IMPROVING STUDENTS’ READING COMPREHENSION OF REPORT TEXT THROUGH SQ3R TECHNIQUE (A Classroom Action Research at the Eleventh Grade Students of SMAN 1 Parung in 2016/2017 Academic Year)
A “Skripsi” Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of S.Pd. (S-1) in English Education
Akira Puteri 1112014000006 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and the Merciful All praises be to Allah, the Lord of the world, who has given the writer His mercy, guidance and strength to finish this research paper. Peace and salutation be upon to the prophet Muhammad, his family, his companions, as well as his followers. In this occasion, the writer would like to express her greatest appreciation, honor, and gratitude to her beloved parents for all support, motivation and guidance during doing this research. Secondly, the writer would like to address her thank and great gratitude to the advisors, Nasifudin Jalil, M.Ag. and Devi Yusnita, M.Pd. for the valuable advice, suggestion, comment and support during conducting this research. Thirdly, the writer thought that she would never finish this research paper without their supports and helps. Therefore, her sincere gratitude also goes to: 1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational Sciences. 2. Dr. Alek, M.Pd., as the Head of Department of English Education. 3. Zaharil Anasy, M.Hum., as the Secretary of Department of English Education. 4. Ikhwan Setiawan, S.Pd., as the Headmaster of SMAN 1 Parung for giving permission to the writer to conduct the research. 5. H. Badrudin, S.Pd., as the English Teacher of SMAN 1 Parung, for all sincere help, time and guidance. 6. The students of XI IPS 1who are willing to contribute their effort during this research. 7. Eka Putri Wibawanti, Aisyah Athifa Dieny and Azka Zakiyah who always give supports and helps whenever needed.
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8. All beloved friends of DEE A 2012 and HMJ-PBI who have accompanied the writer’s life during the study in university. 9. All members of Barbar family; Fadhilah Nur Rohmah, Ummi Nurul Hasanah, Desrinna Noer Lailitsani, Inten Mujizat, Siti Nur Solikha, Nur Millah Mutsliah, Rizxi Amaliyah, Syara Shidrati and Iyan Cahriyani who always support the writer to finish this research. 9. All of people, whose name cannot be mentioned for their contribution to the writer during finishing this research. Finally, the writer admits that her writing is still far from being perfect. Therefore, she hopes some suggestion and constructive critique from the reader for this better research paper. Hopefully, this research paper will be useful not only for the writer, but also for the reader. Ciputat, Oktober 10th, 2016 The Writer
Akira Puteri
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ABSTRACT AKIRA PUTERI (1112014000006), Improving Students’ Reading Comprehension of Report Text through SQ3R Technique (A Classroom Action Research at the Eleventh Grade Students of SMAN 1 Parung in 2016/2017 Academic Year), “Skripsi”, Department of English Education, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, 2016. Keywords : SQ3R Technique, Reading Comprehension The purpose of this study is to see the empirical evidence about the improvement of the students’ reading comprehension by using SQ3R Technique. The subject of this study was XI IPS 1 of SMAN 1 Parung. The Classroom Action Research (CAR) based on Kurt Lewin Design was used to solve students’ problem in comprehending text. The Classroom Action Research based on Kurt Lewin’s Design consists of four phases; planning, acting, observing and reflecting. Further, there are two kinds of data in this study; qualitative and quantitative data. The qualitative data is derived from the observation and interview. Meanwhile, the quantitative data can be had from the pre-test and post-test. The result of observation showed that the students were more active and motivated. It can be proven from the students that involved themselves during the learning process actively. They also could answer the question given by the teacher. Moreover, the result of interview showed that students’ reading comprehension of report text has improved. This technique made them easier to comprehend the text. Furthermore, the test results showed that in the pre-test there were only 3 students or 8.3% students passed the KKM with 60 as the mean score. Then, in post-test 1, there were 13 students or 36.1% students passed the KKM with 74.7 as the mean score. Next, in post-test 2, there were 30 students passed the KKM with 83.6 as the mean score. It showed significant improvement where 83.3% of the students could reach scores more than seventy six (76) and has achieved the criterion of success. Based on the result above, it is concluded that the students’ reading comprehension could be improved by using SQ3R technique.
