IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH USING STORY MAPPING (A Classroom Action Research at Eight Grade Student of SMP PGRI 2 Ciputat)
By: ANNA AGUS SELVIANA 208014000024
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ACKNOWLEDGEMENT
Praise be to Allah, Lord of the worlds, who has given the writer His love and compassion to finish the last assignment in her study. Peace and salutation be upon the prophet Muhammad SAW, his family, his companion, and his adherence. On this opportunity, the writer would like to express her greates gratitude and honor to her beloved families, especially her parents – H. Syafi’i and Hj. Nani Rohani – who have given their greates love, prayer, and moral encouragement. It also will be expressed to the whole of her families for their biggest love and kindness to support her in finishing this “skripsi”. Also, she would like to address her greatest thanks to her advisors Dr. Ratna Sari Dewi, M.Pd. and Zaharil Anasy, M.Hum. for their time, valuable guidance, helps, corrections, and suggestions during completing this “skripsi”. The writer’s sincere gratitude also goes to: 1. All lecturers, especially those of in English Education Department, who always give their motivation and valuable knowledge and also unforgettable experience during her study at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd. the chairman of English Education Department and Zaharil Anasy, M.Hum. the secretary of English Education Department. 3. Dra. Nurlena, MA, Ph.D. the Dean of Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta. 4. All her family, especially her beloved brothers Rahmat Hidayat and Ahmad Ridwan and also their wife. 5. All her beloved friends at syarif Hidayatullah State Islamic University, especially Syarifatunnisa, Eka Sasmiasih, Iin Suryani and all friends who have always been great friends and always given their support especially classmates in English Education Department Class A for academic 2008.
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Hopefully, this “skripsi” can be useful to the readers, particularly to the researcher. Furthermore, the writer realized that this “skripsi” is far from being perfect. It is a pleasure for her to recieve constructive suggestions from anyone who reads her “skripsi" for valuable improvement.
Jakarta, 25 September 2014 The Writer
Anna Agus Selviana 208014000024
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ABSTRACT Selviana, Anna Agus. 2014. Improving Students’ Reading Comprehension of Narrative Text through Story Mapping (A Classroom Action Research at Eight Grade Student of SMP PGRI 2 Ciputat), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor
: 1. Dr. Ratna Sari Dewi, M.Pd
2. Zaharil Anasy. M.Hum
Keywords
: Reading Comprehension, Narrative Text, Story Mapping
The objective of the research was to get empirical evidence of the improving students’ reading comprehension of narrative text through story mapping technique. The method of this research was classroom action research which was conducted in two cycles. The subject of this research was the 2nd Grade of SMP PGRI 2 Ciputat at Academic Year 2013/2014 with total number of students 34. The research instruments were the observation and test form. The result of this study shows that the students’ improved their understanding of narrative text during teaching and learning process by using story mapping. It is proven by the data which derived from this study. From the observation, it could be seen that the students were more active and interested in learning narrative text and from the result. There were three tests conducted, those are pre-test 1 and post-test 2. The improvement of students’ understanding of narrative text can be seen clearly in the improvement of their achievement in pre-test and post-test. The result of pre-test and post-test showed the significant improvement. The mean of pre-test score is 48.35. The minimal mastery level criterion (KKM) in SMP PGRI 2 Ciputat is 70 (seventy). It means there were only 2.94% of the whole students could pass the KKM. The mean of post-test 1 score is 61.64. It is proven that 17.64% students passed KKM. Next, the mean of post-test 2 score is 76.58. The percentage of students who could get the above the KKM in post-test 2 is 85.29%. From this research finding, it showed that story mapping technique could improve the students’ reading comprehension of narrative text.
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ABSTRAK Selviana, Anna Agus 2014. Improving Students’ Reading Comprehension of Narrative Text through Story Mapping (A Classroom Action Research at Eight Grade Student of SMP PGRI 2 Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta
Pembimbing
: 1. Dr. Ratna Sari Dewi, M.Pd
2. Zaharil Anasy. M.Hum
Kata Kunci
: Pemahaman membaca, Teks Naratif, Story Mapping
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang peningkatan pemahaman siswa terhadap teks narasi dengan menggunakan tehnik peta cerita. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang berlangsung dua putaran. Subjek dari penelitian ini adalah siswa-siswa kelas 8 SMP PGRI 2 Ciputat yang berjumlah 3 siswa. Instrumen penelitian yang digunakan adalah lembar observasi dan bentuk test. Dari hasil penelitian ini menunjukan bahwa pemahaman siswa akan teks naratif meningkat selama kegiatan belajar mengajar dengan menggunakan story mapping. Itu dibuktikan dari data yang diperoleh pada penelitian ini. Pertama, dari observasi, dapat dilihat bahwa siswa lebih aktif dan tertarik dalam belajar teks narrative, dan kemudian data dari hasil tes. Ada tiga tes yang dilaksanakan, yaitu pre-test, post-test 1 dan post-test 2. Peningkatan pemahaman siswa akan teks naratif dapat dilihat dengan jelas dari pencapaian mereka dalam pre-test dan post-test. Rata-rata nilai pre-test adalah 48.35. Kriteria Ketuntasan Minimal (KKM) di SMP PGRI 2 Ciputat adalah sebesar 70 (tujuh puluh).itu artinya hanya 2.94% dari keseluruhan siswa yang dapat melampaui KKM. Rata-rata post-test 1 adalah sebesar 61.64%. Ini membuktikan bahwa sebanyak 17.64% siswa telah melampaui KKM/. Selanjutnya, pada post-test 2 didapat didapat rata-rata 76.58. persentase siswa yang mendapat nilai diatas KKM adalah sebesar 85.29. Dari hasil tersebut dapat disimpulkan bahwa tehnik peta cerita dapat meningkatkan secara signifikan pemahaman membaca siswa terhadap teks narasi.
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TABLE OF CONTENT
SURAT PERNYATAAN KARYA SENDIRI ...............................................................i APPROVAL ................................................................................................................... ii ENDORSEMENT .......................................................................................................... iii ACKNOWLEDGEMENT ............................................................................................ iv ABSTRACT ....................................................................................................................vi TABLE OF CONTENT ............................................................................................. viii CHAPTER I
CHAPTER II
: INTRODUCTION A.
Background of the Study ................................................. 1
B.
Identification of the Problem ............................................ 3
C.
Limitation of the Problem ............................................... 4
D.
Formulation of the Problem ............................................. 4
E.
Objective of the Study ...................................................... 4
: THEORETICAL FRAMEWORK A.
Reading ............................................................................ 5 1. Definition of Reading ................................................ 5 2. The Purposes of Reading ........................................... 7 3. Kinds of Reading ....................................................... 8
B.
Narrative Text ................................................................. 10 1. The Understanding of Narrative Text ....................... 10 2. The Purposes of Narrative Text ................................ 13 3. The Schematic Structures of Narrative Text ............ 14 4. The Language Features of Narrative Text ................ 17
C.
Story Mapping ................................................................ 19 1. The Understanding of Story Mapping ...................... 18 2. The Purposes of Story Mapping ............................... 20 3. The Techniques of Using Story Mapping ................ 20
D.
Teaching Narrative Text Using Story Mapping ............. 22
E.
Relevant Study ................................................................ 23
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CHAPTER III
F.
Thinking Framework ...................................................... 25
G.
Theoretical Hypothesis ................................................... 25
: RESEARCH METHODOLOGY A.
The Time and Place of The Study ................................... 26
B.
The Method of Research ................................................. 26
C.
The Subject and the Object of The Study ........................ 26
D.
The Writer’s Role on the Study ....................................... 26
E.
Action Procedure ............................................................. 27
F.
The Classroom Action Research (CAR) Procedures ....... 30 1. Cycle 1 ......................................................................... 30 a. Planning Phase ....................................................... 30 b. Acting Phase ........................................................... 30 c. Observing Phase ..................................................... 30 d. Reflecting Phase ..................................................... 31 2. Cycle 2 ......................................................................... 31 a. Planning Phase ....................................................... 31 b. Acting Phase ........................................................... 31 c. Observing Phase ..................................................... 31 d. Reflecting Phase ..................................................... 32
CHAPTER IV
G.
The Technique of Collecting Data ................................... 32
H.
The Technique of Data Analysis ...................................... 33
I.
The Criteria of the Action Success ................................... 34
: RESULT AND DISCUSSION A. Data Description ................................................................ 35 1. The Result of Pre Observation .................................... 35 2. The Result of Pre Test ................................................. 36
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B.
The Implementation of CAR ............................................. 36 1.
Cycle 1 ........................................................................ 36 a. Planning ................................................................. 36 b. Acting ..................................................................... 37 c. Observing ............................................................... 38 d. Reflecting ............................................................... 38
3. Cycle 2 ......................................................................... 39 a. Planning ................................................................. 39 b. Acting ..................................................................... 40 c. Observing ............................................................... 40 d. Reflecting ............................................................... 41 C.
CHAPTER V
The Discussion of the Data after CAR .............................. 42
: CONCLUSION AND SUGGESTION A. Conclusion ......................................................................... 48 B. Suggestion ......................................................................... 48
BIBLIOGRAPHY ......................................................................................................... 50 APPENDICES................................................................................................................ 52
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LIST OF FIGURES 1. Figure 2.1
Graphic Story Map ......................................................... 21
2. Figure 3.1
Kurt Lewin’s Action Research Design............................ 28.
3. Figure 4.1
The Students’ Reading Score of Pretest, Posttest 1, and Posttest 2......................................................................... 42
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LIST OF APPENDICES
1.
Syllabus of Second Grade of High School ................................................ 52
2.
Lesson Plan ............................................................................................... 74
3.
The Instrument of Pretest ........................................................................... 85
4.
The Instrument of Posttest 1 ...................................................................... 91
5.
The Instrument of Posttest 2 ...................................................................... 97
6.
The Blueprint Test of Pre-test ................................................................... 102
7.
The Blueprint Test of Post-test 1 ............................................................... 103
8.
The Blueprint Test of Pre-test 2 ................................................................ 104
9.
Observational Notes for Need Analysis Before CAR ................................ 111
10. Observational Notes for Need Analysis in Cycle 1.................................... 112 11. Observational Notes for Need Analysis in Cycle 2.................................... 113 12. Answers Key (Pre-test, Post-test 1, Post- test 2) ....................................... 114 13. The Graph Improvement of Students’ Reading Score During CAR .......... 115
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CHAPTER I INTRODUCTION This chapter presents the general account of the present study. It covers background of study, identification of the study, limitation of study, research problems, and objective of the study.
A. Background of the Study English as an international language has been used by people in the world. The people of non-native speaker use English as their second language or their foreign language to communicate in many different kinds of social situation and for many different purposes. In education, English has important role, it could be seen that the language has been learned in any levels of education. English is different from Indonesian. Every language has its own rules and its own skills. In learning English, there are four skills; listening, speaking, reading and writing, that should be mastered. Reading is very essential for us in order to increase our knowledge. This idea is supported by the fact that reading has become part of our daily life. Through reading we can get a lot of information, knowledge, enjoyment, and even problem solution. Therefore, the ability to read the text in any form will give a great deal advantages in our life. There are some problems for the learners to comprehend English literary or book or any other printed materials. Most of them just have some means or ability to pronounce and recognize the individual words from the text without knowing the message or the meaning of what the author extends. Narrative is one of reading texts. Narrative is a kind of text that describes a sequence of fictional events. It consists of orientation, complication or problem resolution. To solve the problems in teaching narrative text, the teacher can use suitable and interesting methods or techniques for the learners. Techniques depend on the teacher, the imagination, his creativity and the condition of class, a certain problem can be solved using the various techniques.
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Ideally, the second year students of Junior High School are learning and mastering some genres including narrative text applied in any aspects of language skills. Besides, the policy of the school in determining the minimum passing grade score should be attained; at least the minimal mastery level criterion (KKM) considering English subject gains score 70 (seventy). It is adapted from the school agreement at SMP PGRI 2 Ciputat. However, most of second grade students of SMP PGRI 2 Ciputat are still difficult to achieve those targets because their knowledge of English is still low primarily on reading skill. Based on the unstructured interview result with the teacher concerning students‟ reading test, there are some difficulties faced by students in reading activities such as: First, some of students was mastered vocabulary on the text but they could not understand the story. Second, they are difficult to find schematic structure of story. Third, they have difficulty differentiating past tense and present tense. Fourth, they also have difficulty in taking conclusion of text. Based on the observation, the writer found the students‟ activity in reading is not very interesting because the teacher usually asked every student to read orally then asked them to translate the story. Besides, during teaching and learning activity, the teacher explained the schematic structures and linguistic features of the story almost all of the time. Then the teacher gave them some minutes to do exercises meanwhile most of students did not pay attention to the teacher‟s explanation before and even they did not do the exercises. Furthermore, the teacher rarely let his students memorizing the story and let them telling it in front of class. After obtaining the causes of the problem, it is needed an alternative way to create suitable and interesting techniques related to students‟ condition. They need to be delivered any practices to assist them in improving reading comprehension. In this research, the writer focuses on narrative text. 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
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of a story because it is the prior reading problem faced by most of students VIII grade SMP PGRI 2 Ciputat. That is why the writer tries to find out an appropriate strategy to improve students‟ reading comprehension better that is through story mapping which is considered as one way of reading comprehension techniques toward narrative text. Story mapping is a means to provide an overview what a story discussion concerning the story elements through graphic or semantic map visualization.1 Here, the writer‟ basic assumption is students need to learn how to make visual images as they read narrative text in their reading and writing activities to enhance their reading comprehension. In other words, through the ability to note details, to organize the sequence of events would be essential to this type of reading skill. Based on the description above, the writer interests to propose one teaching techniques that have been shown to be a beneficial teaching technique. The writer consequently would like to carry out a study under the title Improving Students’ Reading Comprehension Narrative Text through a Story Mapping (a Classroom Action Research at SMP PGRI 2 Ciputat).
B. Identifications of the Problem According to background of the study about improving students narrative text through story mapping, the writer involves identification of the problem involves: 1. Some of students were mastered vocabulary on the text but they could not understand the story. 2. Students have difficulties to find schematic structure of story. 3. Students difficult in taking conclusion of the text.
1
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p. 345.
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C. Limitation of the Problem Through this paper, the writer would like to limit the problem on Improving Students Reading Comprehension of Narrative Text through Story Mapping at the second grade students of SMP PGRI 2 Ciputat. The writer would like to know how students understand the narrative text and how it is constructed through the implementation of Story Mapping Technique.
D. Formulation of the Problem To make the study easy to understand, the writer formulates the problem as “Can story mapping make students‟ reading comprehension of narrative text easy?”.
E. Objective of the study The objective of the study is to know whether story mapping can make students‟ reading comprehension of narrative text easy for the second year students of SMP PGRI 2 Ciputat. In addition, the objective of the study is to describe how the implementation of story mapping in developing students‟ reading comprehension of narrative text.
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CHAPTER II THEORETICAL FRAMEWORK This chapter presents and discusses about the theoretical framework which is consists of general concept of reading, narrative text, story mapping, and teaching narrative text using story mapping A. Reading 1. Definition of Reading Reading is one of language skills and also called receptive skills which should be mastered by learners. By reading, learners could take ideas, information and message from the text. According to Savage and Mooney in their book Teaching Reading to Children with Special Need states that reading is a process of moving through printed language to meaning.
2
Based on
definition above, reading is process a reader to extract the meaning or message from the text so a reader could take an author‟s messages. To strengthen statement above, according to Arthur W. Heilman, he defines that reading is a process of getting meaning from printed word or symbols. 3 It means that reading is to choose and to select word or symbol in getting meaning, because the readers involved some abilities to grasp the text. For instance, the readers need eyes movement to select and recognize some words. Like De Boer and Dallman in their book The Teaching OF Reading argues that: If a letter, a word, or a phrase is to be perceived, the eyes must pause long enough to take it in. Since in fluent reading the pauses or “fixations” may be as brief as one – fourth of a second, the reader has the illusion that he is reading as the eyes move from left to right on the page. Actually, the movement of the eyes from one stopping point to the next takes a fraction
2
John f Savage and Jean F. Mooney, Teaching Reading to Children with Special needs, (Boston: Allyn and Bacon Inc, 1979), p. 14 3 Arthur W Heilman, Principles and Practices of Teaching Reading: Second Edition, (Ohio: a Bell and Howell Company, 1967), p.8
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of a second, so that in effect the view of the words in a line seems continuous.4 It indicates that reading is as an active process which it is proved with eyes movement to recognize words and it depend on what the readers see and perceive in the text. In addition, it refers that reading involved the reader‟s thinking, because the readers use their prior knowledge and experience background to comprehend the text. Here, John F. Mooney explains that: “...the reader‟s background and experience. The more a reader brings to a printed page in terms of knowledge and background, the better she or he will be able to understand what she or he reads. Concepts built thorough experience will enhance concepts gained through reading”.5 Here, to comprehend the texts, the readers need to build concept with using reader‟s knowledge and experience. With reader‟s knowledge and experience, it eases the readers to reconstruct the comprehension of reading text because the readers have sufficient knowledge to read. Moreover, reading could not separate with reading comprehension. It is caused that the readers get the meaning with unity. The readers find the main ideas from one page to other page to take comprehension that the readers want. Meanwhile John J. De Boer figured out that reading is an activity which involves the comprehension and interpretation of ideas symbolized by written or printed language. 6 Based on statement above, clearly, the readers read printed words together with getting comprehension through reading. From here, we could see more definition of reading comprehension from the experts. According to Robert C. Putt in his book A Basic Guide to Reading Instruction, “reading
4
John J De Boer, and Martha Dallmann, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc., 1964), p, 20 5 John F Savage and Jean F. Mooney, Teaching Reading to Children Special Needs, (Boston: Allyn and Bacon Inc, 1979), p. 31 6 De Boer , op. cit., p. 17.
