gets the stick they must read loudly of voice about descriptive text that they have made. After all of the students get the stick, the researcher gives explanation about descriptive text clearly and also discusses the difficult words in the text. After that the students answer the post-test. In the last lesson the researcher identifies the students’ difficulties about the materials and gives the homework.
3. Observing According to activity in the cycle II, the data show that the students have the improvement in the English competence. The researcher and observer see that the students enjoy this method and do not afraid to speak in English. The teacher found that in this second cycle, students had a significant progress. They improved their understanding the reading of descriptive text significantly. Also they could do the task easier faster than before. In the end of this phase, the
42
students were given the second post action test. The following was a result of students’ score of post-action test 2. 1. Result of Instruments Test Table 4.2 THE SCORE OF PRETEST AND POST TEST CYCLE 2 No
Name
X
Y
D
D2
1
Asih Qoiru nisa
70
90
20
400
2
Andina Prasita Wulandari
90
100
10
100
3
Bunga Audila
90
90
0
0
4
Deva radhitya P
100
100
0
0
5
Disky Melinda E
90
100
10
100
6
Eva Nur
90
100
10
100
7
Firda Oktavia
90
90
0
0
8
Firdana Ningtyas
70
90
20
400
9
Fina Fitriyani
90
100
10
100
10
Heri Irawan
100
100
0
0
11
Ilham D.A
90
90
0
0
12
Indah Trio Destanti
90
90
0
0
13
Kurnia Dwi Fatmawati
90
90
0
0
14
Luna Wike Vandiyana
90
90
0
0
15
Meyliana Rista Amalia
80
90
10
100
16
Muhamad Solikin
100
100
0
0
17
Nadia Rista sari
90
90
0
0
18
Nerisa Dika Septiana
90
100
10
100
43
19
Nurul Ifadah
90
90
0
0
20
Novi Dila
70
70
0
0
21
Oktavia Ira Ningtyas
100
90
-10
100
22
Oktavia Putri Andiayani
70
90
20
400
23
Pradita Putri Oktavia
90
90
0
0
24
Putri Dika Lestari
90
90
0
0
25
Puput Putri Nuhayati
60
80
20
400
26
Putri may Silfia
90
90
0
0
27
Qonik Istiyaningrum
80
80
0
0
28
Ria wening Dyah Ayu
90
100
10
100
29
Reno Renaldi Setiawan
100
100
0
0
30
Sepna Ayu Bagita
90
90
0
0
31
Satrio Bagus Tegar
90
90
0
0
32
Vega Adhi S
90
90
0
0
33
Wisnu Yosa Adhi
100
100
0
0
34
Yeni
90
90
0
0
Total Score
a. Mean of Pre-Test 1 Mx = Mx =
∑X N 2.990 34
Mx = 87,94 b. Mean of Post Test 1 ∑y
My = N
44
2990 3130 140
2400
My =
3.130 34
My = 92,05 c. SD (Standar Deviation) SD = √
∑D2 ∑D 2 −( ) N N
2400 140 2 SD = √ −( ) 34 34 SD = √70,58 − 16,89 SD = √53,69 SD = 7,32
d. T- Test Calculation ∑D t 0= ( N ) SD √N − 1 140 t 0= ( 34 ) 7,32 √34 − 1
t 0= (
4,11 ) 7,32 √33
4,11 t 0= ( ) 1,28
45
t 0= 3,21 e. T-table Df = N-1= 34- 1=33. According to the Distribution Table-T, if df=33, the value of t-table is 2,03. T- Calculation in cycle 2 was 3,21 , than T-Calculation > T-Table In the second cycle, the researcher concludes that using talking stick method in teaching English reading in descriptive text was very significant. It shown that between
pre-test
and
post-test
have
significant
difference, where post-test score is greater than pre-test score.
4. Reflecting In the second cycle, the researcher concludes that using appropriate method in teaching reading is very significant. The students are enthusiastic in taking a part the learning process. They become familiar with the talking stick method and enjoy the fun learning activities. Moreover, they have motivation and interest in learning English.
B. DISCUSSION
46
In this section, the researcher would like to analyze all data from the research. The data will describe the finding of this study generally. 1. Cycle 1 In this cycle, all preparation were done. Such as; making lesson plan, making teaching materials, preparing post-action test form. Entering the class, the students look surprising and afraid when the reseacher bought the tape recorde and stick. In the action of applying the method, most of the students take a part in the learning process. According to Imas Kurniasih and Berlin Sani (2015:83), talking stick method is a method in the learning process by a stick, student who gets the stick must answers the question by the teacher. This method gives an alternative manner to refresh and to made reading in a more enjoyable way. The procedures of Talking Stick Method (Imas Kurniasih and Berlin Sani 2015:83-84) are mentioned;
a. The teacher prepares the materials and a stick. b. The teacher explains the main topic. Then, the students read and learn the materials for some minutes (10 minutes). c. The teacher commands the students to close their books and takes a stick. d. The teacher gives the stick to a student. e. The teacher sings a song or plays music while the stick moves one student to another until the song or music stops.
47
f. The student who gets the stick must stands up and answers the teacher's questions. g. Then, the stick rolls on again until each student gets the stick and takes part in the learning process. Finally, the teacher gives the evaluation and makes conclusion. The researcher gives the rules to play the talking stick method. The researcher plays music while the stick moves one student to another until the song or music stops. The student who gets the stick must stands up and answers the researcher's questions. Then, the stick rolls on again until each student gets the stick and takes part in the learning process. Several data are takes from the field notes. In cycle I, the researcher summaries that students are interest with the talking stick method. Although they feel afraid and surprises get the stick, they still enjoy and participate in learning process. From cycle I, the researcher analyzes the students’ activities as follow; 1. Talking stick method is first method applies to the students of VIIIB class SMPN 1 pringapus. 2. Students feel comfort with the talking stick method. 3. Students feel afraid and curious when roll on the stick, get the stick and nervous to answer and read the question. 4. Students take a part in the learning process because interests in the talking stick method.
48
5. Most of students are not confidence to speak up English The students could improve their score from pre-test to post-test cycle 1. Based on the data that class average score in post-test was 88,23 , which score was higher than before (76,17). From the t-calculation, the researcher analyzes that there is a significant difference between pretest and post test. In cycle I, the result of t-test (4,83) is greater than t-table (2,03). It means that there was a significance improvement. To make sure about the effectiveness of the technique and to maximize the result, so it was decided to continue to the second cycle.
2. Cycle 2 In this cycle, the researcher did what she did in the first cycle. In second meeting, the students look more relax and enthusiastic than first meeting. In this action, the researcher prepares the teaching well. In the process of applying the method, most of the students participate in the learning process. However, students are common with talking stick method. They are happy when playing this method. Although some of them wrong in arranging the sentence, all of them speak English confidently. This phenomenon is the proof that they develop their competence through talking stick method. In cycle II, the field note also obtains data. The researcher concludes that students are more interested with the talking stick method. They are confidence to speak English and enjoy in learning process.