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ABSTRAK AKIRA PUTERI (1112014000006), Improving Students’ Reading Comprehension of Report Text through SQ3R Technique (A Classroom Action Research at the Eleventh Grade Students of SMAN 1 Parung in 2016/2017 Academic Year), Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016. Kata Kunci : Teknik SQ3R, Pemahaman Membaca Tujuan penelitian ini adalah untuk melihat bukti empiris mengenai peningkatan kemampuan membaca siswa dengan menggunakan teknik SQ3R. Subjek dari penelitian ini adalah kelas XI IPS 1 SMAN 1 Parung. Penelitian Tindakan Kelas berdasarkan pada desain Kurt Lewin digunakan untuk mengatasi masalah siswa dalam memahami teks. Penelitian tindakan kelas berdasarkan desain Kurt Lewin terdiri dari empat fase; perencanaan, pelaksanaan, pengamatan dan refleksi. Selanjutnya, terdapat dua jenis data dalam penelitian ini; data kualitatif dan kuantitatif. Data kualitatif didapatkan dari observasi dan wawancara. Sedangkan data kuantitatif didapatkan dari pre-test dan post-test. Hasil observasi menunjukan bahwa siswa terlihat menjadi lebih aktif dan lebih termotivasi. Hal ini dapat dilihat dari jumlah siswa yang melibatkan diri mereka selama proses pembelajaran secara aktif. Mereka juga dapat menjawab pertanyaan yang diberikan oleh guru. Selain itu, hasil dari wawancara menunjukan bahwa kemampuan membaca siswa telah meningkat. Teknik ini membuat mereka lebih mudah memahami teks. Selanjutnya, hasil dari teks menunjukan bahwa pada pre-test hanya terdapat 3 siswa atau 8,3% siswa bisa melampaui KKM dengan nilai rata-rata 60. Kemudian, pada post-test 1 terdapat 13 siswa atau 36,1% siswa bisa melampaui KKM dengan nilai rata-rata 74,7. Selanjutnya, pada post-test 2 terdapat 30 siswa bisa melampaui KKM dengan nilai rata-rata 83,6. Hal tersebut menunjukan peningkatan yang signifikan dimana 83,3% siswa mendapatkan nilai lebih dari tujuh puluh enam (76). Berdasarkan data diatas, dapat disimpulkan bahwa kemampuan membaca siswa dapat ditingkatkan dengan menggunakan teknik SQ3R. viii
TABLE OF CONTENTS
APPROVAL SHEET .......................................................................................... ii ENDORSEMENT SHEET ................................................................................ iii SURAT PERNYATAAN KARYA SENDIRI ................................................... iv ACKNOWLEDGEMENT ................................................................................. v ABSTRACT ......................................................................................................... vii ABSTRAK .......................................................................................................... viii TABLE OF CONTENTS ................................................................................... ix LIST OF TABLES ............................................................................................. xii LIST OF FIGURES ........................................................................................... xiii LIST OF APPENDICES ................................................................................... xiv
CHAPTER I.
INTRODUCTION ................................................................. 1 A. Background of the Study .................................................... 1 B. Identification of the Problem .............................................. 4 C. Research Focus ................................................................... 4 D. Research Questions ............................................................. 4 E. Objective of the Study ......................................................... 4 F. Significances of the Study ................................................... 5
CHAPTER II. THEORETICAL FRAMEWORK ........................................ 6 A. Reading ............................................................................... 6 1. Definition of Reading ...................................................... 6 2. Definition of Reading Comprehension ............................ 7
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3. Purpose of Reading ......................................................... 8 4. Reading Activities ........................................................... 9 5. Teaching Reading ........................................................... 10 B. SQ3R Technique ................................................................. 11 1. Definition of SQ3R Technique ....................................... 11 2. The Steps of SQ3R Technique ........................................ 11 3. The Advantages of Using SQ3R Technique ................... 14 4. The Disadvantages of Using SQ3R Technique ............... 14 C. Report Text ......................................................................... 14 1. Definition of Report Text................................................. 14 2. Purposes of Report Text .................................................. 15 3. The Generic Structure of Report Text ............................. 15 D. The Previous Study ............................................................. 17 E. Thinking Framework ........................................................... 18 CHAPTER III. RESEARCH METHODOLOGY ........................................... 20 A. The Place and Time of the Study ........................................ 20 B. The Method and Design of the Study ................................. 21 C. The Subject of the Study ..................................................... 21 D. The Writer’s Role on the Study .......................................... 22 E. The Research Procedure ...................................................... 22 F. The Technique of Data Collecting ...................................... 24 G. The Technique of Data Analysis ......................................... 25 H. Trustworthiness ................................................................... 27 I. The Criterion of Action Research ......................................... 27
