IMPROVING STUDENTS READING COMPREHENSION OF NARRATIVE TEXT BY USING JIGSAW

IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT BY USING JIGSAW (A Classroom Action Research in the Second Year of SMP YMJ Ciputat) A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of the Requirements for the Degree of S.Pd (S-1) In The Department of English Education

By: IKRIMA HIKMAWATI NIM. 109014000150

THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016

ACKNOWLEDGEMENT In the name of Allah, the Beneficent and Merciful Praised be to Allah, Lord of the worlds, who has given mercy ad blessing to the researcher in finishing this “skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. This “skripsi” is presented to the English Education Departement, the faculty of Tarbiya and Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree fo S.Pd. in English Language Education. In this occasion, the researcher would like to thank to her beloved family, , Anasri and Nurhayati as her parents and her younger Sister Elita Sofina and younger brother Rio for their prayers, understanding, support, and motivation. who always pray the best, devote an everlasting love, give priceless motivation, wonderful strength and trust to the writer. They are the reason and everything of her life. The researcher would like to address her great honor and attitude to her advisors, Dr. Ratna Sari Dewi M.Pd and Habsari Dwi Kartika MA TESOL who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care guidance, and valuable advices during the writer developing this “skripsi”. The researcher’s sincere gratitude also goes to: 1. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 2. Dr. Alex, M.Pd, the Head of English Education Departement. 3. Zahril Anasy, M.Hum, as the secretary of English Eduaction Departement 4. All lecturers of English Education who have taught the writer useful knowledge and skills. 5. For the Principal School giving permission to the writer to do observation and research.

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6. Maret Amelia as the English Teacher at MTs. Nur Asy-Syafi’iyah (Yaspina). 7. All her friends at Islamic State University of Syarif Hidayatullah Jakarta especially students in D class 2009 English Education Departement for their support and friendship, she also would like to thank Rahmi Azizah, Fathia for her help to stay in her home , support, motivation for the writer during finishing this assigment. 8. Special warm thanks to Rosi, Helza, Nnuy, Bff family, Arsya and Syifa. 9. The people who have helped the writer to finish her study that she cannot mention one by one.

The researcher admits that her writing is still far from being perfect, therefore she hopes some suggestions and criticizes from the reader for this “skripsi” and it will be so valuable for her and for a better thing in the future.

Jakarta, 31 Maret 2016

The Researcher

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ABSTRACT Ikrima Hikmawati (NIM: 109014000150). Improving Students’ Reading Comprehension of Narrative Text by Using Jigsaw; A Classroom Action Research at the Second Year of SMP YMJ Ciputat in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. Keywords: Reading Comprehension, Narrative Text, Jigsaw This study was designed to improve the students’ reading comprehension of narrative text by using Jigsaw technique. The objective of the study was to find out how Jigsaw technique can be used to improve the reading comprehension of narrative text of the second year students’ of SMP YMJ Ciputat. This study was categorized as the Collaborative Classroom Action Research (CAR) method in which the writer and the collaborative teacher worked together in conducting the study. The researcher acted as observe the implementation of jigsaw technique while the English teacher became the teacher. This study was conducted in two cycles by following the procedures of the action research such as planning, implementing, observing, and reflecting. The data of the study were gathered through following instrument; interview, observation, and test. It is initiated through the interview the teacher and through the observation in VIII A class at SMP YMJ Ciputat; considered as the class whose midterm test especially in reading test are low. The amounts of students in that class are 45. All students were taken as the subject of the research. The finding of the study indicated that Jigsaw technique was effective in attractive the students’ motivation and participation. First, that there was improvement % of students’ mean score from pretest to the posttest 2. In the pretest, there were 4 (18 %) students passed the KKM with the mean score Then in posttest 1 there were 8 ( %) students passed the KKM with the mean score69. 9 In the result of posttest 2, there were 19 ( %) students passed the KKM with the mean score of reading test derived 76.40 Second, the observation of result showed that the students were more attractive and participate to the reading material. Third, based on interview result known that the students’ reading comprehension of narrative text successfully improved by using the Jigsaw technique and also it assisted the teacher in the finding the appropriate strategy in teaching reading.

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ABSTRAK Ikrima Hikmawati (NIM: 109014000150). Improving Students’ Reading Comprehension of Narrative Text by Using Jigsaw; A Classroom Action Research at the Second Year of SMP YMJ Ciputat in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. Kata Kunci : Pemahaman Membaca, Teks Narrative, Jigsaw

Penelitian ini dirancang untuk meningkatkan pemahaman membaca teks narasi siswa dengan menggunakan teknik Jigsaw. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana teknik Jigsaw dapat digunakan untuk meningkatkan pemahaman membaca teks narasi siswa di tahun kedua SMP YMJ Ciputat. Penelitian ini digolongkan kepada metode kolaboratif Penelitian Tindakan Kelas (PTK) dimana penulis dan guru bekerjasama dalam melaksanakan penelitian ini. Penulis berperan mengobservasi pelaksanaan teknik Jigsaw sedangkan guru Bahasa Inggris berperan sebagai pengajar. Penelitian ini dilaksanakan dalam dua siklus yang mengacu pada prosedur penelitian tindakan yaitu; planning, implementing, observing, and reflecting. Data penelitian dikumpulkan melalui beberapa instrument yaitu wawancara, lembar observasi, dan hasil tes yang diberikan kepada siswa. Penelitian ini diawali dengan wawancara dengan guru dan melalui observasi pada kelas delapan VIIIA SMP YMJ Ciputat; diketahui sebagai kelas dengan perolehan mebaca paling rendah. Jumlah keseluruhan siswa dalam kelas adalah 22 siswa. Hasil penelitian menunjukkan bahwa teknik Jigsaw sangat efektif dalam meningkatkan motivasi dan partisipasi siswa; Pertama, telah terjadi peningkatan nilai rata-rata siswa sebesar % dari pretest hingga posttest 2. Dalam pretest, ada 4 (18 %) siswa yang lulus KKM dengan nilai rata-rata Kemudian dalam posttest 1 terdapat 8 ( %) siswa yang lulus KKM dengan nilai rata-rata 69. 9 Hasil dari posttest 2, terdapat 19 ( %) siswa yang lulus KKM dengan nilai rata-rata 76.40 Kedua, hasil observasi menunjukkan bahwa para siswa lebih terlibat dan berinteraksi dengan bahan bacaan. Ketiga, berdasarkan hasil interview diketahui bahwa pemahaman membaca siswa telah berhasil ditingkatkan dengan menggunakan teknik Jigsaw dan juga nyatanya bahwa Jigsaw juga dapat membantu guru dalam menemukan cara yang baik dalam mengajar reading.

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TABLE OF CONTENTS TITLE ....................................................................................................

i

APPROVAL ..........................................................................................

ii

ENDORSEMENT SHEET ...................................................................

iii

SURAT PERNYATAAN KARYA SENDIRI .........................................

iv

ABSTRACT ...........................................................................................

v

ABSTRAK ...............................................................................................

vi

ACKNOWLEDGEMENT ....................................................................

vii

TABLE OF CONTENTS ......................................................................

ix

LIST OF APPENDICES ......................................................................

xii

CHAPTER I : INTRODUCTION .......................................................

1

A. Background of the Study ..........................................

1

B. Identification of Problem ..........................................

5

C. Focus of the Research ...............................................

5

D. Research Question ....................................................

6

E. Objective of the Research .........................................

6

F. Significance of the Research .....................................

6

CHAPTER II : THEORETICAL FRAMEWORK ...........................

7

A. Reading ....................................................................

7

1. The General Concept of Reading ..........................

7

2. The Purposes of Reading ......................................

9

3. The Kinds of Reading ...........................................

10

B. Reading Comprehension of Narrative Text ..............

11

1. The General Concept of Comprehension ..............

11

2. The General Concept of Reading Comprehension

13

3. The General Concept of Narrative Text ................

15

4. Strategies in Reading Narrative Text ...................

16

4.1. Purposes of Narrative Text ….......................

17

4.2. Schematic Structures of Narrative Text ……

17

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4.3. Linguistic Features of Narrative Text ………

19

C. Jigsaw Technique .....................................................

19

1. The General Concept of Jigsaw ............................

19

2. The Procedure to Conduct Jigsaw classroom Interaction ............................................

23

D. Teaching Narrative Text by Using Jigsaw ...............

24

E. Previous Studies .......................................................

26

F. The Hypothesis of the Action. ..................................

27

CHAPTER III : RESEARCH METHODOLOGY ............................

28

A. Method of Research .................................................

28

B. The Subject and the Object of Study………………

29

1. The Subject of the Study….................................

29

2. The Object of the Study…………………….......

29

C. The Writer’s Role on the Study……………………

29

D. The Time and Place of the Study .............................

30

E. The Research Design ................................................

30

F. The Classroom Action Research (CAR) Procedure..

31

1. Planning ..............................................................

31

2. Acting ..................................................................

31

3. Observing ............................................................

32

4. Reflecting ............................................................ .

33

G. Technique of Collecting Data ..................................

33

1. Interview ..............................................................

33

2. Observation ..........................................................

34

3. Test ......................................................................

34

H. The Technique of Data Analysis .............................. .

34

I. The Validity of Data ................................................ .

36

J. Criterion of the Action Success ................................ .

37

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CHAPTER VI : RESULT AND DISCUSSION ................................

38

A. Before Implementing the Classroom Action Research 38 1. Pre Interview ......................................................... 38 2. Pre Observation .....................................................

39

3. Pre Test..................................................................

40

B. The Implementation of Classroom Action Research

42

1. Findings of the First Cycle……………………….

42

a. Planning………………………………………

42

b. Acting………………………………………...

43

c. Observing…………………………………….

44

d. Reflecting…………………………………….

45

2. Findings of the Second Cycle…………………….

46

a. Planning………………………………………

46

b. Acting…………………………………………

46

c. Observing……………………………………..

47

d. Reflecting……………………………………..

47

C. The Discussion of the Data after CAR……………...

48

1. The Result of Post Interview…………………...

48

2. The Result of Post Test…………………………

49

D. Interpretation of the Test Result……………………..

53

CHAPTER V : CONCLUSION AND SUGGESTION ......................

55

A. Conclusion................................................................

55

B. Suggestion ................................................................

55

REFERENCES ......................................................................................

57

APPENDICES

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CHAPTER 1

INTRODUCTION This Chapter presents the general account of the pretest study. It covers background of study, formulation of the problem, aim of the research, and contribution of the research

A. Background of the Study Language cannot be separated from life. People use language as an instrument of communication in their life. Language is a means of communication to express a message of the speaker’s idea to listener. There are many languages in the world but English remains the most important language. In Indonesia, English as a foreign language takes an important role. Besides for International communication, English is one of subjects that is included in final examination as school graduation’s requirement. To master this language, students have to master four main skills of English such as listening, speaking, reading, and writing. Besides students, teachers or educators also have to master those components first before they teach their students. As one of the language skills, reading also plays an important role because reading has become a part of our daily life. Through reading various printed materials such as newspaper, magazine, fiction, and nonfiction books, we are able to get a lot of knowledge, pleasure and problem solution. Hence, one of the objectives is reading for academic purposes. In this case, the ability of students to read the texts or some references of their discipline in English or in any forms will contribute a great deal advantage in their life such as getting success at school and to reach the objective of reading. There are numerous reading selections found over the world among fictions or nonfictions literature. One of reading text types that second year of Junior High School students learn and should be mastered is narrative text. In Indonesia, English is taught as foreign language. In non-English speaking country, it will be more difficult for teachers to train and teach reading in English to their students especially in reading comprehension. When students are

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asked to read text in English, it is difficult for them to comprehend English text than Indonesian text. That is why many students in Indonesia have poor comprehension in reading English text. As stated by Sharon J. Crawley and King Merrit, “Poor comprehension may also be the result of the students not having the necessary background or schema for reading a selection. The students may not know or understand that comprehension is the major purpose for reading and they may read without setting a purpose.” 1 Based on the current curriculum Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 in Indonesia, the students are not only expected to be able to communicate both in written and oral language fluently and accurately, but also expected to understand some kinds of functional written texts.2 There are kinds of reading text which are studied in Junior High School. Current curriculum, Kurikulum Tingkat Satuan Pendidikan 2006, stated that students in the second year of Junior High School have to master some kinds of reading texts including narrative texts. Narrative text is a kind of text that describes a sequence of fictional or non-fictional events. It consists of orientation, complication, and resolution. Ideally, the second year students of Junior High School are conveyed to learn and to master some genres including narrative text applied in any aspects of language skills. It has been stated on Standard of Competency and Basic Competence (SK,KD) in the current curriculum KTSP 2006.3 Beside of that, the policy of the school in determining the minimum passing grade score should be attained; at least the Minimun Mastery Criterion – Kiriteria Ketuntasan Minimal (KKM) for English subject is getting score 70 (seventy). It is adapted from the school agreement at SMP YMJ Ciputat Based on the writer’s observation most of 8th grade students of SMP YMJ Ciputat are still difficult to achieve those targets because their knowledge of 1

Sharon J. Crawley & King Merrit, Remediating Reading Difficulties – 3rd Edition, (USA : McGraw-Hill, 2000), p. 40. 2 Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Depdiknas: Jakarta, 2003), p. 17. 3 Ibid

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English is still low primarily on reading skill. Based on the unstructured interview result with the teacher to find a solution concerning students’ reading test, there are some difficulties probably faced by students in reading activities such as: First, most of students just have the ability to pronounce and recognize the individual words without assigning the message what the author extends. Second, they actually have good knowledge of words and sentence meaning but they fail to understand longer reading materials like stories. Third, they are hardly to concentrate as they read. After students read a story, most of them are difficult to analyze the schematic structures of the story concerning orientation, complication, and resolution whereas they had read the text for several times. It also could make the students lack of interest in reading. The students just read without knowing why they read the material given and what elements they should look for. They did not know what the important elements in the text. At the end of reading activity, they could not even tell other people about what they have already read comprehensively. As a result, they have difficulty in figuring out the plot of the story. Next, based on the observation, the writer found that the students’ activity in reading is not very interesting because the teacher just asked the students to read the passages from the beginning until the end of the text. Then, the teacher explained the schematic structures and linguistic features of the story almost all of the time; hence it made students are seldom to participate in the class. After that, they discussed it together and answer the questions. This method was very boring for students. It also could make the students lack of interest in reading. Those cases are quite problematical one and according to the writer, it should be solved because it can be arisen further difficulties to the next reading lesson if their low degree of reading comprehension is not improved soon. As the effect, they will be probably continuous difficulty to understand any other texts. Furthermore, they probably cannot pass the policy of minimum passing grade determined by school. Here, the writer assumes that situation could affect their understanding of a text is influenced by the students’ physical condition, their interests toward the materials, the difficulty of the text selections, and hardly continued attention.

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The writer considers that it is necessary to find out an alternative way to create suitable and interesting techniques related to students’ condition. They need to be delivered any practices to help them in developing reading comprehension. For the need of research, the writer chooses the second year of SMP YMJ Ciputat because this class derives the lowest achievement scores based on mid-test, the average score is 45 while the other classes got 70. Therefore, the students’ reading comprehension needs to be developed. In this research, the writer focuses on narrative text. It is based on the recommendation from the teacher, because most of students difficult to understand the text, it could be seen from incorrect answer of the task and they are also difficult to retell the story from the text that they have read. Then, the writer realizes that all of those problems are impossible to be solved in a time. Therefore, the writer and the teacher focus on reading skill in comprehending the schematic structures of a story because it is the prior reading problem faced by most of students VIII second year of SMP YMJ Ciputat. That is why the teacher and the writer try to find out an appropriate strategy to develop students’ reading comprehension and to create a comfort and interesting method related to the students’ condition better that is through jigsaw which considered as one way of reading comprehension techniques or cooperative structure toward narrative text. Jigsaw technique is effective and efficient in reading subject especially about narrative text, because it is not necessary for the teacher to explain the whole theory about type of text or narrative. It is enough to explain the social function, then to ask the students to find themselves for further information. Because the material about narrative text has already been served in the students’ textbook, therefore, they can read themselves. Besides that, jigsaw learning is especially designed to promote these goals effectively and responsibly in the classroom.4 The jigsaw design facilitates students’ interaction in the classroom as the learners enabling the students to value each other as contributors.5 The students have already had the capability to get the knowledge and ready to share or 4

Models of Teaching, p. 270 Shlomo Sharan (Ed.), Handbook of Cooperative Learning Methods, (United States : GreenWood Press, 1999), p. 35. 5

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contribute the knowledge. Students can get new knowledge from working together with their friend as a team work. They can share knowledge with others. The students in conducting interactional process, negotiate meaning is necessary to do concerning interaction process in class or society. 6 The students can get many input of learning language from the interaction process. The teacher is expected to organize the students in order to form the cooperative group learning. Then, the students can often do interaction with others. They discuss, share, and contribute knowledge each other. As a result, they get a lot of input from their group. The teacher merely facilitates them. Thus, it does not spend lots of time to explain. The students have to read and comprehend narrative text themselves in order to report to other members of the group. It is necessary to investigate the effectiveness of using jigsaw technique in order to know how to make jigsaw technique can improve the student’s ability in narrative text reading. Based on above explanation, the writer takes a title of this skripsi “Improving Students’ Reading Comprehension of Narrative Text By Using Jigsaw”. B. Identification of the Problem 1.

Most of students just have the ability to pronounce and recognize the individual words without assigning the message what author extends.

2.

The students actually have good knowledge of words and sentence meaning but they fail to understand longer reading material such as stories.

3.

The students hardly to concentrate as they read and

4.

Jigsaw is one of technique for teaching narrative text.

C. Focus of the Research Based on the background of the study, the writer focuses this study on Improving Students’ Reading Comprehension of Narrative Text by Using Jigsaw Learning Activity. 6

Tamah, s,Jigsaw Technique in Reading Class of Young Learner Revealing Disscusson

on Expert Team (Published Thesis. Widya mandala university: 2007) p. 5

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D. Research Question To make the study easy to understand, the writer formulates the problem as follows: 1. Can jigsaw learning activity develop students’ reading comprehension of narrative text? 2.

How

does

jigsaw

learning

activity

develop

students’

reading

comprehension of narrative text? E. Objective of the Research The Objective of the research are : 1. To know whether students at the second grade of SMP YMJ Ciputat can develop their reading comprehension of narrative text by using jigsaw. 2. To know how jigsaw can develop students’ reading comprehension of narrative text. F. Significance of the Research This paper hopefully can give contribution to the English teacher about jigsaw technique, in order to the teachers can open their mind about the students' capability to receive input from their interaction with their fellow students, and can share or contribute knowledge each other. As the result, the teacher should give many opportunities to the students in delivering their ideas from their team in discussion. The teacher should be more careful to monitor their students in doing interaction and the teacher can apply the jigsaw technique or group discussion well, effectively, and efficient. The result of this study is expected to make improvement in teaching English, especially in students’ cooperative learning and having great a communication skill. This study also is used to inform, other students, students’ parent, the headmaster, and librarian in the school to provide more facility, source to study, and share the information each other. Then, the students can build their knowledge themselves and finally they can interact or corporate well in solving the assignment. And also this paper for the institution of SMP YMJ Ciputat. It can be beneficial regarding to improve the education quality

CHAPTER II THEORETICAL FRAMEWORK In this chapter, the writer discussed and elaborated some theories which related to the study. The discussion focuses on the reading comprehension, narrative text, and jigsaw. A. Reading 1. The General Concept of Reading Reading is one of language skills that has been defined into several definitions by some linguists. John F. Savage and Jean F. Mooney stated that “Reading came to be viewed of defined primarily as a decoding activity; that is, a process of translating printed symbols into their equivalent spoken sounds. It means that reading involves an interaction between a reader and a piece of written material”.1 Based on that definition, the linguists defined that reading is a process which require reader‟s ability to translete the printed symbols into spoken sounds. Normally, reading is a communication between the reader and the words or the printed word symbols. By reading, the learners could take ideas, information and message from the text. Reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject.2According to Jo Mc Donough and Cristopher Shaw in their book Materials and Method in ELT states that reading is useful for language acquisition. Reading also has a positive effect on students‟ vocabulary knowledge, on their spelling and on their writing.3 In addition, the reader‟s knowledge of the world or the prior knowledge the reader has of the topic, interacts with the text-based and language-based cues to produce efficient reading. Based on those statements, it means that the reader must have 1

John F. Savage & Jean F. Mooney, Teaching Reading to Children with Special Needs, (USA: Allyn and Bacon, 1979), p. 13. 2 Jo Mc Donough and Christopher Shaw, Materials and Methods in ELT, (UK: Blackwell Publishing, 2003), p. 101. 3 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p.99.

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background knowledge in reading the text. So the reader can understand what the text contains and what the text means easily. “Reading becomes into more complex process as stated by these same linguists who said that the process of reading also involves the reader sensory, perceptual, linguistic and cognitive process.”4 The same definition also stated by Richard Allington and Michael Strange who said, “Reading as a decoding process with the reader processing each letter in turn, producing the appropriate sounds, and forming words”.5 In other definition, Pamela J. Farris, et al. explained that: Reading means getting meaning from print. Reading is not phonics, vocabulary, syllabication, or other “skills,” as useful as these activities may be. The essance of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed. This mean that the main goal of reading instruction must be comprehension.6 Based on those statement, clearly reading is complex process in getting meaning or in to understanding the message. Because not only as a process of a reader ability to translete letters (printed material) into phonics (sound), but the most important in reading is to get meaning from that printed language through the transaction between the author‟s words into reader‟s mind. It means that the reading process can produce communication between the author and the reader. It can be said that reading is also one kind of indirect communications between an author with a reader.

4

Ibid., p. 19. Richard Allington & Michael Strange, Learning through Reading, (Massachusetts: D.C. Health, 1980), p. 15. 6 Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, Teaching Reading – A Balanced Approach For Today’s Classroom, (New York : McGraw-Hill, 2004), p. 324. 5

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John F. Savage and Jean F. Mooney stated that “Reading came to be viewed of defined primarily as a decoding activity; that is, a process of translating printed symbols into their equivalent spoken sounds. It means that reading involves an interaction between a reader and a piece of written material”. 7 Based on that definition, the linguists defined that reading is a process which require reader‟s ability to translete the printed symbols into spoken sounds or meaning. From the definition of reading which has been described above, it can be argued that reading has many purposes and benefits in daily life. Any person who would do it have an intention of reading why he needs to read the text which in turn could benefit after reading activities take place. The benefits of reading, among others (1) as a medium of recreation, (2) media self-actualization, (3) media informative; (4) media enhancer insight, (5) media to sharpen reasoning, (6) the media to learn a skill, (7) media forming emotional and spiritual intelligence; etc. Because reading has many benefits in life, then reading activities need to be trained intensively in learning at school, mainly starting from the level of primary education. Learning to read in primary schools intensively trained in subjects Indonesian. 2. Purposes of Reading Reading is a skill that must be developed, and can only be developed, by means of extensive and continual practice. Students learn to read by reading. Their reading will tend to be effective when they have a purpose and a motivation to learn first. In teaching reading, there are some purposes of reading where the reader begins to read, they usually have their own purpose. Commonly, the important purpose of reading is to get information. Based on Jo Mc Dough and Christopher Shaw in their book Material and Method in ELT, classifies into (a) getting general information from the text, (b)

7

John F. Savage & Jean F. Mooney, Teaching Reading to Children with Special Needs, (USA: Allyn and Bacon, 1979), p. 13.