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comprehension means that the chill is able to get meaning what is being perceived in writing.”7 In conclusion, reading comprehension is to get ideas, information and author‟s message from in printed page involved perceives and understands words relationship. Somehow, reading comprehension is not only to extracting meaning from printed words but it need active process in which the reader constructs meaning thorough some ability with a text.
2. The Purposes of Reading There are many purposes in reading activity. The purpose for reading will help the readers focus on information, consequently such purpose are most effective when establish by the reader. Obviously, the purpose for reading should be established before a selection is read. Afterward, the stated purpose can be used as basic for discussion to determine whether the reader the reader has achieved his goal. As McDonough and Shaw quoted from William that usefully classified reading into: a. “Getting general information from the text b. Getting Specific information from a text, and c. For pleasure or interest” 8
From the statement above it can be concluded there are two kinds purpose of reading activity. Reading for information usually used in reading task, it is probably seen an as a type of reading ability. Readers read because they have to read. It included the materials which are classified as nonfiction, sciences, social studies, articles, newspaper, etc. Weather reading for pleasure, the reader may read either quickly or slowly based on the way he/she likes, associated largely with novel, short stories, and poems.
7
Robert C. Putt, A Basic Guide to Reading Instruction: A Handbook for Classroom Teachers, (Boson: Universuty Press of AmerikaInc., 1983), p. 46 8 Jo McDonough and Christopher Shaw, Materialand Method in ELT: Teachers’ Guide, (Massachusetts: Blackwell PublishingLtd, 1993), p. 102.
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In addition, Rivers and Temperedly list the following examples of some of the reasons L2 student may need or want read: 9 a. To obtain information for some purpose or because we are curious about some topic b. To obtain instruction how to perform some task for our work or daily life (e.g. knowing how appliance works) c. To keep in touch with friends by correspondence or to understand business letters d. To know when or where something will take place or what is available e. To know what happening or has happened (as reported in newspaper to magazines, reporters)
2. Kinds of Reading When people read, they read for a different purpose, and it determines how people read a text. There are two types of reading related to the purpose. Those are extensive and intensive reading. 10 a. Skimming Skimming is defined as the ability to identify the main ideas while very rapidly and selectively skipping over the reading material. This is a technique used to find out how a news story, magazine article, or textbook chapter is organized and what is generally about without having to read the entire selection. When skimming, the reader goes through the reading material quickly in order to get the gist of it, to know how it is organized is to gain a quick overview in order to identify the main points. 11
9
Jo McDonough and Christopher Shaw, Materialand Method in ELT: Teachers’ Guide, (Massachusetts: Blackwell PublishingLtd, 1993), p. 102-103 10 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1983), p. 16 11 Peter Mather and Rita Mc Carthy, Reading and all that Jazz, (Boston: Mc Graw-Hill, 2007), p. 531
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b. Scanning Peter Mather and Rita Mc Carthy stated that scanning is the process of quickly searching material in order to locate the specific bits of information. When scanning, the reader doesn‟t star at the beginning and read through to the end. Instead, the reader only jumps around in the next trying to fine and locate specific information needed. 12
c. Intensive Reading Intensive reading involves approaching the text under the guidance. It is often refers to the careful reading (or translation). The aim is to arrive at an understanding, not only of what the text means, but also how the meaning is produce, the how is as important as the what. 13 In other words, intensive reading is reading shorter text is extract specific information. This activity is likely more to emphasize the accuracy activity in evolving reading for detail. It is used to gaining a deep understanding of a text, which important for the reader. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the information given. For example, reading dosage, instruction for medicine.
d.
Extensive Reading Extensive reading should involve reading for pleasure what Richard
Day calls joyful reading, the reader deals with longer texts as a whole, which requires the ability to understand the component parts and their contribution to the overall meaning, example: reading newspaper article, short story or novel.
12
Ibid., p. 526 Christine Nuttal, Teaching Reading Skill: New Edition, (Wales: Heineman, 1996), p.38
13
10
According to Jeremy Harmer that one of the fundamental conditions of a successful extensive reading program is that students should be reading material which they can understand. 14 This is enhanced if students have a chance to choose what they want to read, if the students have a chance to choose what they want to read, if the students are struggling to understand every word, the students can hardly be reading for pleasure. It is the main goal of this activity. This means that English teachers need to provide books which either by chance or because they have been especially written, are readily accessible to the students.
B. Narrative Text 1. The Understanding of Narrative Text Before going to the definition of narrative text, it is better to know first definition of the text itself. The narrative paragraph can be fun to write because you tell a story or relate an event. Narratives have a beginning, middle, and an end. Any time you go to a movie or read a fiction book, you are looking at a narrative. Narrative text often describes events from the writer's life. According to narrative text describe a sequence of events or tell a story, in another word, narrative text is describing an experience. Text is a communicative event that must satisfy several conditions. That term told by Beaugrande and Dressler. According to that term, a traffic sign, a newspaper article and a novel are all texts that correspond to the differing rules of particular genres of text. The entire genre mentioned before have particular linguistic features, fulfill particular functions and are bound to specific production and reception situations. 15
14
Jeremy Harmer, The Practice of English Language Teaching, (Pearson; Longman, 2004), Fourth Edition, p. 383 15 Stefan Titsher, et, al, Methods of Text and Discourse Analysis, (London: SAGE Publications, 2000), p. 21
11
There are two main categories of texts, literary and factual.
16
Within
these, there are various text types. Each type has a common and usual way of using language. “Literary texts include aboriginal dreaming stories, movie scripts, limericks, fairy tales, plays, novels, song lyrics, mine and soap operas. They are constructed to appeal to our emotion and imagination”17. Literary texts can make us laugh or cry, think about our own life or consider our beliefs. There are main text types in this category such as narrative, poetic and drama. Media such as films, videos, television shows and CDs can also fall in this category. Literary text is more emphasize or refers to informal things such as personal story or poetry. It is because the text attracts our feelings and imaginations so that we can laugh, be sad, be upset, or be touched after reading or watching the text itself. Factual texts include advertisement, announcements, internet web sites, current affairs show, debates, recipes, reports and instructions. They present information or ideas and aim to show, tell or invite the audience. The main text types are recount, response, explanations, discussion, information report, exposition and procedure. In the factual texts, the text is more inform the fact event than the literary text. This text informs about an event that happened and how that event happens from beginning to the end. In this paper, the writer will only discuss one of the texts that are being used for her research that is narrative text. Anderson said: A narrative is a text that tells a story to entertain the audience. Narrative can be presented as written or spoken texts. Written narratives often take the form of novels. The story is usually told by a narrator. If the narrator is one of the characters in the story it is said to be told in the first person. If a person outside the story is being told in the third person. 18
16
Mark and Kathy Anderson, Text Types in English 2 (SouthYarra:Macmillan,1997), p. 1-
2 17
Ibid., p. 8 Mark and Kathy Anderson, Text Types in English 3 (SouthYarra:Macmillan,1997), p. 3
18
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The description above shows definition about narrative text. Narrative text is one of the texts that should be learnt by High School students. For some students, a narrative is considered as the most interesting text among the others. In line with it, Phelps-Gunn said that “The least difficult is narration. Narration involves a simple time ordering of events into an organized plot or pattern.” 19 But unfortunately, it is not supported by the fact that the students get low score in this material. Whereas, they ideally get good scores since the material is easy. Another definition about narrative is stated by Anderson “narrative is a piece of text which tells story and in doing so, entertains or informs the reader or listener”. 20 Narrative text is a text which gives information about all of the factual text. So those, the reader or listener know more information from the text which is read. In terms of media, narrative is the coherence/organization given to a series of facts. The human mind needs narrative to make sense of things. We connect events and make interpretations based on those connections. In everything we seek a beginning, middle and the end. We understand and construct meaning using our experience of reality and of previous texts. Each text becomes part of the previous and the next through its relationship with the audience. There are many types of narratives. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romance, horrors stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience.
21
Narrative text it easy
reading for students because like reading a story. Their difficulties may be in reading comprehension.
19
Trisha Phelps-Gunn, Written Laguage Instruction, (London : Aspen Publication, 1982),
p. 184 20
Mark, op. cit., p.8 Mark and Kathy Anderson, Text Types in English 2 (SouthYarra:Macmillan,1997) p. 18
21
13
Chatman classified narrative text into four basic elements as follows:22 a. Characters In every story, there must be characters that play in it. There are two characters take place within a story. They are main characters and secondary characters. A character is the single most important element in the narrative text. It describes physical of the character such as age, weight, height, even personality traits including the strength and weaknesses. 23 A character is the one who acts in the story itself. He or she plays the role of the story b. Settings Settings are what author writes to describe the reader where and when the story takes place. The setting addresses the location (where) and the period (when) of the story whether the story tells a reader among realistic, historical fiction or fantasy. c. Plot The plot includes a series of episodes or events written by the author to hold the reader‟s attention and to build excitement as the story progresses. The plot contains an initiating event, starting the main character of the series of events toward problem solving. A good author will make the reader drown to the plot of the story that he writes. d. Conclusion The writer ends up the story by summarizing and telling the solution of the problems in the story. This part is called by conclusion. 2. The Purposes of Narrative Text Basically, a narrative is written to amuse the readers. So, the readers are expected to enjoy the text which being read. It is in line Andersons who stated that the purpose of narrative that is to present a view of the world that
22
Chatman, S., and B. Attebry, Reading Narrative Fiction. (New York:McMillan, 1993),
p. 23 23
Ibid., p. 23
14
entertains or informs the reader or listener. 24 In addition, the aim of narrative, other than providing entertainment, can be to make the audience thinks about an issue, teach them a lesson, or excite their emotions. 25 3. The Schematic Structures of Narrative Text In constructing narrative text, there are several steps that should be considered by the author. The elements of them are also provided to guide the readers in reading the text. a. Orientation This is the part which narrator tells the audience about who is in the story, when the story is taking place and where the action is happening.
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It can also be called as introductory part of a story. So the reader can figure out what will happen next and who are involved in it. b. Complication This is the part of the story where the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger.
27
From this part the story
begins. This is the part where the characters totally play their role. c. Sequence of events This is where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashbacks. The audience is given the narrator‟s point of view.28 d. Resolution In this part of the narrative where the complication is sorted out or the problem is solved. It means that how is the problem that is created in the complication finally solved.
24
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan, 1997), p. 3 25 Ibid., p. 6 26 Ibid., p. 8 27 Mark and Kathy Anderson, Text Types in English 2, p South Yarra: Macmillan, 1997), p. 12 28 Ibid,. p. 12
15
In the following is the example of schematic structure of narrative text:29 Title
The Smartest Parrot Once upon time, a man had a wonderful parrot.
Orientation
There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.
Complication
The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word. At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can‟t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; “Say Catano or I‟ll kill you”. The bird kept not to say the word
Sequence of Events
of Catano. One day, after he had been trying so many times making the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said the man angrily. Then he continued to humble; “You know, I will cut the chicken for my meal. Next it
29
Josephine S.M., English on Sky SMP Book VIII, (Jakarta: Erlangga, 2007), p. p. 124.
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will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house. The next day, the man came back to the chicken house. He opened the door and was very surprised. He
Resolution
could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; “Say Catano or I‟ll kill you”. (Adapted from Josephine S.M., 2007)
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4. The Language Features of Narrative Text The language features usually found in a narrative text are: a. Specific characters or participants b. Time words that connect events to tell when they occur c. Verbs to show the actions that occur in the story d. Descriptive words to portray the characters and settings.30 The language features shown above are being used narrator. There is always being specific characters in every story. For instance, in the story of The Smartest Parrot above, the specific character is The Parrot. Time words are also used in that story, for example “One day...”, and also the last two language features. The language features are provided to help the readers in understanding the story. By past tense used, the readers will know what happened in the story. Conjunction is also really important to describe the characters and settings of the story. In the following is the example of language features of narrative text related to the story above:
Figure 2.1 Language Features of Narrative Text No
Linguistic Features
1
Specific Participants
2
Generic Participant
30
Examples The smartest parrot A man The Chickens
Mark and Kathy Anderson, Text Types in English 2, South Yarra: Macmillan, 1997), p.
8.
18
Had, felt, tried, kept, got, pointed, said, 3
Past Tense
shouted, picked, threw, continued, left, came back, opened, saw
4
Past Perfect Tense
-
5
Action Verb
-
6
Adverb of Time
7
Adverb of Place
Catano, the chicken house
8
Coordinate Conjunction
But, and, for
9
Temporal Conjunction
Then, next, after
10
Saying Verb
Say (said), shouted, screaming
11
Linking Verb
Was, were
12
Modality
Would, could, will
Once upon a time, one day, the next day, at the moment
(Adapted from Josephine S.M., 2007)
C. Story Mapping 1. The Understanding of Story Mapping Before we know exactly what the story mapping is, it is necessary to know the origin of story maps based on Pamela J. Farris: The origin of story maps lies within story grammar research. The term story grammar refers to the hierarchical rules or psychological structures that people use to create and remember stories, the skeleton underlying a story, so to speak. These psychological models of comprehension and memory are used by both adults and children to encode and store in formation in their long-term memories.31 Based on that definition, in this sense, story mapping would be effective for the readers recognize the story in their long-term memories. It may be practical way for them to organize the story content into a coherent whole.
31
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 345.
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Beside of that, Oxford dictionary defines „story‟ as “a description of events and people that the writer or speaker has invented in order to entertain people.” In other words story is regarded as a fiction selection to entertain a reader; as a part of pleasure. Meanwhile the definition of „map‟ is “a drawing to describe or give information about something, especially the way it is arranged or organized.” It means that mapping could be defined as a sketch or drawing that shows location or relation between things or place. Pamela J. Faris viewed that “mapping is an effective technique in teaching narrative text, and it is also an effective strategy to improve note taking and creative thinking skills.”32 Because through story mapping, a reader could be easily to illustrate the story structures and to categorize the main events in sequential order by writing key words of a story by using a reader‟s own words. The story map or story web present a graphic organizer that prepares a reader of a short story by previewing six critical components of any work of fiction: a. Title b. Characters c. Settings d. Main events e. Problems and conflicts f. Solution or resolution33
Considering the explanation above, story map is a graphic or semantic visual representation of a story. This map illustrates way to provide an overview of a story. It is usually implemented after a story has been read. It
32
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 346. 33 Larry Lawin, Paving the Way in Reading and Writing: Strategies and Activities to Support Struggling Students in Grades 6-12, (San Francisco: Jossey-Bass, 2003), p. 68.
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involves identifying and categorizing the main events in sequential order of a story. 2. The Purposes of Story Mapping Story mapping has some purposes as follow: a. Allows readers to create mental images from words in the text b. Enhances meaning with mental imagery c. Links past experience to the words and ideas in the text d. Enables readers to place themselves in the story e. Strengthens a reader‟s relationship to the text f. Stimulates the imaginative thinking g. Heightens engagement with text h. Brings joy to reading.34 From the purposes that mentioned above it can be concluded that use of story mapping are expected to facilitate and help the students getting a good understanding of a story or text.
3. The Techniques of Using Story Mapping The general procedure to follow when preparing a basic story map includes the following steps:35 a. Read the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story. b. Place the title, theme, or topic of the story in the center of the graphic story map in a predominant box or at the top of the semantic chart. c. Draw enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story‟s plot. Attach related pieces or second-level information from
34
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 512. 35 Ibid,. p. 346.