49
Based on the data , the test instrument also shows the development of students’ achievement in the second cycle. The mean score of posttest (92,05) are higher than score of pretest(87,94). It indicates there was an improvement of students’ achievement of English class. Its improvement was so significant, which in the the t-calculation, the researcher analyzes that there is a significant difference between pretest and post test. In the cycle II, the result of test (3,21) is greater than t-table (2,03).In this case, there is significant improvement of the use talking stick method. After analyzing the data each cycle, the researcher identifies the result of cycle I and cycle II. In order to understand the data easily, the researcher makes the table as follow;
Table 4.3 THE ANALYSIS OF STUDENTS IMPROVEMENT No
Analyze
Cycle 1
Cycle 2
1
Mean Pre-test
76,17
87,94
Post-test
88,23
92,05
50
2
Standart Deviation
17,36
7,32
3
T-test
4,83
3,21
T- Table
2,03
2,03
CHAPTHER V CLOSURE A. CONCLUSIONS The title of this study is " Using Talking Stick Method to Improve Students’ Reading Matery at the Second Grade Students of SMPN 1 51
Pringapus in the Academic Year of 2016 /2017". After describing the previous chapter, the researcher summarizes that; 1. The implementation of using talking stick method to improve students’ reading mastery for the second grade students of SMPN 1 Pringapus in the academic year of 2016/2017 applies well. Based on the data that class everage score in pre-test cycle 1 was 76,17, post-test cycle 1 was 88,23 and class average score in pre-test cycle 2 was 87,23, post-test cycle 2 was 92,05. 2. Score mean test of post test are greater than pre test. It indicates that each cycle has different improvement of using talking stick method. The result of mean in cycle 1 which post-test score (88,23) higher than pre-test (76,17) it could be seen clearly in the students’ improvement score of their achievement in cycle 1 and the result of mean in cycle 2 which post-test score (92,05) higher than pre-test (87,23) it could be concluded that teaching reading by using talking stick method could be effectively improved in cycle 2. 3. The finding of the t-calculation was the proof that students have significant improvement in their competence. Both in the cycle I the tcalculation was 4,83 and cycle II the t-calculation was 3,21. Score tcalculation each cycle were higher than t-table (2, 03), It means that there was significant improvement of students’ reading mastery through talking stick method.
B. SUGGESTIONS
52
Buildings on the conclusions above, there are several suggestions in applying the talking stick method. The suggestions from the finding of this research are; 1. For the students The students must develop their bravery in order to answer the questions or ask the teachers’ instruction. They not only focus in playing the method but also in mastering the English materials. 2.
For the teacher Teacher should prepare the materials and good scenario to create an exciting teaching in the class. The teacher also applies the talking stick method friendly so that the students do not frightened and stress.
3. For the researcher The researcher must expand knowledge and experience in teaching reading through the others method. The talking stick method is as an inspiration to teach well next. 4. For other researchers The result of this research can be used as input by those who want to conduct research about teaching reading as reference.The talking stick method also can apply in the other competences such us writing, listening and speaking. Thus, they complete this research or make it better. 5. For English Department of FTIK IAIN Salatiga
53
The result of this research could be useful especially for students majoring in English Department in increasing the quality of teaching English Lesson using talking stick method.
References Aini, Irfatul. 2010. “Application of Innovative Instruction Model by Means of the Talking
54
Stick Method to Improve the Students Learning Activity on the Integrated Social Studies Subject Matter of VIIth Grade of the State JuniorHigh School 1 of Singosari Malang”. Minithesis, Study Program of Economics, Department of Social Study Education, Faculty of Tarbiyah, Maulana Malik Ibrahim State Islamic University (UIN) of Malang. Assa, Enar Ratriany, 2015. Strategy of Learning (Hal-hal Yang Boleh Dan Tidak Boleh Dilakukan Oleh Guru Saat Mengajar) . Yogyakarta : Araska. Brown, H. Douglas. 2000. Principles of Language Learning And Teaching Fourth Edition. London:Longman Publishing Group. Brown, H. Douglas. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy Second Edition. New York: Pearson Education Company. Freeman, Diana Larsen. 2000. Techniques and Principles in Language Teaching. NewYork: Oxford University Press. Grabe, W. 2009.
Reading in a Second Language (Moving from Theory to
Practice). New York: Cambridge University Press. Jeremy Harmer, 1989. The Practice of English Language Teaching, New York: Longman Kurniasih , Imas and Sani, Berlin, 2015. Ragam Pengembangan Model Pembelajaran. Yogyakarta:Kata Pena Koshy, valsa. 2005. Action Research For Improving Practice ( An Practical Guide). London. Paul Chapman Kimberly, Fujioka, September 1998. “The Talking Stick , An American Indian Tradisition in ESL Classroom”. The internet TESL Journal. Volume:IV. No:9, http//itselj.org/Techniques/ FujiokaTalkingstick.html 6th June 2016.
55
Nuttall, C. E. 1982. Teaching Reading Skills in A Foreign Language. London: Heinemann Educational Books. Philips, Sarah, 1993. Young Learners.New York: Oxford University Press Rivers, Wilga M. 1981. Teaching Foreign Language Skills.United States: The University of Chicago. Spratt, M., A. Pulverness and M. Williams. 2005. The TKT (Teaching Knowledge Test) Course. Cambridge: Cambridge University Press. Sukandarrumidi. 2004. Metodologi Penelitian. Yogyakarta : Gadjah Mada University Press. Sudjana. 2005. Metoda Statistika. Bandung: PT Tarsito. Sudijono, Anas. 2008. Pengantar Statistik Pendidikan.Jakarta: PT Raja Grafindo Persada. V.Wiratna Sujarweni. 2014. Metodologi penelitian. Yogyakarta : PT. Pustaka Baru. Weaver, Constance. 2009. Reading Process: Brief Edition of Reeading Process and Practice. Ohio: Miami University, Oxford. www.historytalkingstick.com, 2nd May 2016
56
APPENDICES
Curriculum Vitae Name Birth
: Aisyah Ambalika.S :Semarang, April 15th
57
1993 Address
:Soka Raya Street, Wonoasri Rt04/08, Pringapus, Semarang
Achievement
: Entrepreneur Hp
: 085640794191
Education TK Mardisiwi Wonorejo
1997-1999
SDN Wonorejo 04
1999-2005
ITTC Darussalam Gontor For Girls 3, East Java Ngawi
2006-2012
IAIN Salatiga, English Department
2013-2016
Lembar Konsultasi Skripsi NAMA MAHASISWA NIM
: Aisyah Ambalika Saraswati : 113-12-010
58
DOSEN PEMBIMBING JUDUL SKRIPSI
: Dr. H. Sa’adi, M.Ag :USING TALKING STICK METHOD TO IMPROVE STUDENTS’ READING MASTERY AT THE SECOND GRADE STUDENTS OF SMPN 1 PRINGAPUS
IN
THE
ACADEMIC
YEAR
2016/2017) NO
Tanggal
Isi Konsultasi
Catatan Pembimbing
Paraf
Pembimbing
Dr. H. Sa’adi, M.Ag NIP. 19630420 199203 1003 DAFTAR NILAI SKK Nama
: AISYAH AMBALIKA SARASWATI
Fakultas/Jurusan : FTIK/PBI
59
NIM
: 113-12-010
Dosen Pembimbing No.