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getting specific information from a text, and (c) for pleasure or for interest.8 Similar with John J. De Boer, he figured out the purposes as follows: The kind of reading a person does will usually depend upon his purpose. He may read for pure recreation and enjoyment or he may read to study. Ideally, he will find pleasure in study-type reading too, but his approach, attitude, and technique will be different. He may read to find the answer to a question or the solution of a problem, to learn main idea of a selection or some specific items of information, to discover the outcome of a series of events or to follow directions, for all of these purposes he employs different methods in his reading.9 Based on statement above, people read for many purposes. Some of them read for pleasure and some read for getting information from the text. In conclusion that purpose of reading will ease the readers in comprehending the text. No matter what the reader‟s purpose, for learning language or getting pleasure, it aim to get the meaning or message from the text and also use different techniques when they read depend on their purposes. And also knowledge about what students read a text for will lead a teacher to be able in determining and choosing a material to be read.

3. Kinds of Reading There are two kinds of reading according to Jeremy Harmer. He divided reading into intensive and Extensive reading. a. Intensive Reading As Christine Nuttal stated, “intensive reading involves approaching the text under the guidance of a teacher or a task which forces the students to focus on the text, the aim is to arrive at the understanding, not only of what the text means, but how the meaning is produce”.10 The emphasis is

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Jo Mc Donough and Christopher Shaw, op.cit., p. 101. John J de Boer, and Martha Dallman, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc., 1964), p. 24. 10 Christian Nuttal, Teaching Reading Skill in a Foreign Language, (London: Macmillan, 1996), p.38. 9

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on comprehending certain reading material. Students have to grasp the authors‟ message completely so as it requires a deep comprehension. In addition, Jeremy Harmer said that intensive reading is uses to get details of reading texts, such poems, magazines, novels, newspapers, and so on. 11 From the statement above, it can be seen that intensive reading use based on the reader specific purposes like business, science, etc, by carry out the details of the text meaning. In conclusion, intensive reading is used to gain a deep understanding of a text which is important for readers. To reach the comprehension in reading, it is necessary to pay attention of reading accuracy concerning reading text, vocabulary, and organization. So, that comprehension of content may by facilities. b. Extensive Reading H. Douglas Brown said in his book “Language Assessment, Principles and Classroom Practices”, extensive reading related to somewhat longer texts than we have been dealing with up to this point such as journal articles, technical reports, longer essays, short stories and books that into this category.12 Based on statement above, in reading activity a reader does not understand every words because the aims is merely needs to get an overall understanding of the text.

B. Reading Comprehension of Narrative Text 1. The General Concept of Comprehension The process of reading cannot be separated with comprehension. The definition of comprehension comes from John F. Savage and Jean F. Mooney. They said that “Comprehension means the ability to derive meaning and understanding from printed language. The act of reading is not complete until comprehension has taken place”.13 In that definition, comprehension can occur through the process of reading. If the readers get the meaning and understand 11

Jeremy Harmer, Teaching English, (Oxford: Pearson Education Ltd, 2007), p.110. Brown, H. D. Language Assessment: Principles and Classroom Practices. (New York: Pearson Education Inc, 2001), p. 212. 13 John F. Savage & Jean F. Mooney, op.cit., p. 29. 12

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what they read, it means they have comprehend the printed language they read. In addition, Harvey F. Silver et al. also stated the concept of comprehension. They said, “Comprehension involves a repertoire of skills, or reading and thinking strategies”.14 Comprehension is viewed in terms of a number of specific factors that include understanding the author‟s use of language, locating and recalling information, finding main ideas, seeing caused and effect relationships, drawing conclusions, making generalizations, sequencing events, distinguishing fact from fancy, determining the author‟s purpose, evaluating the vercity or value of written passage, applying information to one‟s own experience, identifying with characters and events, and a number of other reading/thinking processes.15 That factors show that comprehension is a holistic understanding which requires many language abilities such as mentioned above. Dale H. Schunk creates a term that relate comprehension and language called language comprehension. He said, “Language comprehension occurs if in light of increasing number of students whose native language is not English (L2)”.16 He added the explanation that language comprehension has three major components as follows: a. Perception: It involves attending to and recognizing the input. b. Parsing: It means mentally dividing the sound patterns into units of meaning. c. Utilization: It refers to the disposition of the parsed mental representation (storing it in LTM if it is a learning task, giving an answer if it is a question, asking a question if it is not comprehended, so forth).17 Comprehension can be measured indirectly because it occurs inside reader‟s mind and nobody knows what happened inside reader‟s mind or what

14

Harvey F. Silver, Susan C. Morris, and Victor Klein, Reading for Meaning: How to Build Students’ Comprehension, Reasoning, and Problem-Solving Skills, (Alexandria: ASCD Publisher, 2010), p. 10. 15 John F. Savage & Jean F. Mooney, op.cit., p. 30. 16 Dale H. Schunk, Learning Theories: An Educational Perspective-6th Edition-, (Boston: Pearson Education Inc., 2012), p. 204. 17 Ibid.

13

s/he comprehend. People can only measure reader‟s comprehension through comprehension product. The product of comprehension is explained by John F. Savage and Jean F. Mooney who said, “The product of comprehension is easily identifiable through the conventional multiple choice, true-false, or fill-in-the blank items on objective test. The process of comprehension is how the child comes to understand, interprete, store, and react what s/he reads”.18 Briefly in summary, comprehension is the process of holistic understanding which requires many language abilities especially the ability to derive meaning which occur through the process of receptive skills such as reading. Comprehension is something that cannot be seen because it happens inside reader‟s mind. So, in order to know someone‟s comprehension, it should be measured by using comprehension product. Comprehension is also the goal of reading because if the readers have comprehend the whole contents and factors in printed materials, it means the readers has reached the goal of reading.

2. The General Concept of Reading Comprehension Reading Comprehension is understanding a text that is read, or the process of “constructing meaning” from a text. Comprehension is a “construction process” because it involves all of the elements of the reading process working together as a text is read to create a representation of the text in the reader‟s mind.19 Good readers are able to take in a stream of discourse and understand the abstract of it without worrying too much about the details. Reading for such general comprehension means not stopping for every word, not analyzing everything that the writer included in the text.20 Many of the students worry about the meaning of every single word. Given half a chance, many of them would rather tackle a reading passage with a dictionary (electronic or otherwise) in one hand and a pen in the other to write the translations all over the page.

18

John F. Savage and Jean F. Mooney. loc.cit. (Http: //www.nifl.gov/partnershipforreading/adult on_Februari, 10th 2014). 20 Jeremy Harmer, op.cit. p. 202. 19

reading/glossary.html,

accessed

14

Clearly, readers need to find some strategies desires to have students develop particular reading skill. Mikulecky Jeffries states some important comprehension skills, they are:21 a. Previewing for better comprehension The aim of previewing is to find out what the readers are going to be reading before they actual read. For example when they receive a letter, they usually look first at the return address or the stamp to find out where it came from and who sent it. Then they make some guesses about what will be about. b. Scanning The readers do not read every word, only key words that will answer their question. Skip over unimportant words so that they can read faster. c. Skimming It means running the readers eyes over a text to get a quick idea of the abstract of a text. They skim to get a general sense of what it is all about. d. Using vocabulary knowledge for effective reading Guessing is the best strategy, in order to try and understand what is being written or talked about. Their reading more enjoy because they don‟t have to stop often. e. Making inferences Good readers constantly make inferences as they read. That means. Sometimes they look forward, trying to predict what is coming. Then they use the clues to guess about the text and about the writer‟s ideas. f. Finding topics In order to understand what the readers are reading, they need connect it to something they already know. To make this connection they need to be sure that they know what it is that they are reading about. 21

Beatrice S. Mikulecky and Linda Jeffries, Reading Power : Second Edition, (New York : Pearson Education, 1998), pp. 21-150

15

g. Discovering topics of paragraph It is difficult to understand what the readers are reading if they don‟t know what it is about! Even when there are no difficult words or grammar they cannot make sense of the sentences if they don‟t know the topic. h. Understanding main idea The main idea of a paragraph is a statement of the author‟s idea about the topic. A main idea statement is always a complete sentence that includes both the topic and the ideas that the author wishes to express about the topic. i. Summarizing Summarizing is the process of retelling the important parts of a passage in a much shorter form. It is an important reading skill when they are able to summarize a passage, they can be confident that they have understood it. Those comprehension skills allow the students to read well in English, they think in English as their read. If they think in another language and translate into English, they will have difficulty with comprehension. Understanding the words and the grammar is not enough. Students need to be able to make logical connection between the ideas and information in your reading. This means using the information you already know to reach a conclusion. In other words, you need to think logically.

3. The General Concept of Narrative Text According to Marry K. Ruetten and Cheryl Pavlik gave definition about narrative, they said, “To narrate is to tell a story or describe and incident. In academic writing, an incident is often used to illustrate a larger point”. 22 Donald Pharr and Santi V. Buscemi also gave definition about narrative. They said, “The narrative is the oldest structured form of human communication...Most written 22

Marry K. Ruetten and Cheryl Pavlik, Developing Composition Skills: Academic Writingand Grammar Third Edition, (Boston: Heinle, 2012), p. 32.

16

narratives are structured – that is, they convey a sense of their significance and a point or moral”.23 Narrative is story tells us about something interesting that has purpose to amuse, entertain or the reader with actual experiences in different ways either the readers or authors should concern how the story is told and how the author delivers the story in printed materials. The context of the story should be clear and the readers can get the meaning from how the author construct the story. In addition, Beatrice S. Mikulecky said that narrative is one kind of untrue stories. She stated that narrative text can be found in a fiction book. She added, “Fiction books are not true stories. Reading fiction is helpful in learning English because in fiction you will find many examples of how people use the language in everyday life”.24 From that statement, people read narrative text commonly to see the examples of how people live in daily life and how people use language in everyday life. Katherine Ploeger writes a narrative is not only tells about untrue story, but also a story from personal experience. She said, “A narrative is a short story taken from personal experience, using a chronological sequence of events. A narrative usually tells of an event with a revelation, insight, lesson, or understanding”.25

23

Donald Pharr and Santi V. Buscemi, Writing Today, (Boston: McGraw-Hill, 2005), p.

174. 24

Beatrice S. Mikulecky, op.cit., p. 9. Katherine Ploeger, Simplified Paragraph Skills, (Lincolnwood: NTC Publishing Group, 2000), p. 260. 25

17

4. Strategies in Reading Narrative Text There are many types of text which are taught to the second grade students of Junior High School. One of them is narrative text. Narration can be understood as stories with a beginning, middle, and an end that contains a conclusion or some experiences of the story teller.26 J. Charles Alderson said that narrative text has a special feature in which this text can visualise the story/scene in reader‟s head. He stated, “One interesting feature of narrative texts in particular is that they appear to induce visualisation in the reader as part of the reading process – readers report „seeing‟ scenes in their head when they read such texts”.27 The writer conclude that narrative text is a text that telling a chronological story which based on writer‟s imagination or personal experience requires intrinsic unsures including title, setting, characters, events/plot, conflicts, resolution, and language features; and extrinsic unsures including the point of view of the story and response from both the author and the reader. 4.1. Purposes of Narrative Text The purpose of narrative text is to tell a story and to entertains the readers. Related to this purposes, Mark Anderson wrote in his book that narrative also can make the audience or reader will think about an issue from the story, teach them a lesson, and excite their emotions.28 In the aspect of narrative, either the readers or authors should concern how the story is told and how the author delivers the story in printed materials. The context of the story should be clear and the readers can get the meaning from how the author construct the story. The writer can infer that reading narrative text is categorized as aesthetic reading because as it purposes that people read narrative text for their enjoyment and pleasure. Through reading narrative text, the readers can feel enjoy because this text can make them involve in the story by creating connections in three ways: personal, textual, and within the world. 26

Stefan Titscher, Michael Meyer, Ruth Wodak, and Eva Vetter, Methods of Text and Discourse Analysis, (London : SAGE Publication, 2000), p.125. 27 J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), p. 64. 28 Mark Anderson and Kathy Anderson, Text Type in English Third Edition, (South Yarra: Macmillan Education Australia PTY LTD), p. 3.

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4.2.Schematic Structures of Narrative Text Narrative has three parts which are orientation, complication, and resolution. a. Orientation is about the opening paragraph where the characters of the story are introduced. Example: “Little Mantu lived in a village deep in the jungle where elephants helps the men with their work. “ b. Complication is the paragraph where the problems in the story developed. Example: “Now, Mantu had an elephant of his very own. His name was Opie. “ c. Resolution is the paragraph where the problems are the story is solved. Example: “Mantu then claimed upon his little friend’s back and went home to the village.”29 Based on the statement above, the writer concludes that the generic structures of narrative text are: Firstly is an orientation. The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action and when an action happened. Secondly is complication. This is where the writer tells how the problem arises; sometimes something unexpected events will happen. Thirdly is resolution. It is an optional closure of event. The complication may be resolved for better or for worse, but it is rarely left completely unresolved. The writer can conclude that resolution is the end of a story. Furthermore, the schematic structure of narrative text can be shortened as; orientation, complication and resolution. On the other hand, Anderson states that the steps for constructing a narrative are: a. Orientation/ exposition

29

Artono Wardiman, Masduki B. Jahur, M. Sukirman, Djusma, English in Focus : for Grade VIII Junior High School, (Jakarta : Pusat Perbukuan Depdiknas, 2008), p.98

19

The readers are introduced to the main characters and possibly some minor characters. Some indication is generally given of where the action is located and when it is taking place. b. Complication/ rising action The complication is pushed along by a serious of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main characters and oven serves to (temporally) toward them from reaching their goal. c. Sequence of event? Climax This is where the narrator tells how the character reacts to the complication. It includes their feeling and what they do. The event can be told in chronological order (the order in which they happen) or with flashback. The audients is given the narrator‟s point of view. d. Resolution/ falling action In this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved (although this is of course possible in certain types of narrative which leaves us wondering „How did it end”?) e. Reorientation It is an optional closure of event Briefly, in summary, it can be said that narrative text is a text that contain a story which deals with the complication or crisis and resolution in the event. As a result, such rhetorical structure of text can entertain or amuse and educate the reader. 4.3 Linguistic Features of Narrative Text The language features usually found in a narrative are:30 (a) Specific characters and pieces in the story (b) Adjectives that provide accurate descriptions of the characters and settings, 30

Mark Anderson and Kathy Anderson, Text Type in English Third Edition, (South Yarra: Macmillan Education Australia PTY LTD), p. 6.

20

(c) Verb to show the action that occurs in the story, and (d) Time words that connect events to tell when they occur in the story

C. Jigsaw Technique There are many developed learning techniques that can be applied to help the students learn language teaching effectively. One of these techniques is jigsaw. 1. The General Concept of Jigsaw Jigsaw is one of the alternative strategies which engage students learning in learning to reading comprehension. The explanation about the essence of jigsaw cannot be separated from the essence of cooperative learning which is also known as cooperative language learning (CLL) sometimes called collaborative learning essentially involves students learning from each other in groups.31 And also Carolyn Kessler said that Cooperative Learning is an approach to education relates to the philosophy that students as a centered learning and teacher just as facilitator and guided the situation rather than the source of all knowledge.32 The writer can infer that cooperative learning is a centered learner approach and the teacher just as facilitators. Jigsaw is one of its techniques. Also, the activities in jigsaw technique are the reflection of cooperative learning, because jigsaw involves gap information principle which encourages interdependence (structured information exchange) and individual accountability among students in group work. There are five basic principle forms the core of Together We Learn that should be applied to classroom in order to make group work effective.33 a. Students work in small heterogeneous group

31

Diane Larsen-Freeman and Marti Anderson, Techniques &Principles in Language Teaching, (New York: Oxford University Press, 2011), (3 rd ed.), p. 186. 32 Carolyn Kessler, Cooperative Language Learning, A Teacher‟s Resource Book, (New Jersey: Prentice-Hall, Inc, 1992),p. 130 33 Ibid. p. 130-131

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Group need to be small in order to provide maximum opportunities for oral interaction. Group of four are very flexible, because they can easily be regrouped into pairs for some activities. b. Students work in positive interdependence Students will work effectively in groups only if it is clear that it is to their benefit to do. The jigsaw method of curriculum and materials organization creates strong interdependences. It is impossible for students to complete the assignment unless they share information and ideas each other. c. Students are accountable both as individuals and as a group Although students work together, each is individually accountable to the group and the teacher for completion of his/her own assignment or portion of it, and for helping others. d. Students learn through ample opportunity for purposeful talk Through this approach the learners come to understand ideas and they has opportunities to explore, rehearse, and internalize ideas through oral interaction such as thinking aloud” in a small heterogeneous group. e. Students learn and practice cooperative skills as they study and explore the subject matter together Students who have been socialized into a competitive or individualistic mode of learning will need to learn how to work effectively in groups. From these are explained above, to make group work effectively has special focus on how they make group work learning in multicultural context, how they create strong interdependence, and on how they apply the Jigsaw Technique in a particular. The jigsaw structure is meant to provide students with the chance to learn a material from their peers34, it also can make the students have more motivation to learn, increase the students communication skill, more confident, and have more togetherness suitable with human as social creature. Jigsaw technique is like a jigsaw puzzle, the pieces of information fit together to make one picture in the end are giving many benefit in the classroom. 34 th

15 2013).

Aronson, Jigsaw Classroom, (Online) (http://www.jigsaw.org,accesed on June,

22

First of all, they automatically make available motivation by giving students a reason to communicate: they need their partner‟s information to finish the activity. Second, they usually involve speaking and pair work which means students get more time speaking than they would one at a time as part of a group Jigsaw is a teaching technique used in small group teaching method. Students of a normalsized (26- 33 students) class are broken into competency groups. Each group is given a list of subtopics to research, with individual members of the group breaking off to work with the "experts" of other groups, then returning to their starting body in the role of instructor for their subcategory. The jigsaw strategy is a cooperative learning technique appropriate for students between 3rd and 12th grade. This strategy is an efficient way of teaching material that also encourages listening, engagement, interaction, teaching, and cooperation by giving each member of the group an essential part to play in the academic activity. The strategy involves breaking the classroom into small groups of four to six students. Each group is responsible for a specific piece of knowledge that they will discuss with other classmates. Teacher merely facilitates the students‟ activity. Teacher must allow the students talk although the students make many mistakes. The students are considered as human being that they have a capability to talk and to deliver their idea. Because the teacher often corrects the students in oral or written task intensively, and the way to correct the students‟ mistake is too strict so that the students are afraid to deliver their idea, and often get criticize from their teacher. The teacher should be patient, and he should not over criticize them. Krashen in Liang has explained that accuracy less important than fluency. 35 The teacher does not interrupt the students when they are talking, and delivering their idea. After they finished talking, the teacher give conclusion, and a positive critic that can make them happy, have more motivation, build their knowledge, and try to memorize forever. An important component of the jigsaw classroom is that it 35

Liang, T. Implementing Cooperative Learning In Efl Teaching: Process and Effects (Published Thesis. National Taiwan Normal University: 2002)

23

encourages cooperation among the students. The jigsaw technique goes beyond placing students into groups and telling them to cooperate. The jigsaw technique is a structured technique that provides crucial elements and safeguards that allow it to work better than typical techniques.36 There are several advantages of the jigsaw classroom, those are: it is easy to learn, teachers enjoying working with it, it can be used in conjunction to other teaching strategies, it can be effective even if it just used an hour per a day, and it is free for the taking. 2. The Procedure to Conduct Jigsaw classroom Interaction Procedure is there are ten procedures to conduct jigsaw techniques37: a. Teacher divides students into 5 or 6 person jigsaw groups. The groups should be diverse in terms of gender, ethnicity, race, and ability. b. Teacher appoints one student from each group as the leader. Initially, this person should be the most mature student in the group. c. Teacher divides the day's lesson into 5-6 segments. For example, if the teacher want students to learn about the history of Eleanor Roosevelt, teacher might divide a short biography of her into stand-alone segments on: (1) her childhood, (2) her family life with Franklin and their students, (3) her life after Franklin contracted polio, (4) her work in the White House as First Lady, and (5) her life and work after Franklin's death. d. Teacher assigns each student to learn one segment, making sure students have direct access only to their own segment.

36

37

15th 2013)

Opcit Aronson, Jigsaw

Classroom,

(Online) (http://www.jigsaw.org,accesed on

June,

24

e. Teacher gives students time to read over their segment at least twice and

become familiar with it. There is no need for them to

memorize it. f.

Teacher forms temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

g. Teacher brings the students back into their jigsaw groups. h. Teacher asks each student to present her or his segment to the group. The teacher encourages others in the group to ask questions for clarification. i. Teacher floats from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), the teacher makes an appropriate intervention. Eventually, it is best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it. j. At the end of the session, teacher gives a quiz on the material so that k. Students quickly come to realize that these sessions are not just fun and games but really count. Briefly in summary, the first activity is teacher introduce the concept of jigsaw; tell them that jigsaw would be helpful to develop their reading comprehension of a story. Second, teacher divided students into some groups; each group has 5-6 members. Third, ask students to read the text then teacher give the explanation about narrative text. Then teacher divided students into 9 groups and it called as an expert group. After that teacher ask students to analyze or organize the schematic structure of the text. And then students go back to first groups to explain to the other member of group what they have in expert group. And the last, teachers gives the question based on the text.

25

D. Teaching Narrative Text by Using Jigsaw Firstly, the teachers introduce the concept of jigsaw technique together with benefits students get before involving students in jigsaw technique. Then, the teachers explain to the students that jigsaw technique would be helpful to develop their reading comprehension of a story. Then explain the basic rules in applying jigsaw technique in reading comprehension of narrative text. Next explain that narrative texts, as one of the text types learned through four stages, start from the building knowledge of the field on the characteristics of narrative text followed by the model of narrative texts with its features. The following is steps in teaching narrative text using jigsaw: 1. Grouping and division of the task The teacher divided the class into groups of five or six depending on the number of the pieces of the text. These are the “home team”. Then the teacher distributes the pieces of the text. Each receives the pieces from the text consisting of different information but they are all related constructing a story. The students are given some time to read and study their text before they leave their “home team”. 2. Working in the expert group Each student leaving his/her home team, from a group with people from other groups who have the same pieces of text. These are their “expert team”. Each students working in the expert group, has task that is discussing the pieces of text with the students in his/her expert group: first, learn the pieces of the text and secondly listen to the other student in his/her expert group to take a conclusion. So that, each expert has two tasks, those are: a.