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the summary list to these ties in chronological order, moving clockwise around the center. The semantically organized chart is simply arranged by story elements, so information is transferred to it accordingly. d. Draw additional ties projecting out symmetrically from each secondary box to accommodate the important details associated with the key plot event, adding relevant information from the summary list. Based on the explanation above we can make the graphic of story mapping as below:
Main Characters
Supporting Characters
Setting
Tittle and Author
Solution
Story Map
Problem
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D. Teaching Narrative Text Using Story Mapping There are some steps to teach narrative text using story mapping compiled from Farris‟ book. They are: 36 Step 1: Introduce the concept of a story mapping together with what the benefits for students are. Tell them that story mapping would be helpful to develop their reading comprehension of a story. Step 2: Explain the major components of story mapping through identifying a story first concerning to figure out the title, the theme of the story, the important characters and personality traits of specific participants of a story, then identifying the orientation or significant plot developments. It leads to sequence of action to note characters‟ attempts in overcoming problems, then evoke, to get the solution. A teacher needs to give the interactive instruction for each story component clearly. Build questioning to students before or after reading the story to construct their motivation or check their comprehension. After students read a story, let them fill out section of the story map worksheet. Step 3: Direct them when students commit error to reread the story using guidance question even modeling to help them come up with an appropriate response. Step 4: Have students read independently. Encourage them to write the answers just using key words while the teacher is still questioning such as „who is the main character? What is he like? Where does the story take place? Etc.‟ Then gives specific praise to students for appropriately identifying story mapping elements. Step 5: Ask students through selected stories and complete the story map worksheet on their after students use the story mapping technique independently. Then, check students‟ responses and conference individually with those students requiring additional guidance and support. Step 6: Give students an evaluation. It is necessary to check their reading comprehension of a story using a printed test to gain working individually. 36
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 346.
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E. Relevant Study Some studies dealing with this study were done by Dawi Anjani and Yuni Fatha Siskawaty Yantu. The short explanation of those studies explained in following section. First research is from Dawi Anjani conducted in an experimental study on “teaching reading comprehension through story mapping”. She focused on the effectiveness of the application of using story mapping in teaching reading comprehension. The purpose of this study was to find out to know the effectiveness of the application of teaching reading comprehension through story mapping. The writer also intended to know the students achievement in learning reading comprehension by using story mapping. She used experimental method and use 15 questions of essay as an instrument to obtain the data. She took one class (VIII-A) of MTS Khazanah and she randomly selected the students and took 30 students as a sample of the research. The result was story mapping is effective to be used in the classroom to improve students‟ achievement in reading comprehension competence. It can be seen from the result calculation of pretest and posttest. Also it can be seen from the t-test, the result is 2.04 < 4.67 >2.76. It proved that there is significant result of pretest and posttest.37 The second is from Yuni Fatha Siskawaty Yantu conducted in an experimental study on “Developing Students‟ Ability in Writing Narrative Text by Using Story Map Technique” She focused on the story map technique develop the students‟ ability in writing narrative text? The purpose of this study was to find out to find out whether the story map technique can improve the students‟ ability in writing narrative text or not. She used quasi experimental method. She used narrative text writing about fable as an instrument, and she took second grade students of SMA Negri 2 Limboto and for the sample she took second grade students of science class. The result was story mapping are; firstly, it can be concluded that the story map technique can improve the students‟ ability in writing narrative text also can increase the students‟ awareness that story characters and events are interrelated. 37
Dawi Anjani, “Teaching Reading Comprehension Through Story Mapping” Skripsi at Syarif Hidayatullah State university Jakarta, Jakarta, unpublished
24
It is supported by the result of this research that the hypothesis of this research is accepted. Secondly, in pre-test data the students‟ highest score is 18 and the lowest score is 8, differences with the pre-test, in the post-test data the students‟ score was improved where the lowest score is 18 and the highest score is 25. It means that, there is improvement score in post-test data. In addition, between the result pre-test and post-test there are significant differences result, it is caused by the application of story map technique as long the treatment time. Thirdly, the hypothesis of this research that is the students‟ writing ability can be improved by using story map technique can be acceptable, because the result of research show that tcount (-8.70) ≤ tlist (2.02), based on the criteria of 45 hypothesis if tcount less than tlist, it means that the hypothesis of research is acceptable.
38
F. Thinking Framework Story mapping is a technique of reading which is conducted to illustrate the story structures and to categorize the main events in sequential order by writing key words of a story by using a readers‟ own words. The Framework of Theoretical Thinking Students‟ Abilities in Reading Increase Techniques of Reading
Story Mapping
Learning of Narrative Reading in the Class
There is no Increase in Students‟ Abilities in Reading
Schema 2.1
38
Yuni Fatha Siskawaty Yantu “Developing Students‟ Ability In Writing Narrative Text By Using Story Map Technique” Skripsi at Universitas Negri Gorontalo, Sulawesi, 2013
25
Based on thinking framework above, the writer formulates the basic of thinking as follows: 1. Reading technique is an implementation of reading teaching learning process that takes place and conducts in the classroom. Examples of reading technique include story mapping, mind mapping. 2. Story mapping as one of reading technique can make impact for learner in stimulating their understanding after they read a paragraph. 3. Learning narrative reading is not easy for some students. The students have to tell and determine the correct language features and schematic structure of narrative. In addition, most of students have difficulties to organize their idea to be good writing. So, story mapping is used in learning narrative text. As we know that not all reading techniques are fit for all the kinds of paragraphs. Here, the story mapping will show their effects in reading narrative text or there is no increasing in the students‟ ability in reading narrative text after applying story mapping.
G. Theoretical Hypothesis Alternative hypothesis (Ha)
: If there is an improvement in students‟ score between pre-test and post-test; story mapping technique is effective used to teach reading of narrative text.
Null Hypothsis (Ho)
: If there is no improvement in students‟ score between pre-test and post-test; story mapping not effective used to teach reading narrative text.
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CHAPTER III RESEARCH METHODOLOGY This chapter presents the object and subject of the research, time and place, research instrument, data sources, the role of writer in the research, the Classroom Action Research (CAR) procedures technique of collecting data, and technique of the data analysis. A. The Time and Place of the Study This research is carried out for 3 (three) months started from April up to June 2014. The place is SMP PGRI 2 Ciputat, academic year 2013/2014.
B. The Method of Research The method used in this study is Classroom Action Research (CAR). To begin the Classroom Action Research (CAR), the researcher or the teacher needs to identify any problems real found in the classroom concerning students‟ condition in learning.
C. The Subject and the Object of Study The subject of this study is eight grade students of SMP PGRI 2 Ciputat in 2013/2014 academic year. The number of students consists of 34 as the population. It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement of reading test among the other second grade classes. The object of this story is story mapping technique to improve students‟ reading comprehension in terms of narrative text. D. The Writer’s Role on the Study In this role, the writer is not only as the observer whilst the action but the writer acts as the English teacher in the research. She makes a lesson plan and pre-test before Classroom Action Research (CAR) and post-test after
27
Classroom Action Research (CAR) in each final cycle. Then, the teacher carries out the action based upon the lesson plan that has been made. Furthermore, the writer also collect and analyzes data then reports the result of study.
E. Action Procedure The writer uses Classroom Action Research (CAR) in this study, so she follows principles of CAR to collect the data. The research takes 2 cycles with four elements in each cycle as follow:
28
The Kurt Lewin’s Design of CAR Planning
Action
CYCLE 1
Reflecting
Observing
Planning
Acting CYCLE 2 Observing
Reflecting
(Adapted from Suharsimi Arikunto) Figure 3.1 Based on the Kurt Lewin‟s action research design above, the writer would like to describe further concerning the implementation of Classroom Action research (CAR) in the cycle one and cycle two as following:
29
Figure 3.2 Details of Action Plan modified by the writer
CYCLE 1 Planning d
Acting
Makking lesson plan Choosing suitable text Preparing teaching aids Developing evaluation from for students.
Reflecting
Implementing lesson plan that has been made Explaining the instruction for practicing
Observing
Asking students‟ difficulties Evaluating teaching and learning process Analyzing atudents‟ achievement Revising lesson planning
Asking students‟ responses Observing the class while students are filling in the story map
CYCLE 2 Acting
Planning
Naking new lesson plan (changing the parts that should be revised) Preparing teaching aids Preparing evaluation & posttest
Reflecting
Analyzing students‟ progress based on their test score Discussing the result of the implementation of the modified action & deciding wheter the action should be continued or not
Implementing new lesson plan Emphasizing the students the schematic stuructures of narrative & how to paraphrase a story
Observing
Obseving students‟ participation. Observing students‟ achievement (Students are given posttest 2 in the end of cycle 2)
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F. The Classroom Action Research (CAR) Procedures The Classroom Action Research using Kurt Lewin‟s design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. To make clear what happens in every phase. Here are the explanations: 1. Cycle 1 a. Planning Phase By observing and interviewing before implementing CAR, the teacher can know the problems of the students in learning English reading especially in understanding narrative texts. So that, in this phase, the teacher makes the lesson plan to be used in teaching narrative text by using story mapping. In this phase, the teacher uses narrative texts and story map chart. The teacher also makes the evaluation from to know students‟ achievement at the end of this cycle. b. Acting Phase The writer, as the teacher, carries out the planned action in this phase. The teacher asks the students about narrative text and their difficulties in understanding the texts. Then, the teacher explains the schematic structure and language features of narrative text. Next, the teacher introduces story map strategy to be used by students in learning narrative text. After that, students fill in the story map according to the texts which has been given. c. Observing Phase In this phase, the teacher observes the students‟ response, participation, achievement and everything which is found during teaching and learning process. Sometimes, the teacher also asks some students‟ opinion about the process of teaching and learning narrative text by using
31
story mapping. When observing, the teacher should notice all of activities in the classroom. It is done in order to get accurate result in the end of the research. d. Reflecting Phase In this phase, the teacher reflects the whole action based on data that have been collected, and then it is necessary to hold evaluation before starting the next cycle. This phase is the teacher discuss the problems occurred in the class with students. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there are still some problems, so it needs to move to the next cycle. By continuing to the next cycle, it is expected that the unfinished problems yet can be solved and the goals can be reached. 2. Cycle 2 a. Planning Phase Cycle 2 begins from making new lesson plan. It is aimed to change some parts that need to be revised during the implementation of cycle 1. As the planning phase in Cycle 1, here the teacher also makes preparation of teaching aids. Evaluation and posttest 2 are prepared to see students‟ achievements in the end of this cycle. The teacher also reselects the topics and teaching aids to motivate students, so that they will get a better understanding of the texts. b. Acting Phase In this phase, the teacher implements the new lesson plan. As the teacher, the writer also emphasizes and reviews schematic structures to the students in order to make the getting better understanding. c. Observing Phase The teacher observes students‟ participation and achievement in this phase. Here, the writer tries to see whether students improve their
32
understanding or not and differ their achievements between cycle 1 and cycle 2. d. Reflecting Phase The teacher analyzes students‟ progress based on their test score. The teacher also discusses the result of the implementation of the modified action. G. The Technique of Collecting Data Technique of collecting data in this research is 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 pre-test and post-test.39 The completely explanation as follows: 1. 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 story mapping technique. In general, all of the need aspects that should be noticed are to make sure whether the teaching learning processes in line with the lesson plan or not. 2. Interview Before implementing Classroom Action Research, the writer asks the teacher to know students‟ difficulties in reading narrative text comprehension, and the method or kinds of strategies usually used by the teacher. The interview also will be carried out after accomplishing Classroom Action Research (CAR) to know the teacher‟s response toward the idea of Story Mapping technique.
39
Suharsimi Arikunto, PenelitianTindakanKelas, (Jakarta: BumiAksara, 2009), p. 127-132.
33
3. Test The test used in this study is pre-test and post-test. The pre-test is done before implementing story mapping technique. It is to measure students‟ reading comprehension at first. Meanwhile, the post-test is implemented after using story mapping 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 as below:40
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). It uses the formula:41
P : the class percentage F : total percentage score N : number of students
40
Sudjana, MetodaStatistika, (Bandung: PT. Tarsito, 2002), p. 67. AnasSudijono, PengantarStatistisPendidikan, (Jakarta: PT. Raja GrafindoPersada, 2008), p. 43. 41
34
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:42
P: percentage of students‟ improvement y: pre-test result y1: post-test 1
P: percentage of students‟ improvement y: pre-test result y2: post-test 2
I. The 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).43 The KKM that must be attained considering reading subject is 70 (seventy) which is adapted from the school agreement (SMP PGRI 2 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.
42
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. 43 Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006) p. 108.
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CHAPTER IV RESEARCH FINDINGS This chapter presents the result of research. In this case, it discusses the way to develop students‟ reading comprehension of narrative text by using story mapping at VIII of SMP PGRI 2 Ciputat academic year 2013/2014. Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action, and discussion of all the data after implementing the action. A. Data Description 1. The Result of Pre Observation Pre observation was conducted to observe the process of teaching learning in reading activity before implementing the action. It was held on at VIII class of SMP PGRI 2 Ciputat academic year 2013/2014. There consisted of 34 students in the class. The pre-observation was conducted on the 7th and 12th April 2014. It was started at 07.30 A.M and finished at 09.00 A.M. In general, during the teaching learning process in the classroom, the teacher liked to dominate the class. Hence, there was less opportunity for students to be active in the class. Next, the teacher merely asked the students to read orally the text then they had to translate it into Bahasa Indonesia. After that, the students performed their works in front of the class to read that translation had been made. When the teacher asked students to perform in front of the class, they seemed not to have motivation moreover most of them were hardly to finish the task. In other words, they could not finish the work on time and the teacher often ignored that behavior. Instead, he asked students to continue the task at home. Furthermore, as the teacher was explaining the generic structure and language features of the narrative text most of students did not care of the teacher. Consequently, the students could not analyze the schematic structure of the story because of their difficulties in comprehending the text.
36
2. The Result of Pre Test The pretest had done before the Classroom Action Research (CAR). It was conducted on Thursday, May 7th 2014. It started at 09.00 A.M. There were actually 25 questions in multiple-choice form in which the students carried out the test during 30 minutes. Based on the result of the pretest, the data showed that the mean score of pretest was 48.35. There was only one student who derived the score above the criterion of minimum completeness (KKM) meanwhile the other 32 students were below that criterion. The lowest achievement gained score 28. From that analyzing, it could be seen that almost of the students‟ class VIII reading comprehension was still very low. B. The Implementation of Teaching Narrative Text by Using Story Mapping a. CYCLE 1 1. Planning In this phase, the writer and the teacher made a planning for the action based upon the problems faced by students toward reading comprehension. In this case, the writer determined the selected material and exercises into a lesson plan. Therefore, narrative text was chosen as the text to be delivered for students in which it was needed to break down into specific information. In the lesson plan, there were some stories should be identified into story mapping chart as a medium of students‟ learning of narrative text. Beside of making lesson plan, the writer also prepared the posttest 1 to collect data, in order to know whether there are students‟ improvement scores from pretest-posttest in cycle 1. So, in the end of teaching learning process the writer can know whether the technique works or not.
37
2. Acting The action of the cycle 1 was done on May 14th 2014. The teacher implemented the teaching learning process based on the lesson plan had been made. In this step the teacher taught the students by using the lesson plan that had been made before. In the first meeting of cycle one the teacher taught the students by giving deductive explanation of narrative text. The teacher asked the students to write down some notes that the teacher wrote on the whiteboard. The teacher also gave a chance for students to ask something about the material they do not understand yet. Students were given some example of narrative story in order they can analyze the structures of narrative text by themselves. And the teacher also asked some students to read the text aloud to know how good they can pronounce the reading text in English. On the second meeting in the first cycle, the teacher started the lesson to the students by asked the students about their experience in reading narrative text and asked them to mention the title of narrative text they had read. Then, the teacher explained the generic structure of narrative text. The teacher had to pay more attention to the student. The teacher had to make sure that all students were ready to start the lesson, so all the students could pay attention to the teacher‟s explanation. The teacher implemented the story mapping strategy as a model. The students seemed confused in the activity. It took quite long time for the students in understanding and implementing the steps of story map strategy in their reading activity. The teacher administers the test to measure the students‟ comprehension. The students worked individually. The teacher monitored the students in their individual working. Some students seemed find some difficulties in doing the test. The teacher had to pay more attention in monitoring the students in their individual work, because there are some students were cheating in the test.