1
2
3
4
5
6
7
8
9
10
: Dr. H. Sa’adi, M.Ag
Nama Kegiatan ORIENTASI PENGENALAN AKADEMIK DAN KEMAHASISWAAN (OPAK) STAIN SALATIGA 2012 (Progressifikasi Kaum Muda, Kunci Perubahan Indonesia) ORIENTASI PENGENALAN AKADEMIK DAN KEMAHASISWAAN (OPAK) JURUSAN TARBIYAH STAIN SALATIGA “Mewujudkan Gerakan Mahasiswa Tarbiyah Sebagai Tonggak Kebangkitan Pendidikan Indonesia” ORIENTASI DASAR KEISLAMAN (ODK) “Membangun Karakter Keislaman Bertaraf Internasional di Era Globalisasi Bahasa” Seminar Entreprenership dan Perkoperasian 2012 (Explore Your Entreprenership Talent) Seminar Achievment Motivation Training dengan AMT, Bangun Karakter Raih Prestasi Seminar UPT Perpustakaan LIBRARY USER EDUCATION(Pendidikan Pemakai Perpustakaan ) Seminar “Technology Era, The Best Moment to Learn English” by CEC Seminar IPST ( Islamic Publick Speaking Training) di Festifal Dakwah MILAD XII (LDK) Seminar DAURAH MAR’ATUS SHOLIHAH (DMS) Aktualisasi Dakwah Dalam Membentuk Generasi Yang Bertaqwa, Berilmu, dan Berakhlak Mulia Seminar Training Kepribadian di
60
Pelaksanaan
Status
Skor
Rabu 05-Jumat 07 September 2012
Peserta
3
Sabtu-Minggu , 08-09 September 2012
Peserta
3
10 September 2012
Peserta
2
11 September 2012
Peserta
2
12 September 2012
Peserta
2
13 September 2012
peserta
2
12 Desember 2012
Peserta
2
09 Juni 2014
Peserta
2
04 Mei 2015
Peserta
2
19 Mei 2015
Peserta
2
11
12
13 14 15
16
17
18
19
20
IAIN Salatiga Training Workshop IALF EDUCATION FOR DEVELOPMENT “Learning Strategies in Using Authentic Materials for SMP and SMA Students” by IALF Bali Language Center Seminar Nasional CEC “Understanding the World By Understanding the Language and The Culture” Talk Show “Ngabuburit dan Dialog Lintas Agama Salatiga Bhineka Tunggal Ika” Seminar Training Makalah dan Motivasi (LDK) Fathir Ar-Rasyid Seminar Hari Hak untuk Tahu “Hak untuk Tahu Sebagai Basis Penguatan Masyarakat Sipil” Seminar IMOT (Islamic Motivation Training) Kementerian Riset, Teknologi, dan Pendidikan Tinggai Universitas Diponegoro “Menginspirasi Lewat Karya” Oleh UKM INSANI Universitas Diponegoro Seminar Nasional 2015 “Epistemologi Tafsir Kontemporer; Integrasi Hermeneutika dalam Metode Penafsiran Al-Quran” Seminar Upaya Pencegahan Perkawinan Anak dalam Perin gatan World Sexual Health Day 2015 Di C3 Hotel, Ungaran Dialog Interaktif dan Edukatif dengan tema “Diaspora Pendidikan Politik : Pancasila Sebagai landasan Berpolitik, Berbangsa, dan Bernegara” IAIN Salatiga Bersholawat dan Orasi Kebangsaan “Menyemai Nilai-Nilai Islam Indonesia Untuk Memperkokohkan NKRI dalam Mewujudkan Baldatun Toyyibatun Warobbun Ghofur” 61
27 May 2015
Peserta
2
04 June 2015
Peserta
8
30 Juni 2015
Peserta
2
12 September 2015
Peserta
2
22 September 2015
Peserta
6
27 September 2015
Peserta
2
30 September 2015
Peserta
8
19 Oktober 2015 Peserta
2
02 November 2015
Peserta
2
03 November 2015
Peserta
2
21
22
23
24
24
25
26
27
28
Seminar Nasional ”Revitalisasi Pendidikan IPS dalam Rangka Membangun Karakter Bangsa” FIS (Fakultas Ilmu Sosial) UNNES Seminar Pendidikan “Menciptakan Metode Pendidikan Agama Islam Yang Ideal Dalam Proses Membebaskan Dan Memerdekakan Manusia” HMJ PAI Seminar Nasional “ENGLISH – PRENEURSHIP” DO YOU DARE TO BE THE NEXT MOSLEM BUSINESS OWNER?
Seminar Nasioal LDK Fathir Ar Rasyid IAIN Salatiga dengan tema “ Muslimah Sejati Bertabur Inspirasi” Seminar Nasional “Musik, Islam & Nusantara” Seminar Nasional “memperkuat peran pemuda dalam meningkatkan Ekonomi Nasional Melalui Kewirausahaan” KOPMA “FATAWA” Seminar Nasional “PENGUATAN WAWASAN KEBANGSAAN DAN NASIONALISME” Seminar Nasional “ Nasionalisme sebagai Benteng dalam Menghadapi Proxy War di Indoneisa” oleh MENWA Yon 953K Seminar Nasional “ Metodologi Penafsiran Kontemporer ; AlQur’an dalam Problematika Kemanusiaan” JUMLAH SKORE
07 November 2015
Peserta
8
12 November 2015
Peserta
2
27 November 2015
Peserta
8
29 November 2015
Peserta
8
O5 Desember 2015
Peserta
8
26 April 2016
Peserta
8
28 April 2016
Peserta
8
16 Mei 2016
Peserta
8
23 Mei 2016
Peserta
8 124
Salatiga, 22 Agustus 2016 Mengetahui, 62
Wakil Dekan 3 Bidang Kemahasiswaan dan Kerjasama
(Achmad Maimun, M. Ag.) NIP : 19700510 199803 1 003
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
NAMA SEKOLAH
: SMP Negeri 1 Pringapus
TAHUN PELAJARAN : 2016 / 2017 KELAS / SEMESTER : VIII / Gasal 63
MATA PELAJARAN : Bahasa Inggris PB / Sub PB
: Decriptive
KECAKAPAN ( SKILL)
: Membaca
WAKTU
: 2 X 40 menit
A. STANDAR KOMPETENSI
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar B. KOMPETENSI DASAR 5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk decriptive C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran diharapkan siswa dapat; 1. Merespon makna dalam esei pendek sederhana berbentuk descriptive 2. Membaca teks deskripsi dengan rasa ingin tahu 3. Menjawab pertanyaan tentang informasi yang terdapat pada teks dengan baik dan benar 4. Mengetahui langkah retorika dalam membuat esei pendek ederhana berbentuk descriptive
Karakter yang diharapkan ; Cakap, kreatif, toleransi, demokratis, bersahabatdan disiplin D. Materi Pembelajaran 1. Grammar practice a. Internet (http://www.kursusmudahbahasainggris.com/2013/09/pengertiantujuan-struktur-ciri-dan.html ) b. Penjelasan tentang simple present tense 2. Communication practice
64
a. Internet(http://www.caramudahbelajarbahasainggris.net/2015/04/cont oh-dan-soal-deskriptif-teks-lengkap-dan-terbaru.html ) b. Text monolog berbentuk descriptive c. Kosa kata yang terkait dalam text descriptive d. Generic structure of descriptive text 3. Teacher made materials a. Example of descriptive text b. Exercises of pretest
E. Metode Pembelajaran Discussion and practice F. Langkah-langkah Kegiatan
Kegiatan Pendahuluan ( 5 Menit) 1. Salam dan tegur sapa 2. Apersepsi :
Tanya jawab tentang materi descriptive text, menebak dan
merespon ucapan guru 3.
Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi ) 1. Guru menjelaskan materi tentang deskriptive text yang sudah disiapkan oleh guru 2. Guru dan siswa
bersama-sama membahas teks deskripsi yang sudah
disiapkan oleh guru 3. Guru dan siswa bersama-sama menggali kosa kata yang sulit yang terdapat pada bacaan 4. Siswa mencoba membaca teks deskripsi yang sudah diberikan oleh guru dengan suara yang lantang dan jelas 5. Guru dan siswa melakukan diskusi tentang materi 6.
Guru memberikan reward kepada keberhasilan siswa
65
7. Guru memberikan pre test untuk siswa 8. Guru
memfasilitasi
siswa
melakukan
refleksi
untuk
memperoleh
pengalaman belajar yang telah dilakukan dan bermakna dalam mencapai kompetensi dasar
Kegiatan Penutup (15 Menit) Dalam kegiatan penutup, guru: 1. bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman / simpulan pelajaran; 2. melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram; 3. memberikan umpan balik terhadap proses dan hasil pembelajaran; 4. Guru memberikan siswa kesempatan bertanya 5. menyampaikan rencana pembelajaran pada pertemuan berikutnya G. Sumber belajar a. Buku English In Focus b. Internet (http://www.caramudahbelajarbahasainggris.net/2015/04/contohdan-soal-deskriptif-teks-lengkap-dan-terbaru.html H. Penilaian
Indikator Pencapaian
Teknik
Bentuk
Kompetensi
Penilaian
Instrumen
Tes
Test
tertulis
tertulis
1. Merespon makna dalam esei pendek sederhana berbentuk descriptive 2. Menjawab
pertanyaan
pada
1. Read teh text carefully and Answer the question below based on the text !
tentang informasi yang terdapat
Instrumen/ Soal
teks
dengan baik dan benar 3. Mengetahui langkahlangkah retorika dalam
66
membuat esei pendek sederhana
berbentuk
descriptive
a. Instrumen: 1. Petunjuk:
Read the text carefully and answer the question based on the text! My best friend I have a special friend. She is my classmate and sits besides me. Her name is Rohmi. Rohmi is a quite girl and very simple on the look. However, I really adore her. She is not only kind but also tough. Rohmi comes from a very simple family. Her father is a pedicab driver and her mother has passed away. She has a younger brother. His name is Rahmat. In order to help their father, Rohmi and her brother work part-time to earn some money. Rohmi sells food during our class break, while her brother sells newpapers and magazines after school. One thing that I always admire about her is that she can manage her time well, and she always looks cheerful.
b. Pedoman Penilaian: Jumlah skor maksimal keseluruhan
100
1. Rubrik Penilaian Test Tertulis
No
Aspek
1 s.d. 10
Setiap
Skor jawaban
yang 10
benar Setiap
0 jawaban
tidak benar
Nilai siswa = Skor perolehan x 10
67
yang
Nilai maksimal 100
Mengetahui
Pringapus, 02 Agustus 2016
Guru Mata Pelajaran
Mahasiswa
Wintarti, SPd
Aisyah Ambalika
Saraswati Nim: 113 12 010
Pre-test 1. Read the text carefully and answer the question based on the text! My best friend I have a special friend. She is my classmate and sits besides me. Her name is Rohmi. Rohmi is a quite girl and very simple on the look. However, I really adore her. She is not only kind but also tough. 68
Rohmi comes from a very simple family. Her father is a pedicab driver and her mother has passed away. She has a younger brother. His name is Rahmat. In order to help their father, Rohmi and her brother work part-time to earn some money. Rohmi sells food during our class break, while her brother sells newpapers and magazines after school. One thing that I always admire about her is that she can manage her time well, and she always looks cheerful.
Answer the question below ! (choose the correct answer!) 1. who is sits besides the writer ? a. She is Rahmat b. She is Rohmi c. She is Ratih d. She is Rafael
2. Rahmat is ....? a. Rohmi’s brother b. Rohmi’s uncle c. Rohmi’s father d. Rohmi’s nephew
3. Which of the following statement is not true about Rohmi? a. Rohmi sells food during our class break b. Rohmi comes from a rich family c. Rohmi and her brother work part-time to earn some money d. Rohmi is a quite girl and very simple on the look
4. According to the passage, we know that Rohmi is …. a. A quite girl and very simple on the look b. A lazy girl and very simple on the look
69
c. A stupid girl and very simple on the look d. A busy girl and very simple on the look
5. It is the true statement that …. a. Her father is a pedicab driver and her mother has passed away b. Rohmi never help her father c. Rohmi is lazy girl d. her brother sells books after school
6. From the text, we may conclude that…. a. Many people do not like Rohmi. b. Rohmi comes from a very simple family c. Rohmi is a rich peole. d. Rohmi never help her father
7. What is the chapter of the text about? a. My best friend b. My family c. My daily life d. My classmate
8. ” I have a special friend. She is my classmate and sits besides me”
The underlined word refers to …. a. Rahmat b. Ratih c. Rohmi d. The writer 9. Rohmi father is a pedicab driver and her mother has passed away.”
The underlined word means that Rohmi is …. a. Motherless child b. Fatherless child c. Orphan
70
d. Single parent
10. “One thing that I always admire about her is that she can manage her time well, and she always looks cheerful.” The underlined means … a. She is beautiful girl b. She is always looks happy c. She is bad girl d. She is kind
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
NAMA SEKOLAH
: SMP Negeri 1 Pringapus
TAHUN PELAJARAN : 2016 / 2017 KELAS / SEMESTER : VIII / Gasal MATA PELAJARAN : Bahasa Inggris PB / Sub PB
: Decriptive
71
KECAKAPAN ( SKILL) WAKTU
: Membaca
: 2 X 40 menit
A. STANDAR KOMPETENSI
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar B. KOMPETENSI DASAR 5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk decriptive C. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran diharapkan siswa dapat; 1. Merespon makna dalam esei pendek sederhana berbentuk descriptive 2. Membaca teks deskripsi dengan rasa ingin tahu 3. Menjawab pertanyaan tentang informasi yang terdapat pada teks dengan baik dan benar 4. Mengetahui langkah retorika dalam membuat esei pendek ederhana berbentuk descriptive
Karakter yang diharapkan ; Cakap, kreatif, toleransi, demokratis, bersahabat dan disiplin D. Materi Pembelajaran 1. Grammar practice a. Internet(http://www.kursusmudahbahasainggris.com/2013/09/pengerti an-tujuan-struktur-ciri-dan.html ) b. Penjelasan tentang simple present tense 2. Communication practice a. Internet(http://bahasainggrismudah.com/5-contoh-descriptive-textanimal-yang-simpel-dan-mudah/contoh-descriptive-text-animaltentang-gajah/)
72
b. Text monolog berbentuk descriptive c. Kosa kata yang terkait dalam text descriptive d. Generic structure of descriptive text 3. Teacher made materials a. Example of descriptive text b. Exercises of posttest
E. Metode Pembelajaran
Talking Stick Method F. Langkah-langkah Kegiatan
Kegiatan Pendahuluan ( 5 Menit) 1. Salam dan tegur sapa 2. Apersepsi : Tanya jawab tentang materi descriptive text, menebak dan merespon ucapan guru 3.
Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi ) 4. Guru menjelaskan kembali materi tentang deskriptive text. 5. Guru dan siswa bersama-sama membahas teks deskripsi yang sudah disiapkan oleh guru 6. Guru dan siswa bersama-sama menggali kosa kata yang sulit yang terdapat pada bacaan 7. Siswa mencoba membaca text deskripsi dan menjawab pertanyaan yang diberikan oleh guru dengan bantuaan metode talking stick a. Guru menyiapkan materi dan tongkat. b. Guru menjelaskan tentang topic utama berupa descriptive text Kemudian siswa membaca dan memahami topic yang diberikan (10menit). c. Guru menyuruh siswa menutup buku dan mengambil sebuah tongkat. d. Tongkat diberikan pada seorang siswa.
73
e. Guru
memainkan
music/menyanyikan
lagu
sementara
tongkat
berpindah dari siswa satu ke siswa yang lain secara berurutan sampai music/lagu berhenti. f.
Siswa yang terakhir kali memegang tongkat harus berdiri dan menjawab pertanyaan dari guru.
g. Kemudian tongkat berputar lagi sampai sebagian besar siswa berpartisipasi dalam pembelajaran. h. Guru memberikan evaluasi dan kesimpulan dari metode yang diterapkan. 8. Guru dan siswa melakukan diskusi tentang materi 9.
Guru memberikan reward kepada keberhasilan siswa
10. Guru memberikan post test untuk siswa 11. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan dan bermakna dalam mencapai kompetensi dasar
Kegiatan Penutup (15 Menit) Dalam kegiatan penutup, guru: 1. bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman / simpulan 2. melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram; 3. memberikan umpan balik terhadap proses dan hasil pembelajaran; 4. Guru memberikan siswa kesempatan bertanya 5. menyampaikan rencana pembelajaran pada pertemuan berikutnya
G. Sumber belajar a. Buku English In Focus b. Internet(http://bahasainggrismudah.com/5-contoh-descriptive-text-animalyang-simpel-dan-mudah/contoh-descriptive-text-animal-tentang-gajah/)
74
H. Penilaian
Indikator Pencapaian
Teknik
Bentuk
Kompetensi
Penilaian
Instrumen
Tes tertulis
Test
1. Merespon makna dalam esei
pendek
sederhana
tertulis
berbentuk descriptive 2. Menjawab tentang
pertanyaan
informasi
Instrumen/ Soal 2. Read teh text carefully
and
Answer
the
question below
yang
based
terdapat pada teks dengan
text !
on
baik dan benar 3. Mengetahui
langkah
retorika dalam membuat esei
pendek
ederhana
berbentuk descriptive
c. Instrumen: 1. petunjuk:
Read the text carefully and answer the question based on the text! I like Elephants I like elephants. Elephants are the biggest land animals in the world. The African elephant is found on the continent of Africa and the Indian elephant is found in Asia. Elephants are mammals as well as herbivores, meaning they only eat plants rather than meat. I know that there are two main types of elephants; the African elephant and the Indian elephant. The African elephant is bigger than the Indian elephant. It has larger ears too. Both the males and females have tusks. The African elephant has wrinkly gray
75
the
skin, a swayed back, and two tips at the end of its trunk that it can use like fingers to pick stuff up. The tusk make elephant look really cool. The Indian, or Asian, elephant is smaller than the African elephant and has smaller ears. They have more of a humped back and only one fingerlike tip at the end of their trunk. Also, their skin tends to be less wrinkly than the African elephant. Next time go to the zoo. I want to ride an elephant. d. Pedoman Penilaian: Jumlah skor maksimal keseluruhan
100
1. Rubrik Penilaian Test Tertulis
No
Aspek
1 s.d. 10
Setiap
Skor jawaban
yang 10
benar Setiap
0 jawaban
yang
tidak benar
Nilai siswa = Skor perolehan x 10 Nilai maksimal 100
Mengetahui
pringapus, 05 Agustus 2016
Guru Mata Pelajaran
Mahasiswa
Wintarti, SPd
Aisyah Ambalika
Saraswati
76
Nim: 113 12 010
Kepala Sekolah SMP N 1 Pringapus
Adi Kusyanto, S.Pd, M.Pd NIP: 19691102 199512 1 002
Post-test 1 Name
:
Class : Read the text carefully and answer the question below based on the text! I like Elephants I like elephants. Elephants are the biggest land animals in the world. The African elephant is found on the continent of Africa and the
77
Indian elephant is found in Asia. Elephants are mammals as well as herbivores, meaning they only eat plants rather than meat. I know that there are two main types of elephants; the African elephant and the Indian elephant. The African elephant is bigger than the Indian elephant. It has larger ears too. Both the males and females have tusks. The African elephant has wrinkly gray skin, a swayed back, and two tips at the end of its trunk that it can use like fingers to pick stuff up. The tusk make elephant look really cool. The Indian, or Asian, elephant is smaller than the African elephant and has smaller ears. They have more of a humped back and only one fingerlike tip at the end of their trunk. Also, their skin tends to be less wrinkly than the African elephant. Next time go to the zoo. I want to ride an elephant. 1. What is the communicative purpose of the text? a. to describe two main types of elephants
b. to share an amusing incident with others c. to present two poins of view about an issue d. to inform the readers about the beauty of animal 2. What kind of the text is the text above? a. Narrative b. Recount c. Descriptive d. Report
3. How many type of elephants? a. One b. Two c. Three d. Four 78
4. It is the true statement that .... a. The African elephant is smaller than the Indian elephant b. The African elephant is found on the continent of Africa and the Indian elephant is found in America c. The Indian, or Asian, elephant is smaller than the African elephant and has smaller ears d. The tusk make elephant look really bad
5. What does the African elephant look like ? a. It is shorter than the Indian elephant and It has larger ears too b. It is smaller than the Indian elephant and It has larger ears too c. It is longer than the Indian elephant and it has larger ears too d. It is bigger than the Indian elephant and It has larger ears too
6. What does The Indian or Asian elephant look like ? a. They have more of a humped back and only two fingerlike tip at the end of their trunk b. They have more of a humped back and only four fingerlike tip at the end of their trunk c. They have more of a humped back and only one fingerlike tip at the end of their trunk d. They have more of a humped back and only five fingerlike tip at the end of their trunk
7. Their skin tends to be less wrinkly The underlined word refers to .... a. Indian and Asian elephant b. African and Indian elephant c. Asian and African elephant d. Indian, Asian and African elephant
79
8. According to the passage, we know that the African elephant has …. a. wrinkly gray skin, a swayed back and one tips at the end of its trunk b. wrinkly gray skin, a swayed back and two tips at the end of its trunk c. wrinkly black skin, a swayed back and one tips at the end of its trunk d. wrinkly blak skin, a swayed back and two tips at the end of its trunk