To learn the text so that will be expert about the pieces of the text.

b.

To be ready to teach their teammates when they later return to their home team.

The teacher appoints a discussion leader for each expert team. The discussion leader does not have to be able students. All students should have an

26

opportunity to fill this role. The teachers‟ job is facilitating the discussion, calling on team members who raise their hands and trying to see that everyone participates. Team members should take notes on all points discussed. While the expert teams are working, the teacher should spend time with each expert team in turn. Students may wish to answer questions and resolve the problems, but should not try to take over leadership of the teams, that is the discussion leaders‟ responsibility.

3. Working in the jigsaw group The students return their home team, which is called jigsaw group. The teacher asks the members of each group to teach each other what have learned. The time to teach other is limited. The teacher emphasized to the students that they have a responsible to their teammates to be good teacher as well as good listeners. Teacher may wish to have the experts question after their explains, to see that they have learned the material and they are ready for the quiz. The teacher distributes the quizzes and allows time for everyone to finish. It can be a group or an individual work. In conclusion, there are some steps in teaching narrative text by using jigsaw. First, the teacher should divided the students into group four, each group received a different materials and it called by home team. After that, each student in home team leaves the group to work in new expert group to learn and discussed the material. The last, students go back to home team to teach each member of group the material and after that the teacher gives evaluation.

E. Previous Studies In this research, the writer summarizes the relevant previous researcher. The first research is “Developing Students’ Reading Comprehension of Narrative Text Through Jigsaw Learning Activity” (A Classroom Action Research in the Second Year of SMPN 1 Pusakanagara) written by Sri Heasti Lestari (2012). She states that the implementation of jigsaw in teaching reading

27

comprehension of narrative text is success since the criteria of success were achieved. The criterion of success 75% improvement from pretest to posttest 2. The Second is “Developing Of Teaching Reading Using Jigsaw Technique To The First Year Students Of Smp Islam Kartasura” written by Septiana Suci H (2009). She states that teaching reading using jigsaw technique of SMP Al-Islam Kartasura yields good and effective result. There are some strength can be found in reading class : (1) the students have high interest in joining the teaching learning process, (2) the students have motivated to share the group‟s work, (3) it causes they get improve in reading comprehension. The third is “Descriptive Study Of Teaching Reading Comprehension By Using Jigsaw To The Second Year Students Of Smpn 2 Simo Boyolali Academic Year’s 2009/1010 (A Classroom Action Research)” written by Dwi Wijayanti. The result of the research showed that after the writer conducted the action, the student‟s motivation to read, to study reading, and student‟s activities during the action, the student‟s reading achievement of reading in the form of score sheet, and the mean of pre-test and post-test. From the result of post-test in this meeting, the researcher could know that 86,11% students in Very Good category. It could be said this research was successful. Because, it had reached the performance indicator of research: 75% students in Very Good category.

F.

Conceptual Framework

The writer and the teacher try to find out an appropriate way to improve reading students‟ comprehension in narrative text by using jigsaw technique. Kessler said that Cooperative Learning is an approach to education relates to the philosophy that students as a centered learning and teacher just as facilitator and guided the situation rather than the source of all knowledge.38 The writer can infer that cooperative learning is a centered learner approach and the teacher just as facilitators. Jigsaw is one of its techniques. Also, the activities in jigsaw technique are the reflection of cooperative learning, because jigsaw involves gap 38

Carolyn Kessler, Cooperative Language Learning, A Teacher‟s Resource Book, (New Jersey: Prentice-Hall, Inc, 1992),p. 130

28

information principle which encourages interdependence (structured information exchange) and individual accountability among students in group work. Through relating the subject to student real situation, hopefully students are able to understand the schematic and comprehend in narrative text easily, because students will have self-motivation to learn schematic feature of narrative text. Consequently, the writer gave the solution to the teacher regarding the methodology which is Jigsaw Technique. Furthermore, the teacher and the writer dealt to use Jigsaw Technique. Jigsaw technique is like a jigsaw puzzle, the pieces of information fit together to make one picture in the end are giving many benefit in the classroom. First of all, they automatically make available motivation by giving students a reason to communicate: they need their partner‟s information to finish the activity. Second, they usually involve speaking and pair work which means students get more time speaking than they would one at a time as part of a group Jigsaw is a teaching technique used in small group teaching method. Students of a normal-sized (26- 33 students) class are broken into competency groups. Hopefully, it would be helpfully for students in reading comprehension of narrative text. G. The Hypothesis of the Action Hypothesis of the Action is provisional answer to the problem faced. It is an alternative action viewed by the writer as the appropriate one used in action research to solve the problem by the teacher and students.39 The hypothesis is that jigsaw technique can improve students‟ ability in reading comprehension of narrative text significantly.

39

Prof. DR. H. E. Mulyasa, M.Pd., Praktik Penelitian Tindakan Kelas, (Bandung, PR. Remaja Rosdakarya, 2009), p. 63.

CHAPTER III RESEARCH METHODOLOGY This chapter presents the method of research, subject, and object of the study, time and place, research design, the Classroom Action Research (CAR) procedures technique of collecting data and technique of the data analysis.

A. Method of Research The method used in this study is Classroom Action Research method which is consequent from the root an action research. Because it occurs in the classroom frame, it called CAR. Based on Ebbut, action research is about the systematic study of attempts to improve educational practice by group of participant by means of their practical action and by means of their owns reflection upon the effects of those action.1 Moreover, Carr and Kemmis define classroom action research as a form of self reflective inquiry undertaken by participant in social situation in order to improve the rationality and justice on their own practices, their understanding of these practices, and the situations in which these practices are carried out.2 Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which have been determined, and fail if it is not exceed the criteria which have been detained. In this study, the research will succeed when there is 75% numbers of students could achieve some improvement score from pro-test until the second post-test in cycle two and/or they could pass the target score of the minimal level criterion (KKM).3 If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR)

1

Nurul Zuriah, Metodologi Penelitian Sosial dan Pendidikan Teori-Aplikasi, (Jakarta: Bumi Aksara, 2007),p.70 2 David Nunan, Understanding Lnguage Classroom, (UnitedKingdom: Prentice Hall,1989), p.12 3 Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta : PT Rineka Cipto, 2006), p. 108

29

30

would be stopped, but if the condition has not reached yet, the alternative action would be done in the next cycle.

B. The Subject and the Object of Study 1. The Subject of the Study The Subject of this study is students at grade VIII.A of SMP YMJ Ciputat, academic 2013/2014. The number of students consists of 25 (twenty five). It is chosen based upon unstructured interview result with English at that class proving that they have the lowest achievement of reading test among the other second grade classes. That is why they need an appropriate strategy to help them in improve their score toward reading. 2. The Object of the Study The object of this study is jigsaw learning activity to improve students’ reading comprehension in term of narrative text. C. The Writer’s Role on the Study In this study, the writer collaborates with the teacher in which she carried out the research including as the observer. The writer applies some actions in each cycle in turn with the teacher. She also makes the lesson plan, the tests before CAR (pre-test) and after CAR (post-test) in each final cycle and questionnaire in the final of CAR. Then the writer also collects and analyzes the data and reporting the result of the study. The teachers’ role in this research is to implement the lesson plan that has been made in the second action of each cycle; the teacher carries out the action and gives the student the post test at the final of action in each cycle. The writer and the teacher collaborates in the research by this procedure based on the criteria of the collaborative research as stated by Arikuntoro that the teacher and the writer are collaborating in planning, observing, and teaching each cycle.4

4

Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta : Bumi Aksara, 2009), p.22

31

D. The Time and Place of the Study For the moment, this research is carried out for 2 month started from March up to April 2014. The writer held 4 meeting for implemented the jigsaw technique and held 2 meeting for each cycle. The place is at grade VIII.A class of SMP YMJ Ciputat, academis year 2013/1014.

E. The Research Design The Classroom Action Research (CAR) procedure used in this research is Kurt Lewin’s design. It consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting. The process can be seen from following figure.

Figure 3.1 Kurt Lewins’s Action Research Design

F. Acting

Observing CYCLE 1

G. Planning

Acting

Reflecting

Planning

CYCLE 2 Observing \

Reflecting

32

Based on the figure above, the writer used two cycles with four steps in every cycle. The steps are planning, actuating, observing, and reflecting. F. The Classroom Action Research (CAR) Procedure In this Classroom Action Research, the writer uses Kurt Lewin’s design. Kurt Lewin’s design for Classroom Action Research consists of four phases within one cycle. Those are planning, acting, observing, and reflecting.5 This is the collaborative research, the writer collaborate with the English Teacher of SMP YMJ Ciputat, academic 2013/1014. The steps include. 1. Planning In this part, after identifying the students’ problem through observing and interviewing is done, the teacher can know the problems of the students in learning English in terms of reading lesson especially in understanding narrative texts. Therefore, the writer as an English teacher makes the lesson plan. Then, the purpose of this part is to fix the process of students’ reading skill in classroom and to improve the result of students’ score by using jigsaw learning. Before the teacher acts, does acting the teacher make lesson plan, hand out related to reading material that will be taught in classroom, prepares the instrument. Here, the teacher also makes the post-test 1 in order to know how far the students’ achievement after giving cooperative learning technique at the end of this cycle. 2. Acting After the teachers makes lesson plan that has described above then the teacher arranges the scenario of teaching learning activities related reading material. The teacher gives the material depend on the syllabus or annual program designed by the teacher. Then, the teacher explains the schematic structures of narrative texts and the things that can be found in narrative texts and asks the students about narrative text and their difficulties understanding in texts. Next, the teacher introduces cooperative 5

Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 16.

33

learning technique to be used by students in learning narrative texts. The teacher divides the students into seven groups which is consists of five or six members and then the teachers gives the narrative text. Each member has one part of text. After that, the teacher instructs the students to read carefully then ask them to share and discuss about the text. Next, students who have the same text join into a group. They discuss the part of text so deeply. After that, they come back into each jigsaw group and each member explains what they have got. The teacher asks them to present they have got properly. Table 3.1 Schedule of the Research No.

Activity

Month and Week March 1

1.

Interview

2.

Observation

3.

Instrument

4.

Cycle 1

5.

Cycle 2

6.

Report

2

April 3

4

1

2

3

4

X X X X X X

3. Observing In this part, the writer observes the activities in the classroom. Sometimes, the writer also asks some students’ opinion about the process of teaching and learning narrative text by using jigsaw learning technique. When observing, the observer should notice all of activities in the classroom. It is done in order to get accurate result in the end of the research.

34

4. Reflecting This is the last part in Kurt Lewins’ cycle in which the teacher and the writer about the implementation and data they collected. In this reflection, after collecting the data, the writer will evaluate the teachinglearning process. Then, the writer will reflect herself by seeing the result of the observation. After the data has been collected, the teacher analyze the data of teaching- learning process and also identify to teaching narrative text by using jigsaw learning and how to improve it. Besides, the teacher will reflect herself by seeing and analyze the result of the observation whether the teaching learning reading material by using jigsaw learning technique is good or not. If the first cycle is unsuccessful based on the result that is from the cycle one and it was not good, the writer decides to continue the next cycle for getting the acuurate result.

G. Technique of Collecting Data Technique of collecting data in this research using qualitative data (experience-based) and quantitative data (number-based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pretest and post-test.6 The completely explanation as follows: a. Interview Before implementing Classroom Action Research, the writer asks the teacher to know students’ difficulties in reading skill, students’ condition involving in reading activity, and the method or kinds of strategies usually adopted by the teacher in teaching reading. The interview also will be carried out after accomplishing Classroom Action Research (CAR) to know the teacher’s response toward the idea of jigsaw technique.

6

Ibid, p. 127-132.

35

b. Observation In this case, the writer uses the unstructured or opened observation to know the occurrences within learning process. It may be about the teacher’s performance during Classroom Action Research (CAR), class situation as reading activity, and students’ response concerning the use of jigsaw technique. During the observation, the writer interacted with the students and the teacher. It is conducted to know the students’ achievement in reading. In general, all of the need aspects that should be noticed are to make sure whether the teaching learning process in line with the lesson plans or not. c. Test The test used in this study is pre-test and post-test. The pre-test is done before implementing jigsaw technique. It is to measure students’ reading comprehension at first. Meanwhile, the post-test is implemented after using jigsaw technique. In this study, the test is done in form of multiple choices. The test is held on every second action of each cycle.

H. The Technique of Data Analysis The analysis qualitative data used in this study is the observation of students’ activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the writer collected the entire data which have gained. In analyzing the numerical data, first the writer tries to get the average of students’ reading score per action within one cycle. It is used to know how well students’ score as a whole on reading skill. It uses the formula:7 _

∑x

X = ── n 7

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.

36

X : mean X : individual score N : number of students

Second, the writer tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 70 (seventy) which is adapted from the school agreement at SMP YMJ Ciputat since 2008. It uses the formula:8 F P = ── X 100% N P : the class percentage F : total percentage score N : number of students Third, after getting mean of students’ score per actions, the writer identifies whether or not there might have students’ improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:9 y1 - y P = ─── X 100% y P : percentage of students’ improvement

8

Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43. 9 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3.

37

Y : pre-test result y1: post-test 1

y2 - y P = ─── X 100% y

P : percentage of students’ improvement Y : pre-test result y2: post-test

I. The Validity of Data Validity is a measurement instrument which shows whether the instruments are valid or not10. It means that validity is one of the crucial conditions in implementing a research including Classroom Action Research (CAR). By using data validity, there should be no irrelevant points or misleading in reflecting the data. To get the validity of the data the writers uses triangulation. Triangulation technique is a data validation technique by comparing the data.11 In this case the writer compares the result of the test with the result of observation. Besides, the writer also uses the criterion of data validity related to Anderson, et.al. In Mills there are outcome validity, process validity, and dialogic validity. 12 To know the outcome validity, the writer compares the test outcomes of cycle 1 and cycle 2. Next, in the process of validity the writer analyzes the result of observation to know whether there are some problems that need to be solved in the next cycle or not. After that, to know the dialogic validity, the writer and the teacher discuss and asses the result of an action in each cycle.

10

Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009),p.210 Djunaidi Ghony, Penelitian Tindakan Kelas, (UIN-Malang Press:Malang, 2008),p.81 12 Sukidin, Manajemen Penelitian Tindakan Kelas, ( Jakarta: Insan Cendikia, 2007),p.140. 11

38

J. Criteria of the Action Success Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which have been determined, and fail if it is cannot exceed the criteria which have been detained. In this study, the research will succeed when there is 75% numbers of students could achieve some improvement scores from the pre-test until the second post-test in cycle two and/or they could pass the target score of the minimal mastery level criterion (KKM).13 The KKM that must be attained considering reading subject is 70 (Seventy) which is adapted from the school agreement (SMP YMJ Ciputat). If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.

13

Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006) p. 108.

CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION

This Chapter presents the result of research. In this case, it discusses the way to develop students’ reading comprehension of narrative text by using jigsaw at VIII of SMP YMJ Ciputat academic year 2013/2014 based on the analysis of the collected data from implementation of jigsaw technique. Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation the action, and discussion of all the data after implementing the action. Moreover, the research finding and discussion present on the basis of the result in cycle I and cycle II in action research

A. Before Implementing the Classroom Action Research Before implementing the action research, the writer had done preliminary study to know the detail condition of the class that would be researched. There are pre-interview, pre observation, and pretest. Those explanations as following: 1. Pre Interview Pre interview was held on March, 17th 2014 started at 10.00 A.M and finished at 10.30 A.M. in this interview, the writer asked to teacher some questions and divided into three questions; the general condition in English class, the difficulty faced by students in English especially reading skill, and the strategy used by the teacher in reading class. First category discussed about the general condition in English class especially reading skill. The teacher explained that there are two classes eight grade in SMP YMJ Ciputat. In the VIII.A class consists of 27 students and VIII.B class consists of 25 students. There were some problems in VIII. A comparing with VIII-B class in English lesson; most of students of VIII.A when they read the text in learning reading, they just have the ability to pronounce and recognize the individual words but they do not understand the message what the author extends. The 39

40

teacher said most of students VIII.A class did not like English so they get low score in English especially at that time the writer saw in mid-term test. It case implied that they are hardly to pass the Minimal Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) 75 (seventy five). The second category discussed the students’ difficulty in reading skill. They still faced difficulty in following the English lesson because they are lack of vocabulary. They thought English as complex lesson and they considered that reading is the most difficult one in learning English, mostly on VIII.A class that they have low score in mid-term test especially in reading test. But if the students have low score, the teacher gives an opportunity to improve their score, and it called Remedial. The third category discussed to the teachers’ strategy in teaching reading previously to solve the students’ difficulties in reading skill. It was found in teaching. The teacher seldom involves student to learning reading in-group work. She often took reading materials from English text book, which is served by the school. The teacher also gives opportunity one by one to students to reading performances in front of the class. It can be improve their motivation to reading. Based on the observation and the teacher’s consideration, it was found that VIII.A has the lowest ability in English. It was seen from their enthusiasm in receiving lesson, their bravery in expressing their idea, and response. These became the reason why the writer chose VIII.A as the subject of the study.

2. Pre Observation Pre observation was done to observe the process of teaching learning in reading activity before implementing the action. The pre observation March 29th 2012 started 10.50 and finished 12.20 P.M. It was held at VIII.A of SMP YMJ Ciputat Academic Year 2013/2014. At that time the writer observing the teaching learning process in the classroom, the teacher explained the reading passage material to the students based on textbook that served by the school. She read the text and then directly translating the text into Bahasa Indonesia and the students write the translation in their book. Next, the teacher explained the form of

41

grammar based on the text. Last, the teacher gave assignment to the students related to the text. The students did their works in long time and they did not concentrate with the material because some of students annoying other students who focus on material. Sometimes, the teacher walked around and helps the students’ difficulties. Next, the teacher asked them to perform their work in front of the class by writing the answer on the board and she asked them to continue their task at home. Moreover, the teacher talked too much when she taught the material so it made the students did not get opportunity for the students to be active in the class. These cases made the students did not want to pay attention to their teacher, because they just sit and listen to their teacher until the instruction from their teacher. It became the students lazy to learn reading comprehension. 3. Pre Test The pretest was conducted on Monday, April 7th 2014. It started at 10.50. It consisted 22 students in the class. There were twenty questions in multiple choices form; the question were based on indicators in learning reading in term of narrative text such as: deciding main idea based on the text, factual information, identification, and linguistic competence to enlarge students’ vocabulary in learning reading comprehension, the writer gave chance to the students to do the pre test about twenty minutes.

42

Table 4.1 The Result of Pre-test Students

Score

Students

Score

1

50

12

30

2

75*

13

40

3

30

14

55

4

60

15

85*

5

35

16

20

6

75*

17

20

7

45

18

30

8

30

19

40

9

75*

20

55

10

45

21

45

11

25

22

75*

Total Score Mean

1040

43

To get the mean of the students’ pre-test score, the writer used the following formula:

To get the percentage, the writer uses the following formula: 100% 100% %

Based on the result of pre-test, the data showed that the mean of pre test score was 47.27 or

% From 22 students, there were only five students who derived

the score above criterion of minimum completeness (KKM) meanwhile the other 17 students below that criterion. The lowest score was 20. So, it can be analyze that almost of VIII.A students’ reading comprehension was still very low. B. The Implementation of Classroom Action Research (CAR) 1. Findings of the First Cycle a. Planning The first phase in Classroom Action Research was planning. The writer and the teacher planned what we would do to the action based upon the problems faced by students toward reading comprehension. Planning phase is designed after the preliminary study before. The writer prepared the selected material and exercises into a lesson plan for concerning on the implementation of jigsaw technique to improve students’ reading comprehension. Therefore, narrative text was chosen as the text to be delivered for students in which it was needed to break down into specific materials; that was only discussing the schematic structures of narrative text. There was some stories to be identified by using jigsaw technique It covered by designing lesson plan, setting the criteria of success, and

44

preparing the materials and the instruments. The lesson plan made in this cycle was 2 lesson plans. To know the students’ reading comprehension improvement by using jigsaw technique, the writer made the criteria of success. The criteria of success were 75% of the students achieved the Minimum Mastery Criterion or Kriteria Ketuntasan Minimal (KKM) of English subject (70.0). The aim is to determine the extent of students increase in descriptive writing before and after the implementation of classroom action research. The materials that the writer prepared in this cycle were taken from the English text books and other sources. Besides, the writer prepared the instruments for research such as: unstructured observation sheet to observe the students’ and the teacher’s activities in teaching learning process whether it was in line with the lesson plan had made before or not and also prepared the post 1 to collect the data to know whether there are some students’ improvement score from pretest to posttest. b. Acting Action in the first cycle was done on March 14th, and 18th 2014. The acting phase is the implementation of what writer had been prepared in the planning phase. Here, the teacher started implemented the teachinglearning process based on the lesson plan that had been made. In the first meeting, the teacher started to ask students to read the text which the writer’s has prepared silently. After that, some students read the text loudly. Then, the teacher explained about the concept and characteristics existed in narrative text not only the schematic structures but also little bit the explanation of the language feature considering the narrative text. Next session is the teacher gave them some questions based on the text including main idea, supporting details and schematic structure of the story. Then, to make sure students understand how to analyze schematic structures relating to orientation, complication and resolution, the teacher

45

gave the jumble paragraphs to be arranged into a good passage. Then, the teacher began explain about jigsaw technique and asked students to make a group which there are home group and expert group. c. Observing In this phase, the observer tried to notice the students’ participation in the classroom activity including teacher’s performance, class situation, and students’ responses. Related to teachers’ performance, as a whole, she had accomplished the task appropriate to the lesson plan had been made. During the first cycle within two meetings, students already understood using the technique of jigsaw in reading comprehension. The obstacles writer found in the class such as: In each meeting, there were some students who did not come, and it affected the number of students who collected their work. From 25 students, there were only 22 students who submitted their post-action test 1. Moreover, related to the reading process, the class still had problems such as: First, in the first meeting of the first cycle when the teacher introduced the students with jigsaw technique, some of the students still confused about the concept of the technique, so they asked the teacher until they understood. Second, the students lack of vocabulary and they did not have any idea how to work together in jigsaw activity, but they did not bring dictionary and they did not try to ask the teacher. Third, some of the students were chatting with their friends while the teacher explained, and they did not pay attention to the class activities and make the class situation was not under control. Fourth, the students still look forward the other students’ answer sheet and also post-test reading 1 was not collected in time because some of the students were still chatting with other students.