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CHAPTER IV. RESEARCH FINDING .......................................................... 28 A. Research Finding ................................................................ 28 1. Pre-Implementing the Action ........................................... 28 2. The Implementation of Classroom Action Research ....... 32 3. Post-Implementing the Action ......................................... 42 B. Research Interpretation ....................................................... 49 1. Pre-Implementing the Action ........................................... 49 2. The Implementation of Classroom Action Research ....... 50 3. Post-Implementing the Action ......................................... 52 CHAPTER V. CONCLUSION AND SUGGESTION ................................... 54 A. Conclusion .......................................................................... 54 B. Suggestion ........................................................................... 55 REFERENCES ................................................................................................... 56 APPENDICES .................................................................................................... 59
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LIST OF TABLES
Table 3.1 The Schedule of the Study ................................................................. 20 Table 4.1 Students’ Score in Pre-Action Test .................................................... 31 Table 4.2 The Comparison Scores of Pre-Action Test, Post-Action Test 1 and Post-Action Test 2 .............................................................................. 47
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LIST OF FIGURES
Figures 3.1
Kurt Lewin’s Classroom Action Research Design .................................... 21
Figures 4.1
The Percentage of Successful and Unsuccessful Students Passing the KKM ........................................................................................................... 45
Figures 4.2
The Students’ Score Improvement ............................................................. 47
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LIST OF APPENDICES
Appendix 1
Syllabus ........................................................................................ 59
Appendix 2
Classroom Observation Checklist ................................................ 80
Appendix 3
Transcription of Classroom Observation ...................................... 82
Appendix 4
Interview Guidelines Before and After CAR) ............................... 88
Appendix 5
Interview Transcript ..................................................................... 92
Appendix 6
Examples of Report text ............................................................... 100
Appendix 7
Pre-Test ........................................................................................ 105
Appendix 8
Post-Test 1 ..................................................................................... 106
Appendix 9
Post-Test 2 ..................................................................................... 107
Appendix 10 SQ3R Worksheet .......................................................................... 108 Appendix 11 SQ3R Scoring Rubric ................................................................... 110 Appendix 12 Students’ Score ............................................................................. 112 Appendix 13 Lesson Plan ................................................................................... 115 Appendix 14 Surat Bimbingan Skripsi .............................................................. 123 Appendix 15 Surat Permohonan Izin Penelitian ................................................ 124 Appendix 16 Surat Keterangan Pelaksanaan Penelitian ..................................... 125 Appendix 17 References Examination Paper ..................................................... 126 Appendix 18 Pictures ......................................................................................... 130
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CHAPTER I INTRODUCTION A. Background of the Study In Indonesia, the growing demand of English as International language is high, it is reasonable that Indonesian government places English as a crucial subject in education system. Therefore, English is learnt as a local-content subject for elementary school, and as a compulsory subject for secondary school. There are many objectives of teaching English subject stated both in school-based curriculum (KTSP) and 2013 curriculum. One of the objectives is that students are able to communicate using the language in written and oral forms in the four basic language skills: listening, speaking, writing, and reading. Reading is one of the basic language skills that the students need to develop in learning English. The ability to read in English becomes one of the important requirements for those who need to update their knowledge about everything, as a lot of media present information in English. Therefore, having a good reading skill is a must for the students nowadays. In addition, in the syllabus 2013 curriculum, reading skill is also determined as one of basic competencies in English lesson. For the eleventh grade students, they have to comprehend the content of various types of text, such as procedure, exposition, biography, and report. Report text is one of types of text that the students have to comprehend. It is stated in English syllabus of eleventh grade point 3.9 and 4.14. “Analyzing text structure and linguistic features to conduct social function of report text by telling and asking about short and simple factual report text of people, animals, things, natural and social phenomenon, related to another lesson in grade 11” and “Comprehending oral, written and simple factual report text of people, animals, things, natural and social phenomenon, related to another lesson in grade 11”.1 However, students often have barriers to comprehend the report text they read.
1
Kemendikbud, 2013 Curricullum Syllabus, (Jakarta: Kemendikbud, 2013), p. 15.