9. According to the passage, we know that the Indian and Asian elephant has …. a. bigger ears b. smaller ears c. bright ears d. dark ears
10. It is the true statement that …. a. Elephants are mammals as well as carnivores b. Elephants are mammals as well as herbivores c. Elephants are the smallest land animals in the world d. The African elephant is found on the continent of Africa and the Indian elephant is found in America
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
NAMA SEKOLAH
: SMP Negeri 1 Pringapus
TAHUN PELAJARAN : 2016 / 2017 KELAS / SEMESTER : VIII / Gasal MATA PELAJARAN PB / Sub PB
: Bahasa Inggris : Descriptive text
KECAKAPAN ( SKILL) 80
: Membaca
WAKTU
: 2 X 40 menit
A. STANDAR KOMPETENSI 5.Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar B. KOMPETENSI DASAR 5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk decriptive C. TUJUAN PEMBELAJARAN Pada akhir pembelajaran diharapkan siswa dapat; 1. Merespon makna dalam esei pendek sederhana berbentuk descriptive 2. Membaca teks deskripsi dengan rasa ingin tahu 3. Menjawab pertanyaan tentang informasi yang terdapat pada teks dengan baik dan benar 4. Mengetahui langkah retorika dalam membuat esei pendek ederhana berbentuk descriptive Karakter yang diharapkan ; Cakap, kreatif, toleransi, demokratis, bersahabat dan disiplin D. Materi Pembelajaran 1. Grammar practice a. Internet (http://www.kursusmudahbahasainggris.com/2013/09/pengertiantujuan-struktur-ciri-dan.html ) b. Penjelasan tentang simple present tense 2. Communication practice a. Internet(http://www.englishindo.com/2012/03/simple-descriptive-textexamples.html ) 81
b. Text monolog berbentuk descriptive c. Kosa kata yang terkait dalam text descriptive d. Generic structure of descriptive text 3. Teacher made materials a. Example of descriptive text b. Exercises of pretest
E. Metode Pembelajaran Discussion and Practice
F. Langkah-langkah Kegiatan Kegiatan Pendahuluan ( 5 Menit) 1. Salam dan tegur sapa 2. Apersepsi : Tanya jawab tentang materi descriptive text, menebak dan merespon ucapan guru 3.
Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi ) (60 Menit) 4. Guru menjelaskan materi tentang deskriptive text yang sudah disiapkan oleh guru 5. Guru dan siswa bersama-sama membahas teks deskripsi yang sudah disiapkan oleh guru 6. Guru dan siswa bersama-sama menggali kosa kata yang sulit yang terdapat pada bacaan 7. Siswa mencoba membaca teks deskripsi yang sudah diberikan oleh guru dengan suara yang lantang dan jelas 8. Guru dan siswa melakukan diskusi tentang materi 9.
Guru memberikan reward kepada keberhasilan siswa
10. Guru memberikan pre test untuk siswa
82
11. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan dan bermakna dalam mencapai kompetensi dasar
Kegiatan Penutup (15 Menit) Dalam kegiatan penutup, guru: 1. bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/ kesimpulan pelajaran; 2. melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram; 3. memberikan umpan balik terhadap proses dan hasil pembelajaran; 4. Guru memberikan siswa kesempatan bertanya 5. menyampaikan rencana pembelajaran pada pertemuan berikutnya. G. Sumber belajar a. Buku English In Focus b. Internet(http://www.englishindo.com/2012/03/simple-descriptivetext examples.html ) H. Penilaian Indikator Pencapaian Kompetensi 1. Merespon makna dalam
Teknik
Bentuk
Penilaian
Instrumen
Tes
Test
tertulis
tertulis
Instrumen/ Soal 3. Answer the question below based on the
esei pendek sederhana
text !
berbentuk descriptive
(True – False)
2. Membaca teks
Question.
deskripsi dengan rasa ingin tahu 3. Menjawab pertanyaan
83
tentang informasi yang terdapat pada teks dengan baik dan benar 4. Mengetahui
langkah
retorika dalam membuat esei pendek ederhana
berbentuk
descriptive
a. Instrumen: 1. petunjuk: Read the text, “The Small House” carefully and answer the question based on the text! (True- False question) 1. Read the text carefully and answer the question based on the text! My Small House I live in a small house. It has five rooms; there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living in here for wasting my spare time. When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room. My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer, when being bored of reading, I usually play online games, chat with my friends via facebook and so on. Next to my bedroom is my mother’s. I do not know what is inside because I never come in to see it. In the right side of the living room there is the kitchen. In the kitchen I have everything I need when I get
84
hungry. It is very pleasure when my mother cooks, the smell fills my whole house. I know it is a very small house, but it is the best place I have never seen.
b. Pedoman Penilaian: Jumlah skor maksimal keseluruhan
100
1. Rubrik Penilaian Test Tertulis No
Aspek
Skor
1 s.d. 10
Setiap jawaban yang
10
benar
0
Setiap jawaban yang tidak benar
Nilai siswa = Skor perolehan x 10 Nilai maksimal 100
Mengetahui
Pringapus, 06 Agustus 2016
Guru Mata Pelajaran
Mahasiswa
Wintarti, SPd
Aisyah Ambalika
Saraswati Nim: 113 12 010
85
Kepala Sekolah SMP N 1 Pringapus
Adi Kusyanto, S.Pd, M.Pd NIP: 19691102 199512 1 002
Pre- Test 2 My Small House I live in a small house. It has five rooms; there are two bedrooms, a living room, a bathroom, and a kitchen. Indeed it is a small house; but I like living in here for wasting my spare time. When the door is open, I can see the living room. It is so small with only three chairs and a table, nothing else. I prefer reading a novel in this room. My bedroom is in the left side of the living room. In this room there is a night table next to the bed, a TV, a radio, and a computer, when being bored of reading, I usually play online games, chat with my friends via facebook and so on. Next to my bedroom is my mother’s. I do not know what is inside because I never come in to see it. In the right side of the living room
86
there is the kitchen. In the kitchen I have everything I need when I get hungry. It is very pleasure when my mother cooks, the smell fills my whole house. I know it is a very small house, but it is the best place I have never seen
Answer the question below based on the text ! ( True – False Question )
NO
SENTENCE
TRUE OR FALSE
1
My small house has five rooms : there are two bedrooms, a living room, a dinning room, a kitchen.
2
I do not like living in a small haouse.
3
My living room is so small.
4
I prefer reading a novel in the living room.
5
My bedroom is in the right side of the living room.
6
In my bedroom there is a TV.
7
I usually play online games when I feel bored.
8
In the right side of the living room there is a kitchen.
9
It is unpleasure when my mother cook.
10
I know it is a very small, but it is not the best place I have never seen.