46

d. Reflecting The writer and the teacher discussed about the conclusion of implementing the action. Then, they tried to modify the action in order students more comprehend in reading and order 75% of students in the class could pass KKM because in the result of post test 1 showed only 27.27 % do students who passes the KKM. Derived from the data found by the writer, it can be said that the result of the first cycle to improve students’ reading comprehension by using jigsaw technique has not reached the criteria of success, the students’ comprehension reading scores were still below the KKM. Besides of that, regarding the first cycle, the writer and the teacher felt satisfied enough because their efforts to improve students’ reading comprehension of narrative text had been improved although not all the targets could not accomplish yet. Next, the teacher and writer had to still reflect the improper implementation of using jigsaw. Here, the writer gave her perceptions of teaching learning process related to the last observation phase, the writer gave her perception of the teaching learning process. First, the teacher still had difficulties in implementing the jigsaw strategy in the class. For the problem, the writer suggested to the teacher to walk around the class to check students’ activity during doing the task. Second, the teacher still had difficulty in managing the class that there were some of the students who did not understand and they cheated each other in doing the task. For the problem, the writer suggested to the teacher to give more attention to the entire group and the teacher should be stricter in order the students did not cheat any longer. The main changing in the first cycle was about students’ understanding of jigsaw technique and their participation that was increased in two meetings. Based on the explanation, the writer did the cycle 2 to overcome the problem related to the students’ lack of vocabulary to get better result. Moreover, revising or modifying the plan

47

was needed in order to achieve the criteria of success. Therefore, some changes were done by the writer to make teaching learning process more focus and clear when the teacher delivering the material. 2. Findings of the Second Cycle a. Planning In the second cycle, the writer repeated what she had done in the first cycle which was designing lesson plan. The writer modified the previous lesson plan based on the result of reflecting phase in the first cycle. Moreover, the strategy used to improve students’ reading comprehension of narrative text in lesson plan did not change which was used still related to jigsaw technique. However, there were some modifications in the second cycle; that was the teacher give more time to students in doing exercise of jigsaw technique, the material prepared by the teacher that was changing, and the teacher was going to give a narrative text which was separated into 5 parts to the students. It was done to make the students more focus on the exercise and they could work together with their friend. Besides, the teacher also could control and guide the students easily. On the other hand, the writer still also prepared the unstructured observation sheet to note the classroom activities. b. Acting The acting phase in the cycle II was done in two meetings, the first meeting conducted on March 21th, and 25th 2014. In the first meeting, the students were asked to make a small group or home group, and the teacher gave them a narrative text and reviewing the previous lesson. The teacher asked the students to read the story and identify or look up the difficult words appeared in the text. Next, the students determined the schematic structures of the text by themselves. Afterwards, the teacher asked students to discussed some questions based on the jumble paragraph by using jigsaw technique with the entire group in which for each group consist of four or five students. In this case, they answer the question with their

48

group. Then, the teacher gave the correct answer of the question based on material discussion. c. Observing In the second cycle, generally the class condition in learning process was better than previous cycle. It could be seen from the students who were ready to follow the lesson and when they followed the reading lesson, most of them were brave to raise their hand and more speak up to answer some questions given by the teacher. In doing task by using jigsaw, they enjoy doing the individual exercises. Then, when they had a jigsaw discuss the schematic structures, they were given a contribution to find out the answer or to participate within their group. Furthermore, when they were given exercises by the teacher, they did it in group without look forward and walk to another group to find out the answer. Related to the teacher’s performance, she showed some progresses. It means that student could understand easily. Automatically, it led a good feedback from students’ response in conveying their opinion. Shortly, most of students seemed quite active in the classroom and in doing reading exercises. In the second action of the cycle two, the teacher was held on posttest 2 regarding students’ reading comprehension of narrative text. Based on the result of the posttest 2, the mean score of the class in reading test gained 86.36% in which there were 19 students who passed the KKM d. Reflecting The reflection of CAR was carried out after getting the score result of reading test. The writer and the teacher felt satisfied in as much their efforts to develop the students reading comprehension of narrative text had been realized. The students could understand the passage easily. It was proven by their improving score from the pretest 1. Furthermore, they could easily to analyzed the schematic structures concerning orientation, sequences of event, and re-orientation of the jigsaw. Indeed, they seems more interesting during the teaching learning process.

49

After achieving the target research of where minimally 75 % students who passed the KKM, therefore the writer and the research decided to stop the CAR because it had already succeeded. Hence, the writer and the teacher did not have to revise the plan. According to the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of CAR in improving students’ reading comprehension in terms of narrative text by using jigsaw learning activity was appropriate with the planning that had been discussed by the writer and the teacher previously, in this case, every action was planned as good as possible so that the reading activities could be accomplished well.

C. The Discussion of the Data After CAR The discussion of the data after implementing the action consisted of two parts. These were the result of post interview and the result of posttest. For further description as following 1. The Result of Post-interview The writer carried out the unstructured interview with the teacher; it was done Friday, April 25th 2014, after implementing jigsaw technique at the end of cycle 2. It started at 08.30 A.M and finished 09.00 A.M. It was to know the teachers’ response concerning Jigsaw technique through c that had been done. In this case, the writer divided into three criteria of questions. Those were the general condition in English class during Classroom Action Research, the difficulties in implementing Jigsaw technique during Classroom Action Research (CAR), and the strategy that had been used to overcome the revised plan. The first category was the general condition in English class during the action. The teacher said that the students’ condition were better than before. In this case, the students’ answers showed that most students have a good response towards jigsaw technique. They felt happy, enthusiastic, and motivated when learning reading using this technique. Furthermore,

50

they could easily to accept some knowledge from other. Then, the teacher assumed that Jigsaw technique was a good way to teach narrative text because through Jigsaw technique, they could express their knowledge and share each other. Besides of that, they can open their mind through answers the question in their group. The second category was the difficulty of the teacher in implementing Jigsaw technique during Classroom Action Research (CAR). The teacher said that at the first time, she got difficulty in explaining the concept and the use of Jigsaw technique. The teacher was confused because all of students had not recognized yet what jigsaw was. Hence, the teacher should be more explicit in explaining the Jigsaw technique. Another difficulty was some of students still confused to combining scramble paragraph into one narrative text and also they difficult to elaborate the schematic features of narrative text (orientation, event, and reorientation). Then, the students spent the time to accomplishing the jigsaw’s assignment. The third category was how the teacher overcomes the problem and difficulties using Jigsaw technique during Classroom Action Research (CAR). In this case, the writer and the teacher collaborating to discuss the resolution of those problems above such as the existing of time keeper in each group in order did the works on time.

2. The Result of Post-test Here the writer presents the table result of post-test 1 and post-test2 Table 4.2 The Students’ Pre-test and Post-test Score Score Students

Pre-test

Post-test 1

Post-test 2

1

50

67

75*

2

75*

65

80*

51

3

30

55

80*

4

60

75*

85*

5

35

65

75*

6

75*

85*

7

45

55 67

8

30

85*

9

75*

60 65

10

45

75*

85*

11

25

67

65

12

30

55

75*

13

40

76*

80*

14

55

50

65

15

85*

75*

95*

16

20

50

70*

17

20

55

80*

18

30

60

85*

19

40

55

65

20

55

75*

85*

21

45

65

80*

22

75*

70*

80*

∑x

1040

1402

1725

63.72

78.40

MEAN

70*

80*

*: The students who passed the Minimum Mastery Criterion or Kriteria Ketuntasan Minimal (KKM) which is 70.0.

52

90 80 70 60 50

Post-Action 2

40

Post-Action 1

30

Pre-Action

20 10 0 Pre-Action

Post-Action1 Post-Action2

Figure 4.1 The Students’ Improvement in Reading Comprehension The scores with asterisk (*) and color are above minimum score. To compare the test result between pretest and posttest of each cycle, the writer uses some steps. Those are calculating the students mean score of the test, calculating the class percentage, and calculating the students’ improvement score from pretest to posttest1 and 2 into percentage. The process of getting the mean of the pre-test, before jigsaw technique implementation, has been presented earlier where it is 47.27. The next step is to find the mean of post-test 1. The writer uses the same formula as in pre-test.

After finding the mean of students’ pre-test score, next is to find the percentage of the students that passed the minimum score in the cycle 1. As the data showed above, there are eight students that pass the minimum score (70). To get the percentage, the writer uses the following formula:

53

100% 100% % Based on the percentage above, there are six students or 27.27% of all students pass the minimum score. It can be clearly seen that there are improvements made by students from pre-test mean (22.28) to post-test 1 (27.27). The improvement is 4, 99 points (27.27-22.28) The next step is to count the improvement of students’ score from pre-test to post-test 1. To get the percentage, the writer uses the following formula: 100% 100% 100%

After calculating the mean score, the percentage of students’ improvements in post-test 1, now the writer tries to calculate post-test 2. To get the mean of post-test 2, the same formula as before is used.

Next is to find the percentage of the students who passed minimum score. There are nineteen students passing minimum score. The same formula as before is used. 100%

54

100% % Compared to post-test 1, there are some improvements. The improvement is 14.7 points (78.40-63.72). Next is to calculate the improvement from post-test 1 to post-test 2. The same formula as before is used. 100% 100% 100%

From the data analysis above, the writer tries to conclude the result of

the

test.

The

students’

score

mean

in

pre-test

is

, in post-test 1 is 69. 90, in post-test 2 are 76.40. The improvement from pre-test to post-test 1 is 19.45 points or

%. The

improvement from post-test 1 to post-test 2 is 6.5 points or The percentage of students who passed minimum score in pre-test is

% (5 students), in post-test 1 is

test 2 is

% (19 students). The improvement from pre-test to post-

test 1 is is

(8 students), in post-

. The improvement from post-test 1 to post-test 2 .

D. The Interpretation of Test Result As a whole, the interpretation of the data results among the pretest, the posttest of cycle 1, and the posttest of cycle 2 are as following: In the pretest, the mean score of students on reading test before carrying out Classroom Action Research (CAR) is 50.45. It is the students’ reading score before they use Jigsaw technique. Meanwhile, the class percentage which

55

passes is 22.28%. It means that there are 5 students who are able to pass the KKM (70) and there are 17students are out of the target. Furthermore, the mean score in the posttest of cycle 1 is 69.90. It means that there are some students’ score improvement from the previous test (pretest), that is 16.45 (63.72-74.27) or 34.80%. Meanwhile, the class percentages which pass the KKM in posttest 1 are 27.27%. It shows there are 6 students who pas the KKM and there are 16 students whose score still under KKM. However, it is still needed more improvement because it could not achieve the target yet of success CAR, that is 75 % (or at least 16 students) from the class percentage. That is why the writer and the teacher continue to the second cycle. Next, the mean score in the posttest of second cycle is 76.40. it shows the students’ improvement score 14.7 points (78.40-63.72) from the posttest 1 (63.72) or 27.27% students’ improvement in the score percentage from pretest or (4.99%) students improvement from posttest 1. Meanwhile, the class percentages which pass the KKM are 86.36%. It means there are 19 students whose score pass the KKM and there are 3 students are under the target of KKM. This class percentage shows some improvements (19.24%) From pre test (22.28%) or posttest 1 (27, .27%) in the class percentage. The posttest of cycle 2 has fulfilled the target of Classroom Action Research (CAR) success, that is above 75% students could pass the KKM. Automatically, it can be said that the Classroom Action Research (CAR) is success and the cycle is stopped.

115

Pedoman Wawancara Guru (Sebelum PTK) Friday, March 14th 2014

P

: Peneliti

G

: Guru

A. Kategori kondisi umum siswa P

: Selama ini bagaimana tanggapan siswa Ibu dalam proses pembelajaran Bahasa Inggris di kelas?

G

: Bermacam-macam tanggapan anak-anak. Sebagian siswa saya ada yang gemar akan pelajaran Bahasa Inggris karena menurut mereka, pelajaran Bahasa Inggris adalah salah satu mata pelajaran yang jarang ditugaskan untuk membuat pekerjaaan rumah. Akan tetapi , kebanyakan dari siswa saya tidak menyukai pelajaran Bahasa Inggris dengan alas an kurang paham, susah, dll dan mereka kurang antusias dengan materi yang saya berikan. Apalagi kalau pelajaran Bshasa inggris sudah dialokasikan pada jam tearkhir, energi siswa hanya tinggal sisa dan belajarpun menjadi tidak efektif.

P

: Skill Bahasa Inggris apa yang dianggap paling sulit oleh siswa?

G

: Tiap siswa memili kesulitan yang berbeda-beda. Banyak yang mengalami kesulitan dalam speaking.

Ada juga yang merasa sulit dalam materi

listening. Namun tidak sedikit juga yang mengalami kesulitan ketika harus membaca dalam Bahasa Inggris (reading). Pemahaman reading mereka masih sangat rendah dan kurang.Kesulitannya ya karna terbatasnya vocabulary yang mereka ketahui membuat mereka malas membaca. Padahal mereka harus menguasai berbagai jenis teks karena baik didalam ujina semester hingga ujian nasional pertanyaan seputar reading-lah yang sangat mendominasi. P

: Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan bagaimana hasil perolehan nilai Bahasa Inggris siswa Ibu?

116

G

: KKM untuk pelajaran Bahasa Inggris yaitu 70(tujuh puluh). Kebanyakan dari siswa saya harus lebih ditingkatkan lagi nilainya, karena masih banyak yang belum mencapai nilai KKM

P

: Tadi Ibu bilang banyak siswa yang mengalami kesulitan dalam memahami bacaan Bahasa Inggris atau reading, kelas manakah yang banyak muridnya menemui kesulitan dalam hal tersebut?

G

: Menurut saya kelas VIII.A. Tidak hanya pemahaman mereka dalam membaca saja, skill lain seperti listening, speaking, dan writing pun masih kurang. Tetapi memang di skill reading-lah mereka sangat lemah mengingat skor hasil belajar mereka pada tes reading yang paling rendah.

P

: Untuk semester ini, jenis teks apa saja yang harus mereka kuasai?

G

: Untuk semester genap ini mereka harus mempelajarai teks recount dan narrative. Minggu-minggu yang lalu saya sudah memberikan penjelasan tentang recount teks, untuk saat ini sih masih me-review recount text.

B. Kategori kesulitan siswa yang dialami dalam hal membaca (Reading) P

: Ketika membaca teks Bahasa Inggris, kesulitan apa yang kiranya dialami

oleh siswa? G

: Cukup banyak yang saya temui selama mengajar di kelas. Diantaranya

mereka hanya mampu membaca kata-kata yang terdapat didalam teks secara oral dengan lantang, akan tetapi ketika mereka ditanya pesan apa atau teks ini tentang apa? Alhasil mereka hanya diam saja tidak tahu menjawabnya, mereka hanya bias mengartikan satu persatu kata. Memang ada sebagian siswa yang memahami bacaan dalam bentuk kalimat atau parargraf pendek tetapi meraka tidak mampu untuk memahami teks yang lumayan agak panjang/ terdiri dari bebrapa paragraph. Selain itu, mereka sangat sulit untuk berkonsentrasi pada saat membaca. Mungkin karena ada teman-teman yang suka mengganggu dan tidak tertarik terhadap pelajaran B.inggris P

: Menurut ibu, apa saja penyebab kesulitan yang dialami oleh siswa ibu?

G

: banyak factor yang bias jadi penyebabnya ya mungkin penyebab dari

kesulitan itu diantaranya karena mereka kurang latihan dan kurang adanya

117

motivasi dari siswa dalam belajar Bahasa Inggris, serta sayapun belum menemukan strategi pembelajaran apa yang tepat untuk menangani masalah ini.

C. Kategori strategi pengajaran didalam reading P

: Memangnya, teknik mengajar seperti apa yang sudah Ibu gunakan dalam

hal reading skill ? G

: Sejauh ini saya hanya mengajar sesuai dengan materi yang ada di LKS

atau buku paket. Pernah waktu itu saya menggunakan group work dalam aktifitas reading, tetapi tetap saja malah siswa yang pintar yang aktif sementara siswa yang lain malas untuk mengerjakan tugas. Kadang saya mengajarkan dengan menterjemahkan teks tersebut dan siswa menjawab pertanyaan dari teks tersebut.Sampai saat inipun saya masih mencari laternatif yang cocok untuk mengajarkan reading. P

: Untuk saat ini, apakah Ibu mempunyai rencana lain untuk mengatasi

kesulitan siswa dalam hal membaca dan apakah Ibu pernah mendengar teknik Jigsaw? G

: Ya, saya banyak mendengar dari guru-guru lain bahwa Jigsaw mampu

menbantu kesulitan anak dalam membaca. Dan saya banyak membaca teori yang berkaitan dengan Jigsaw, sepertinya akan membuahkan hasil. P

: Lalu, jenis teks apa yang Ibu sarankan untuk digunakan dalam penelitian

ini? G

: Saran saya, Narrative text saja. Karena konsep penggunaan Jigsaw

cocok dengan narrative text. Disamping itu, hanya teks narrative saja yang belum saya sampaikan kepada mereka, mengingat untuk minggu-minggu ini siswa sedang mempelajari teks recount dahulu.

118

Pedoman Wawancara Siswa (Sebelum Penelitian Tindakan Kelas) Tuesday, March 18th 2014

P

: Peneliti

S1

: Siswa 1

S2

: Siswa 2

P

: Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran Bahasa Inggris di kelas?

S1

: Yah, Lumayanlah bu, gurunya baik tapi kadang-kadang suka ngebosenin

S2

: Gurunya baik kok bu, sering dikasih games yang menyenangkan tapi kadang kalo nanya suka dikacangin

P

: Berapa Standar nilai KKM untuk Pelajaran Bahasa Inggris/ dan bagaimana perolehan nilai Bahasa Inggris kamu?

S1

: 70. Hasilnya pas-pasan banget bu. Paling dapetnya juga 70

S2

: 70 atau 75 kayanya deh bu. Nilai saya ngga terlalu bagus bu cuma 73

P

: Skill Bahasa Inggris apa yang kamu anggap sulit?

S1

: Speaking, reading, ehmmmm sama listening

S2

: Reading dan grammar (past tense)

P

: Kalau dalam materi reading, jenis teks apa yang harus kamu kuasai semester ini? Dan jenis teks apa yang telah diberikan guru?

S1

: Cerita, descriptive, banyaklah pokoknya bu

S2

: Kalo ga salah teks Decriptive, Narrative, Recount bu

P

: Apa kesulitan yang biasa kamu temui ketika membaca teks Bahasa

Inggris? S1

: Banyak vocab yang ngga familiar, jadi rada bingung, teksnya juga kepanjangan bu jadi ga ngerti deh

S2

: Vocabnya ribet bu, susah diartiin. Gurunya juga ngajarnya gitu-gitu aja sama kadang berisik jadi ga konsen.

119

P

: Menurut kamu, apa penyebab kesulitan tersebut?

S1

: Males baca, bosen sama ngajarnya guru ngajarin readingnya bikin

boring bu S2

: Kurang latihan mungkin ya bu terus lihat tulisannya yang asing juga sama gurunya ngajarnya gitu-gitu aja, jadi ga terlalu semangat juga kitanya.

P

: Memangnya teknik mengajar seperti apa yang digunakan guru Bahasa Inggris daalm materi reading?

S1

: Disuruh nulis, baca, terus latihan

S2

: Hmm,, teknik bseperti biasa bu, terangkan, kerjakan, periksa deh

P

: Apakah kamu sudah mengetahui teknik jigsaw dalam pembelajaran

reading? S1

: Kayaknya belum pernah denger bu

S2

: Belum pernah denger bu

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion The students’ problem in comprehending is caused by lack of knowledge of the text. It was because they do not have background knowedge about the text. So, the teacher do not attract the students’ interest to read. To attract the students’ reading, the writer applied jigsaw technique in reading skill. Based on the analysis result of this research, it can be concluded that the technique of jigsaw could develop students’ reading comprehension of narrative text at the 2nd grade of YMJ Ciputat Junior High School. It can be seen that after finishing the whole steps of this CAR , the result showed that the gain score at VIII A class from pre-test, post-test 1 to post-test2 improvingly. To develop reading comprehension of narrative text, the students analyzed the schematic structures concerning orientation, sequence of events, and reorientation of any kinds of stories by using jigsaw learning activity.

B. Suggestion There are some suggestions for the English teacher and the school based on the research findings and discussion: The writer suggests the teacher to use jigsaw technique in teaching reading comprehension of narrative text due to the result of this study showed that it is effective to be applied. For the teacher, students and future writes who would like to use this technique, there are some points that the writer might suggests: 1.

The teacher should be creative in using jigsaw technique. It is better if teacher makes the students ready before the reading class begin such as giving question and answer or discussion about the popular narrative text. It can stimulate students’ background knowledge about the story they have

56

57

already known and make students more interested in participating in the activity. 2.

The teacher should be more prepared in using this technique including the preparation of lesson plan, the narrative text used, and the procedure duing the activity. It is because teacher’s preparation really influences the successful of teaching and learning process.

3.

The teacher should be more creative to find out the various materials. The narrative text is not only found at students’ guide book, but the teacher can also find it out in the narrative text collection in internet. It is better if the teacher select the story in narrative text that is interesting for students.

4.

For the students, they should have self-motivation in English Learning and they should have to practice more the material especially the reading in order to get better reading comprehension.

5.

For the future writers, it is recommended to investigate the use of jigsaw technique with other class categories in other courses of study. The writer realizes that this research is far from perfect. Therefore, further writer needs to be conducted

REFERENCES

Alderson, J. Charles. Assessing Reading. Cambridge: Cambridge University Press, 2000. Allington, Richard and Strange, Michael. Massachusetts: D.C. Health, 1980.

Learning

through

Reading.

Anderson, Mark, & Anderson, Kathy, Text Types in English 3,Sydney: Macmillan, 2003. Arikunto, Suharsimi. Penelitian Tindakan Kelas. Jakarta: Bumi Aksara, 2009. Brown, H. D. Language Assessment: Principles and Classroom Practices. New York: Pearson Education Inc. 2001. Crawley, Sharon J., and Merritt, King. Remediating Reading Difficulties – 3rd Edition. USA: Mc.Graw-Hill, 2000. DeBoer, John J., and Dallmann, Martha. The Teaching of Reading – Revised Edition. New York: Holt, Rinehart and Winston, Inc., 1960. Djamarah, Syaiful Bahri dan Zain, Aswan. Strategi Belajar Mengajar. Jakarta: PT Rineka Cipta, 2006. Donough Jo Mc and Shaw, Christopher. Materials and Methods in ELT. UK: Blackwell Publishing, 2003. Farris, Pamela J., et al., Teaching Reading – A Balanced Approach For Today’s Classroom. New York: McGraw-Hill, 2004. Grellet, Francoise. Developing Reading Skills. Cambridge: Cambridge University Press, 2010. Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman, 1989. Kessler, Carolyn. Cooperative Language Learning, A Teacher’s Resource Book. New Jersey: Prentice-Hall. Inc,1992. Larsen, Diane -Freeman and Anderson, Marti. Techniques &Principles in Language Teaching-Third Edition, New York: Oxford University Press, 2011.