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There are some barriers faced by students in reading based on the preliminary study in SMAN 1 Parung. The first factor is lacking of motivation and reading interest. Lacking of interest in reading makes the reader unmotivated to go to the whole text. Therefore, reader’s motivation and interest are an important aspect. In comprehending a text, reader should have those aspects in the content being read. Motivation and reading interest affect how readers read and how successful those reading experiences are.2 The second factor is that the students do not have any sufficient vocabularies that make them difficult to guess the meaning from the text. The more words in a text that students do not know, or the more difficult the vocabulary, the more likely they will not fully comprehend what they have read. The third factor is the low fluency of the student. Inadequate fluency makes the reader difficult in figuring out words of the text that they had read. In addition, their brain cannot attend to the meaning of what they read well.3 In short, there are many barriers faced by the students in learning reading that becomes the teacher’s obligation to decrease these factors. Teacher has a very important role to improve students’ reading comprehension. As Carbo states that the main goal of reading instruction is comprehension.4 By having good comprehension, students will thoroughly understand the text, remember important parts of what they had read, and can use the knowledge that they gain from reading. Therefore, to gain the main goal of reading instruction, the teacher should have various techniques that could improve the achievement of students’ reading comprehension and also help the students to get their maximum result in reading. In fact, reading techniques help students to become systematic readers, since the techniques can enable the students to select out what is important to remember from the text they read. Regarding to this, teacher should select a suitable technique to teach each material. There are many reading techniques that can be used by the
2
John S. Hedgcock and Dana R. Ferris, Teaching Readers of English: Students, Texts and Contexts, (New York: Taylor & Francis e-Library, 2009), p. 63. 3 Marie Carbo, Becoming a Great Teacher of Reading, (United States, Corwin Press, 2007), p.36. 4 Ibid., p. 41.
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teacher to improve students’ reading comprehension such as Suggestopedia, Prequestioning, Survey-Question-Read-Recite-Review (SQ3R) and so on. As mentioned above, one of the reading techniques that can be used by the teacher is SQ3R technique. SQ3R stands for Survey, Question, Read, Recite, and Review. The goal of this technique is to increase students’ engagement with the text when studying content material. In comprehending the text using SQ3R technique, the students not only know how to comprehend but also become more active and more critical in comprehending a text. Besides, the steps in SQ3R technique give numerous exposures to the new material being covered.5 Furthermore, there have been some previous studies which investigated the use of SQ3R technique in teaching reading, for instance, an experimental study conducted by Baier,6 Nurmiasih,7 Silalaho and Siregar.8 Then, the result of those studies revealed that the use of SQ3R technique can help the students to improve their reading comprehension. Regarding to the explanation above, the writer is interested in using CAR (Classroom Action Research) to apply SQ3R technique in teaching reading. The CAR (Classroom Action Research) used in this study is Kurt Lewin’s design which consists of four phases: planning, acting, observing and reflecting. Hopefully using SQ3R technique can be helpful to solve the students’ problem in reading comprehension. Therefore, the writer is then encouraged to conduct a research entitled “Improving Students’ Reading Comprehension of Report Text through SQ3R Technique (A Classroom Action Research at the Eleventh Grade Students of SMAN
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Pamela J. Farris et al, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw-Hill, 2004), p. 356. 6 Kylie Baier, The Effects of SQ3R on Fifth Grade Students' Comprehension Levels, Thesis, Bowling Green State University, 2011, pp. 1—97. 7 Suci Nurmiasih, The Effectiveness of SQ3R Technique on Students’ Reading Achievement to the Eighth Grader at MTs Miftahul ‘Ula Kertosono, (Tulungagung: Perpustakaan Sekolah Tinggi Agama Islam Tulungagung), 2012, pp. 1—64. 8 Pranata Royganda Sihaloho and Masitowarni Siregar, The Effect of Applying SQ3R Methods on Students’ Achievement in Reading Comprehension, (Medan: Perpustakaan Universitas Negeri Medan), 2013, pp. 1—16.
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1 Parung)”. In addition, the writer chooses the report text in order to differentiate with the previous studies, since those previous studies used expository text. B. Identification of the Problem From the background of the study, the problems are highlighted on some points: 1. Students lack of motivation in reading activity. 2. Students have limited number of vocabulary that makes them difficult to comprehend the text. 3. Students have difficulty to get the main idea of report text. 4. Students lack of background knowledge about the text. 5. Teacher uses methods that make students bored in reading activity. It does not increase students’ interest in reading.