87
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
NAMA SEKOLAH
: SMP Negeri 1 Pringapus
TAHUN PELAJARAN : 2016 / 2017 KELAS / SEMESTER : VIII / Gasal MATA PELAJARAN PB / Sub PB
: Bahasa Inggris : Descriptive text
KECAKAPAN ( SKILL) WAKTU
: Membaca
: 2 X 40 menit
A. STANDAR KOMPETENSI
88
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount
yang berkaitan dengan lingkungan
sekitar B. KOMPETENSI DASAR 5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk decriptive C. TUJUAN PEMBELAJARAN Pada akhir pembelajaran diharapkan siswa dapat; 1. Merespon makna dalam esei pendek sederhana berbentuk descriptive 2. Membaca teks deskripsi dengan rasa ingin tahu 3. Menjawab pertanyaan tentang informasi yang terdapat pada teks dengan baik dan benar 4. Mengetahui langkah retorika dalam membuat esei pendek ederhana berbentuk descriptive Karakter yang diharapkan ; Cakap, kreatif, toleransi, demokratis, bersahabat dan disiplin
D. Materi Pembelajaran 1. Grammar practice a. Internet(http://www.kursusmudahbahasainggris.com/2013/09/peng ertian-tujuan-struktur-ciri-dan.html ) b. Penjelasan tentang simple present tense 2. Communication practice a. Internet
(http://englishahkam.blogspot.co.id/2012/07/contoh-
descriptive-text-beserta-soal_774.html) b. Text monolog berbentuk descriptive c. Kosa kata yang terkait dalam text descriptive
89
d. Generic structure of descriptive text e. Teacher made materials f. Example of descriptive text g. Exercises posttest E. Metode Pembelajaran Talking Stick Method
F. Langkah-langkah Kegiatan Kegiatan Pendahuluan ( 5 Menit) 1. Salam dan tegur sapa 2. Apersepsi : Tanya jawab tentang materi descriptive text, menebak dan merespon ucapan guru 3.
Motivasi : Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasai siswa
Kegiatan Inti ( Eksplorasi, elaborasi dan konfirmasi ) (60 Menit) 1. Guru menjelaskan kembali materi tentang descriptive text 2. Guru dan siswa bersama-sama membahas teks deskripsi yang sudah disiapkan oleh guru 3. Guru dan siswa bersama-sama menggali kosa kata yang sulit yang terdapat pada bacaan 4. Siswa mencoba membuat teks deskripsi dan membaca sekaligus menjawab pertanyaan yang diberikan oleh guru dengan bantuaan metode talking stick a. Guru menyiapkan tongkat. b. Guru menyuruh siswa untuk membuat teks deskripsi sederhana yaitu dengan mendeskripsikan guru pengajar bahasa inggris dalam waktu 10menit. c. Guru menyuruh siswa berhenti menulis dan mengambil sebuah tongkat. d. Tongkat diberikan pada seorang siswa. 90
e. Guru memainkan music/menyanyikan lagu sementara tongkat berpindah dari siswa satu ke siswa yang lain secara berurutan sampai music/lagu berhenti. f. Siswa yang terakhir kali memegang tongkat harus berdiri menjawab pertanyaan dari guru dan membaca teks deskripsi yang telah mereka buat. g. Kemudian tongkat berputar lagi sampai sebagian besar siswa berpartisipasi dalam pembelajaran. h. Guru memberikan evaluasi dan kesimpulan dari metode yang diterapkan. i. Guru dan siswa melakukan diskusi tentang materi j.
Guru memberikan reward kepada keberhasilan siswa
k. Guru memberikan post test untuk siswa l. Guru memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang telah dilakukan dan bermakna dalam mencapai kompetensi dasar Kegiatan Penutup (15 Menit) Dalam kegiatan penutup, guru: 1. bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran; 2. melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram; 3. memberikan umpan balik terhadap proses dan hasil pembelajaran; 4. Guru memberikan siswa kesempatan bertanya 5. menyampaikan rencana pembelajaran pada pertemuan berikutnya. G. Sumber belajar a. Buku English In Focus b. Internet(http://englishahkam.blogspot.co.id/2012/07/contohdescriptive-text-beserta-soal_774.html)
91
H. Penilaian Indikator Pencapaian Kompetensi 1. Merespon
makna
pendek
sederhana
dalam
esei
berbentuk
Teknik
Bentuk
Penilaian
Instrumen
Tes
Test
terlutis
tertulis
descriptive 2. Menjawab
pertanyaan
tentang
Instrumen/ Soal 1. Read the the text carefully! And
Answer
the
question
informasi yang terdapat pada teks
below
based
dengan baik dan benar
on the test!
3. Mengetahui langkah retorika dalam membuat esei pendek ederhana berbentuk descriptive
a. Instrumen: 1.
petunjuk:
Read the text carefully and answer the question below based on the text! Text 1 My Pet I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is small, fluffy, and cute. It has got thick black fur. When I cuddle it, the fur feels soft. Dolgy does not like bones. Every day it eats soft food like steamed rice, fish, or bread. Every morning I give him milk and bread. When I am at school, Dolgy plays with my rabbit. They get along well, and never fight maybe because Dolgy does not bark a lot. It treats the other animals in our house gently, and it never eats shoes. Dolgy is really sweet and friendly animal Text 2 92
Paris Paris is the capital city of France. It is also one of the most beautiful and famous city in the world. Paris is called as the city of light. It is also an international fashion center. What stylish women are wearing in Paris will be worn by women all over the world. Paris is also famous for its world center of education. For instance, it is the headquarters of UNESCO, the United Nations Education, Scientific and Cultural Organization. There are other many other famous places in Paris, such as the famous museum the louvre as well as the cathedral of Notre Dame. However, the most famous landmark in this city must be the Eiffel Tower. Paris is named after a group of people called the Parisii. They built a small village on an island in the middle of the Seine River about two thousand years ago. This island is called Ile de la Cite. It is where Notre Dame located. Today around eight million people live in the Paris area.