38
3. Observing In this phase, the observed the students‟ tried to notice all activities in the physical classroom activity. It might be about the teacher‟s performance, class situation, and students‟ response. Related to the teacher‟s performance, as a whole, he had accomplished the task in line with the lesson plan had been made. However, in a part of explaining the use of story mapping, it probably seemed unclear because the teacher‟s direction was too fast. It could be seen from students‟ task result which still wrote all sentences into the story mapping sheet not the key word. In the second action of the first cycle, the students seemed more enthusiastic to do the exercise and to make note taking into story maps sheet. There were found some students who actively in answering the teacher‟s questions correctly related to the schematic structures within the story maps sheet. In the expert group, the students asked each other about the vocabulary that they did not know the meaning. So they knew what the meaning of the words without look dictionary. But there are still many vocabularies they did not know, so they were forced to look at dictionary. After teaching learning process finished, in this observing phase was also carried out the posttest 1 exactly on the second action of the first cycle to measure how well the students‟ reading comprehension of narrative text that had been studied. Based on the result of the posttest 1, the mean score of the class derived 61.64 in which there were 6 students who passed the KKM 70 (seventy). 4. Reflecting The writer analyzed students‟ achievement and progress based on their test score. In this phase, the writer also discussed the result of the implementation of the modified action and decided whether the action should be continued or not. From the writer‟s observation, it could be seen that some students still got difficulties in elaborating specific information of the story map chart.
39
However, 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 developed although not all the targets could not accomplish yet. Beside of that, the students seemed to accept the material easily by using story mapping. Most of them were not too much complicated anymore in determining and analyzing the schematic structures of the story. Next, the teacher and the writer had to still reflect the improper implementation of using story mapping technique. Here, the writer gave her perceptions of the teaching learning process related to the last observation phase. First, the teacher still had difficulties in implementing the story mapping strategy in the class. In this case, the writer suggested to the teacher to walk around the class; to check students‟ worksheet to avoid noting all sentences from the text into story map sheet. Second, the teacher‟s explanation toward the lesson was too fast; at times it led students confuse and asked her to repeat the explanation. To solve this problem, the writer suggested giving explanation more clearly and slowly. From the reflecting phase above, there must be more efforts to develop students‟ reading comprehension of narrative text by using story mapping. It needed to be improved again in the next cycle. This effort was done in the next lesson plan of cycle two. b. Cycle 2 1. Planning The planning phase of the second cycle was implemented into a lesson plan. In this case, the writer modified the previous lesson plan based on the result of reflecting phase in the first cycle. The lesson plan which was used still related to story mapping in learning schematic structures of narrative text. However, there were some modifications in the second
40
cycle; that was the teacher needed to give more time to the students in doing exercises of story mapping technique. It was caused to ensure their reading comprehension concerning schematic structure of a story and to emphasize on the students avoid noting whole sentences into story mapping worksheet. Beside of that, the writer still also prepared the unstructured observation sheet to note the classroom activities. And the writer also prepared the posttest 2 to collect the data. 2. Acting The action of the cycle two was done on 4th June 2014. After reviewing the previous schematic structure of narrative text to students in order to make them getting better understand. Before the students read the story that given by the teacher, they were given some minutes to identify and to look up the difficult words appeared in the text. And then, the students determined the schematic structures of the text by themselves. Afterwards, the teacher asked students some questions related to that reading passage. Then, the students initiated to do exercises into story mapping sheet by using their own words. Here, the teacher limited the time, it was about 10 minutes to accomplish the assignment, and hence they were courageous to finish the task on time. Furthermore, the students discussed the work result of story map sheet with the entire group in which for each group consists of four students. In this case, they matched the answers whether there was a different answer or not. Then, the teacher gave the correct answers of the questions based on the material discussion in the story mapping sheet. 3. Observing In the second cycle, generally the class condition in learning process was better than the 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 enthusiastic to answer some questions given by the teacher. In doing task of story mapping, they enjoyed doing the
41
individual exercises. Then, when they had a group work to discuss the schematic structures which was made into story mapping sheet, they were actively to participate within their group. Furthermore, when they were given exercises by the teacher, they did it individually without cheating one another. Related to the teacher‟s performance, he showed some progresses. It meant that students could understand easily and could note the key words easily because the teacher‟s explanation was explicit and not so fast. Automatically, it led a good feedback from students‟ response in conveying their opinions. Shortly, most of students seemed quite active in the classroom and in doing reading exercises. In the second action of 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 76.58 in which there were 29 students who passed the KKM 70 (seventy). 4. Reflecting The reflection of Classroom Action Research (CAR) was carried out after getting the score result of reading test. The writer and the teacher felt satisfied has much their efforts to improve the students‟ reading comprehension of narrative text had been realized. The students could understand the passage easily. It was proven by their improving scores from the pretest 1. Furthermore, they could easily to analyze the schematic structures concerning orientation, complication, and resolution of the story. Indeed, they seemed more interesting during the teaching learning process. After achieving the target research of where minimally 70% students who passed the KKM, therefore the writer and the teacher decided to stop the Classroom Action Research (CAR) because it had already succeeded. Hence, the writer and the teacher did not have to revise the plan. Based on the result of the evaluation between the writer and the teacher, it could be assumed that the implementing of Classroom Action Research in developing students‟ reading comprehension in terms of
42
narrative text by using story mapping strategy 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 Classroom Action Research (CAR) The discussion of the data after implementing the action consisted of two parts. Those were the result of the result of posttest. For further descriptions as following: Table 4.1 The Reading Scores of Pre-test, Post-test 1 and Post test 2
Students
Pre-test
Post-test 1
Post-test 2
1
40
60
80*
2
36
56
64
3
52
64
76*
4
76*
72*
92*
5
60
64
92*
6
32
52
80*
7
56
56
80*
8
40
56
76*
9
64
76*
96*
10
56
68
80*
11
40
60
72*
12
40
56
76*
13
36
60
68
14
56
60
80*
15
56
60
80*
16
40
60
80*
43
17
52
68
80*
18
32
56
80*
19
60
72*
88*
20
28
56
60
21
44
52
72*
22
40
60
60
23
56
60
80*
24
60
76*
72*
25
52
60
76*
26
44
56
76*
27
60
72*
80*
28
52
60
72*
29
52
60
68
30
36
52
68
31
56
60
76*
32
60
72*
76*
33
40
56
72*
34
40
68
76*
48.35
61.64
77.67
Mean: ̅
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 posttest 1 and 2 into percentage. Based on the table above, it is shown that the lowest score of pre-test is 28 and the highest score of pre-test is 76.
44
The mean of students‟ scores of pre-test is: ∑ Pre-test: ̅
̅ ̅ It is shown from calculation above that student‟ reading means score before using story mapping or before implementing Classroom Action Research (CAR) is 48.35. It is taken from the students‟ pre-test score average. After that, the writer analyzed the data to know the percentage of students‟ score who passed the KKM (70). It is calculated by using formula as follows:
% From calculation above, the students‟ score percentage in the pre-test is 2.94%. It means that there is 1 student who passed the KKM and there are 33 students‟ scores which still below the KKM. After that, in the cycle 1 of CAR, the writer calculates the result of post-test 1 to know the students‟ score improvement from the pre-test to pre-test 1 result. Still based on the table above, the writer concluded the lowest score of posttest is 60 and the highest score is 90 which indicated that the post-test 1 score is higher than the pre-test score. The mean of students‟ scores of post-test 1 is:
45
̅
̅ ̅ From that calculation, the students‟ mean score of posttest in cycle 1 is 61.64. It proves that there are some improvements from the pretest mean score. It could be seen from the pretest mean score 48.35 to the mean score of posttest 1 51.64. The improvement of the average of students‟ scores in pre-test and post-test 1 is: ∑ Post-test 1 - ∑ Pre-test = 61.64 - 48.35 = 13.29 The next step is to get the percentage of students‟ improvement score from pretest to posttest 1. The writer computes by using as follows:
According to the calculation above, the percentage of the students‟ improvement score from pre-test to pest-test 1 is 27.48%. It shows that the score in cycle 1 has improved 27.48% from the pretest score. After that, the writer calculates data to know the percentage of students who passed the KKM in post-test 1. The calculation is as follow:
46
From that calculation, the class percentage which pass the KKM in post-test 1 is 17.64%. It means that in the cycle 1 of Classroom Action Research (CAR), there are 6 students who passed the KKM and there are 28 students whose score are below the KKM. The class percentage of posttest 1 shows some students‟ improvement of the class percentage in the pretest (2.94%). The students‟ improvement which passed The KKM is 2.94% (17.64% - 2.94%). Furthermore, in the cycle 2 of Classroom Action Research (CAR) the writer also calculates the result of posttest 2 to know further the score improvement either from the result of pretest or posttest 1. There are three steps to know this improvement. Those are to calculate the mean score of the class, to calculate the percentage of the students‟ improvement score, and to calculate the class percentage which pass the KKM (70). Firstly is to calculate the mean score of the class in posttest 2. The calculation using as follows: ̅
̅ ̅ After calculating, it is known that the mean score of post-test 2 is 76.58. Next, the writer calculates percentage of students‟ improvement score.
47
From calculation above, it could be seen that the post-test 2 improves 58.38% from pre-test. Next, the writer tries to get the class percentage of students‟ score which passed the KKM. It uses the calculation as following:
As shown above, it is obtained that the class percentage is 85.29% it means that in the cycle 2 there are 29 students among 34 students who already passed the KKM and there are only 5 students are below the KKM. At last, all of calculation above proves that there is a significant improvement of the students‟ understanding of narrative text. It means that story mapping strategy is effective to be used in improving students understanding of narrative text at the first grade students of SMP PGRI Ciputat. So, the cycle of CAR does not have to be continued.
48
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion After implementing Classroom Action Research at the second grade students of SMP PGRI 2 Ciputat and according to the result of any tests, it could be summarized that there was a significant difference before and after implementing story mapping technique in teaching narrative text. It means that using story mapping in teaching reading is helpful, especially in improving students' reading comprehension of narrative text. It can be shown from the result of pre-action test and some post-action test. Furthermore, the students‟ improvement of reading comprehension of narrative text can be seen clearly in the students‟ improvement score of their achievement in pre-action test and two post-action tests. The result of pre-action test and post-action test showed the significant improvement. The average score of pre-action test was 48.35. It means there were only 2.94% of the whole students could pass the KKM. The average score of post-action test 1 was 61.64. It proved that 17.64% students passed KKM. The average score of post-action test 2 was 76.58. Then, it was obtained that the percentage of students who could get the score above the KKM in post-test 2 was 85.29%. It can be concluded that teaching narrative text through using story mapping, the students‟ reading comprehension of narrative text can be effectively improved.
B. Suggestion Based on the conclusion above, it can be delivered some suggestions to be paid more attention in teaching and learning process go to: 1. Teachers should prepare and select appropriate method and materials to produce the effective teaching learning process. Also, the teachers should determine the target of the teaching which must be achieved. It was
49
important for teachers should pay more attention to students‟ activity during the teaching learning process in order to achieve the goal of study. The last, the teachers should be able to create the teaching learning process enjoyable, such as selecting interesting text or new teaching media. 2. Students should know some methods which may be used in learning to improve their understanding. 3. Story mapping would be helpful to improve students‟ reading comprehension, so the teacher needs to maintain using story mapping technique in the next new academic year in teaching narrative.
50
BIBLIOGRAPHY
Anderson, Mark, Text Types in English 2, South Yarra: Macmillan, 2003. Arikunto, Suharsimi. PenelitianTindakanKelas, Jakarta: BumiAksara, 2009. Chatman, S., and B. Attebery, Reading Narrative Fiction. New York: McMillan, 1993. De Boer, John J & Dallmann Martha, The Teaching of Reading: Revised Edition, New York: Holt, Rinehart and Winston Inc 1964 Djamarah, Syaiful Bahri, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta, 2006. Farris, Pamela J. and Carol J. Fuhler, Teaching Reading: A Balanced Approach for Today’s Classroom, New York: McGraw-Hill, 2004. Gunn, Trisha Phelps, Written Laguage Instruction, London : Aspen Publication, 1982 Harmer, Jeremy, The Practice of English language Teaching, New York: Longman, 1989. Heilman, Arthur W, Principles and Practices of Teaching Reading: Second Edition, Ohio: a Bell and Howell Company, 1967 Lawin, Larry , Paving the Way in Reading and Writing: Strategies and Activities to Support Struggling Students in Grades 6-12, San Francisco: JosseyBass, 2003 Mather, Peter and Mc Carthy Rita , Reading and all that Jazz, Boston: Mc GrawHill, 2007 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. McDonough, Jo & Shaw Christopher, Materialand Method in ELT: Teachers’ Guide, Massachusetts: Blackwell Publishing Ltd, 1993 Nuttall, Christine, Teaching Reading Skills in a Foreign Language, London: Macmillan, 2005.
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Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, Jakarta: 2003. Putt, Robert C, A Basic Guide to Reading Instruction: A Handbook for Classroom Teachers, Boson: University Press of Amerika Inc 1983 Savage, John F & Mooney, Jean F, Teaching Reading to Children with Special Needs. Sudijono, Anas, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008. Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002. Wallace, Michael J., Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006. Titsher, Stefan, et, al, Methods of Text and Discourse Analysis, London: SAGE Publications, 2000
52 SILABUS PEMBELAJARAN Sekolah Kelas Mata Pelajaran Semester Standar Kompetensi
: SMP PGRI 2 Ciputat : VIII ( Delapan ) : BAHASA INGGRIS : 1 (Satu) : Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar. Penilaian
Kompetensi Dasar 1.1 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa,
Materi Pembelajaran Percakapan singkatan memuat ungkapan – ungkapan:
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
1. Brainstorming 1. bertanya dan menjawab tentang berbagai hal 2. 1.A : Let me help you. terkait tema B : Thank you so topik yang much. akan dibicarakan. 3. 2.A: Can I have a bit? 2. Membahas kosakata ( B: Sure. Here you are. 4. noun phrase, verb phrase, 3.A: Did you break the adverb phrase) glass? tata bahasa (kalimat B: Yes I did / No, it sederhana wasn’t me. tentang tawaran jasa, 4.A: What do you think meminta of this? sesuatu, B: Not bad. informasi
Teknik
Merespon Tes lisan ungkapan meminta, memberi, menolak jasa Merespon ungkapan meminta, memberi, menolak barang Mengakui, mengingkari fakta Merespon Tes lisan ooooungkapan meminta dan memberi pendapat Tes tulis
Bentuk Instrumen
Contoh Instrumen
Merespon secara Respond the lisan following statement A: Let me help you B: .... A: Can I have a bit? B: ........... Pertanyaan lisan Choose the right response A: Did you break the glass? Pilihan ganda B:....... a. Yes, I did b. I don’t know c. I’m not sure d. All right
Alokasi Waktu 2 x 40 menit
Sumber Belajar 1. Script percakap an 2. Rekaman Percakapan: - Cassette - Tape Recorder - CD - CD Player - TV 3. Gambargambar/ benda terkait
53
Penilaian Kompetensi Dasar meminta, memberi, menolak barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Teknik
faktual, pendapat terkait materi percakapan . Mendengarkan percakapan yang memuat ungkapanKosa Kata ungkapan - Kata Terkait jenis teks dalam materi. dan tema 4. Menjawab pertanyaan tentang isi percakapan. 5. Memberi respon lisan dan tulis terhadap ungkapan yang didengar.
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
Give your response A: What do you think of my new dress B:............
TataBahasa - Auxiliary verb: can, may, must,should 3. - Simple Past
1
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) 1.2 Merespon
Ungkapan Baku
1. Memberi
Merespon
Tes tulis
Pertanyaan lisan Write your
2 x 40
2 Script
54
Penilaian Kompetensi Dasar makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tid ak menyetujui, memuji, dan memberi selamat
Materi Pembelajaran -It’s a very kind of you Percakapan singkatan memuat ungkapan – ungkapan: 1.A: Would you come to my party? B: I’d love to / I want 2. to, but ........
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
respons lisan Curah pendapat tentang hal-hal terkait topik/ungkapan yang akan dibahas Membahas kosakata dan tata bahasa 2.A; I do agree terkait topik / B; Thanks for the ungkapan yang dibahas support. 3. Mendengarkan 3. A; No way .... percakapan B: It’s O.K. No memuat problem ungkapan terkait marteri 4. A: You have beautiful 4. Tanya jawab tentang isi hair. percakapan B: Thank you. 5. Tanya jawab tentang fungsi 5.A: Happy birthday. dan makna B: Thank you. ungkapan dalam percakapan Tata Bahasa - Would you..... - I’d love to
Teknik
Bentuk Instrumen
ungkapan mengundang,mener ima, dan menolak ajakan
response to the following statements: Isian
Merespon ungkapan menyetujui / tidak menyetujui
Tes lisan
Tes lisan Merespon ungkapan memuji Merespon ungkapan memberi selamat
Contoh Instrumen
1.A: Would you go with me to the movie ? B: ...
Jawaban singkat 2.A: I do agree with you to join the speech contest. B: ... 3.A: You have a beautiful hair B: ... 4.A: Congratulation ! you passed your exams B : ...