C. Research Focus The limitation of this study focuses on using SQ3R technique to improve students’ reading comprehension at the eleventh grade students of SMAN 1 Parung. D. Research Questions Based on the background of the limitation above, the problem is formulated as follows: 1. How does SQ3R technique improve students’ reading comprehension at the eleventh grade students of SMAN 1 Parung? 2. To what extent is the improvement level of students’ reading comprehension using SQ3R technique?
E. Objective of the Study Thus, the objective for conducting this study is to know how SQ3R technique improve the students’ reading comprehension of report text and to know how far SQ3R technique can improve students’ reading comprehension of report text.
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F. The Significances of the Study This study hopefully can give contribution to students, teachers and other researchers. They are described as follow: 1. For Students The students can understand the text they read well by applying the technique given in order to improve their reading comprehension. 2. For Teachers This study can help the teacher to teach reading skill by using new technique which is more interesting. 3. For Other Researchers This study is expected to give information in leading other researchers to further study about this certain issue.
CHAPTER II THEORETICAL FRAMEWORK A. Reading 1.
Definition of Reading Reading is regarded as an important skill for everyone, because through reading
people can have a lot of knowledge, information, pleasure, etc. Moreover, reading becomes an important skill in formal education because through reading, learners‟ linguistic competence can be assessed. Reading is a complex activity because some factors are involved and interrelated to each other. According to Smith, reading is an activity that involves a combination of visual and nonvisual information. Visual information refers something that the reader read through eyes, while nonvisual information refers to something behind the eyes such as knowledge and experience. The more nonvisual information that the reader has, the less visual information the reader needs.1 In addition, reading is a process that involves both comprehension and interpretation of idea in printed language, as Snowling and Hulme state, reading is an informational processing that transforms a printed form into meaning by involving comprehension.2 Furthermore, Flynn and Stainthorp state that reading is an activity to decode and to comprehend the printed form.3 In short, when reader reads to have the meaning of the printed written selection, it is needed a great number of mechanical skills and comprehension skills as thinking process. Therefore, the reader and the written text are the two physical necessities.
1
Frank Smith, Understanding Reading, (New Jersey: Lawrence Erlbaum Associates, 2004), p.
74. 2
Margaret J. Snowling and Charles Hulme, The Science of Reading: A Handbook, (Malden: Blackwell Publishing, 2005), p. 6. 3 Naomi Flynn and Rhona Stainthorp, The Learning and Teaching of Reading and Writing, (Chicester: John Wiley & Sons Inc., 2006), p. 42.
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Furthermore, Alyousef states in his journal that reading is an interactive activity between the reader and the text which bring the reader to reading fluency. 4 In this activity, the reader interacts with the text to elicit the meaning. Besides that, the reader also uses various kinds of knowledge, for instance linguistic or systemic knowledge and also schematic knowledge. In short, it can be synthesized that reading is a process that brings a concept to the text and relates it with the meaning had from the text including understanding the material and giving interpretation that involves the eyes and brain.
2.
Definition of Reading Comprehension Reading activity cannot be separated from comprehension. It is important that the
reader can comprehend the text well in order to understand and interpret the written symbol. In other words, it can be said that the result of reading activity is understanding what has been read. Reading comprehension is a complex process because the readers are not only read the text correctly, but also they have to understand the text that they read. It means, reading process involves the combination between reading and thinking. As Carbo states, good readers are purposeful readers, because their brains are working and thinking at the same time while they read.5 Snow states that reading comprehension is the process of simultaneously extracting and constructing meaning from the written text.6 Furthermore, Klingner et al also state that reading comprehension is a multicomponent, because it involves not only what the readers bring to the text such as their prior knowledge, but also the
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Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners, Journal of Language and Learning Vol. 5 No.1 2006, p. 64. 5 Marie Carbo, Becoming a Great Teacher of Reading, (United States, Corwin Press, 2007), p. 39. 6 Catherine Snow, Reading for Understanding Toward an R&D Program in Reading Comprehension, (New York: RAND Education, 2002), p. 11.