58

Liang, T. Implementing Cooperative Learning In Efl Teaching: Process and Effects. Published Thesis. National Taiwan Normal University: 2002 Meltzer, David E. The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores. Iowa: Department of Physics and Astronomy, 2008. Mikulecky , Beatrice S. and Linda Jeffries, Reading Power : Second Edition. New York : Pearson Educaton, 1998. Mikulecky, Beatrice S. More Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster. New York: Pearson Education Inc., 2004. Nunan, D. (Ed.). Practical English Language Teaching. New York: The McGraw-Hill Companies, Inc. 2003. Nunan, David. Understanding Language Classroom. UnitedKingdom: Prentice Hall,1989. Nuttal, Christian. Teaching Reading Skill in a Foreign Language. London : Macmillan, 1996. Phar, Donald &Buscemi, Santi V., Writing Today: Context and Option for the Real World, New York: MacGraw-Hill, 2005. Ploeger, Katherine. Simplified Paragraph Skills. Lincolnwood: NTC Publishing Group, 2000. Pusat Kurikulum, Balitbang Depdiknas. Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs. Depdiknas: Jakarta, 2003. Ruetten, Marry K., and Pavlik, Cheryl. Developing Composition Skills: Academic Writing and Grammar Third Edition. Boston: Heinle, 2012. Savage, John F., and Mooney, Jean F. Teaching Reading to Children with Special Needs. USA: Allyn and Bacon, 1979. Schunk, Dale H. Learning Theories: An Educational Perspective - 6th Edition - . Boston: Pearson Education Inc., 2012. Sharan, Shlomon (Ed.). Handbook of Cooperative Learning Methods. United States : GreenWood Press, 1999.

59

Silver, Harvey F. et al. Reading for Meaning: How to Build Students’ Comprehension, Reasoning, and Problem-Solving Skills. Alexandria: ASCD Publisher, 2010. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2006. Sudjana, Metoda Statistika. Bandung: PT. Tarsito, 2002. Sukidin. Manajemen Penelitiam Tindakan Kelas. Jakarta: InsanCendikia,2007. Tamah, s. Jigsaw Technique in Reading Class of Young Learner Revealing Disscusson on Expert Team. Published Thesis. Widya mandala university: 2007. Wardiman, Artono.,et al., English in Focus : for Grade VIII Junior High School. Jakarta: Pusat Perbukuan Depdiknas, 2008. Zuchdi and Budiasih. The Nature of Reading. Jakarta: PT Gramedia Widia Sarana Indonesia, 1996/1997. (http: //www.nifl.gov/partnershipforreading/adult reading/glossary.html, accesed on_Februari, 10th 2014). (http: //www.nifl.gov/partnershipforreading/adult reading/glossary.html, accesed on_Februari, 10th 2014).

60

61

SILABUS PEMBELAJARAN Sekolah

: SMP YMJ Ciputat

Kelas/Semester

: VIII (Delapan)/2 (Genap)

Mata Pelajaran

: Bahasa Inggris

Standar Kompetensi : 11. Membaca Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan recount yang berkaitan dengan lingkungan sekitar.

Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian Teknik

Bentuk

Contoh

Instrumen

Instrumen

1. Teks: Listen to your 1 Menanyakan 1. Mengidentifikasi 11.3 Merespon semuahal yang topic dan teacher reading makna dan  narrative berhubungan informasi factual the following langkah retorika  recount Tes tulis Pilihangand dengan materi dalam teks dalam esei 2. Structure of text carefully. a (kejadian, narratif yang pendek the text: Then, find the acara,dll) dibacakan sederhana meanings of the 2 Menjelaskan 2. Mengidentifikasi dengan  narrative kosakata yang ciri menggunakan (identificat underlined words berhubungan kebahasaan(lang ragam bahasa ion – in Indonesian. dengan topic uage features) Tes tulis tulis secara description Use your (teks narrative yang terdapat akurat, lancar Pilihangand s) dictionary if dan recount). dalam teks dan berterima a  recount ( necessary. 3 Memberikan narratif/ recount. untuk orientatio teks berbentuk 3. Mengidentifikasi berinteraksi n events – narrativee dan tujuan dengan reorientati recount. komunikasi teks lingkungan

Alokasi

Sumber

Waktu

Belajar

4x40

Buku teks

menit

Yang relevan

Student’s coursebook

L

62

sekitar dalam teks berbentuk descriptivedan recount.

on) 3. Language features in narrative and recount text. 4. Kosakata yang berhubungan dengan jenis teks.

Memberi tugas yang dibaca. kepadasiswa 4. Mengidentifikasi yang tokoh daricerita berhubungan yang dibaca. dengan teks. 5. Mengidentifikasi main idea dari sebuah paragraph.

Read the following text carefully. Then identify its characteristic

63

The Students’ Reading Score of Pretest, Posttest 1 and Posttest 2

Score Students

Pretest

Posttest 1

Posttest 2

1

50

67

75*

2

75*

65

80*

3

30

55

80*

4

60

75*

85*

5

35

65

75*

6

75*

85*

7

45

55 67

8

30

85*

9

75*

60 65

10

45

75*

85*

11

25

67

65

12

30

55

75*

13

40

76*

80*

14

55

50

65

15

85*

75*

95*

16

20

50

70*

17

20

55

80*

18

30

60

85*

19

40

55

65

20

55

75*

85*

21

45

65

80*

22

75*

70*

80*

70*

80*

64

∑x MEAN

1040

1402

1725

63.72

78.40

*: The students who passed the Minimum Mastery Criterion or Kriteria Ketuntasan Minimal (KKM) which is 70.0.

65

The Improvement of Students Reading Score During CAR

100 90 80 70 60 Pre-test 50

Post-test1

40

Post-test2

30 20 10 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

SKOR DATA DIBOBOT ================= Jumlah Subyek = 34 Butir soal = 25 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No Urt 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

No Subyek 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

Kode/Nama Eros C... Koriah Ade Ch... Indri ... Meli A... Aora N... Rosant... Aura D... Alifa ... Dedy S... Putri ... Nurul ... Agus I... Bima P... Fikri ... Rifki ... Ridwan... Mela I... Nurlela Ratu O... Mutiar... Dwi Al... Muhamm... Riski ... Ferdian Irwan ... Rachma... Defand... Jatmik... Indah ... Tirani... Merili... Muhamm... Yemina...

Benar 9 15 16 11 11 12 13 8 15 11 12 13 11 6 5 6 6 7 6 6 8 10 8 11 8 7 7 7 10 12 11 9 7 6

Salah 16 10 9 14 14 13 12 17 10 14 13 12 14 19 20 19 19 18 19 19 17 15 17 14 17 18 18 18 15 13 14 16 18 19

Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Skr Asli 9 15 16 11 11 12 13 8 15 11 12 13 11 6 5 6 6 7 6 6 8 10 8 11 8 7 7 7 10 12 11 9 7 6

Skr Bobot 9 15 16 11 11 12 13 8 15 11 12 13 11 6 5 6 6 7 6 6 8 10 8 11 8 7 7 7 10 12 11 9 7 6

RELIABILITAS TES ================ Rata2= 9.41 Simpang Baku= 2.99 KorelasiXY= 0.69 Reliabilitas Tes= 0.81 Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No.Urut 1 2 3 4 5 6 7 8 9 10 11 12 13

No. Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13

Kode/Nama Subyek Eros Chandra Koriah Ade Choirunnisa Indri Yanti Meli Amelia Aora Nabila F... Rosanti Pratiwi Aura Damayanti Alifa Fadia Dedy Suryana Putri Wijayanti Nurul Fadhilah Agus Irawan

Skor Ganjil 5 8 8 6 7 7 6 4 7 6 7 7 6

Skor Genap 4 7 8 5 4 5 7 4 8 5 5 6 5

Skor Total 9 15 16 11 11 12 13 8 15 11 12 13 11

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Bima Prawira Fikri Fafhill... Rifki Ramadhan Ridwan Muhammad Mela Indriyan... Nurlela Ratu Oliviani Mutiara Afrianti Dwi Alditia A... Muhammad Riski Riski Maulansah Ferdian Irwan Nurdiana Rachmat Fauzi Defandi Aldia... Jatmiko Puji ... Indah Yuliani Tirani Safitri Merilia Adinda Muhammad Dima... Yemina Lena

3 3 3 3 3 3 3 3 5 4 6 4 5 5 5 5 6 5 4 3 3

3 2 3 3 4 3 3 5 5 4 5 4 2 2 2 5 6 6 5 4 3

6 5 6 6 7 6 6 8 10 8 11 8 7 7 7 10 12 11 9 7 6

KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No.Urut 1 2 3 4 5 6 7 8 9

No Subyek 3 2 9 7 12 6 11 30 4 Jml Jwb Benar

Kode/Nama Subyek Ade Choirunnisa Koriah Alifa Fadia Rosanti Pratiwi Nurul Fadhilah Aora Nabila F... Putri Wijayanti Indah Yuliani Indri Yanti

Skor 16 15 15 13 13 12 12 12 11

1 1 1 1 1 1 1 5

2 2 1 1 2

3 3 1 1 1 3

4 4 1 1 1 1 1 1 1 1 8

5 5 1 1 1 1 1 1 1 7

6 6 1 1 1 1 4

7 7 1 1 1 1 1 1 1 1 8

No.Urut 1 2 3 4 5 6 7 8 9

No Subyek 3 2 9 7 12 6 11 30 4 Jml Jwb Benar

Kode/Nama Subyek Ade Choirunnisa Koriah Alifa Fadia Rosanti Pratiwi Nurul Fadhilah Aora Nabila F... Putri Wijayanti Indah Yuliani Indri Yanti

Skor 16 15 15 13 13 12 12 12 11

8 8 1 1

9 9 1 1

10 10 1 1 1 3

11 11 0

12 12 1 1 1 1 1 5

13 13 1 1

14 14 1 1 1 1 1 1 6

No.Urut 1 2 3 4 5 6 7 8 9

No Subyek 3 2 9 7 12 6 11 30 4 Jml Jwb Benar

Kode/Nama Subyek Ade Choirunnisa Koriah Alifa Fadia Rosanti Pratiwi Nurul Fadhilah Aora Nabila F... Putri Wijayanti Indah Yuliani Indri Yanti

Skor 16 15 15 13 13 12 12 12 11

15 15 1 1 1 1 1 1 1 1 1 9

16 16 1 1 1 1 1 1 1 1 1 9

17 17 1 1 1 1 1 1 1 1 8

18 18 1 1 1 1 1 1 1 7

19 19 1 1 1 1 1 1 1 7

20 20 1 1 1 1 1 1 1 7

21 21 1 1 1 1 1 5

No.Urut 1 2 3 4 5 6 7 8 9

No Subyek 3 2 9 7 12 6 11 30 4 Jml Jwb Benar

Kode/Nama Subyek Ade Choirunnisa Koriah Alifa Fadia Rosanti Pratiwi Nurul Fadhilah Aora Nabila F... Putri Wijayanti Indah Yuliani Indri Yanti

Skor 16 15 15 13 13 12 12 12 11

22 22 1 1 1 3

23 23 1 1 1 1 1 1 1 1 8

24 24 1 1 2

25 25 0

Kelompok Asor Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No.Urut 1 2 3 4 5 6 7 8 9

No Subyek 28 33 14 16 17 19 20 34 15 Jml Jwb Benar

Kode/Nama Subyek Defandi Aldia... Muhammad Dima... Bima Prawira Rifki Ramadhan Ridwan Muhammad Nurlela Ratu Oliviani Yemina Lena Fikri Fafhill...

Skor 7 7 6 6 6 6 6 6 5

1 1 0

2 2 1 1 1 1 1 1 6

3 3 1 1 1 3

4 4 0

5 5 1 1 1 1 1 5

6 6 1 1 2

7 7 1 1 1 3

No.Urut 1 2 3 4 5 6 7 8 9

No Subyek 28 33 14 16 17 19 20 34 15 Jml Jwb Benar

Kode/Nama Subyek Defandi Aldia... Muhammad Dima... Bima Prawira Rifki Ramadhan Ridwan Muhammad Nurlela Ratu Oliviani Yemina Lena Fikri Fafhill...

Skor 7 7 6 6 6 6 6 6 5

8 8 0

9 9 1 1

10 10 0

11 11 1 1

12 12 1 1

13 13 0

14 14 1 1

No.Urut 1 2 3 4 5 6 7 8 9

No Subyek 28 33 14 16 17 19 20 34 15 Jml Jwb Benar

Kode/Nama Subyek Defandi Aldia... Muhammad Dima... Bima Prawira Rifki Ramadhan Ridwan Muhammad Nurlela Ratu Oliviani Yemina Lena Fikri Fafhill...

Skor 7 7 6 6 6 6 6 6 5

15 15 1 1 1 1 1 1 1 1 8

16 16 1 1 1 1 1 1 1 1 8

17 17 1 1

18 18 1 1 1 3

19 19 0

20 20 1 1 1 1 1 5

21 21 1 1

No.Urut 1 2 3 4 5 6

No Subyek 28 33 14 16 17 19

Kode/Nama Subyek Defandi Aldia... Muhammad Dima... Bima Prawira Rifki Ramadhan Ridwan Muhammad Nurlela

Skor 7 7 6 6 6 6

22 22 -

23 23 1 1 1 1 -

24 24 -

25 25 -

7 8 9

20 34 15 Jml Jwb Benar

Ratu Oliviani Yemina Lena Fikri Fafhill...

6 6 5

0

1 1 6

0

0

DAYA PEMBEDA ============ Jumlah Subyek= 34 Klp atas/bawah(n)= 9 Butir Soal= 25 Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No Butir Baru 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

No Butir Asli 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

Kel. Atas 5 2 3 8 7 4 8 1 1 3 0 5 1 6 9 9 8 7 7 7 5 3 8 2 0

Kel. Bawah 0 6 3 0 5 2 3 0 1 0 1 1 0 1 8 8 1 3 0 5 1 0 6 0 0

Beda 5 -4 0 8 2 2 5 1 0 3 -1 4 1 5 1 1 7 4 7 2 4 3 2 2 0

Indeks DP (%) 55.56 -44.44 0.00 88.89 22.22 22.22 55.56 11.11 0.00 33.33 -11.11 44.44 11.11 55.56 11.11 11.11 77.78 44.44 77.78 22.22 44.44 33.33 22.22 22.22 0.00

TINGKAT KESUKARAN ================= Jumlah Subyek= 34 Butir Soal= 25 Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Jml Betul 8 14 14 13 23 15 27 2 3 7 4 13 1 8 33 33 12 17

Tkt. Kesukaran(%) 23.53 41.18 41.18 38.24 67.65 44.12 79.41 5.88 8.82 20.59 11.76 38.24 2.94 23.53 97.06 97.06 35.29 50.00

Tafsiran Sukar Sedang Sedang Sedang Sedang Sedang Mudah Sangat Sukar Sangat Sukar Sukar Sangat Sukar Sedang Sangat Sukar Sukar Sangat Mudah Sangat Mudah Sedang Sedang

19 20 21 22 23 24 25

19 20 21 22 23 24 25

8 22 7 6 26 2 2

23.53 64.71 20.59 17.65 76.47 5.88 5.88

Sukar Sedang Sukar Sukar Mudah Sangat Sukar Sangat Sukar

KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 34 Butir Soal= 25 Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No Butir Baru 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

No Butir Asli 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

Korelasi 0.464 -0.219 -0.137 0.733 0.161 0.198 0.442 0.220 0.097 0.300 -0.020 0.240 0.331 0.488 0.143 0.261 0.671 0.380 0.747 0.229 0.572 0.407 0.243 0.517 0.092

Signifikansi Signifikan Sangat Signifikan Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan -

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) 10 15 20 25 30 40 50

P=0,05 0,576 0,482 0,423 0,381 0,349 0,304 0,273

P=0,01 0,708 0,606 0,549 0,496 0,449 0,393 0,354

Bila koefisien = 0,000

df (N-2) 60 70 80 90 100 125 >150

P=0,05 0,250 0,233 0,217 0,205 0,195 0,174 0,159

P=0,01 0,325 0,302 0,283 0,267 0,254 0,228 0,208

berarti tidak dapat dihitung.

KUALITAS PENGECOH ================= Jumlah Subyek= 34 Butir Soal= 25 Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA No Butir Baru 1 2

No Butir Asli 1 2

a 7++ 2-

b 8++ 13--

c 8** 5+

d 11+ 14**

* 0 0

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

14** 10+ 9--15** 2++ 13++ 23--11++ 6+ 7++ 50-0-1--12** 6++ 44++ 1-23--6--2** 7+

7++ 13** 23** 6++ 27** 1857** 23--13** 24--16-33** 33** 4+ 98** 8-0-40-6+ 1--

12-22+ 13--41-3** 144** 121** 10++ 1--0-9++ 217-22** 26--6** 26** 32**

1-9+ 0-0-12** 32-1-248** 0-0-9++ 17** 5+ 0-7** 1-2+ 23--24---

0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR ===================== Rata2= 9.41 Simpang Baku= 2.99 KorelasiXY= 0.69 Reliabilitas Tes= 0.81 Butir Soal= 25 Jumlah Subyek= 34 Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA Btr Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Btr Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

D.Pembeda(%) 55.56 -44.44 0.00 88.89 22.22 22.22 55.56 11.11 0.00 33.33 -11.11 44.44 11.11 55.56 11.11 11.11 77.78 44.44 77.78 22.22 44.44 33.33 22.22 22.22

T. Kesukaran Sukar Sedang Sedang Sedang Sedang Sedang Mudah Sangat Sukar Sangat Sukar Sukar Sangat Sukar Sedang Sangat Sukar Sukar Sangat Mudah Sangat Mudah Sedang Sedang Sukar Sedang Sukar Sukar Mudah Sangat Sukar

Korelasi 0.464 -0.219 -0.137 0.733 0.161 0.198 0.442 0.220 0.097 0.300 -0.020 0.240 0.331 0.488 0.143 0.261 0.671 0.380 0.747 0.229 0.572 0.407 0.243 0.517

Sign. Korelasi Signifikan Sangat Signifikan Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan

25

25

0.00

Sangat Sukar

0.092

-

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APPENDIX 7 Validity Test In this study the writer conducted validity test before conducting pre-test and post-test. It was done in order to check whether the test items are valid or not. The writer also conducted reliability, index difficulty power, and discriminating power. The following is formula to calculate the test. 1. Validity Test

rxy = r

√(

)(

)

: coefficient correlation : total of X and Y data

The result of validity test shows that there were three items are very significant, seven items are significant and twenty items are adequate. The following is description of item analysis result: Item Validity of Multiple Choice Table 3.2 Category / No.

Very Significant 4,17, 19,21,24

5 Total Source: ANATES V4

Significant 1,7, 14,22

Adequate (Need to be analyzed) 2, 3, 5, 6, 8, 9, 10, 11, 12, 13, 15, 16, 18, 20, 23, 25

4

16

Insignificant

From the table above the adequate items require to be check in order to know if the stem or optional was bad. Therefore, before they will be used as pre-test and post-test item the error should be corrected.

77

2. Reliability (

r= r n p q x2

)

: coefficient reliability (0 < r < 1) : number of question : number of true answer : number of wrong answer : Variant Category of Reliability Table 3.3 Value Remark 0, 00 – 0, 20 Unreliable 0, 21 – 0, 40 Less reliable 0, 41 – 0, 60 Sufficient 0, 61 – 0, 80 Reliable 0, 81– 1, 00 Very Reliable

For reliability test the writer conducted to forty four students who were not the sample of this study. It was used in order to know the quality of test. The result of test reliability showed that the value of multiple choice test is 0, 81 which means that the test was reliable and good. 3. Difficulty Level Difficulty level is used in order to know whether the test items are easy or difficult for students’ good test item defines as the item that can be answer by the upper group and cannot be answer by the lower group. The following is the formula of difficulty level calculation: DL = DL Ugr Ugr n

: difficulty level : number of right answer from upper group : number of right answer from lower group : number of both group

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Index of Difficulty Level 0, 00 – 0, 30

Difficulty Level of Multiple Choice Item Table 3.4 Number of Item Remark 2,3,5,6,8,9, 10,11,12,15, 16,20,23,25

Very difficult

Total 14

0, 31 – 0, 50 1, 7, 13, 14, 18,22 Moderately Difficult 6 0, 51 – 0, 70 17, 21, 24 Medium Difficult 3 <0, 71 4,19 Easy 2 Source ANASTES V4 Table 3.4 shows that there are four categories of items which are very difficult, moderately difficult, medium difficult and easy. There are six items are difficult level in range 0,31 - 0,70, fourteen items are very difficult level in range 0,00 – 0,30 and two items categorized into easy level because it is in range <0,71. 4. Discriminating Power DP = Categorization of discriminating power: 1,0 – 0,40 = excellent (retain) 0,30 – 0,39 = good (possibility for improvement) 0,20 – 0,29 = mediocre (need to be checked) 0,10 – 0,19 = poor (review in depth) >0,10 = worst (definitely discard) Discriminating Power of Multiple Choice Item Table 3.5 Index of Item Remark Discriminating Power 1,0 – 0,40 1,2, 7, 4,11, 12, Excellent 14, 17,18,19, 21 0,30 – 0,39 10,22 Good 0,20 – 0,29 5, 6, 20, ,24, 23, Mediocre 0,10 – 0,19 8, 13, 15,16 Poor > 0,10 3,9,25 Worst

Total

11 2 5 4 3

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From table 3.5, it can be seen that eighteen items are good to be used. However, there are 4 items require more analysis because involved in poor category. Unfortunately, there are 3 items should be removed because those have very low power in discriminating the students intelligence.

80

KISI-KISI PENULISAN SOAL POST-TEST 2 KELAS VIII PENELITIAN TINDAKAN KELAS (PTK) TAHUN PELAJARAN 2013-2014

Nama Sekolah

: SMP YMJ Ciputat

Alokasi Waktu

: 30 Menit

Mata Pelajaran

: Bahasa Inggris

Jumlah Soal

: 20 Soal

Kurikulum Acuan

: Kurikulm 2013

Semester

: II (genap)

KOMPETENSI DASAR MEMBACA 2.3 Memahami nuansa makna dan langkah-langkah pengembangan retorika di dalam teks terrtulis terutama yang berbentuk naratif, deskriptif, recount, dan anekdot, serta pesan-pesan pendek.