Alokasi Waktu menit
Sumber Belajar percakapan 3 Rekaman percakapan 4 Tape recorder 5 Gambar yang relevan Buku teks yang relevan
55
Penilaian Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Kosa kata - Kata terkait tema dan jenis teks Ungkapan Baku - I’d Love to - No Way - It’s ok Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
56 SILABUS PEMBELAJARAN Sekolah : SMP PGRI 2 Ciputat Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS Semester : 1 (Satu) Standar Kompetensi : Mendengarkan 2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
Materi Pembelajaran
2.1 Merespon Teks fungsioanl pendek 1. makna yang berupa : terdapat dalam teks lisan 1.Undangan fungsional Contoh: pendek 2. sederhana Dear Rio, secara akurat, I want you to come to my lancar, dan house for lunch on Sunday berterima untuk at 12 a.m. berinteraksi Thanks. dengan Mona lingkungan 3. sekitar. 2. Short Messages Contoh : -Dear Intan, Meet me after school Aya
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Teknik
Tanya jawab 1. Mengidentifikasi Tes tertulis tentang berbagai informasi yang hal terkait terdapat dalam topik/tema yang teks fungsional akan dibahas pendek berupa Membahas undangan. kosakata yang terkait 222. Mengidentifitema/topik/unda kasi ciri ngan (noun kebahasaan dalam phrase, verb phrase) teks fungsional membahas pendek berupa ungkapanUndangan. ungkapan yang sering muncul dalam undangan: - I want you to come to....... - Please come
Bentuk Instrumen Melengkapi rumpang
Menjawab singkat
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
1. Complete the 2 x 40 menit 1. Script teks undangan following sentences 2. Rekaman based undangan on the text you - cassette hear - tape recorder - CD 2. Listen to the text and give - CD short answer Player - TV 3. Gambar/ realia terkait tema/topik/ jenis teks
57
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
3. Kosa Kata - Kata Terkait tema dan jenis teks 4. Tata bahasa - To Invinitive - What... for?
to ..... Don’t forget to come to...... Mendengarkan teks fungsional pendek (undangan) menjawab pertanyaan tentang berbagai informasi yang terdapat dalam teks fungsional, undangan. Mendengarkan contoh-contoh undangan lainnya dari teman. Mengidentifikasi ciri kebahasaan teks fungsional pendek : undangan - invitee - occasion - time - place - Invitor -
4.
5. 5. Ungkapan Baku : - Please.......!
6.
7.
Indikator Pencapaian Kompetensi
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
58
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) 2.2 Merespon 1. Teks lisan berbentuk 1 makna yang descriptive terdapat dalam recount monolog pendek 2 sederhana 2.Langkah retorika teks : secara akurat, descriptive lancar, dan (identification – berterima descriptions) 3 untuk recount ( orientation berinteraksi events – dengan reorientation) lingkungan sekitar dalam teks berbentuk 3.Ciri-ciri kebahasaan teks 4 descriptive dan descriptive dan recount. recount 4. Tata Bahasa Past continuous Conjunctions - when...... - while ...... 5. Kosakata terkait tema dg jenis teks
5
Eliciting kosakata 1. Mengidentifikasi Tes lisan Pertanyaan terkait Informasi/makna lisan tema/topik/ jenis yang terdapat teks dalam teks berbentuk Membahas tata descriptive dan bahasa terkait recount jenis teks yang akan dibahas 2. Mengidentifikasi tujuan komunikatif Mendengarkan dan langkah teks monolog PG Tes tulis retorika teks descriptive / deskriptif dan recount dengan recount. topik tertentu Menjawab pertanyaan tentang berbagai informasi terkait teks yang didengar Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Alokasi Waktu
Sumber Belajar
3.
Answer the questions orally based on the text you listen to
Choose the best option based on the text you have listened to
8 x 40 menit 1 Buku teks yang relevan 2 Gambar terkait tema / topik 3 Script teks: descriptive / recount 4 Rekaman teks 5 Tape recorder 6 OHP 7 Lingkungan sekitar
59
Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
60 SILABUS PEMBELAJARAN Sekolah : SMP PGRI 2 Ciputat Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS Semester : 1 (Satu) Standar Kompetensi : Berbicara 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi,
Materi Pembelajaran 1. Percakapan singkatan memuat ungkapan – ungkapan. Contoh :
1.
2.
A; Let me help you. B: Thank you so much. 3. A: Can I have a bit. B: Sure. Here you are. A: Did you break the glass?
Indikator Pencapaian Kompetensi
Kegiatan Pembelajaran
4.
Review kosakata dan ungkapanungkapan terkait materi dan tema Tanya jawab menggunakan ungkapanungkapan tersebut Bermain peran melakukan percakapan yang disediakan guru Bermain peran melakukan percakapan berdasarkan situasi /gambar yang disediakan
1.
2.
3.
4.
Penilaian Teknik
Bentuk Instrumen
Bertanya dan Unjuk kerja Uji Petik menjawab Berbicara tentang Bermain peran meminta,memb eri, menolak jasa Bertanya dan menjawab tentang meminta,memb eri, menolak barag Bertanya dan menjawab tentang mengakui, mengingkari fakta Bertanya dan menjawab
Contoh Instrumen Create a dialogue based on the role cards and perform it in front of the class.
Alokasi Waktu
Sumber Belajar
4 x 40 menit
1. Buku teks yang relevan 2. Gambargambar terkait tema 3. Realia Benda sekitar
61
Kompetensi Dasar
Materi Pembelajaran
menolak barang, B: Yes, I did / 5. mengakui, No, it wasn’t me. mengingkari fakta, dan meminta dan memberi pendapat A: What do you think of this? B: Not bad.
Indikator Pencapaian Kompetensi
Kegiatan Pembelajaran Menggunakan ungkapan yang telah dipelajari dalam real life situation
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
memberi pendapat
2. Tata Bahasa - Yes/No Questions - QW-Questions 3. Kosa kata - Kata terkait tema dan jenis teks 4. Ungkapan Baku - Sorry - I Think so - I don’t think so Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence ) 3.2 Memahami dan 1.Percakapan 1. merespon singkatan memuat percakapan ungkapan – ungkapan. transaksional (to get things done) dan
Review kosakata terkait tema, topik sebelumnya
1.
Bertanya dan menjawab tentang mengundang, menerima,
Unjuk kerja
Uji Petik Create a dialogue 4x40 menit 1 Buku teks berbicara based on the role yang Bermain peran cards and perform relevan it in front of the 2 Gambar-
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Kompetensi Dasar interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak menyetujui, memuji, dan memberi selamat
Materi Pembelajaran A: Would you come to party? B: I’d love to / I wan’t to, but ......... A: I do agree. B: Thanks for the Support. A: No, way, ... B: It’s O.K. I understand.
2.
3.
4.
5.
6. A: You have beautiful hair. B: Thank you. A: Happy birthday. B; Thank you. 2. Tata Bahasa Adjective Phrase Noun Phrase
Indikator Pencapaian Kompetensi
Kegiatan Pembelajaran Memperkenalka n kosakata baru / ungkapanungkapan yang akan dibahas Tanya jawab menggunakan ungkapanungkapan terkait materi Menirukan percakapan yang diucapkan guru Melakukan percakapan yang diberikan Melakukan tanya jawab menggunakan ungkapan
2.
3.
4.
menolak ajakan Bertanya dan menjawab tentang menyetujui.tida k menyetujui Bertanya dan menjawab tentang memuji Bertanya dan menjawab tentang memberi selamat
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen class.
Alokasi Waktu
Sumber Belajar gambar terkait tema 3 Realia 4 Role cards
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Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
3. Kosa Kata Kata terkait tema dan jenis teks 4. Intonations
Falling
raising
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
64 SILABUS PEMBELAJARAN Sekolah : SMP PGRI 2 Ciputat Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS Semester : 1 (Satu) Standar Kompetensi : Berbicara 4. Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
Materi Pembelajaran
4.1 .Mengungkapkan 1. Teks fungsional makna dalam pendek berupa : bentuk teks lisan Undangan fungsional Contoh: pendek sederhana dengan Dear Rio, menggunakan I want you to ragam bahasa come to my lisan secara house for lunch akurat, lancar, on Sunday at 12 dan berterima a.m. untuk berinteraksi Thanks. dengan Mona lingkungan sekitar Pesan Singkat, Contoh : Intan, Meet me
Indikator Pencapaian Kompetensi
Kegiatan Pembelajaran 1.
2.
3.
4.
Mendengarkan teks fungsional pendek: undangan Tanya jawab tentang isi teks “undangan” Tanya jawab tentang struktur teks Membuat kalimat sederhana terkait jenis teks bentuk undangan - I want to come to.... - Please come to ........
Penilaian Teknik
1.
Mengungkapan Unjuk kerja secara lisan teks fungsional pendek berbentuk undangan.
2.
Bertanya dan menjawab secara lisan berbagai informasi tentangteks fungsional pendek berbentuk undangan
Bentuk Instrumen Uji petik berbicra
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
1. Invite your 2 x 40 menit Buku teks yang friend relevan to come to your bithday party 1. Gambar orally! terkait tema/topik 2. Ask and answer Tes lisan Pertanyaan lisan orally based on 2. Benda-benda the invitation sekitar card given.
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Kompetensi Dasar
Materi Pembelajaran after school. Aya.
Kegiatan Pembelajaran 5.
2. Tata Bahasa - I want you to .... - Don’t Forget to .... 3. Kosa kata - Kata terkait tema dan jenis teks 4. Ungkapan Baku - Ungkapan pembuka - Dear....... - Hi,....... - Ungkapan penutup - Yours - Love
6.
7.
Berlatih mengundang seseorang secara lisan menggunakan gambit-gambit tertentu Contoh: A: Hi Guys, I want you all to come to my birthday party. B: We’d love to! When? A: Tomorrow, at 4.00 Secara berpasangan atau dalam kelompok mengungkapkan undangan berdasarkan konteks/situasi yang diberikan Secara mandiri mengungkapkan undangan lisan
Indikator Pencapaian Kompetensi
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
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Kompetensi Dasar
Materi Pembelajaran
1. Teks pendek 4.2. Mengungkapkan berbentuk makna dalam descriptive monolog pendek dan recount. sederhana dengan 2. – informasi menggunakan faktual ragam bahasa - informasi rinci lisan secara akurat, lancar, - gagasan utama dan berterima - gagasan untuk berinteraksi pendukung dengan dalam teks lingkungan pendek sekitar dalam teks berbentuk berbentuk recount descriptive dan 3. Ciri kebahasaan recount teks descriptive dan recount 4. Langkah retorika teks descriptive dan recount. 5. Kosa kata terkait tema dan jenis teks 6. Tata Bahasa - Adverb phrase - Conjunctions - and
Kegiatan Pembelajaran
1.
2.
3.
4.
Tanya jawab berbagai hal 1. terkait topik tertentu ( peristiwa, kejadian, pengalaman ) Mengembangkan kosakata, tata bahasa terkait topik / jenis teks 2. descriptive dan recount Mengidentifikasi kejadin, peristiwa, pengalaman yang pernah dialami melalui tanya jawab Melakukan monolog dalam bentuk descriptive dan recount
Indikator Pencapaian Kompetensi
Penilaian Teknik
Bertanya dan menjawab Unjuk kerja berbagai infmasi secara lisan dalam teks pendek berbentuk : - descriptive Unjuk kerja - recount Melakukan monolog pendek dalam bentuk - descriptive Tes lisan - recount
Bentuk Instrumen
Uji petik berbicara, bertanya dan menjawab
Contoh Instrumen
Ask and answer based on the following situation
Uji petik 1. berbicara mendeskripsika n sesuatu 2. Uji petik berbicara, menceritakan kejadian
Look at this thing and describe it. Think of an activity or event that happened to you yesterday and tell us about it.
Alokasi Waktu
Sumber Belajar
1. Buku teks 6 x 40 menit yang relevan 2. Koran/majalah 3. Gambar peristiwa 4. Benda-benda sekitar
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Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
- but - or etc
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
68 SILABUS PEMBELAJARAN Sekolah : SMP PGRI 2 Ciputat Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS Semester : 1 (Satu) Standar Kompetensi : Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar
Kompetensi Dasar 5.1.
5.2.
Materi Pembelajaran
Membaca nyaring 1. Teks fungsional bermakna teks pendek berupa: tulis fungsional Undangan dan esei Contoh : berbentuk Dandi, descriptive dan recount pendek Please come dan sederhana to our meeting dengan ucapan, Day : Saturday tekanan dan Date:March intonasi yang berterima yang 1st,2008 berkaitan dengan Time : 10.00 lingkungan Place : Osis Reuni sekitar Don’t be late ! Merespon makna Budy dalam teks tulis Secretary fungsional pendek sederhana secara akurat Pesan Singkat
Kegiatan Pembelajaran 1.
2.
3.
4.
Brain storming tentang berbagai hal terkait teks fungsional pendek berbentuk “undangan” /pesan pendek Mendengarkan undangan yang dibacakan oleh guru/teman membaca nyaring teks fungsioanl pendek tentang undangan/pesan pendek menjawab pertanyaan
Indikator Pencapaian Kompetensi Membaca dengan nyaring dan bermakna teks fungsional pendek
Penilaian Teknik
Bentuk Instrumen
Tes lisan
Membaca nyaring
Contoh Instrumen
3. Uraian
Sumber Belajar
Read the the text 6 x 40 menit 1. Buku teks aloud and yang relevan clearly.
1. Melengkapi 1. Complete the Mengidentifikasi Tes tertulis test using berbagai correct informasi dalam words teks fungsional pendek 2. Pilihan ganda 2. Choose the correct answer Mengidentifikasi fungsi sosial teks fungsional pendek Mengidentifikasi ciri kebahasaan
Alokasi Waktu
3. Answer the following questions based on the text
2. Gambar terkait tema/topik 3. Benda-benda sekitar
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Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
lancar dan Lia, berterima yang I’m out for shopping berkaitan dengan your meal is in lingungan sekitar refrigerator 1. Teks fungsional Mom 5. pendek berupa - Undangan - pesan singkat 2. Teks esei berbentuk 2. Tata Bahasa descriptif dan recount - Request 3. Kosa kata - kata terkait – tema 6. dan jenis teks 4. UngkapanBaku - Don’t be late ! - Don’t miss it !
tentang isi teks fungsional pendek “undangan” /pesan pendek Menyebutkan tujuan komunikatif teks fungsional pendek “undangan” /pesan pendek Menjwab pertanyaan tentang ciri kebahasaan teks fungsional pendek “undangan” /pesan pendek
1.
Tanya jawab berbagai hal terkait tema/topik bacaan Review kosakata dan tatabahasa terkait jenis teks descriptive/reco unt
5.3. Merespon makna 1. Teks tulis berbentuk dan langkah descriptive dan retorika dalam esei pendek recount sederhana secara Makna gagasan akurat, lancar dan berterima yang Makna tekstual berkaitan dengan dalam teks descriptive dan lingkungan sekitar dalam teks recount berbentuk
2.
Indikator Pencapaian Kompetensi
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
teks fungsional pendek
1. Menjawab mau tau Tes tulis pertanyaan tentang : 3. Makna gagasan 4. Makna tekstual dalam teks descriptive dan recount 5. Langkah retorika teks descriptive
PG
T/F
1. Choose the best option based on 4 x 40 menit the text. 2. State whether the statements are TRU or FALSE. 3. Answer the
1. Buku teks yang relevan 2. Koran/maja lah 3. Gambar peristiwa/te mpat 4. Lingkunga n sekitar
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Kompetensi Dasar descriptive dan recount
Materi Pembelajaran
Kegiatan Pembelajaran
2. Langkah retorika 3. teks descriptive dan 4. recount 3. Tujuan komunikatif teks descriptive dan recount 4. Ciri kebahasaan teks descriptive dan 5. recount
6.
7.
Membaca teks descriptive/reco 6. unt Menjawab pertanyaan tentang 7. informasi yang terdapat dalam teks 8. Menjawab pertanyaan tentang tujuan komunikatif tdan langkah retorika teks descriptive / recount Menyebutkan ciri-ciri kebahasaan teks yang dibaca Membaca nyaring dan bermakna teks descriptive / recount
Indikator Pencapaian Kompetensi
Penilaian Teknik
dan recount Tujuan komunikatif teks descriptive dan recount Ciri kebahasaan teks descriptive Tes lisan dan recount Membaca nyaring teks descriptive dan recount.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Bentuk Instrumen
Contoh Instrumen questions Read the text aloud.