b. Pedoman Penilaian: Jumlah skor maksimal keseluruhan
100
1. Rubrik Penilaian Test Tertulis No
Aspek
Skor
1 s.d. 10
Setiap jawaban yang
1
benar
0
Setiap jawaban yang tidak benar
Nilai siswa = Skor perolehan x 10
93
Nilai maksimal 100
Mengetahui
Pringapus, 09 Agustus 2016
Guru Mata Pelajaran
Mahasiswa
Wintarti, SPd
Aisyah Ambalika
Saraswati Nim: 113 12 010
Kepala Sekolah SMP N 1 Pringapus
94
Adi Kusyanto, S.Pd, M.Pd NIP: 19691102 199512 1 002
Post Test 2 Name
:
Class : Read the text carefully and answer the question below based on the text! Text 1 My Pet I have a pet. It is a dog and I call it Dolgy. Dolgy is a Chinese breed. It is small, fluffy, and cute. It has got thick black fur. When I cuddle it, the fur feels soft. Dolgy does not like bones. Every day it eats soft food like steamed rice, fish, or bread. Every morning I give him milk and bread. When I am at school, Dolgy plays with my rabbit. They get along well, and never fight maybe because Dolgy does not bark a lot. It treats the other animals in our house gently, and it never eats shoes. Dolgy is really sweet and friendly animal. 1. The communicative purpose of this text is….. a. to describe a particular pet b. to share an amusing incident with others 95
c. to present two poins of view about an issue d. to inform the readers about the beauty of animal 2. How does Dolgy look like? a. big, fierce, and cute b. big, fluffly, and fierce c. small, fierce, and stink d. small, fluffy, and cute. 3. Whom Dolgy plays with when the writer goes to school? a. the witer’s sister b. the writer’s mother c. the writer’s rabbit d. the writer’s other dog 4. When I am at school, Dolgy plays with my rabbit. The underlined word refers to …. a. The writer b. The rabbit c. The Dolgy d. The other pet 5. Wht does Dolgy eat every morning? a. fish and rice b. bread and milk c. bone and milk d. rice and bone 6. According to the passage, we know that Dolgy is …. a. Really sweet and friendly animal b. Really sweet and wild animal c. Really sweet and tame animal d. Really sweet and naughty animal 96
Text 2 Paris Paris is the capital city of France. It is also one of the most beautiful and famous city in the world. Paris is called as the city of light. It is also an international fashion center. What stylish women are wearing in Paris will be worn by women all over the world. Paris is also famous for its world center of education. For instance, it is the headquarters of UNESCO, the United Nations Education, Scientific and Cultural Organization. There are other many other famous places in Paris, such as the famous museum the louvre as well as the cathedral of Notre Dame. However, the most famous landmark in this city must be the Eiffel Tower. Paris is named after a group of people called the Parisii. They built a small village on an island in the middle of the Seine River about two thousand years ago. This island is called Ile de la Cite. It is where Notre Dame located. Today around eight million people live in the Paris area. 7. What is the communicative purpose of the text? a. to present two points of views about Paris b. to explain Paris, the capital city of France c. to describe Paris d. to retell Paris, the capital of France 8. It is the true statement that ….
97
a. Paris is called as the city of dark b. Paris is named after a group of people called the Parisai c. They built a big village on an island in the corner of the Seine River about two thousand years ago d. Today around eight million people live in the Paris area. 9. What are famous places in Paris? a. Pisa Tower and The louvre museum b. The cathedral of Notre Dame and Pisa Tower c. The louvre museum, Eiffel Tower, and Pisa Tower d. The louvre museum, Eiffel Tower, and the cathedral of Notre Dame 10. How many people live in Paris? a. eight million people b. seven million people c. six million people d. five million people
98
Observational Checklist for Teacher Cycle 1 Observer No
: Muhamad Mustofa Teacher’s activities
1
Greeting students before the lesson begins
2
Praying before the lesson begins
3
Checking students attendant
4
Reminding previous materials
5
Preparing and giving of the materials
6
Giving opportunity for asking question
7
Giving explanation of the materials
8
Guiding the students activity
9
Giving feedback after the lesson
10
Giving motivation for students
99
Yes
No
100
Observational Checklist for Students Cycle 1 Observer
: Muhamad Mustofa Students’ activities
No
Yes
1
Giving attention to the explanation
2
Giving question about Descriptive text
3
Personal responding to the material ( Descriptive text)
4
Doing the test
No
Pringapus, 5 Agustus 2016 Observer
Muhamad Mustofa
101
Observational Checklist for Teacher Cycle 2 Observer No
: Muhamad Mustofa Teacher’s activities
1
Greeting students before the lesson begins
2
Praying before the lesson begins
3
Checking students attendant
4
Reminding previous materials
5
Preparing and giving of the materials
6
Giving opportunity for asking question
7
Giving explanation of the materials
8
Guiding the students activity
9
Giving feedback after the lesson
10
Giving motivation for students
102
Yes
No
Observational Checklist for Students Cycle 2 Observer
: Muhamad Mustofa Students’ activities
No
Yes
1
Giving attention to the explanation
2
Giving question about Descriptive text
3
Personal responding to the material ( Descriptive text)
4
Doing the test
No
Pringapus, 9 Agustus 2016 Observer
Muhammad Mustofa
103
Classroom Observation Sheets Post-test Cycle 1 School
: SMP N 1 Pringapus
No 1
The aspect being observed Do students look interested and entusiastic in learning reading mastery ?
2
Do all students understand about talking stick method?
3
Do all students involve actively in learning reading mastery talking stick method?
4
Is talking stick method can improve reading mastery of the students?
5
Is talking stick method can motivate the students to increase their reading?
104
yes
No
Classroom Observation Sheets Post-test Cycle 2 School
: SMP N 1 Pringapus
No 1
The aspect being observed Do students look interested and entusiastic in learning reading mastery ?
2
Do all students understand about talking stick method?
3
Do all students involve actively in learning reading mastery talking stick method?
4
Is talking stick method can improve reading mastery of the students?
5
Is talking stick method can motivate the students to increase their reading?
105
yes
No
The Score of Students’ Reading Mastery SMPN 1 Pringapus No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Name Asih Qoiru Nisa Andina Prasita Wulandari Bunga Audila Deva radhitya P Disky Melinda E Eva Nur Firda Oktafia Firdana Ningtyas Fina Fitriyani Heri Irawan Ilham D.A Indah Trio Destanti Kurnia Dwi Fatmawati Luna Wike Vandiyana Meyliana Rista Amalia Muhamad Solikin Nadia Rista sari Nerisa Dika Septiana Nurul Ifadah Novi Dila Oktavia Ira Ningtyas Oktavia Putri Andiayani Pradita Putri Oktavia Putri Dika Lestari Puput Putri Nuhayati Putri Mai Silfia Qonik Istiyaningrum Ria Wening Dyah Ayu Reno Renaldi Setiawan Sepna Ayu Bagita Satrio Bagus Tegar Vega Adhi S Wisnu Yosa Adhi Yeni Total Score
Pre-test 50 70 100 80 70 70 100 70 60 70 90 60 100 70 100 80 80 60 70 50 80 70 50 50 80 100 50 80 100 100 80 70 100 80 2.590
106
Post-test 80 100 80 100 90 80 80 90 80 100 80 90 100 80 100 100 100 100 70 100 80 90 90 70 100 90 90 100 100 100 100 100 90 3.000
Pre-test 70 90 90 100 90 90 90 70 90 100 90 90 90 90 80 100 90 90 90 70 100 70 90 90 60 90 80 90 100 90 90 90 100 90 2.990
Post-test 90 100 90 100 100 100 90 90 100 100 90 90 90 90 90 100 90 100 90 70 90 90 90 90 80 90 80 100 100 90 90 90 100 90 3.130
Picture.1 With Mrs. Wintarti, S.Pd The English Teacher VIIIB
Picture.2 With Mr. Adi Kusyanto, S.Pd, M.Pd The Head Master of SMPN 1 Pringapus
107
Picture.3 The students of class VIII B
Picture.4 Pre-action Test
108
Picture. 5 Post Test 1 The Teacher bought the tape recorder and stick to apply talking stick method
Picture.6 Post Test 1
109
Picture.7 Post Test 2 apply the Talking stick method
Picture.8 Post Test 2
110
Picture.9 Post Test 2
111