INDIKATOR Merespon teks berbentuk narrative, dengan cara  Gagasan pokok  Gagasan pendukung  Informasi tersirat  Informasi spesifik  Menemukan informasi tentang tujuan dari sebuah teks  Menemukan kata rujukan  Menemukan makna sesuai konteks  Menentukan isi pesan teks  Menemukan informasi detail JUMLAH

JENIS SOAL

PG

NOMOR SOAL

JUMLAH

11, 14

2

4, 17 3, 9, 13

2 3

2,

1

5, 8,16

3

10,

1

7, 12, 15,18, 20 1, 6, 19

5 3 20

81

KISI-KISI PENULISAN SOAL PRE-TEST KELAS VIII PENELITIAN TINDAKAN KELAS (PTK) TAHUN PELAJARAN 2013-2014

Nama Sekolah

: SMP YMJ Ciputat

Alokasi Waktu

: 30 Menit

Mata Pelajaran

: Bahasa Inggris

Jumlah Soal

: 20 Soal

Kurikulum Acuan

: Kurikulm 2013

Semester

: II (genap)

KOMPETENSI DASAR MEMBACA 2.3 Memahami nuansa makna dan langkah-langkah pengembangan retorika di dalam teks terrtulis terutama yang berbentuk naratif, deskriptif, recount, dan anekdot, serta pesan-pesan pendek.

INDIKATOR Merespon teks berbentuk narrative, dengan cara  Gagasan pokok  Gagasan pendukung  Informasi tersirat  Informasi spesifik  Menemukan informasi tentang tujuan dari sebuah teks  Menemukan kata rujukan  Menemukan makna sesuai konteks  Menentukan isi pesan teks  Menemukan informasi detail

JENIS SOAL

PG

NOMOR SOAL

JUMLAH

10 9 15, 17 1, 6

1 1 2 2

4, 5, 13

3

2, 7, 11,16, 20

5

8

1

3, 12, 19 14, 18,

3 2 20

82

KISI-KISI PENULISAN SOAL POST-TEST 1 KELAS VIII PENELITIAN TINDAKAN KELAS (PTK) TAHUN PELAJARAN 2013-2014

Nama Sekolah

: SMP YMJ Ciputat

Alokasi Waktu

: 30 Menit

Mata Pelajaran

: Bahasa Inggris

Jumlah Soal

: 20 Soal

Kurikulum Acuan

: Kurikulum 2013

Semester

: II (genap)

KOMPETENSI DASAR MEMBACA 2.3 Memahami nuansa makna dan langkah-langkah pengembangan retorika di dalam teks terrtulis terutama yang berbentuk naratif, deskriptif, recount, dan anekdot, serta pesan-pesan pendek.

INDIKATOR Merespon teks berbentuk narrative, dengan cara  Gagasan pokok  Gagasan pendukung  Informasi tersirat  Informasi spesifik  Menemukan informasi tentang tujuan dari sebuah teks  Menemukan kata rujukan  Menemukan makna sesuai konteks  Menentukan isi pesan teks  Menemukan informasi detail JUMLAH

JENIS SOAL

PG

NOMOR SOAL

JUMLAH

14 19 4, 11, 15 2, 6, 13,

1 1 3 3

1, 3, 9, 17

4

12, 16

2

7, 20

2

5, 10, 18 8,

3 1 20

83

83

Narrative Test (Pre-Test) Read the following texts and cross (X) A, B, C, or D as the best answer! The text bellow is for number 1-5 Long ago on the top of Mount Kinabalu in Borneo, there lived a dragon. He owned a large and beautiful pearl. People believed that he controlled the weather with it. The emperor of Chine heard this and wanted the pearl. He sent his two sons, Wee Ping and Wee San to Borneo to steal it. The princes, together with one hundred soldiers, set sail for Borneo in twelve sailing junks. When they arrived in Borneo they set out immediately to find the famous mountain. Their journey up the rugged slopes of mount Kinabalu proved very difficult. The dragon guarded his cave very fiercely and killed many of their soldiers. Then Wee San had clever idea. He climbed a tall tree, so he could see the dragon’s cave. He noted what time the dragon left his cave to hunt for food and what time he returned to

it.

Next he ordered his men to make a fake pearl and a large kite. He waited until the dragon left his cave. Then he placed the fake pearl in a bag, slung it across his shoulder and flew up to the mountain-top on the kite. He exchanged the real pearl for the fake one and then his brother pulled his kite back to the ground. The brothers quickly returned to their ships and set sail for China. They sailed safely home. The Emperor was thrilled with the pearl and gave a big party to celebrate his sons’ return. 1. Who was Wee San? A. An Emperor from China

C. A son of Emperor

B. A dragon of Borneo

D. A Borneo’s son

2. “… his men to make a fake pearl and large kite” (paragraph). What does the underlined word mean?

A. False

C. Glittering

B. Valuable

D. Expensive

3. The text above is written to …. A. Describe something important

C. Criticize certain persons

B. Inform about a good event

D. Amuse the readers

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4. Paragraph 4 shows …. of the problem. A. The orientation

C . The complication

B. The resolution

D. The evaluation

5. What does the text actually tell us about? A. Mount Kinabalu in Borneo B. The emperor of China to steal the pearl from dragon in Borneo C. Dragon who keeps the pearl in Borneo D. The emperor of China and the soldiers

The following text is for number 6-9 One morning there was a tiger who woke up and just felt great. He felt so good, he went out and concerned a small monkey and roared at him. “Who is the mightiest of all the jungle animals?” The poor little monkey replied, “You are of course, no one is mightiest than you”. A little while late, this tiger confronted a deer and bellowed out, “Who is the greatest and strongest of all the jungle animals?” The deer was shaking so hard it almost could not speak, but managed to say, “Oh great tiger, you are by far the mightiest animal in the jungle”. The tiger walked proudly to an elephant that was quietly eating some weeds and roared at the top of his voice, “Who is the mightiest of all the animals in the jungle?” Then this elephant grabbed the tiger with his trunk, pick him up, slamed him down, pick him up again and shook him until the tiger was just a blur of orange and black. Finally, the elephant threw him violently into a nearly tree. The tiger staggered to his feet and looked at the elephant and said, “Man, just because you don’t know the answer, you don’t have to get so angry!”

6. What did the elephant do to the tiger with his trunk? A. Grabbed him.

C. Disturbed him.

B. Answered his question.

D. Confronted him.

7. “…picked him up again and shook …” (paragraph 4) The underlined word refers to …. A. Elephant

C. Monkey

B. Tiger

D. Deer

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8. From the story above we know that …. A. A tiger was the greatest and strongest animal B. All of the animals were afraid of the tiger C. The elephant was stronger than the tiger D. The tiger was afraid to the elephant Read the passage carefully and answer number 10-14! Long, long time ago there lived two brothers. They had completely different characters. The big brother was very stingy and greedy. He never shared his wealth with poor people. The little brother was exactly the opposite. He was generous and kind to poor people. He even had no money left because he had shared it with the poor. One day the generous brother was sitting in his garden when suddenly a little bird fell on his lap. It was wounded. He took care of it, fed it, and put it in a nice cage. After the bird was healthy, the generous brother let it fly. After some time the bird returned to him and gave him a watermelon seed. The generous brother, then, planted the seed and watered it until it grew into a good watermelon plant. Yet, the plant was very strange. It had only one fruit; a big and heavy one. When the watermelon was ripe enough, the generous brother picked it and cut it into two. How surprised he was. The watermelon was full of gold. The generous brother sold the gold and became very rich. He built a big house and bought very large field. Still he never forgot to share the wealth with the poor. 9. What does the text mainly talk about? A. The poor people and the healthy bird.

C. The kind and the generous.

B. The stingy and the generous.

D. The stingy and the greedy

10. What does the main idea of the last paragraph? A. The young brother became poor B. The big brother built a big house C. The young brother became very rich D. The young brother planted the watermelon 11. “He even had no money left because he had shared it with the poor”. (par 1) What does the underlined means? A. Lent

C. Gave

B. Used

D. Returned

86

12. What can you learn from the story? A. Being greedy makes lazy B. Taking care of bird is a must C. Sharing your money to others make you poor D. Having good behavior causes good things in return Read the text carefully and answer number 15-21 There were a girl named Bawang Putih, she lived with her step mother and her step sister named Bawang Merah. Bawang Putih’s life was sad. Her step mother and her step sister treated Bawang Putih badly, they always asked her to do all the household chores. One morning, Bawang Putih was washing some clothes in a river. Accidentally, her mother’s clothes fell down to the river. Finally she met an old woman. The old woman returned the clothes. She also gave Bawang Putih a small pumpkin. At home, Suddenly Bawang putih and her step mother and step sister were surprised. Inside the pumpkin they found jewelries. “Bawang Merah, hurry up. Go to the river then found the old woman and took big pumpkin. They were screaming. There were a lot of snakes inside the pumpkin! Finally both of them realized their mistakes. They apologized and Bawang Putih forgave them.

13. What is the story about? A. Malin Kundang

C. Sangkuriang

B. Bawang Putih & Bawang Merah

D. Tangkuban Perahu

16. Who is Bawang Merah? A. Bawang Putih’s mother

C. The old woman

B. Bawang Putih’s step sister

D. The pumpkin’s owner

14. Why did the writer write the story? A. To describe Bawang Putih. B. To entertain the readers. C. To show how Bawang Merah do to Bawang Putih. D. To inform the readers that good and right things will win. 15. Why were Bawang Merah and mother screaming? A. They found jewelries B. Mother’s clothes fell down to the river C. Both of them realized their mistakes D. There were a lot of snakes inside the pumpkin

87

16. " Her step mother and her step sister treated Bawang Putih badly." (Line 2). The underlined word has similar meaning to .... A. Threw

C. Deceived

B. Took Care

D. Chased

17. Why did Bawang Merah and mother say apologize to Bawang Putih? A. They found jewelries B. Mother’s clothes fell down to the river C. Both of them realized their mistakes D. There were a lot of snakes inside the pumpkin Read the following text and answer number 22-25 The King of The Jungle One day a tiger saw a fox walking alone. Then, he intended to attack the fox. When Tiger jumped on Fox, Fox cried out, "How dare you attack the king of the jungle?" Tiger looked at him in amazement. "Non sense! You are not King!" "Certainly I am," replied the Fox. "All the animals run from me in terror! If you want proof, come with me." Fox went into the forest with tiger in heels. When they came to a herd of deer, the deer saw Tiger behind the Fox and ran in all direction. They came to a group of monkey, the monkey saw the tiger behind fox and they fled. Fox looked to tiger and said, "Do you need more proof than that? See how the animals flee at the first sight of me?" "I am surprised, but I've seen it with my own eyes. Forgive me attacking you, Great King." Tiger bowed low with great ceremony, he let the Fox go. 18. When tiger jumped on Fox, Fox cried out, "How dare you attack the king of the jungle". What did the Tiger answer? A. "Ok, you are king." B. "Sorry, you are a good fox." C. "Nonsense, you are not king". D. ""All Right. You are patient." 19. The moral value that we can learn from the story is ... A. The truth must appear in the world. B. False confidence often lead disaster. C. Misfortune tests the sincerity of our friends. D. An intelligent person defeats a strong man. 20. The monkey saw Tiger behind Fox and they fled. The underlined word refers to ... A. The tiger C. The monkey B. The foxes D. The fox and the tigers

89

Narrative Test (Posttest 1)

Read the following texts and cross (X) A, B, C, or D as the best answer ! The following text is for questions number 1 and 2. Once a farmer owned a donkey and a lapdog. The donkey worked hard all day, hauling heavy loads. The lapdog stayed with his master all day, and lived in the house with him. He did not work, but was allowed to sit on the master's lap. The donkey grew jealous of the lapdog. Perhaps if I behave like the dog, like wag my tail and jump on the master, the master will start loving me as much as he does the dog. So the donkey decided to wait for his chance. One day, when he was left unattended, the donkey broke his halter and ran into the farmhouse kitchen. There the farmer sat at table. The donkey rushed up to him and began wagging his tail vigorously, and knocked off all the china from the table. He then started jumping around and frolicking like a little dog, and finally plonked himself down on the farmer's lap. The shocked farmer yelled for help. The farmhands came running in and dragged the donkey off to his stable, and gave him a beating he did not forget for the rest of his life. 1. What made the donkey jealous of the dog? A. The halter that he has to wear. B. The beating that he has. C. The farmer's care to the dog. D. The chance to stay inside the house. 2. The best title for the text is? A. The farmer and his dog. B. The donkey and the lapdog. C. The farmer and the donkey. D. The dog and it's master. The following text is for questions number 3 and 4.

Juhha's Wonders Once upon a time, there was a small village in Baghdad. Its population was very small. In this village everybody knew each other and knew every little or big problems that went on in the village. In this small village there was a bakery that was popular for its delicious bread. One day a poor old man was walking in the street passing the bakery and he stopped to smell the scent of the bread which was spreading out of the bakery. Suddenly, the baker caught the old man and shouted at him demanding the price of bread's scent. He almost drag him to the police.

90

A very famous wise man named Juhha heard the baker shouting. So he went to him and asked about the problem. Juhha stood calmly listening to the baker and he thought for a solution. After a few minutes Juhha's eyes glistened and an amused smile was on his face. He asked the baker "How much money do you want?". The baker and poor man were astonished, but the baker answered "3 dinars". Juhha took the money out of his wallet and put it in his pocket and shook the money. "Did you hear the sound of the money?" Juhha asked. "Yes, I did", the baker replied, and with big smile Juhha said "Well then, this is the price of your bread's scent!" 3. Who stopped to smell the scent of the bread? A. The baker. B. The police. C. The old poor man. D. Juhha, the wise man. 4. What did the baker do to the old man? A. He wanted to hear the sound of the old man money. B. He demanded the old man to pay for the scent. C. He shouted his problem to the old man. D. He gave the old man some solution. Read the text to answer questions 5 and 6. Little Brother, Little Sister Maltreated by their stepmother, who was a witch, a little brother and sister fled into the woods. After running for a while, the brother said: „I‟m so thirsty. Let‟s find a spring and have a drink.‟ As the young boy bent down to drink, his sister heard a voice which said: „Who drinks from me will turn into a fawn.‟ it was the witch! Too late, the sister tried to prevent her brother from drinking. The young boy changed at once into a fawn. In tears, the little girl made a lead and collar out of her belt, and led the fawn off into the woods. There they found an abandoned cottage and lived together, far from any danger. One day, however, the king was hunting in the woods, and he spied the fawn, which could not resist the urge to wander away from the cottage. The king and his hunters chased the fawn all the way back home. There, the king followed it into the cottage, where he found a young girl stroking the frightened animal. She was so beautiful and gentle that the king fell in love with her at once. He asked her to be his wife, and his words caused the maiden to cry for joy. When one of her tears fell on the fawn, it changed back to her brother once more. Their goodness and love had overcome the witch‟s evil spell, and they lived safely and happily with the king for ever after.

91

Taken from 366 and More Fairy Tales, 1990

5. “There, the king followed it into the cottage..” The word it refers to …. A. cottage B. fawn C. wood D. home 6. How did the fawn change back to be a young boy? A. When the King asked for his sister to marry with him. B. When one of his sister‟s tear fell on the fawn. C. When the king chased the fawn back home. D. When his sister cried for joy. Read the text and answer questions 7 and 8. Maura, who liked to be thought of as the most beautiful and powerful queen of Arabia, had many suitors. One by one she had discarded them, until her list was reduced to just three sheiks, all equally young and handsome, rich and strong. It was very hard to decide who would be the best of them. One evening, Maura disguised herself and went to the camp of three sheiks, as they were about to have dinner, and asked them for something to eat. The first gave her some leftover food; the second gave her some unappetizing camel‟s tails; the third sheik, who was called Hakim, offered her some of the most tender and tasty meat. After dinner, the disguised queen left the sheiks‟ camp. The following day the queen invited the three sheiks to dinner at her palace. She ordered her servants to give each one exactly what they had given her the evening before. Hakim, who received a plate of delicious meat, refused to eat it if the other two could not share it with him, and this act finally convinced Queen Maura that he was the man for her. “Without question, Hakim is the most generous of you,” she announced her choice to the sheiks. “So it is Hakim I will marry.” 7. What‟s the moral value that you can learn from the story? A. Don‟t look at someone from the appearance. B. We should make a party to decide something C. Don‟t trust easily to someone who has given a valuable thing. D. We have to be careful in choosing the person to chase our life with. 8. “One by one she had discarded them,…” The word „them‟ refers to … . A. three sheiks B. servants

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C. Arabians D. suitors Read the text and answer questions 9 and 10 ! One day ago, some sailors set out to sea in their sailing ship. One of them brought his pet monkey along for the journey. When they were far out at sea, a terrible storm overtuned their ship. Everyone fell into the sea, and the monkey was sure that he would down. Suddenly a dolphin appeared and picked him up. They soon reached the island and the monkey came down from the dolphin‟s back. The dolphin asked the monkey, “Do you know this place?” The monkey replied, “Yes, I do. In fact, the king of the island is my best friend. Do you know that I am actually a prince?” Knowing that no one lived on the island, the dolphin said, “Well, well, so you are a prince! Now you can be a king!” The monkey said, “How can I be a king?” As the dolphin started swimming away, he answered, “That is easy. As you are the only creature on this island, you will naturally be the king!” 9. What happened to the sailors‟ ship? A. The terrible storm overtuned it. B. It drowned with all her loads. C. It hit an island under the sea. D. Its machine stopped working. 10. What is the dolphin like based on the text? A. A wild creature. B. A helpful animal. C. A good swimmer. D. A nice friend.

The following text is for questions 11 and 12. The Legend of Toba Lake There was a handsome man named Batara Guru Sahala, who enjoyed fishing so much. One day, he caught a fish. He was surprise to find out that the fish could talk. The fish begged him to set it free. Batara Guru Sahala could not bear it. He made the fish free. As soon as it was free, the fish changed into a very bbeautiful woman. Batara Guru Sahala fell in love with that fishwoman and wanted to marry her. Batara Guru Sahala promised to keep the secret that she had been a fish and would never tell anybody about it. They were married happily . They had two daughters. One day, Batara Guru Sahala got very angry with his daughters. He could not control his temper. He shouted angrily and got

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the word fish to his daughters. The daughters were crying. They found their mother and told about it. The mother was very angry. Batara Guru Sahala broke his promise. The mother was shouting angrily, the earth began to shake. Volcanoes started to erupt. The earth formed a very big hole. People believe that the big hole became a lake. Today the lake is known as Toba lake. 11. What is the main idea of the fourth paragraph? A. How Toba lake was formed. B. The daughters found their mother. C. Their daughters were crying. D. Batara Guru Sahala had two daughters. 12. What can you learn from the text above? We should ... A. promise to our wife. B. promise to our husband. C. break our promise. D. keep our promise. The following text is for questions number 13 to 16. Two friends talked and sang merrily as they walked through the forest. Suddenly, a bear appeared. The first man quickly climbed a tree. The second one was very scared because the bear was big and strong. It can also easily kill him. He thought hard and when the bear came near, he laid very still on the ground and controlled his breath. The bear come close to him, sniffing and smelling his body all over. Surprisingly, the bear walked away and thought the man was dead. The friend came down from the tree when the bear went away. He asked his friend mockingly, “What did the bear tell you”. The second friend was silenced for a while. “The bear told me to never trust a friend who escapes and leaves you alone when you need him most,” he said. The first friend realized his mistakes and was ashamed of his behaviour. 13. How did the second man escape from the bear‟s attack? A. By climbing a tree. B. By running through the forest. C. By laying on the ground. D. By singing together. 14. What is the main idea of the first paragraph? A. Two friends walked through the forest. B. The first friend climbed a tree. C. Two friends met a bear in the forest. D. The second man laid down on the ground.

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15. What is the moral value of the story above? A. We should learn to climb a tree. B. We should never be afraid of anything. C. We should always listen to our heart. D. We should never leave our friend behind. 16. “...never trust a friend who escapes and leaves you alone ...” (last paragraph) The underlined word refers to ... A. the bear B. the second man. C. the first man. D. a friend The following text is for questions number 17 and 18. Ant and Dove An ant went to the liver to get a drink. The water rushed so fast that he was washed off from the bank into the river. “I shall drown” he cried, “Help! Help!”, but his voice was so tiny that it couldn't be heard. A dove was sitting on the tree hanging over the water. She saw the Ant struggling and quickly nipped off a leaf and let it fall into the water. The ant climbed upon it and floated down the river until the leaf was washed upon the bank of the river. The ant called out in it's tiny voice, "Thank you, kind dove, you have saved my Life”, but of course the dove couldn't near him. Sev-eral days after ward, the dove was again sit-ting on the tree, a hunter crept carefully up to the tree. His gun was pointed at the dove and he was about to shoot, when he was bit-ten in the leg by an ant. he cried out with pain and dropped his gun. This frightened the dove, and she flew away, “Thank you, kind ant" cooed the dove. The ant heard it and happy that he could help her. 17. Why did the hunter cry out with pain ? A. His gun was dropped down B. His gun was exploded C. His leg was bitten by the ant D. His head was bitten by dove 18. What can we learn from the story? A. Thinking each other for kidness is dangerous B. Helping each other is the best way in life. C. Supporting each other in the crime D. Sharing each other, making wealthy life.

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The following text is for questions number 19 and 20. The Smartest Animal Once there was a farmer in Laos. Every morning and evening he plowed his field with the help of his buffalo. One day a Tiger saw the farmer and his buffalo working. The tiger was surprised to see a big animal listen-ing to a small animal. He wanted to know more about the buffalo and the man. After the man went home, the Tiger spoke to the buffalo. "You are so Dig and strong. Why do you do everything the man tells you?" “oh, the man is very intelligent." So the next day the tiger said to the man. “Can I see your intelligence?" But the man answered. "It's at home.". "Can you go and get it?" asked the tiger. "Yes." said the man. "But I'm afraid you will kill my buffalo when I am gone. Can I tie you to a tree?" After the man tied the ti-ger to a tree, he didn‟t go home to get his intelligence. He took his plow And hit the tiQer with a stick. Then he said- “Now you know about my intelligence even if you haven't seen it." 19. How did the tiger find out that the man was intelligent? A. The tiger asked the man B. The buffalo told the tiger C. The man tricked the tiger D. The man tried the buffalo to a tree 20. What can we learn from the story? A. Never underestimate others B. We have to plow the field everyday C. A buffalo is more intelligent than a tiger D. The size of body determines the power

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Narrative Test (Post-Test 2) Read the following texts and cross (X) A, B, C, or D as the best answer! The text bellow is for number 1-4 Once upon a time their lived a group of mice under a tree in peace. However, a group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were even crushed to death. Then taking of rats decided to approach the elephant's chief and request him to guide his herd through another route. On hearing the sad story, the elephant's king apologized and agreed to take another route. And so the lives of the rats were saved. One day elephant-hunters came to the jungle and trapped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of the rats. He summoned on of the elephants of his herd, which had not been trapped, to go seek help from the king and told him about the trapped elephants. The rat's king immediately took his entire group of rats and they cut open the nets which had trapped the elephant's herd. The elephant herd was totally set free. They danced with joy and thank the rats. 1.