Membaca nyaring
Alokasi Waktu
Sumber Belajar
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SILABUS PEMBELAJARAN Sekolah : SMP PGRI 2 Ciputat Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS Semester : 1 (Satu) Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
Materi Pembelajaran
6.1. Mengungkapkan makna dalam 1. Teks fungsional bentuk teks tulis pendek berupa : fungsional Undangan pendek sederhana Pengumuman dengan Pesan Singkat menggunakan ragam bahasa 2. Tata Bahasa tulis secara Kalimat akurat, lancar sederhana dan berterima - mengundang untuk - mengumumkan berinteraksi - menyampaikan dengan lingkungan pesan sekitar 3.Kosa kata - Kata terkait tema
Kegiatan Pembelajaran 1. Tanya jawab berbagai hal terkait tema/topik teks fungsional yang akan dibahas 2. Penguatan kembali kosakata dan tata bahasa terkait jenis teks fungsional 3. Menulis kalimat sederhana terkait jenis teks 4. Menulis teks fungsional pendek berdasarkan konteks
Indikator Pencapaian Kompetensi 1.
2.
3.
Penilaian Teknik
Melengkapi rumpang teks fungsional pendek Meyusun kata menjadi teks fungsional yang bermakna Menulis teks Tes tulis fungsional pendek
Bentuk Instrumen Melengkapi rumpang
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
1. Complete the 4 x 40 menit 1. Buku teks following sentenyang ce / text using relevanConto suitable word / h undangan, words pengumuman, Menyusun kata SMS 2. Arrange the word acak into good senten2. Gambar yang ces. relevan 3. Write simple sentences based on the situation given Essay 4. Write an invitation/ an announcement / messa-ge based on the situation given.
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Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
Indikator Pencapaian Kompetensi
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
dan jenis teks 4.Tanda baca 5. Spelling
6.2. Mengungkapkan 1. Teks rumpang makna dan berbentuk langkah retorika - descriptive dalam esei - recount pendek sederhana 2. Tata bahasa dengan Kalimat sederhana menggunakan - Simpel present ragam bahasa tense tulis secara - Simpel past tense akurat, lancar dan berterima - past cont tense untuk 3. Kosa kata berinteraksi - kata terkait tema dengan dan lingkungan jenis teks sekitar dalam teks berbentuk - kata penghubung descriptive dan and, then, after recount that, before dsb 4. Tanda Baca, Spelling
1.
2.
3.
4.
5.
Review 1. ungkapanungkapan yang terkait jenis teks descriptive dan recount. Menulis kalimat 2. yang berdasarkan yang terkait jenis teks descriptive dan recount gambar/realia. Melengkapi rumpang dalam teks descriptif dan 3. recount dengan kata yang tepat. Menyusun kalimat acak menjadi teks descriptif dan recount yang terpadu. Membuat draft teks descriptive dan recount
Melengkapi rumpang teks essai pendek berbentuk descriptive
Tes tulis
1. Completion
Tes tulis Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptivedan recount.
2. Jumbled sentences
Menulis teks essai Tes tulis dalam bentuk a. descriptive dan recount .
3. Essay
1. Complete the paragraph using 4 x 40 menit 1. Buku teks yang relevan the suitable words. 2. Gambar terkait 2.Rearrange the tema/topik Following sentences 3. Benda-benda correctly. sekitar
3.Write an essay a. describing something or a certain place. b. Telling what you did last Sunday
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Kompetensi Dasar
Materi Pembelajaran
Kegiatan Pembelajaran
6.
Indikator Pencapaian Kompetensi
secara mandiri. Mengekspos teks descriptive dan recount yang ditulis di kelas.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )
Penilaian Teknik
Bentuk Instrumen
Contoh Instrumen
Alokasi Waktu
Sumber Belajar
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RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) SMP/MTs
: SMP PGRI 2 Ciputat
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII ( Delapan )
Standar Kompetensi
: Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
: Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
Indikator
: 1. Siswa mampu mengidentifikasi tokoh, setting, problem dan solusi dalam sebuah teks serta melengkapi story maping yang telah disediakan guru. 2. Siswa mampu menjawab pertanyaan yang berkaitan dengan teks yang diberikan.
1. Jenis Teks
: Narrative Text
2. Aspek / Skill : Membaca 3. Materi Pokok Teks monolog berbentuk narrative contohnya: Cinderella Once upon a time, there was a young girl named Cinderella. She lived with her step mother and two step sisters. The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. Their mother gave them many handsome dresses to wear. One day, the two step sisters received an invitation to the ball that the king’s son was going to giving at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left. “Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy godmother standing beside her, “because I want so much to go to the ball” said
75 Cinderella. “Well” said the godmother, “you’ve been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball”. Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. “Now, Cinderella”, she said; “You must leave before midnight”. Then away she drove in her beautiful coach. Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slipper was left behind. A few days later, the king’ son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly. Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after.
4. Metode Pembelajaran/Teknik
: Individual and Pairs
5. Langkah-langkah Kegiatan
Kegiatan Awal (10’)
Guru mengucupkan salam
Guru memotifasi siswa melalui permainan „missing lyric‟
Tanya jawab apakah siswa mengetahui narrative text serta schematic structure di dalamnya.
Kegiatan Inti (70’) Siswa menyebutkan ciri-ciri teks narrative
Siswa menyebutkan Unsur-unsur yang ada dalam teks narrative seperti tokoh, waktu dan tempat, plot, dan lain sebagainya
Siswa diminta berpasangan
Guru memberikan sebuah teks narrative
Siswa dijelaskan mengenai story mapping
Tiap pasangan mengidentifikasi teks dengan mencari tokoh, setting, problem dan solusinya melalui story mapping yang telah disediakan.
Kegiatan Akhir (10’)
Siswa menyimpulkan kegiatan yang pembelajaran yang dilakukan
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6. Sumber/Bahan/Alat
Buku Bahasa Inggris SMP Kelas VIII
Whiteboard
Spidol
Laptop
In-Focus
7. Penilaian
Teknik: Performance Assessment (responding)
Hasil: berdasarkan jawaban siswa atas pertanyaan yang diberikan guru
Guru Praktikan
Anna Agus Selviana
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RENCANA PELAKSANAAN PEMBELAJARAN READING (Cycle 1 of CAR)
I. IDENTITAS Satuan Pendidikan
: SMP PGRI 2 Ciputat
Mata Pelajaran
: B. Inggris
Kelas/Semester
: VIII (Delapan)
Tema
: A Friend in Need is a Friend Indeed
Aspek/Skill
: Reading
Alokasi Waktu
: 2X30 menit
Jenis Teks
: Narrative text
Tahun Pelajaran
: 2013/2014
II. STANDAR KOMPETENSI Membaca Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR Membaca Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.
VI. INDIKATOR 1. 2. 3. 4.
Menentukan gagasan utama (main idea) dalam teks narrative Menentukan gagasan pendukung (supporting details) teks narrative Menemukan informasi spesifik (scanning) dalam teks narrative Mengidentifikasi langkah retorika (schematic structure) teks narrative
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5. Berpartisipasi aktif selama proses belajar berlangsung
V. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa dapat: 1. Menentukan gagasan utama (main idea) dalam teks narrative 2. Menentukan gagasan pendukung (supporting details) teks narrative 3. Menemukan informasi spesifik (scanning) dalam teks narrative 4. Mengidentifikasi langkah retorika (schematic structure) teks narrative 5. Berpartisipasi aktif selama proses belajar berlangsung VI. MATERI POKOK DAN URAIAN MATERI Part I: Read the passage below, underline the simple past tense that you found: The Prince and His Best Friend
Orientation
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the palace and Franklin Greedy, the son of an aristocrat. One day, the prince, Peter Piper, and Franklin Greedy were walking through the forest. Suddenly a group of Bandits attacked the three boys near an old house. They entered the old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house.
Complication
Resolution
Franklin was very terrified and asked the prince to surrender immediately, but Peter was not afraid. He urged and supported the prince not to give up. The prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin‟s behavior. So he quietly made up a plan for him and the prince to escape. Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Prince were riding away on one of the bandit‟s horses. It turns out; Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them, while the prince and Peter went safely going back to the capital.
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Orientation
: It is about the opening paragraph where the characters of the story are introduced.
Complication : Where the problems in the story developed. Resolution
: Where the problems in the story is solved
The Questions: 1. 2. 3. 4. 5.
What kind of person was Prince Jonathan? Who were Prince Jonathan‟s friends? What happened when the prince and his two friends were walking in the forest? Why did Franklin try to persuade the prince to surrender? After you read the story, what did you think of the prince‟s friend?
VII. METODE PEMBELAJARAN Three-phase technique. VIII. LANGKAH-LANGKAH KEGIATAN a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa. Mengabsen siswa. Memberi motivasi kepada siswa. Penjelasan tentang materi yang akan dibahas. b. Kegiatan inti. Beberapa siswa diminta membaca sebuah cerita (narrative text) dengan intonasi dan jeda yang benar secara bergantian. Membahas ciri-ciri yang terdapat dalam narrative text. Siswa diminta menjawab pertanyaan yang berkaitan dengan text. Siswa dimita menyusun jumble paragraphs menjadi sebuah cerita yang utuh. (group work) Siswa diminta untuk menulis langkah-langkah retorika berdasarkan cerita yang sudah disusun ke dalam story mapping dengan redaksi kata sendiri (individual work) c. Kegiatan penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM Memberi tugas pada siswa yang berkaitan dengan materi.
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IX. SUMBER BELAJAR. a. Hartono, Rudi, Genres of Texts, Semarang: English Department Faculty of Language and Art, 2005. b. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High School Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008, Jakarta. c. Kurikulum Bahasa Inggris (KTSP grade VIII)
X. PENILAIAN a. Teknik b. Bentuk
: Tes Tulis : Tertulis.
XI. PEDOMAN PENILAIAN a. Nilai siswa = Skor prolehan X 100, Max. score: 100 Skor siswa b. Rubrik penilaian No Part I
Part II
Uraian
Skor
Jawaban benar
20
Jawaban tidak tepat
0
Jawaban benar
25
Jawaban tidak tepat
0
Guru Praktikan
Anna Agus Selviana
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RENCANA PELAKSANAAN PEMBELAJARAN READING (Cycle 2 of CAR)
I. IDENTITAS Satuan Pendidikan
: SMP PGRI 2 Ciputat
Mata Pelajaran
: B. Inggris
Kelas/Semester
: VIII (Delapan)
Aspek/Skill
: Reading
Alokasi Waktu
: 2X30 menit
Jenis Teks
: Narrative text
Tahun Pelajaran
: 2013/2014
II. STANDAR KOMPETENSI Membaca Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
III. KOMPETENSI DASAR Membaca Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.
VI. INDIKATOR 1. 2. 3. 4. 5.
Menentukan gagasan utama (main idea) dalam teks narrative Menentukan gagasan pendukung (supporting details) teks narrative Menemukan informasi spesifik (scanning) dalam teks narrative Mengidentifikasi langkah retorika (schematic structure) teks narrative Berpartisipasi aktif selama proses belajar berlangsung
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V. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa dapat: 1. 2. 3. 4. 5.
Menentukan gagasan utama (main idea) dalam teks narrative Menentukan gagasan pendukung (supporting details) teks narrative Menemukan informasi spesifik (scanning) dalam teks narrative Mengidentifikasi langkah retorika (schematic structure) teks narrative Berpartisipasi aktif selama proses belajar berlangsung
VI. MATERI POKOK DAN URAIAN MATERI Part I: Read the story below then write down the schematic structure of the story into ‘story mapping sheet’ by your own words!
Takatuliang, the Woodcarver
Long time ago on the island of Simbau, in the Sulawesi Sea, there lived a king and his beautiful daughter. The princess was not only beautiful, but she was also wise and kind. Many princes wanted to marry the king‟s daughter and this made the king confused. He, then, announced a contest: whoever presented the princess with the most valuable gift would marry her. Takatuliang, a poor woodcarver, wanted to join the contest but he was so poor that he had nothing to present. Then, he went far into the forest. There he chose the best tree and carved it into a doll. Next, he took an old piece of cloth and sewed it into a dress for the doll. After that, he cut his own hair and glued it to the doll‟s head. On the day of the contest, all of the princes gathered before the king and the princess. One by one, they presented their gifts: diamonds, silk, gold, jewelry. Then came Takatuliang‟s turn. “What do you have?” asked the princess. “I bring only a doll,” said Takatuliang softly. “How many dolls like this do you have?” asked the princess. “Only this one. I carved it by myself and decorated it with my own hair and my father‟s old cloth. He died and this is the only thing he left me.” answered Takatuliang. The princess was very touched to hear Takatuliang‟s story. She decided to marry Takatuliang because he had presented her everything he had. Together, Takatuliang and the princess lived happily ever after.
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(After finished, discuss with your friends in group to get the right answer based on the points served in a story mapping!)
VII. METODE PEMBELAJARAN Three-phase technique. VIII. LANGKAH-LANGKAH KEGIATAN a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa. Mengabsen siswa. Memberi motivasi kepada siswa. Me-review materi pertemuan sebelumnya Penjelasan tentang materi yang akan dibahas. b. Kegiatan inti. Siswa diminta untuk mencari kata-kata sulit yang terdapat dalam teks (selama tiga menit) Siswa menentukan langkah retorika dalam cerita Siswa diminta menjawab pertanyaan yang berkaitan dengan text. Siswa diminta untuk menulis langkah-langkah retorika berdasarkan cerita yang sudah disusun ke dalam story mapping dengan redaksi kata sendiri (individual work) Siswa mendiskusikan hasil kerja dalam bentuk story mapping dengan teman dalam kelompok (a group of four) c. Kegiatan penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM Memberi tugas pada siswa yang berkaitan dengan materi. IX. SUMBER BELAJAR. a. Hartono, Rudi, Genres of Texts, Semarang: English Department Faculty of Language and Art, 2005. b. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High School Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008, Jakarta. c. Kurikulum Bahasa Inggris (KTSP grade VIII)
X. PENILAIAN a. Teknik b. Bentuk
: Tes Tulis : Tertulis.
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c. Instrumen : Terlampir
XI. PEDOMAN PENILAIAN a. Nilai siswa = Skor prolehan X 100, Max. score: 100 Skor siswa b. Rubrik penilaian: No Part I
Uraian
Skor
Jawaban benar
100
Jawaban tidak tepat
0
Guru Praktikan
Anna Agus Selviana
85
The Instrument of Pre-Test Reading section In this part of the test, you have to choose the best answer to each question from the alternatives given. TEXT I Read the following text to answer questions 1 to 11.
The Golden Touch Long time ago there lived a king who was the richest man in the world. His name was Midas; however he was not happy. Midas longed to be even richer. He wanted to be richer than all the kings in the world put together. One day, as Midas sat on his throne thinking of ways to become richer, his servants came to him with an old man. “Master, this is Silenus, the friend of the God Bacchus,” said the second servant. Midas had an idea. He welcomed the old man and said, “You shall be my guest for ten days. Please, eat and drink as much as you like.” At the end of the ten days, Midas took Silenus back to Bacchus. The god was very happy to see his lost friend. Bacchus turned to Midas and said, “I will grant you any wish you make.” “My wish is …that everything I touch will turn into gold!” On his return to his palace, Midas tried out his new power. He picked up a stone and it turned to gold. He changed a whole tree into gold by rubbing his hands over the trunk. Back at the palace, Midas sat down and called for some food and drink. His chair turned to gold and, although it was uncomfortable, Midas was still happy that all he touched turned to gold. Next, Midas took a piece of bread. Before he could get it to his mouth, it too had turned to gold. He could eat nothing without it turns gold. Miserable, Midas went for walk in his garden. His children ran up to him. Without thinking, Midas put his arms around them and instantly they turned into little gold statues. Midas now cried. Then Midas hurried to Bacchus and went down on Bacchus‟ knees and with golden tears running down his cheeks, begged to Bacchus to show mercy. “I was wrong to be greedy and to love gold so much.” said Midas. Bacchus asked Midas that he had to go to the River Pactolus and wash in its clear water. This would take away the golden touch. Midas did so. Midas then returned to his palace. On the way, he touched a branch of a tree and it did not turn to gold. Midas was so relieved. However, in his garden he saw his children still as golden statues. He quickly grabbed a bucket ran to the River Pactolus and scooped up some water. He took this back to the garden and poured it over his golden children. Immediately they came alive and were no longer gold. Finally, Midas did not want to be the richest of the rich. Midas had found out that all the gold in the world did not bring happiness. 1. The story above tells you about …. A. The king Midas‟ power of golden touch B. The king Midas‟ desire to defeat all of kings C. The king Midas‟ chair turned to gold D. The king Midas‟ struggle to be the richest man
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2. According to the story, who plays as minor character? EXCEPT…. A. Silenus C. Pactolus B. Midas D. Bacchus 3. Which of the following is NOT included into sequence of events? A. Bacchus granted Midas‟ wishes having much gold. B. Midas met Silenus accompanied by his servants. C. Midas went to Pactolus to take away the golden touch. D. Midas‟ children turned into little gold statues. 4. When did Midas take Silenus back to Bacchus? A. In the ninth day C. In the first day B. In the tenth day D. In the fourth day 5. What was Midas‟ wish to the God Bacchus? A. Everything he touched would turn to gold. B. He wanted to be the richest man in the world. C. All of the kings must respect him. D. The god Bacchus should be his friend. 6. Which of the following is included into resolution of the story? A. Midas welcomed Silenus to live at the palace. B. Bacchus took away the king‟s golden touch. C. Midas was not happy to be a richest king. D. The golden children were no longer gold. 7. Why did Midas go to the River Pactolus? Because …. A. He would like to meet Bacchus. B. He wanted to release his golden touch. C. He scooped up some water to drink. D. He would like to wash with the clean water. 8. What is the complication of the story? A. Midas is introduced by his servants to Silenus. B. Midas changed a whole tree into gold. C. Midas longed to be the richest king in the world. D. Midas sick of the sight of gold.