What type of text is the above text? It is … A. a narrative text B. a description text

2.

What destroyed the homes of all rats? A. a group of mice did B. the hunter did

3.

C. elephant-hunter did D. a group of elephant did

What is generic structure of "once upon a time there lived a group of mice under a tree in peace"? A. Orientation B. Complication

4.

C. a recount text D. an anecdote text

C. Resolution D. Description

At the end of the story, how was the elephant's herd? A. angry B. sad

C. happy D. dead

The following text is for number 5-8 Once upon a time there was a girl name Cinderella. She lived with her bad stepmother and two step-sisters. She had to do all the household chores. One day the king invited all the ladies in the kingdom to go to a ball (pesta dansa) in the palace. He wanted to find the Crown Prince a wife.

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The step sisters went to the ball that night with their mother. Cinderella was left alone. She cried because she actually wanted to go to the ball, too. Just then a fairy godmother came. With her magic wand, she gave Cindrella a coach(kereta), two horses and footmen. She also gave Cinderella a lovely dress to wear the ball and a pair of glass slippers. She told Cinderella to come home before midnight. At the ball, Cinderella danced all night with the Prince. The Prince fell in love with her. At midnight, Cinderella ran home. Unfortunately, one of her slippers slipped off at the door. She did not have time to put it back on. The Prince was sad as he could not find Cinderella again that night. The next day, the Prince and his men brought along the glass slipper. They went all over the Kingdom to search for the owner. After searching for a long time, finally, they came to Cinderella’s house. The slipper fit her. The prince was very happy to find Cinderella again. They got married and lived ever after. 5.

6.

What is the purpose of the text above? A. To tell us how to write a story B. To inform what happened in the past C. To give a description of a beautiful girl D. To entertain readers with an actual, or vicarious experience What was there at the palace one day? A. A game B. A ball

C. A birthday party D. Crown part

7. Why did the king hold the event at his place? A. To celebrate his birthday

C. To entertain his people

B. To celebrate his wedding

D. To find the Crown Prince a wife

8. How was the end of the story? A. The Prince married Cinderella B. Cinderella was killed by her stepmother C. The prince turned into a horse forever D. The king gave the kingdom to Cinderella

Read the passage carefully and answer number 9-12!

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A fox fell into a well and couldn’t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good. “Good,” said the fox, “It’s the best water I’ve tasted in all my life. Come down and try it yourself.” The goat was thirsty so he got into the well. When he had drunk enough, he looked around but there was no way to get out. Then the fox said, “I have a good idea. You stand on your hind legs and put your forelegs against the side of the well. Then I’ll climb on your back, from there. I’ll step on your horns, and I can get out. And when I’m out, I’ll help you out of the well.” The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turn to him and said, “If you only had thought carefully about getting out, you wouldn’t have jumped into the well.” The goat felt very sad. He called out loudly. An old man walking nearby heard him and put a plank into the well. The goat out and thanked the old man. 9. The text tells the story of…….. A. A fox

c. A fox and a goat

B. A goat

d. An old man and the fox

10. What do we learn from the text? A. B. C. D.

The fox’s idea of how to get out of the well How the fox helped the goat How both the goat and the fox got out of the well Why the fox got into the well

11. “ The goat did as he was asked….. “ (Paragraph 3) What does the above sentence mean? A. B. C. D.

The goat drank enough and looked around The goat come down to the well and drank The goat stood on his hint legs and put his forelegs against the side of the well The goat waiting someone who might help him

12. “ Come down and try it yourself.” (Paragraph 1) The underline word refers to…. A. Well B. Water C. A fox D. A goat

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Read the text carefully and answer number 13-16 Once upon a time there was a poor widow who had an only son named Jack. They were so poor that they didn’t have anything except a cow. When the cow had grown up too old, his mother sent Jack to the market to sell it. On his way to the market, Jack met a butcher who had some beautiful beans in his hand. The butcher told him that the beans were of great value and persuaded the silly lad to sell the cow for beans. Jack brought them happily. When he told his mother about this, his mother became so angry that she threw the beans out of the window. When Jack woke up in the morning, he felt that the sun was shining into a part of his room, but all the rest was quite dark and shady. So he jumped to the window. What did he see? The beans stalk grew up quite close through Jack’s window. He opened the window and jumped to the beans stalk which grew up just like a big ladder. He climbed and climbed until at last he reached the sky. While looking around, he saw a very huge castle. He was very amazed. Then Jack walked along the path leading to the castle. There was a big tall woman on the doorstep. Jack greeted her and asked for the giantess’ mercy to give him breakfast, because he felt angry. Although the giantess grumbled at first, finally she gave Jack a slice of bread and cheese and a jug of milk. Jack hadn’t finished when the whole house began to tremble with the noise of someone’s coming. “Oh! It’s my husband!” said the giantess, “What shall I do?” Hastily the giantess opened a very big cupboard and hid Jack there. 13.

Where did Jack sell his cow?

A.

At a castle

C.

At the butcher’s house

B.

At the giant’s castle

D.

On his way to the market

14.

What is the story about?

A.

Jack and a butcher

C.

Jack and his cow

B.

Jack and the giantess

D.

Jack and the beans stalk

15.

“Oh! Ot’s my husband!” said the giantess, what shall I do?”

From the sentence we know that the giantess is ..... her husband A.

Afraid of

C.

Annoyed with

B.

Angry with

D.

Fed up with

16 “The butcher told him that the beans were …..” The underline word refers to…. A.

The butcher

C.

Poor widow

B.

Mother

D.

Jack

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Read the following text and answer number 17-20 Once when a lion was asleep, a little mouse began running up and down upon him; this soon awoke the lion, which placed his huge paw upon him, and open his big jaws to swallow him. “Pardon, O king,” cried the little mouse, “Forgive me this time, I shall never forget it; perhaps I may be able to do you a good turn some of these days.” The lion was so tickled at the idea of the mouse being able to help him. Then, he lifted up his paw and let him go. Sometime after, the lion was caught in a trap. Some hunters, who wanted to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him in. Just then, the little mouse happened to pass by and see the sad plight in which the lion was. The little mouse went up to him and soon gnawed away the ropes that bounded the king of the beasts. Soon after the little mouse had finished gnawing away the ropes, he asked the lion to run away.

17. What is the purpose of the text? A.

To entertain the readers

B.

To persuade the readers that something should or should not be the case

C.

To inform the readers about the events of the day which are considered newsworthy

D.

To explain something

18. What is the moral value of the text? A.

Don’t look at someone because of his clothes

B.

It is best for prepare for the days of necessity

C.

Common people may prove great ones

D.

United we stand, divided we fall

19. Paragraph three mainly tells us that …… A.

The little mouse asked for forgiveness

B.

The hunters carried the lion alive to the King

C.

The lion was tied to a tree by the hunters

D.

The little mouse could prove that he could help the lion

20. What did the little mouse do to prove his words?

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A.

He would never forget the lion

B.

He tried hard to help the lion free

C.

He ran up and down upon the lion

D.

He asked for apology to the king of the beast

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The Answer Keys Pretest 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Postest1 C D A B B A B B B C C D B D D B C C A C

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Postest2 C C D B B B D D A B A D C C D B C B C A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

A D A C D B D A C C C B D D A D C C D B

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Observation Result for Students Participation in the First Cycle

Cycle Meeting

: I / I (One)

Day/Date

: April 8th 2014 Students’ Activities

Comment

7.40-7.50 - Guru menjelaskan contoh-contoh teks narrative dan menjelaskan tentang pola dan susunan pada teks narrative.

- Siswa mendengarkan instruksi guru.

-Kebanyakan siswa tidak memperhatikan penjelasan Guru

7.50-7.60 - Guru Membagi Siswa dalam 5 kelompok dan memberikan instruksi kepada siswa bagaimana cara menemukan kelompoknya (home group)

-Siswa mendengarkan penjelasan guru, beberapa dari mereka bertanya kepada guru.

-Kebanyakan Siswa tidak bekerja sama.

7.60-8.00 Reading

- Siswa bergabung dengan home groupnya dan membaca teks yang telah dibagikan.

- Kebanyakan siswa saling menyontek dan Guru memgabaikann.

Time

Teacher’s Activities

- Guru meminta kepada siswa untuk bergabung dengan Home groupnya, dan meminta mereka untuk

104

membaca teks yang dibagikan secara pelan.

- Siswa bergabung - Kebanayakn Siswa terlihat dengan expert tidak mengerti groupnya sesuai dengan apa yang - Guru meminta dengan kode harus mereka siswa untuk soal yang lakukan dalam bergabung dengan diberikan guru. kegiatan expert groupnya - Merka pembelajaran dan berdiskusi melalui tekhnik berdiskusi dan dengan anggota jigsaw karena bertukar kelompoknya. Guru penjelasan guru pendapat terlalu cepan dan meminta mereka mengenai tidak jelas. untuk bekerjasama pemahaman dalam menjawab mereka terhadap soal-soal yang teks yang berhubungan diberikan, dengan teks yang - Siswa bertanya telah diberikan. pada guru ketika menemukan - Guru mendatangi kesulitan. setiap kelompok dan membantu siswa jika mereka mendapatkan kesulitan dalam

8.00-8.40 Discussing in expert group

memahami teks.

8.40.8.50

Test -Guru memberikan beberapa soal pretest

8.50-9.00 Reflection -Guru membahas

- Siswa mengerjakan soalsoal secara individu -Sebagian dari siswa menjawab

Siswa mengerjakan pretest masingmasing

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soal-soal bersama siswa

pertanyaan guru secara lisan.

106

Cycle Meeting

: I / 2 (Two)

Day/Date

: April 15th 2014

Time

Teacher’s Activities

7.40-7.50

- Guru memberikan - Siswa pertanyaan berhubungan mendengarkan dengan materi sebelumnya instruksi guru. dan membagi Siswa dalam 5 kelompok dan memberikan instruksi kepada siswa bagaimana cara menemukan kelompoknya (home group)

-Beberapa siswa dapat menjawab pertanyaan guru dengan benar yang berhubungan dengan materi sebelumnya

7.50-7.60

- Guru memberikan contoh teks narrative “The Ugly duckling“ dan menjelaskan tentang pola dan susunan pada teks narrative.

-Siswa mendengarkan penjelasan guru, beberapa dari mereka bertanya kepada guru.

-Beberapa siswa terlihat antusias untuk menulis struktur schematic dalam group jigsaw

7.60-8.00

Reading

- Siswa bergabung dengan home groupnya dan membaca teks yang telah dibagikan.

- Guru meminta kepada siswa untuk bergabung dengan Home groupnya, dan meminta mereka untuk membaca teks yang dibagikan secara pelan.

8.00-8.40

Discussing in expert group - Guru meminta siswa

Students’ Activities

- Siswa bergabung dengan expert groupnya sesuai dengan kode soal

Comments

-

107

8.40.8.50

8.50-9.00

untuk bergabung dengan yang diberikan expert groupnya dan guru. berdiskusi dengan anggota - Merka berdiskusi kelompoknya. Guru dan bertukar meminta mereka untuk pendapat bekerjasama dalam mengenai menjawab soal-soal yang pemahaman berhubungan dengan teks mereka terhadap yang telah diberikan. teks yang diberikan, - Guru mendatangi setiap - Siswa kelompok dan membantu menemukan siswa jika mereka beberapa kosa mendapatkan kesulitan kata yang baru, dalam dan berusaha untuk mencari memahami teks. makna yang tepat. - Siswa bertanya pada guru ketika menemukan kesulitan. Test - Siswa mengerjakan soal-Guru memberikan soal secara beberapa soal yang individu dikerjakan siswa secara individu Reflection

-Sebagian dari siswa menjawab -Guru membahas soal-soal pertanyaan guru bersama siswa secara lisan.

Siswa mengerjakan posttest 1 masingmasing

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Cycle Meeting

: 2 / I (One)

Day/Date

: April 22th 2014

Time

Teacher’s Activities

Students’ Activities

Comments

7.40-7.50

- Guru Membagi Siswa dalam 5 kelompok dan memberikan instruksi kepada siswa bagaimana cara menemukan kelompoknya (home group)

- Siswa mendengarkan instruksi guru.

- Guru memeberikan beberapa pertanyaan yang berhubungan dengan konsep struktur schematic dan kebanyakan siswa dapat menjawab pertanyaan dengan benar.

7.50-7.60

- Guru memberikan contoh teks narrative “The Legend Tangkuban Perahu“ dan menjelaskan tentang pola dan susunan pada teks narrative.

-Siswa mendengarkan penjelasan guru, beberapa dari mereka bertanya kepada guru.

- Beberapa siswa telihat antusia dan merasa mudah dalam menganalisa cerita dengan menggunakan tekhnik jigsaw.

7.60-8.00

Reading

- Siswa bergabung dengan home groupnya dan membaca teks yang telah dibagikan.

Para siswa berdiskusi dengan aktif dalam kelompok jigsawnya masing-masing.

- Siswa bergabung dengan expert groupnya sesuai dengan kode soal

-

- Guru meminta kepada siswa untuk bergabung dengan Home groupnya, dan meminta mereka untuk membaca teks yang dibagikan secara pelan.

8.00-8.40

Discussing in expert group - Guru meminta siswa

109

untuk bergabung dengan yang diberikan guru. expert groupnya dan - Merka berdiskusi berdiskusi dengan anggota dan bertukar kelompoknya. Guru pendapat mengenai meminta mereka untuk pemahaman mereka bekerjasama dalam terhadap teks yang menjawab soal-soal yang diberikan, berhubungan dengan teks - Siswa menemukan yang telah diberikan. beberapa kosa kata yang baru, dan - Guru mendatangi setiap berusaha untuk kelompok dan membantu mencari makna yang siswa jika mereka tepat. mendapatkan kesulitan - Siswa bertanya pada dalam guru ketika menemukan memahami teks. kesulitan. 8.40.8.50

Test -Guru memberikan beberapa soal yang dikerjakan siswa secara individu

8.50-9.00

Reflection

- Siswa mengerjakan soal-soal secara individu

-Sebagian dari siswa menjawab pertanyaan -Guru membahas soal-soal guru secara lisan. bersama siswa

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Cycle Meeting

: 2/ 2 (Two)

Day/Date

: April 29th 2014

Time

Teacher’s Activities

Students’ Activities

Comments

7.40-7.50

- Guru Membagi Siswa dalam 5 kelompok dan memberikan instruksi kepada siswa bagaimana cara menemukan kelompoknya (home group)

- Siswa mendengarkan instruksi guru.

- Guru memeberikan beberapa pertanyaan yang berhubungan dengan konsep struktur schematic dan kebanyakan siswa dapat menjawab pertanyaan dengan benar.

7.50-7.60

- Guru memberikan contoh teks narrative “Cinderella“ dan menjelaskan tentang pola dan susunan pada teks narrative.

-Siswa mendengarkan penjelasan guru, beberapa dari mereka bertanya kepada guru.

- Beberapa siswa telihat antusia dan merasa mudah dalam menganalisa cerita dengan menggunakan tekhnik jigsaw.

7.60-8.00

Reading

- Siswa bergabung dengan home groupnya dan membaca teks yang telah dibagikan.

Para siswa berdiskusi dengan aktif dalam kelompok jigsawnya masing-masing.

- Guru meminta kepada siswa untuk bergabung dengan Home groupnya, dan meminta mereka untuk membaca teks yang dibagikan secara pelan.

111

8.00-8.40

Discussing in expert group

- Siswa bergabung dengan expert groupnya sesuai - Guru meminta siswa dengan kode soal untuk bergabung dengan yang diberikan guru. expert groupnya dan - Merka berdiskusi berdiskusi dengan anggota dan bertukar kelompoknya. Guru pendapat mengenai meminta mereka untuk pemahaman mereka bekerjasama dalam terhadap teks yang menjawab soal-soal yang diberikan, berhubungan dengan teks - Siswa menemukan yang telah diberikan. beberapa kosa kata yang baru, dan - Guru mendatangi setiap berusaha untuk kelompok dan membantu mencari makna yang siswa jika mereka tepat. mendapatkan kesulitan - Siswa bertanya pada dalam guru ketika memahami teks. menemukan kesulitan.

-

8.40.8.50

Test

- Para siswa mengerjakan penelitian tidakan kelas posttest 2 masing-masing

-Guru memberikan beberapa soal posttest 2 yang dikerjakan siswa secara individu 8.50-9.00

Reflection

- Siswa mengerjakan soal-soal secara individu

-Sebagian dari siswa menjawab pertanyaan -Guru membahas soal-soal guru secara lisan. bersama siswa

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Pedoman Wawancara Guru (Setelah PTK) Friday,April 25th 2014

P

: Peneliti

G

: Guru

A. Kategori Kondisi Umum Kelas P

: Bagaimana pendapat Ibu mengenai pembelajaran reading setelah

menggunakan teknik Jigsaw? G

: Setelah saya lihat siswa-siswi di kelas VIII. A dalam pembelajaran

narrative text menggunakan teknik jigsaw, respon mereka menjadi positif. Pemahaman reading meraka pun lebih meningkat. P

: Apakah murid ibu dikelasVIII.A , merasa termotivasi dalam reading

setelah menggunakan teknik Jigsaw G

: Melihat antusiasnya siswa VIII.A dalam membaca teks narratif, saya

pun akan mencoba teknik tersebut. P

: Bagaimana kemampuan membaca siswa Ibu setelah menggunakan teknik

jigsaw? G

: Saya berharap kemampuan mereka lebih meningkat, saya lihat mereka

memang ada perubahan lebih baik dan memahami bacaan teks bahasa inggris.

B. Kategori Kesulitan Siswa Yang Dialami P

: Apakah Ibu merasa kesulitan dalam menggunakan teknik Jigsaw?

G

: Ya, pada awalnya saya mengalami kesulitan karena banyak anak-anak

yang susah mengerti apa itu teknik jigsaw tapi setelah pertemuan kedua sih jadi mulai terbiasa dan juga teknik ini justru mempermudah saya dalam kegiatan mengajar dikelas. Mereka jadil lebih tertarik untuk membaca dan membuat mereka menjadi lebih mandiri. P

:

jigsaw?

Memangnya apa penyebab dari kesulitan dalam menerapkan teknik

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G

: Awalnya saya berpikir jigsaw sama dengan group work lainnya tetapi,

setelah dipelajari lebih jauh, ternyata berbeda. Selanjutnya setelah dijalani, saya mulai

kerepotan

dengan

banyaknya

murid

yang

bertanya

bagaimana

menggabungkan masing-masing hasil kerja siswa menjadi paragraph yang sempurna. Tapi, lambat laun, siswa sudah mulai terbiasa dengan teknik ini. Dan kesuitan terakhir yaitu waktu, memakan waktu lama karena siswa sendiri sulit memahami mana yang termasuk orientation, menganalisa event-event, bahkan menentukan reorientation.

C. Kategori Strategi Untuk Mengatasi Kesulitan P

: Setelah mengetahui kesuitan yang Ibu hadapi daam menggunakan teknik

jigsaw, maka bagaimna cara ibu mengatasi kesuitan-kesuitan tersebut? G

: Seteah sikus pertama dan posttest dilaksanakan, saya langsung berdiskusi

dengan anda, lalu kita sama-sama mendapatkan solusinya yaitu pertama persoalan waktu, dapat kita atasi dengan pembatasan waktu pada setiap kelompok, sehingga siswa tidak bisa bersantai-santai dalam mengerjakan soal, siswa harus mendiskusikan hasi kerjanya dengan teman kelompoknya seteah itu diadakan penilaian. Dan untuk permasaah kedua mengenai suitnya siswa menganaisa skematik stuktur teks narrative, oleh karenanya setiap pertemuan harus mereview konsep skematik stuktur dalam setiap cerita yg telah disajikan.

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Pedoman Wawancara Siswa (Setelah Penelitian Tindakan Kelas) Tuesday,April 29th 2014

P

: Peneliti

S1

: Siswa 1

S2

: Siswa 2

P

: Bagaimana tanggapan kamu terhadap proses kpembelajaran reading

dengan menggunakan Jigsaw? S1

: Asyik banget bu, kita jadi gampang ngerti cerita-cerita Bahasa Inggris

yang panjang S2

: Enak bu, jadi bisa ngerjain sama-sama. Yah, yang kurang bisa kayak

saya jadi ada yang bantuin P

: Bagaimana perolehan nilai Bahasa Inggris kamu, terutama pada topic

narratve text? S1

: Wuah, nilai saya naik bu, di tes pertama kan saya dapet 45, yang kedua

60, yang terakhir malah jadi 85 S2

: Lumayan bagus bu, saya dapet 20, 45, 65

P

: Apakah nilai yang kamu dapatkan sudah melampau KKM?

S1

: Yang pertama belum, yang kedua pas, yang ketiga sudah melampaui

S2

: Belum bu, tapi saya seneng bu kan nilai saya awalnya kecil banget

P

: Apa kesulitan yang kamu temui ketika menggunakan teknik Jigsaw

dalam memahami narrative text? S1

: Ada sih bu. Banyak temen satu kelompok yang main-main dan ngandelin

yang pinter aja. S2

: Paling diceritanya aja bu, panjang-panjang. Masih ada vocab yang

belum tau. Klo teknik jigsawnya enak dan bikin kita rileks bu.

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Pedoman Wawancara Guru (Sebelum PTK) Friday, March 14th 2014

P

: Peneliti

G

: Guru

A. Kategori kondisi umum siswa P

: Selama ini bagaimana tanggapan siswa Ibu dalam proses pembelajaran Bahasa Inggris di kelas?

G

: Bermacam-macam tanggapan anak-anak. Sebagian siswa saya ada yang gemar akan pelajaran Bahasa Inggris karena menurut mereka, pelajaran Bahasa Inggris adalah salah satu mata pelajaran yang jarang ditugaskan untuk membuat pekerjaaan rumah. Akan tetapi , kebanyakan dari siswa saya tidak menyukai pelajaran Bahasa Inggris dengan alas an kurang paham, susah, dll dan mereka kurang antusias dengan materi yang saya berikan. Apalagi kalau pelajaran Bshasa inggris sudah dialokasikan pada jam tearkhir, energi siswa hanya tinggal sisa dan belajarpun menjadi tidak efektif.