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9. Based on the story, what is the main character of King Midas? A. Stingy C. Arrogant B. Greedy D. Mean 10. What kind of Midas‟ thing is NOT changed into gold? A. Statues C. Water B. Trees D. Clothes 11. “Midas longed to be the richest king in the world.” What part of the schematic structure do we call this event? A. Complication B. Orientation
C. Coda D. Resolution
TEXT II Read the following text to answer questions 12 to 20. One Thousand Temples Once upon a time, there was a prince named Bondowoso. he was famous for his powerful weapon, called Bandung. Therefore, Bondowoso was called Bandung Bondowoso. Bandung Bondowoso fell in love with a beautiful princess, Lorojonggrang. He wanted to marry her but she was not interested in him. Lorojonggrang was afraid to refuse his proposal because Bandung Bondowoso would destroy her kingdom if she refused. To make things difficult for Bandung Bondowoso to marry her, Lorojonggrang gave some requirements. She asked him to build her one thousand temples within one night. Bandung Bondowoso had to finish them before sunrise. Without doubt of his success, he accepted the requirements. With the help of genies and spirits, Bandung Bondowoso almost built one thousand temples. It was amazing how fast Bandung Bondowoso and his allies built the temples. At four o‟clock in the morning, Bandung Bondowoso had only five more temples to build. Loro Jonggrang got panic because she knew he would complete the task. Suddenly, Lorojonggrang had an idea. She called all the women in the kingdom and asked them to pound rice. She also asked the men to burn a lot of wood at the east side of the kingdom. Hearing the sound of the pounding and seeing a bright sky, the genies and spirits were afraid. They ran away with only one more temple to complete. They thought the morning had come. Bandung Bondowoso was extremely angry when he found out what Lorojonggrang had done to him. He cursed Lorojonggrang and turned into a statue.
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12. Who is the major character of the story? A. Genies B. Lorojonggrang C. Bandung Bondowoso D. Spirits 13. Why was Lorojonggrang so afraid to refuse Bondowoso‟s proposal? A. B. C. D.
Because she was afraid to lose her authority Because she knew Bondowoso had genies Because he would destroy her kingdom Because he had a powerful weapon
14. What is the requirement given by Lorojonggrang to Bondowoso? A. He asked the women in the kingdom to pound rice. B. He took away his powerful weapon. C. He built one thousand temples within one night. D. He helped genies and spirits to build temples. 15. What is the resolution of the story? A. B. C. D.
Bondowoso cursed Lorojonggrang became a statue. The genies and spirits were afraid to see the sunrise. Bondowoso agreed Lorojonggrang‟s requirements. Lorojonggrang would not marry Bondowoso.
16. According to the story, which statement is NOT stated as sequence of events? A. Lorojonggrang asked the man to burn a lot of wood. B. Genies ran away and left one more temple to complete. C. Bondowoso almost finished building one thousand temples. D. Lorojonggrang was not interested in Bondowoso 17. What time did Bondowoso have only five more temples to build? A. Five o‟clock in the afternoon B. Four o‟clock in the morning C. Four o‟clock in the afternoon D. Five o‟clock in the morning
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18. Lorojonggrang was afraid of refusing Bondowoso. This event is included into schematic structure of …. A. Orientation C. Sequence of events B. Resolution D. Complication 19. What did NOT Lorojonggrang to fail Bondowoso‟s effort? A. She helped the women in the kingdom to sound the pounding rice. B. She asked the women in the kingdom to pound rice. C. She asked the men to burn a lot of wood at the east side. D. She asked genies and spirits to stop Bondowoso‟s task. 20. Which of the following is NOT implied based on the story? A. The genies and spirits were afraid of Lorojonggrang. B. Bondowoso did the task with a help of genies. C. Bondowoso didn‟t complete the task. D. Bondowoso couldn‟t marry Lorojonggrang.
TEXT III Read the following text to answer questions 1 to 11.
The Twins There was a gentleman who had beautiful twins. Their names were Penelope and Anastasia. Even though they were identical twins, their behavior was far different. Penelope was the lazy ones. Anastasia was the diligent ones. She helped her father do the household chores since their mother had passed away a few years ago. Anastasia would wake up early in the morning, make her bed up, and start to cook for the family. Everybody in town knew how different Penelope and Anastasia. Neighbors tried to remind Penelope that she did not have her mother anymore so she had better start helping in the house but Penelope never listened. A few years went by and the father got very old and could not work as hard. He said to his daughters, “I can‟t work as hard as I used to any longer. You two should try to get a job somewhere to make some money. The next day, Penelope and Anastasia asked around in the neighborhood to find a job. They met Mrs. Robinson, an old lady who was wailed to give them a job. The next morning, Penelope came to Mrs. Robinson to work. However, she did not clean underneath the table lamp, the floor mat, or the vase. She was so sloppy that instead of cleaning the house she made the house a lot dirtier than before. After an hour of cleaning Penelope was finished then she searched for the money around the house but she could not
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find any. Penelope was so upset that she went home at once. She told Anastasia not go to the lady‟s house. Anastasia went to Mrs. Robinson‟s house anyway then she started cleaning the house by dusting the table. She lifted the lamp to clean underneath it. She found money underneath the lamp. “I‟d better keep it in a safe place and I‟ll ask Mrs. Robinson later.” Anastasia kept dusting and cleaning the house. Every time she lifted something from the floor mat to a stack of books, she found money. “My Goodness! Mrs. Robinson‟s money is everywhere!” said Anastasia. After several hours of cleaning, Anastasia was about to leave the house when Mrs. Robinson came back then Anastasia told that she found money around the house. Mrs. Robinson smiled and said, “Anastasia. You are a very good and diligent girl. That money is yours; that is your payment.” said Mrs. Robinson. Anastasia went home so happy and she got 525 dollars from Mrs. Robinson then she told Penelope what had happened. “I should have worked harder.” said Penelope. 21. What is the main idea of the story? A. The identical twins looking for a job B. The twins‟ life after their mother‟s passing away C. The twins‟ father who got older D. The lazy Penelope working household chores 22. Based on the text, the minor character of the story is …. A. The twins C. Anastasia B. Robinson
D. Father
23. Based on the text, which of the following is NOT stated as sequence of events? A. Mrs. Robinson praised Anastasia as a diligent girl. B. Penelope made Mrs. Robinson house dirtier than before. C. Mrs. Robinson put money everywhere around her house. D. Anastasia kept dusting and cleaning Mrs. Robinson‟s house. 24. Where did Anastasia find Mrs. Robinson‟s money? A. At closet B. In cupboard C. Underneath the vase D. Under the lamp 25. It is NOT stated in the text that Anastasia kept her house as …. A. Started to cook for the family B. Washed all dirty clothes C. Made her bed up D. Woke up early in the morning
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The Instrument of Post-Test 1
Reading section In this part of the test, you have to choose the best answer to each question from the alternatives given. TEXT I Read the following text to answer questions 1 to 10. Malin Kundang A long time ago, in a small village near the beach in West Sumatra, a woman and her son lived. They were Malin Kundang and her mother. Her mother was a single parent because Malin Kundang‟s father had passed away when he was a baby. Malin Kundang had to live hard with his mother. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town. One day, when Malin Kundang was sailing, he saw a merchant‟s ship, which was being raided by a small band of pirates. He helped the merchant. With his brave and power, Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In return he asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed. He left his mother alone. Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The news ran fast in the town; “Malin Kundang has become rich and now he is here”. An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang‟s mother. She wanted to hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his welldressed wife and his ship crews denied meeting that old lonely woman. For three times his mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail. He would leave the old mother again but in that time was full of both sadness and angriness. Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he did not apologize. Malin Kundang just laughed and really set sail. In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.
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1. The story above tells you about …. A. Malin‟s struggle to be a success merchant B. The affection of Malin‟s mother to his son C. Malin‟s persistence to fight the pirates D. The rebellious of Malin to his mother 2. Based on the text, who is the main character of the story? A. The merchant C. The mother B. Old woman D. Malin Kundang 3. Based on the story, which one of the following is stated as the sequence of event …. A. A thunderstorm came when Malin was laughing B. Malin became wealthy many years later C. Malin was cursed and turned into a stone D. Malin had to live hard with his mother 4. How many times Malin yelled at his mother? A. Two times B. Three times C. Four times D. Five times 5. According to the text, which of the following is NOT true? A. The villagers still recognized Malin B. Malin accepted the merchant‟s invitation C. Malin sold fish as a child D. Malin‟s mother apologized his son 6. What is the major resolution of the story? A. Malin could defeat the pirates bravely B. Malin got married with a beautiful woman C. Malin‟s father passed away since Malin was child D. Malin was cursed by his mother turned into a stone 7. According to the text, the main complication was happened when …. A. Malin‟s mother was a single parent B. Malin worked as a fish man C. Malin refused and insulted his mother D. Malin was sailing his trading journey 8. Why did Malin leave his mother at the first time?
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A. B. C. D.
Because he was bored with his village Because of getting a better life Because he got married with a rich woman Because of the pirate‟s invitation
9. Why didn‟t Malin deny to see his mother? It‟s because …. A. Malin was embrace with his wife B. Malin disliked an old bad woman C. Malin forgot with his mother D. Malin didn‟t recognize his mother 10. Which of the following is NOT stated in the story? A. Malin laughed as his mother cursed him B. Malin was too late to avoid the curse C. Malin was begged by his mother for two times D. Malin‟s wife wore a well-dressed style
TEXT I Read the following text to answer questions 11 to 20. Queen of Arabia and Three Sheiks Maura, who likes to be thought of as the most beautiful and powerful queen of Arabia, had many suitors. One by one she discarded them, until her list was reduced to just three sheiks. The three sheiks were all equally young and handsome. They were also 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 the three sheiks. As they were about to have dinner, Maura asked them for something to eat. The first gave her some leftover food. The second Sheik gave her some unappetizing camel‟s tail. The third sheik, who was called Hakim, offered her some of the most tender and tasty meat. After dinner, the disguised queen left the sheik‟s camp. The following day, the queen invited the three sheiks to dinner at her palace about seven o‟clock. She ordered her servant 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 sheiks could not share it with him. This Sheik Hakim‟s 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”. 11. What time did the queen invite the three sheiks to have dinner? A. Five o‟clock B. Six o‟clock C. Seven o‟clock D. Eight o‟clock
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12. According to the text, who is the minor character of the text? A. Suitors B. Three sheiks C. Queens of Arabia D. Maura 13. What is the character of three sheiks? EXCEPT …. A. Rich B. Nice C. Young D. Strong 14. Which of the following is stated as the sequence of story above? A. Maura disguised herself and went to the camp B. Only some suitors proposed Maura C. The three sheiks were rich and young D. Maura is a kind queen of Arabia 15. Following are included into the orientation of the story, EXCEPT …. A. The name of the queen is Maura B. The queen lived in Arabia C. Nobody knows Maris‟ disguising D. The queen chose three sheiks 16. It can be implied from the story that …. A. The other two sheiks were a kind man B. The queen got angry at the two sheiks C. The queen had fallen in love with Hakim before D. Hakim was really loyal to his friends 17. Who gave Maura some unappetizing camel‟s tail as a menu of having dinner? A. The first sheik C. The third sheik B. The second sheik D. The servant 18. The complication of the story began when…. A. Maura had dinner with three sheiks B. Maura escaped from the palace C. Maura wanted to decide the best of three sheiks D. Maura looked for the three sheiks‟ camp 19. Why did Hakim refuse to eat a delicious meat? Because …. A. He share to his friends B. He was forbidden by the two sheiks C. He didn‟t like the reserved food D. He wanted Maura who gave it to him
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20. What is the major resolution of the story? A. Maura had many strong suitors B. The queen went to the sheiks‟camp C. The queen would marry Hakim D. Maura ate unappetizing camel‟s tail TEXT III Read the following text to answer questions 12 to 20. Beauty and the Beast Once upon a time, there was a prince. He was good looking and very rich. He lived in a beautiful castle together with his staffs and servants. One rainy dark night, a woman came to his castle. She was old and ugly. The prince didn‟t like her and sent her away. After he sent the woman away, she turned into a beautiful fairy. She cast a spell over the prince and his castle. The prince became a beast. He was no longer good looking. He looked very ugly instead and all his servants turned into furniture. One day, an old man named Maurice was travelling past the castle. It was raining so hard that he decided to enter the castle. When the Beast saw him, he captured him. After some time, Maurice‟s daughter, Belle, began to worry about him. She started to look for him. Finally, she arrived in the castle and she found her father there. She asked the Beast to let her father go but he refused. Belle, then, agreed to stay in the castle so that her father could go home. While Belle was staying at the castle, the Beast slowly changed. He was not mean anymore. Belle began to like him and finally they fell in love with each other. Right after she declared her love for him, the spell was broken. The Beast and his servants became human again. Then, the Beast and Belle got married. They lived happily ever after. 21. Based on the text, the major character of the story is …. A. Belle C. Maurice B. Fairy D. The prince 22. Why did the prince not like the woman at the first time? A. She was angry with the prince. B. She was old and ugly. C. She was a mean woman. D. She mocked the prince.
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23. What made the Beast turn into good looking again? A. He wished to the fairy to release him from the curse. B. He said sorry to everyone who had hurt by him. C. He helped Maurice whom being caught in rain. D. He loved Belle and she declared her love.
24. The character of the prince before turning into the Beast is …. A. Strong-willed C. lazy B. Mean D. Greedy 25. Which of the following is NOT stated as the sequence of events? A. The prince turned into a beast. B. Maurice entered the castle to take shelter. C. Belle found her father in the castle. D. The Beast changed into good looking again.
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The instrument of Post Test 2 Reading section In this part of the test, you have to choose the best answer to each question from the alternatives given.
TEXT I Read the following text to answer questions 1 to 10
Snow White Once upon a time, there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day, she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn‟t have enough money to take Snow White. Snow White did not want her uncle and aunt to do this, so she decided it would be best if she ran away. The next morning, she ran away from home when her aunt and uncle were having breakfast. She ran away into the woods. She was very tired and hungry. Then, she saw a little cottage. She knocked the door, but no one answered, so she went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, ”What‟s your name?” Snow White answered, “My name is Snow White.” The other dwarfs asked, “If you wish, you may live here with us.” Snow White said, “Oh, could I? Thank you!” Then Snow White told the dwarfs the whole story, and the seven dwarfs lived happily ever after. 1. What is the story about.........? A. A beautiful Princes B. The Seven Dwarfs C. Snow White D. The Read Riding Hood 2. What kind of text is it? A. Narrative text B. Procedure text
C. Recount text D. Hortatory Exposition
3. When was Snow white run from home? A. B. C. D.
At noon At midnight In the evening In the morning
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4. Who is the main character in this story? A. A little girl and her parents. B. Snow White and the 7 dwarfs C. Aunt and Uncle D. The 7 dwarfs
5. What is the generic structure of the story? A. Orientation – Complication – Resolution B. Orientation – Events – Twist C. Identification – Description D. Identification – Events – Reorientation
6. Why did Snow White run a way? A. Because her parents were dead B. Because she didn‟t want to go to America with her Aunt and Uncle C. Because her uncle and aunt wanted to leave her in the castle. D. Because she wanted to meet the dwarfs. 7. What is the complication part of the story? A. Snow White ran away from home B. The seven Dwarfs were coming home C. Snow White went inside the castle and fell asleep D. The aunt was talking about leaving Snow white in the castle 8. What is the function of the text A. To inform about Snow White to the reader B. To describe the story of Snow white C. To amuse the reader D. To retell the events 9. Who is the main character of the story? EXCEPT..... A. B. C. D.
Snow White Uncle 7 dwarfs Girls
10. Snow White ran away from home. This event is included into schematic structure of? A. Orientation C. Coda B. Complication D. Resolution
99
TEXT II Read the following text to answer questions 11 to 20.