P

: Skill Bahasa Inggris apa yang dianggap paling sulit oleh siswa?

G

: Tiap siswa memili kesulitan yang berbeda-beda. Banyak yang mengalami kesulitan dalam speaking.

Ada juga yang merasa sulit dalam materi

listening. Namun tidak sedikit juga yang mengalami kesulitan ketika harus membaca dalam Bahasa Inggris (reading). Pemahaman reading mereka masih sangat rendah dan kurang.Kesulitannya ya karna terbatasnya vocabulary yang mereka ketahui membuat mereka malas membaca. Padahal mereka harus menguasai berbagai jenis teks karena baik didalam ujina semester hingga ujian nasional pertanyaan seputar reading-lah yang sangat mendominasi. P

: Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan bagaimana hasil perolehan nilai Bahasa Inggris siswa Ibu?

116

G

: KKM untuk pelajaran Bahasa Inggris yaitu 70(tujuh puluh). Kebanyakan dari siswa saya harus lebih ditingkatkan lagi nilainya, karena masih banyak yang belum mencapai nilai KKM

P

: Tadi Ibu bilang banyak siswa yang mengalami kesulitan dalam memahami bacaan Bahasa Inggris atau reading, kelas manakah yang banyak muridnya menemui kesulitan dalam hal tersebut?

G

: Menurut saya kelas VIII.A. Tidak hanya pemahaman mereka dalam membaca saja, skill lain seperti listening, speaking, dan writing pun masih kurang. Tetapi memang di skill reading-lah mereka sangat lemah mengingat skor hasil belajar mereka pada tes reading yang paling rendah.

P

: Untuk semester ini, jenis teks apa saja yang harus mereka kuasai?

G

: Untuk semester genap ini mereka harus mempelajarai teks recount dan narrative. Minggu-minggu yang lalu saya sudah memberikan penjelasan tentang recount teks, untuk saat ini sih masih me-review recount text.

B. Kategori kesulitan siswa yang dialami dalam hal membaca (Reading) P

: Ketika membaca teks Bahasa Inggris, kesulitan apa yang kiranya dialami

oleh siswa? G

: Cukup banyak yang saya temui selama mengajar di kelas. Diantaranya

mereka hanya mampu membaca kata-kata yang terdapat didalam teks secara oral dengan lantang, akan tetapi ketika mereka ditanya pesan apa atau teks ini tentang apa? Alhasil mereka hanya diam saja tidak tahu menjawabnya, mereka hanya bias mengartikan satu persatu kata. Memang ada sebagian siswa yang memahami bacaan dalam bentuk kalimat atau parargraf pendek tetapi meraka tidak mampu untuk memahami teks yang lumayan agak panjang/ terdiri dari bebrapa paragraph. Selain itu, mereka sangat sulit untuk berkonsentrasi pada saat membaca. Mungkin karena ada teman-teman yang suka mengganggu dan tidak tertarik terhadap pelajaran B.inggris P

: Menurut ibu, apa saja penyebab kesulitan yang dialami oleh siswa ibu?

G

: banyak factor yang bias jadi penyebabnya ya mungkin penyebab dari

kesulitan itu diantaranya karena mereka kurang latihan dan kurang adanya

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motivasi dari siswa dalam belajar Bahasa Inggris, serta sayapun belum menemukan strategi pembelajaran apa yang tepat untuk menangani masalah ini.

C. Kategori strategi pengajaran didalam reading P

: Memangnya, teknik mengajar seperti apa yang sudah Ibu gunakan dalam

hal reading skill ? G

: Sejauh ini saya hanya mengajar sesuai dengan materi yang ada di LKS

atau buku paket. Pernah waktu itu saya menggunakan group work dalam aktifitas reading, tetapi tetap saja malah siswa yang pintar yang aktif sementara siswa yang lain malas untuk mengerjakan tugas. Kadang saya mengajarkan dengan menterjemahkan teks tersebut dan siswa menjawab pertanyaan dari teks tersebut.Sampai saat inipun saya masih mencari laternatif yang cocok untuk mengajarkan reading. P

: Untuk saat ini, apakah Ibu mempunyai rencana lain untuk mengatasi

kesulitan siswa dalam hal membaca dan apakah Ibu pernah mendengar teknik Jigsaw? G

: Ya, saya banyak mendengar dari guru-guru lain bahwa Jigsaw mampu

menbantu kesulitan anak dalam membaca. Dan saya banyak membaca teori yang berkaitan dengan Jigsaw, sepertinya akan membuahkan hasil. P

: Lalu, jenis teks apa yang Ibu sarankan untuk digunakan dalam penelitian

ini? G

: Saran saya, Narrative text saja. Karena konsep penggunaan Jigsaw

cocok dengan narrative text. Disamping itu, hanya teks narrative saja yang belum saya sampaikan kepada mereka, mengingat untuk minggu-minggu ini siswa sedang mempelajari teks recount dahulu.

118

Pedoman Wawancara Siswa (Sebelum Penelitian Tindakan Kelas) Tuesday, March 18th 2014

P

: Peneliti

S1

: Siswa 1

S2

: Siswa 2

P

: Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran Bahasa Inggris di kelas?

S1

: Yah, Lumayanlah bu, gurunya baik tapi kadang-kadang suka ngebosenin

S2

: Gurunya baik kok bu, sering dikasih games yang menyenangkan tapi kadang kalo nanya suka dikacangin

P

: Berapa Standar nilai KKM untuk Pelajaran Bahasa Inggris/ dan bagaimana perolehan nilai Bahasa Inggris kamu?

S1

: 70. Hasilnya pas-pasan banget bu. Paling dapetnya juga 70

S2

: 70 atau 75 kayanya deh bu. Nilai saya ngga terlalu bagus bu cuma 73

P

: Skill Bahasa Inggris apa yang kamu anggap sulit?

S1

: Speaking, reading, ehmmmm sama listening

S2

: Reading dan grammar (past tense)

P

: Kalau dalam materi reading, jenis teks apa yang harus kamu kuasai semester ini? Dan jenis teks apa yang telah diberikan guru?

S1

: Cerita, descriptive, banyaklah pokoknya bu

S2

: Kalo ga salah teks Decriptive, Narrative, Recount bu

P

: Apa kesulitan yang biasa kamu temui ketika membaca teks Bahasa

Inggris? S1

: Banyak vocab yang ngga familiar, jadi rada bingung, teksnya juga kepanjangan bu jadi ga ngerti deh

S2

: Vocabnya ribet bu, susah diartiin. Gurunya juga ngajarnya gitu-gitu aja sama kadang berisik jadi ga konsen.

119

P

: Menurut kamu, apa penyebab kesulitan tersebut?

S1

: Males baca, bosen sama ngajarnya guru ngajarin readingnya bikin

boring bu S2

: Kurang latihan mungkin ya bu terus lihat tulisannya yang asing juga sama gurunya ngajarnya gitu-gitu aja, jadi ga terlalu semangat juga kitanya.

P

: Memangnya teknik mengajar seperti apa yang digunakan guru Bahasa Inggris daalm materi reading?

S1

: Disuruh nulis, baca, terus latihan

S2

: Hmm,, teknik bseperti biasa bu, terangkan, kerjakan, periksa deh

P

: Apakah kamu sudah mengetahui teknik jigsaw dalam pembelajaran

reading? S1

: Kayaknya belum pernah denger bu

S2

: Belum pernah denger bu

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RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CYCLE 1 Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi

Kompetensi Dasar

Jenis Teks Tema Aspek/Skill Alokasi Waktu

: SMP YMJ Ciputat : Bahasa Inggris : VIII (Delapan) / I : 11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar :11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative : Monologue : Narrative text : Membaca : 2 x 40 menit

1. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Membaca dan memahami makna teks bacaan b. Mengidentifikasi langkah retorika dan ciri kebahasaan dalam teks naratif. c. Mnemukan ide pada teks narrative d. Menemukan pesan detail pada teks narratif 2. MateriPembelajaran a. Generic Structure of narrative text. b. Elements of narrative text. c. Social function of narrative text. 3. Metode Pembelajaran: Three-phase technique and pairs work 4. Langkah-langkah Kegiatan a. Kegiatan Awal  Greeting  Mengabsen siswa  Tanya jawab berbagai hal terkait kondisi siswa  Brainstorming dengan memberi pertanyaan yang berhubungan dengan tema

121

b. KegiatanInti:  Siswa menyimak guru bercerita tentang cerita – cerita naratif populer secara singkat.  Siswa diberikan materi serta penjelasan yang berkenaan dengan narrative text.  Siswa diminta menyusun paragraf dalam sebuah narratif teks dengan urutan yang benar.  Siswa dibagi menjadi beberapa kelompok dalam home group yang terdiri dari 4-5 orang dan masing – masing kelompok diberi narrative text tentang „The Ugly Duckling’.  Siswa diberikan beberapa vocabulary yang berkaitan dengan topic yang akan dibahas  Siswa dibagi menjadi beberapa dalam kelompok expert ( 2-3 orang setiap kelompok)  Siswa membaca narrative text yang diberikan secara berkelompok , berdiskusi tentang cerita dan menjawab pertanyaan dalam teks tersebut .  Siswa menganalisa struktur kebahasaan dan pola pada narrative text, „The Ugly Duckling’.  Siswa diminta kembali ke homegroup dan mempresentasikan ke anggota group yang lain tentang apa yang telah didiskusikan dalam expert group c. KegiatanPenutup Dalamkegiatan penutup:  Guru memeriksa hasil pekerjaan siswa.  Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback.  Siswa dan guru bertanya jawab tentang materi yang belum dimengerti.  Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan  Guru bersama-sama dengan siswa membuat rangkuman/simpulan pelajaran.  Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram  Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya. 5. SumberBelajar

a. http://www.englishdirection.com/2012/05/contoh-example-of-narrativetext-king.html b. LKS Bahasa Inggris SMP Kelas 8. c. Kurikulum KTSP Bahasa Inggris kelas VIII d. Silabus SMP Kelas VIII

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6. Penilaian Indikator Pencapaian Kompetensi

1. Mengidentifikasi berbagai informasi dalam teks monolog narrative. 2. Mengidentifikasi berbagai makna dalam teks narrative. 3. Mengidentifikasi langkah retorika, unsur – unsur, dan ciri kebahasaan teks narrative.

Teknik Penilaian

Tes tulis

Bentuk Instrumen

Isian

Instrumen/ Soal

Terlampir

a. Rubrik Penilaian Uraian

Skor

Jawaban benar

2

Jawaban kurang tepat

1

Jawaban salah

0

b. Question dan Kunci Jawaban. : Terlampir

Tangerang, 11 April 2014

Guru Mata Pelajaran,

(Lia Maretnowati, S.Pd.)

MahasiswaPenelitian,

(Ikrima Hikmawati)

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The Ugly Duckling One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. "Peep, peep" the little ducklings cried. "Quack, quack" their mother greeted in return. However the largest egg had not cracked. The mother duck sat on it for several days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn't look like the others at all. He was like a turkey. When the mother duck brought the children to the pond for their first swimming lesson, the huge grey duckling splashed and paddled about just as nicely as the other ducklings did. "That is not a turkey chick. He is my very own son and quite handsome" the mother said proudly. However, the other animals didn't agree. They hissed and made fun of him day by day. Even his own sisters and brothers were very unkind. "You are very ugly" they quacked. The little poor duckling was very unhappy. "I wish I looked like them." He thought to himself. One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter. Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him."Oh, dear. These beautiful birds will laugh and peck me too." He said to himself. But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. "I am not an ugly duckling but a beautiful swan.", he exclaimed. He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.

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Terjemahan “The Ugly Duckling” Itik Buruk Rupa Suatu hari, ibu itik sedang duduk mengerami telur – telurnya. Ia merasa kelelahan mengerami telur-telurnya dalam waktu yang lama. Ia hanya berharap telur –telur itu akan segera menetas. Beberapa hari kemudian, keinginannya terkabul. Telur – telur tersebut menetas dan muncullah beberapa itik yang lucu. “Peep, peep”, itik – itik kecil berteriak. “Quack – quack”, ibu itik meyahuti mereka. Namun, telur yang paling besar tak kunjung menetas. Ibu itikmengeraminya lagi untuk beberapa hari. Akhirnya, telur yang paling besar itu pun menetas dan muncullah seekor itik besar yang jelek. Ibu itik pun terkejut melihatnya. Bayi itik itu sangat besar, terlihat kusam dan gelap. Ia tidak terlihat seperti yang lainnya. Ia terlihat seperti spesies itik yang gagal. Ketika ibu iti membawa anak – anaknya ke kolam unuk pelajara berenang mereka yang pertama, itik kelabu yang besar mulai menceburkan diri ke kolam dan berenang dengan indahnya seperti yang itik lain lakukan. “Ia bukan anak itik yang gagal. Ia adalah anak laki –laki ku dan terlihat tampan” kata ibu itik dengan bangganya. Bagaimanapun, binatang lainnya tidak setuju. Mereka mendesis dan mengejek itik buruk rupa setiap hari. Bahkan saudara perempuan dan laki-lakinya pun tidak bersikap baik padanya. “Kau sangat jelek” kata mereka dengan mengeluarkan suara bebek. Itik kecil yang malang merasa sangat tidak bahagia. “Aku berharap aku terlihat seperti mereka.” Ia berkata pada dirinya sendiri. Suatu hari, itik buruk rupa lari dan bersembunyi dalam semak – semak. Itik yang sedih tinggal sendiri dalan dinginnya salju musim dingin. Akhirnya, musim semi pun datang dan bunga – bunga mulai bermekaran. Ketika ia sedang berenang di kolam, ia melihat tiga angsa putih yang berenang menuju dirinya. “Oh, tidak. Burung – burung indah itu akan menertawakanku dan mematukku.” Ia berkata pada dirinya. Tetapi angsa – angsa tresebut tidak menyerangnya. Mereka justru berenang mengelilinginya dan mengelusnya dengan paruh mereka. Ketika itik buruk rupa membengkokkan lehernya untuk berbicara dengan angsa – angsa tersebut, ia melihat bayangan dirinya di dalam air. Ia tidak mempercayai pandangannya. “Aku bukanlah itik buruk rupa, melainkan seekor angsa yang indah.”, ia berseru. Ia merasa sangat gembira. Sejak hari itu, ia berenang dan bermain dengan teman – teman barunya dan merasa lebih bahagia dari yang pernah ia rasakan. PART I : Answer the questions bellow ! 1. Why did the mother duck look surprise when the largest egg cracked? 2. Who were very unkind to Ugly Duckling? 3. Where did the Ugly Duckling hid from other animals? 4. Who did the Ugly Duckling meet in the pond? 5. What did Ugly Duckling say when he saw his reflection in the water? How was his feeling? 6. What is the value from this story?

125

PART II : Write down the Generic structure with your group ! Kunci Jawaban 1. Because when the largest egg cracked and a huge ugly duckling waddled out. He was so big and very gray. He didn't look like the others at all. He was like a turkey. 2. Ugly Duckling‟s brothers and sisters and other animals. 3. In the bushes. 4. Three large white swans. 5. "I am not an ugly duckling but a beautiful swan.". He was very happy. 6. Don‟t underestimate yourself! May be you have a pride inside yourself that make you better than others. Narrative text - Generic Structure Orientation of the Narrative text: It introduces the participants which involve in the story of the Ugly Duckling. They are duck mother, ugly duckling, duckling's sister, and the swam. Complication of the narrative text: In this story of ugly duckling, the major complication is that the new born duck is different from other little ducks. The difference made him get bad treatment from others animals. As results, he was sad, unhappy and ran away. Resolution of the narrative text: It comes to a solution for the complication. In narrative texts, a resolution can be a happy ending or sad ending. In this story of the Ugly duckling, the resolution is happy ending.He got new friends and did not treat him badly.

126

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CYCLE 2

Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi Kompetensi Dasar

Jenis Teks Tema Aspek/Skill Alokasi Waktu

: SMP YMJ Ciputat : Bahasa Inggris : VIII (Delapan) / I : 11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar :11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative : Monologue : Narrative text : Membaca : 2 x 40 menit

1. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Membaca dan memahami makna teks bacaan b. Mengidentifikasi langkah retorika dan ciri kebahasaan dalam teks naratif. c. Mnemukan ide pada teks narrative d. Menemukan pesan detail pada teks narratif 2. MateriPembelajaran a. Generic Structure of narrative text. b. Elements of narrative text. c. Social function of narrative text. 3. Metode Pembelajaran: Three-phase technique and pairs work 4. Langkah-langkah Kegiatan a. Kegiatan Awal  Greeting  Mengabsen siswa  Tanya jawab berbagai hal terkait kondisi siswa  Brainstorming dengan memberi pertanyaan yang berhubungan dengan tema

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b. KegiatanInti:  Siswa menyimak guru bercerita tentang cerita – cerita naratif populer secara singkat.  Siswa diberikan materi serta penjelasan yang berkenaan dengan narrative text.  Siswa diminta menyusun paragraf dalam sebuah narratif teks dengan urutan yang benar.  Siswa dibagi menjadi beberapa kelompok dalam home group yang terdiri dari 4-5 orang dan masing – masing kelompok diberi narrative text tentang „The Legend of Tangkuban Perahu’.  Siswa diberikan beberapa vocabulary yang berkaitan dengan topic yang akan dibahas  Siswa dibagi menjadi beberapa dalam kelompok expert ( 2-3 orang setiap kelompok)  Siswa membaca narrative text yang diberikan secara berkelompok , berdiskusi tentang cerita dan menjawa pertanyaan dalam teks tersebut .  Siswa menanyakan kesulitan yang dihadapi disaat guru sedang berkeliling melihat proses diskusi para siswa.  Siswa menganalisa struktur kebahasaan dan pola pada narrative text, „The Legend of Tangkuban Perahu’.  Siswa diminta kembali ke homegroup dan mempresentasikan ke anggota group yang lain tentang apa yang telah didiskusikan dalam expert group c. KegiatanPenutup Dalamkegiatan penutup:  Guru memeriksa hasil pekerjaan siswa.  Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback.  Siswa dan guru bertanya jawab tentang materi yang belum dimengerti.  Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan  Guru bersama-sama dengan siswa membuat rangkuman/simpulan pelajaran.  Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan secara konsisten dan terprogram  Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya. 5. SumberBelajar

a. http://www.englishdirection.com/2012/05/contoh-example-of-narrative-textking.html b. LKS Bahasa Inggris SMP Kelas 8. c. Kurikulum KTSP Bahasa Inggris kelas VIII

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d. Silabus SMP Kelas VIII 6. Penilaian Indikator Pencapaian Kompetensi

Teknik Penilaian

1. Mengidentifikasi berbagai informasi dalam teks monolog narrative. 2. Mengidentifikasi berbagai makna dalam teks narrative. 3. Mengidentifikasi langkah retorika, unsur – unsur, dan ciri kebahasaan teks narrative.

Tes tulis

Bentuk Instrumen

Isian

Terlampir

a. Rubrik Penilaian Uraian

Instrumen/ Soal

Skor

Jawaban benar

2

Jawaban kurang tepat

1

Jawaban salah

0

b. Question dan Kunci Jawaban. : Terlampir

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The Legend of Tangkuban Perahu

Once, there was a kingdom in Priangan Land. Lived a happy family. There was a father in form of dog. His name was Tumang. A mother which was called Dayang Sumbi, and a child which was called Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried because he hunted no deer. Then he thought to shot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi found out that it was not deer lever but Tumang's, his own dog. So, She was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then castaway from their home. Years go bye, Sangkuriang had travel many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, The woman looked at the wound in Sangkuriang's head. It matched to her son's wound who had left severall years earlier. Soon she realized that she felt in love with her own son. She couldn't marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung. Part I : Answer the questions bellow ! 1. Who was Sangkuriang? 2. Who was Dayang Sumbi? 3. Why was Sangkuriang castaway from his home? 4. Why did Dayang Sumbi ask Sangkuriang to make her a lake and boat? 5. What did Dayang Sumbi do after she knew that Sangkuriang had almost finished the boat? 6. What did Sangkuriang do when he realized that he was lost? Kunci Jawaban 1. A boy who went away from house and finally met his mother as his lover.

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2. A woman who stay still young and fell in love with her own kid. 3. Because Dayang Sumbi found out that it was not deer lever but Tumang's, his own dog. So, She was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then castaway from their home. 4. Because she has known that Sangkuriang was her son. 5. She lit up the eastern horizon with flashes of light. It made the cock crowed for a new day. 6. He kicked the boat he built.

PART II : Write down the Generic structure with your group !

Narrative text - Generic Structure Orientation: It sets the scene and introduces the participants/characters. In that Sangkuriang story, the first paragraph is the orientation where reader finds time and place set up and also the participant as the background of the story. Sangkuriang, Dayang Sumbi and Tumang took place once time. Complication: It explores the conflict in the story. It will show the crisis, rising crisis and climax of the story. In the Sangkuriang story, paragraph 2 and 3 are describing the complication. Readers will find that Sangkuriang made a mistake that he killed his own dog who was his father and he was castaway from his home. When he came back, he felt in love with a woman who was his mother. Resolution: It shows the situation which the problems have been resolved. It must be our note that “resolved” means accomplished whether succeed or fail. In the last paragraph of the Sangkuriang story, readers see the problem is finished. Dayang Sumbi succeed to make Sangkuriang failed marry her. Then Sangkuriang was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung.

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Students’ Jigsaw Groups

Lion (L) Text Code (1a,2a,2a,3a,4a) -Ardi Sapta Pamungkas - Dhita Nabilla - Fajar Al-Fadhil - Radwa - Vhena

Wolf (W) Text Code (1a,2a,3a,4a) -

Dhita Nabilla Syania Savira Nadia

Shark (S) Text Code (1b,2b,3b,4b)

Bear (B) Text Code (1b,2b,3b,4b)

-

-

Ricky Vena Risna Chelvin

Crocodile (C) Text Code (1a,2a,2a,3a,4a) -

Novi Fahrul Ilena Rafi Wylanda

Mardiansya Multi Amelia Sulaiman

Students’ Expert Groups 1A Student : L-1A W-1A C-1A

2A Student : L-2A,2A W-2A C-2A,2A

3A Student : L-3A W-3A C-3A

4A Student : L-4A W-4A C-4A

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1B Student : S-1B B-1B

2B Student : S-2B B-2B

3B Student : S-3B B-3B

4B Student : S-4B B-4B