Rapunzel A long time ago there lived a young couple, a man and his wife, his wife was expecting their baby. She wanted a plant that only grew in her neighbor's garden, she wanted it so much. She even intended to steal it herself, but later on, she sent her husband to steal it. Unfortunately, mother Gothel, the owner of the garden, caught him doing it. She was a witch. Then, mother Gothel forced the couple to give their first baby to her. A few months later, the baby was born. It was a girl and named Rapunzel. Soon, this baby was taken away to live with mother Gothel. Rapunzel grew to be a beautiful young girl with her long golden hair. At first she was cared for in a normal way. When she reached puberty, she was locked in the forest. It could only be entered by climbing on Rapunzel's long hair. To cheer herself up, she loved to sing. One day, a young prince was out hunting. He stumbled upon the tower. He heard Rapunzel's beautiful voice. He decided to meet her. He spied and, by watching Mother Gothel, learned the words he has to say to have Rapunzel drop her hair. The Prince visited her often and the two fell in love. Then, Rapunzel; made a plan to escape from the tower. She wanted to be with the prince. She asked the prince to bring her a skein of silk each time he visited. She might weave a ladder for her escape. Unfortunately, Mother Gothel caught on Then, she banished Rapunzel to the desert. She prince blind and he marred the earth searching for his love. Eventually, they found each other, and prince's eyes were healed by Rapunzel's tears of happiness. 11. When Rapunzel usually dropped her hair? a. Mother Gothel said the certain words. b. Some one sang a song. c. She fell in love d. She was sad. 12. What kind of the text is it? a. Descriptive. b. Recount. c. Report. d. Narrative. 13. Why Rapunzel‟s father stole the plant? a. Because Rapunzel wanted to have it. b. Because Rapunzel‟s mother wanted it. c. It can grow him rich. d. It can grow fast.
100
14. With whom Rapunzel lived...? a. Her mother. b. Her parents. c. Mother Gothel. d. Prince. 15. Who was Mother Gothel...? a. Heard a man. b. Love a baby. c. Stole the plant d. Had evil magic power 16. This sentence is right according to the text? a. Rapunzel was a singer. b. Mother Gothel grew Rapunzel well c. Mother Gothel loved and cared Rapunzel. d. Rapunzel sang to cheer herself up 17. Who is the main character of the story? a. Mother Gothel. b. Rapunzel. c. Mother. d. Young Prince. 18. “The baby was taken a way to live with Mother Gothel.” This event is included into schematic structure of …. a. Orientation c. Coda b. Complication d. Resolution 19. What is the complication of the story? a. Mother Gothel was taken away the baby b. His wife was expecting their baby. c. The prince‟s eyes were healed by Rapunzel‟s tears of happiness. d. She sent her husband to steal plant. 20. Which of the following is NOT implied based on the story? a. Mother gother was wicth. b. Rapunzel has long golden hair. c. Rapunzel didn‟t love to sing d. The Prince fall in love to Rapunzel
101
The Story of the Smart Parrot A man in Puerto Rico had a wonderful parrot. There was no another parrot like it. It was very, very smart. This parrot would say any word-except one. He would not say the name of the town where he was born. The name of the town was Catano. The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man was very nice, but then he got angry. “You are a stupid bird! Why can‟t you say the word? Sat Catano, or I will kill you!” but the parrot would not say it. Then the man got to so angry that the shouted over and over, “Say Catano, or I‟ll kill you!” but the bird wouldn‟t talk. One day after trying for many hours to make the bird say Catano, the man got very angry. He picked up the bird and threw him into the chicken house. “You are more stupid than the chickens. Soon I will eat them, and I will eat you, too.” In the chicken house there are four old chickens. They were for Sunday‟s dinner. The man put the parrot in the chicken house and left. The next day the man came back to the chicken house. He opened the door and stopped. He was very surprised at what he saw! He saw three dead chickens on the floor. The parrot was screaming at the fourth chicken, “Say Catano, or I‟ll kill you! 21. Where does the story take place? a. London c. Jakarta b. Puerto Rico d. Buenos Aires 22.
What is the word that the parrot cannot say? a. Catano c. Canato b. Tacano d. Nacato
23.
How often did the owner teach the bird how to say the word? a. Always c. Many times b. Everyday d. Every second
24.
Which statement is true according to the text? a. The parrot could say Catano b. At last the parrot could say Catano c. Catano was the name at the parrot d. The man never got angry at the parrot
25.
What does the man do to the bird because the bird cannot say the name of a place? a. The man ate the bird. b. The sold the bird. c. The man killed the bird. d. The man taught the bird.
102
KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2013/2014
Nama Sekolah
: SMP PGRI 2 Ciputat
Alokasi Waktu
: 30 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 25 (dua lima)
Semester
: II (genap)
KOMPETENSI DASAR MEMBACA 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan 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.
INDIKATOR Merespon teks berbentuk narrative (dengan cara:) 1. Menemukan makna gagasan dalam teks seperti: Gagasan pokok Gagasan pendukung Informasi faktual Informasi spesifik 2. Menentukan langkah retorika (Schematic structure) dalam teks seperti: Orientation: - Major character - Minor character Complication Sequence of events Resolution 3. Menentukan makna tersirat dalam cerita/teks.
Jenis soal
Nomor soal
Jumlah
21, 1, 7,13,19 5,10,14 4,17,24 MC
25 9,12,22 2, 8,18 3,16, 6,11,15,23 20,25
103
KISI – KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2013/2014
Nama Sekolah
: SMP PGRI 2 Ciputat
Alokasi Waktu
: 30 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 25 (dua lima)
Semester
: II (genap)
KOMPETENSI DASAR MEMBACA 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan 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.
INDIKATOR Merespon teks berbentuk narrative (dengan cara:) 1. Menemukan makna gagasan dalam teks seperti: Gagasan pokok Gagasan pendukung Informasi faktual Informasi spesifik 2. Menentukan langkah retorika (Schematic structure) dalam teks seperti: Orientation: - Major character - Minor character Complication Sequence of events Resolution 3. Menentukan makna tersirat dalam cerita/teks.
Jenis soal
Nomor soal
Jumlah
1 7,13,19 5,9,14 4,11
MC
24,10 12,15,21,22 2 8,18 3,16,23 6,17 20,25
25
104
KISI – KISI PENULISAN SOAL POSTTEST II CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2013/2014
Nama Sekolah
: SMP PGRI 2 Ciputat
Alokasi Waktu
: 30 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 25 (dua lima)
Semester
: II (genap)
KOMPETENSI DASAR MEMBACA 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan 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.
INDIKATOR Merespon teks berbentuk narrative (dengan cara:) 4. Menemukan makna gagasan dalam teks seperti: Gagasan pokok Gagasan pendukung Informasi faktual Informasi spesifik 5. Menentukan langkah retorika (Schematic structure) dalam teks seperti: Orientation: - Major character - Minor character Complication Sequence of events Resolution 6. Menentukan makna tersirat dalam cerita/teks.
Jenis soal
Nomor soal
Jumlah
1,12 9,19,24 5,14,16 4
MC
10 15,21,22 2 13,18,25 3,6,11,23 7,17 8,20
25
105
Lembar Observasi Guru
Sekolah
: SMP PGRI 2 Ciputat
Nama Guru
: Margawati Natalina
Tanggal
: 7 April 2014
No
Aspek Yang Diamati
I
Pendahuluan 1. Mengkondisikan kesiapan siswa 2. Melakukan review materi sebelumnya 3. Membangkitkan rasa ingin tahu siswa Kegiatan Inti 1. Penguasaan materi 2. Menjelaskan materi secara sistematis 3. Membimbing siswa untuk mengajukan pertanyaan 4. Menanggapi pertanyaan dan respon siswa 5. Membimbing siswa dalam kelompok 6.Manjelaskan Narative Text
II
III
0
Penilaian 1 2 3 4
Keterngan 0: Tdk melakukan 1 : Kurang baik 2 : Cukup baik 3 : Baik 4 : Baik sekali
7. Membimbing siswa untuk menentukan Schematic Structures of Narrative Text 8. Mengelola waktu pembelajaran secara efisien Penutup 1. Membahas lembar kerja yang diberikan 2. Membimbing refleksi dari siswa 3. Memberikan pekerjaan rumah
Observer
Anna Agus Selviana
106
Lembar Observasi Guru
Sekolah
: SMP PGRI 2
Nama Guru
: Margawati Natalina
Siklus
: 1 (Pertama)
Tanggal
: 21 Mei 2014
No
Aspek Yang Diamati
I
Pendahuluan 1. Mengkondisikan kesiapan siswa 2. Melakukan review materi sebelumnya 3. Membangkitkan rasa ingin tahu siswa Kegiatan Inti 1. Penguasaan materi 2. Menjelaskan materi secara sistematis 3. Membimbing siswa untuk mengajukan pertanyaan 4. Menanggapi pertanyaan dan respon siswa 5. Membimbing siswa dalam kelompok 6.Manjelaskan Narrative Text menggunakan Story Mapping 7. Membimbing siswa siswa untuk menentukan Schematic Structures of Narrative Text 8. Mengelola waktu pembelajaran secara efisien Penutup 1. Membahas lembar kerja yang diberikan 2. Membimbing refleksi dari siswa 3. Memberikan pekerjaan rumah
II
III
0
Penilaian 1 2 3 4
Keterngan 0: Tdk melakukan 1 : Kurang baik 2 : Cukup baik 3 : Baik 4 : Baik sekali
Observer
Anna Agus Selviana
107
Lembar Observasi Guru
Sekolah
: SMP PGRI 2 Ciputat
Nama Guru
: Margawati Natalina
Siklus
: 2 (Kedua)
Tanggal
: 11 Juni 2014
No
Aspek Yang Diamati
I
Pendahuluan 1. Mengkondisikan kesiapan siswa 2. Melakukan review materi sebelumnya 3. Membangkitkan rasa ingin tahu siswa Kegiatan Inti 1. Penguasaan materi 2. Menjelaskan materi secara sistematis 3. Membimbing siswa untuk mengajukan pertanyaan 4. Menanggapi pertanyaan dan respon siswa 5. Membimbing siswa dalam kelompok 6.Manjelaskan siswa untuk menentukan Schematic Structures of Narrative Text 7. Mengelola waktu pembelajaran secara efisien Penutup 1. Membahas lembar kerja yang diberikan 2. Membimbing refleksi dari siswa 3. Memberikan pekerjaan rumah
II
III
0
Penilaian 1 2 3 4
Keterngan 0: Tdk melakukan 1 : Kurang baik 2 : Cukup baik 3 : Baik 4 : Baik sekali
Observer
Anna Agus Selviana
108
Lembar Observasi Siswa
Sekolah
: SMP PGRI 2 Ciputat
Tanggal
: 7 April 2014
No
Penilaian
Aspek yang Diamati
0
1
Mendengarkan / memperhatikan penjelasan guru
2
Mencatat materi yang diberikan
3
Berinisiatif mengajukan pertanyaan
4
Menjawab pertanyaan guru dengan benar
5
Memahami pelajaran dengan dengan baik
6
7
2
3
Menggunakan Bahasa Inggris dalam melaksanakan kegiatan berlangsung Dapat menjelaskan urutan pristiwa yang ada pada teks narrative Berantusias
8
1
melaksanakan
kegiatan
belajar
mengajar dengan menggunakan story mapping technique
Keterangan skala penilaian: 0 = tidak melakukan 1 = kurang baik 2 = cukup baik 3 = baik 4 = sangat baik Observer
Anna Agus Selviana
4
109
Lembar Observasi Siswa
Sekolah
: SMP PGRI 2 Ciputat
Tanggal
: 21 Mei 2014
No
Penilaian
Aspek yang Diamati
0
1
Mendengarkan / memperhatikan penjelasan guru
2
Mencatat materi yang diberikan
3
Berinisiatif mengajukan pertanyaan
4
Menjawab pertanyaan guru dengan benar
5
Memahami pelajaran dengan dengan baik
6
7
2
3
Menggunakan Bahasa Inggris dalam melaksanakan kegiatan berlangsung Dapat menjelaskan urutan pristiwa yang ada pada teks narrative Berantusias
8
1
melaksanakan
kegiatan
belajar
mengajar dengan menggunakan story mapping technique
Keterangan skala penilaian: 0 = tidak melakukan 1 = kurang baik 2 = cukup baik 3 = baik 4 = sangat baik
Observer
Anna Agus Selviana
4
110
Lembar Observasi Siswa
Sekolah
: SMP PGRI 2 Ciputat
Siklus
: 2 (Kedua)
Tanggal
: 11 Juni 2014
No
Penilaian
Aspek yang Diamati
0
1
Mendengarkan / memperhatikan penjelasan guru
2
Mencatat materi yang diberikan
3
Berinisiatif mengajukan pertanyaan
4
Menjawab pertanyaan guru dengan benar
5
Memahami pelajaran dengan baik
6
7
2
3
Menggunakan Bahasa Inggris dalam melaksanakan kegiatan berlangsung Dapat menjelaskan urutan pristiwa yang ada pada teks narrative Berantusias
8
1
melaksanakan
kegiatan
belajar
mengajar dengan menggunakan story mapping technique
Keterangan skala penilaian: 0 = tidak melakukan 1 = kurang baik 2 = cukup baik 3 = baik 4 = sangat baik Observer
Anna Agus Selviana
4
111
Observational Notes for Need Analysis1
Action : Pre-observation Date
: April, 7th and 12th 2014
Time : 07.00 A.M – 09.00 A.M Topic : The Schematic Structure of Narrative Text
What learners do
What this involves
Listening to the Students’ are teacher’s involved into explanation individual work about the - Students read schematic any kinds of structure and served linguistic narrative features of selection with narrative text the title Reading the Cinderella story orally one by one in front of the class Translating the story into Bahasa Indonesia Doing exercises of some questions related to the story
1
Teacher’s purpose The teacher explained the schematic structure of narrative text and linguistic features and engage students to organize the idea of orientation, complication, and resolution of the story into story mapping
Comment Most of students didn’t pay attention to the teacher’s explanation Most of students didn’t do the exercises and some was out of the class Students are rarely active because they didn’t opportunity to participate in the classroom The teacher mostly liked to dominate the classroom.
Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge: Cambridge Univ. Press, 1996), p. 323
112
Observational Notes for Need Analysis Action : 1st cycle Date
: Wednesday, May 21th 2014
Time : 07.00 A.M – 09.00 A.M Topic : The Schematic Structure of Narrative Text
What learners do Listening to the teacher’s explanation about the schematic structure of narrative text Doing exercise in group work (group of five); to arrange jumble paragraph into a good passage Doing exercise in individual work (answer some questions based on the story) Doing exercise in organizing the schematic structure of the story into story mapping sheet
What this involves
Teacher’s purpose
Students’ are involved in: - Group work - Individual work Students read any kinds of served narrative selection with the title: - The Prince and His Best Friend
The teacher explained the schematic structure of narrative text and engage students to organize the idea of orientation, complication, and resolution of the story into story mapping
Comment Most of students didn’t pay attention to the teacher’s explanation Most of students didn’t work together Most of students cheated each other and the teacher ignored them Most of students seemed not understand how to write the keywords into story mapping because the teacher’s direction was probably so fast and unclear
113
Observational Notes for Need Analysis Action : 2nd cycle Date
: Wednesday, June 11th 2014
Time : 10.00 A.M – 11.30 A.M Topic : The Schematic Structure of Narrative Text
What learners do
What this involves
Teacher’s purpose
Reviewing the Students’ are The teacher schematic involved in: explained again structure of - Individual the schematic narrative text work structure of Doing exercise - Group work narrative text and in individual Ss read any kinds engage students to work(answer the of served organize the idea questions based narrative of orientation, on the story) selection with the complication, and Doing exercise title: resolution of the - Takatuliang, story into story in organizing the the schematic mapping Woodcarver structure of the story into story mapping sheet Discussing the result of written form in story mapping sheet with other friends in the group. Scoring
Comment The teacher asked some question related to the concept of schematic structure and most of students could answer the teacher’s questions correctly Some students seem enthusiastic and feel easy to write the keywords of the story into story mapping sheet. The students discussed actively in their group; most of them spoke out their arguments.
114
Answer key of pre-test 1. A 2. C 3. C 4. A 5. B 6. D 7. C 8. B 9. C 10.B
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
B C C B C B C B D A
21. 22. 23. 24. 25.
B C D D A
Answer key of post-test 1 1. D 2. D 3. B 4. B 5. D 6. D 7. C 8. B 9. A 10. D
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
C C C A D D B C A C
21. 22. 23. 24. 25.
A B D A D
Answer key of post-test 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
C A D B A C D B D B
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
A D B C D C B B A C
21. 22. 23. 24. 25.
B A C B D
115
The Improvement of Students’ Reading Score during CAR
100 90 80 70 60 50
40
Pretest
30
Post-test 1
20
Post-Test 2
10 0 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