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variables related to the text such as the readers‟ interest in text and also the understanding of text types.7 Moreover, reading comprehension includes the understanding of the written word and also the construction of the text meaning. The reader must be able to go beyond the literal meaning of the text and think critically about the content of the text. Since the reader must use information already acquired to filter, interpret, organize and connect the new information from the text. Further, in order to understand text, the reader must be able to identify words rapidly, know the meaning of the words and be able to combine units of meaning into a coherent message.8 Therefore, reading comprehension has been described as a complex intellectual process involving a number of abilities. In short, it can be synthesized that reading comprehension is a power to know main idea from the written text, understand it according to prior knowledge, and interpret it based on the readers‟ purpose.
3.
Purpose of Reading In real life, people read something because they have a purpose to achieve. As
the readers begin to read, they have to decide the purpose of reading itself, it is important to make successful of reading comprehension. According to Grabe and Stoller the purposes of reading are:9 a. Reading to search information b. Reading for general comprehension c. Reading to learn new information d. Reading to synthesize and evaluate information
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Janette K. Klingner, Teaching Reading Comprehension to Students with Learning Difficulties, (New York, The Guilford Press, 2007), p. 8. 8 Peter Westwood, Reading and Learning Difficulties, (Victoria: Acer Press, 2001), p. 10. 9 William Grabe and Fredricka L. Stoller, Reading for Academic Purposes: Guidelines for the ESL/EFL Teacher, (Boston: Heinle Cengage, 2001), p. 187.
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4.
Reading Activities a. Pre-reading activities Pre-reading activities prepare students to read the next selection. In this activity, students could get their reading interest and remind the things they already known to help them understand and enjoy the selection. According to Alyousef in his journal, pre-reading activities can increase students‟ motivation before the actual reading takes place. Further, pre-reading activities also can activate students‟ prior knowledge.10 In addition, according to Philippot and Graves, pre-reading activities include motivating, activating and building background knowledge, providing textspecific knowledge, relating the reading to students‟ lives, pre-teaching vocabularies, pre-teaching concepts, pre-questioning, predicting, and direction setting, suggesting strategies, using students‟ native language, and involving English language learners‟ communities and families.11 For students who are familiar with the content of the passage, relating background knowledge to the text is easy, but for the other who has limited background knowledge, it may be a big problem. They may fail to make connections between what they know and what they are learning. Therefore, pre-reading activities help students to make a connection between their background knowledge and what they are learning in order make them comprehend the text well. b. During reading activities During reading activities refer to activity when the students focus on particular aspect of a text as they read it. According to Philippot and Graves, during reading activities include silent reading, reading to students, supported reading, oral reading by students, and modifying the text.12 In short, during reading activities is the part when the readers are focus to read and try to comprehend the whole text or passage. 10
Alyousef, op. cit., p. 68. Raymond Philippot & Michael F. Graves, Fostering Comprehension in English Classes, (New York, The Guilford Press, 2009), p. 31—32. 12 Ibid., p. 36—38. 11
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c. Post-reading activities Post-reading activities refer to the activities that provide opportunities for students to evaluate the author‟s message. Beside that, the students can synthesize and organize information from the text. In addition, post-reading activity can enhance reading comprehension by giving some activities to students. According to Philippot and Graves, there are some post-reading activities, for instance, discussion, writing, drama, artistic, graphic, and nonverbal activities, building connections, and reteaching.13 In short, post-reading activities allow the reader to evaluate their reading comprehension. 5.
Teaching Reading According to Harmer, there are five basic stages in teaching reading as receptive
skill.14 a. Lead-in In this stage, the students and the teacher prepare themselves for the task and familiarize themselves with the topic of the reading exercise. Lead-in makes expectations and arouses the students‟ interest in the subject matter of written text. b. Teacher directs comprehension task The teacher makes sure that the students know what they are going to do. The teacher will explain and direct the students‟ purpose for reading. c. Students read for a task In this stage, the students read the text to perform the task that the teacher has set. d. Teacher directs feedback After performing the task given by the teacher, the students will have feedback to see if they have completed the task successfully and find out how well they have done.
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Ibid., p. 39—41. Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 2007) p. 271. 14
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e. Teacher directs text-related task In this stage, the teacher will organize some kind of follow-up task related to the text.
B. SQ3R Technique 1.
Definition of SQ3R Technique There are some understanding related to SQ3R technique. In the SQ3R, the
reading process is broken down into separate study steps that can make the readers become more active. According to Farris, SQ3R technique is a reading technique that gives numerous exposures to the texts being covered.15 In short, SQ3R technique is a way to read a material that involves reader actively. It is also an effective series of technique for reading that can increase the readers‟ comprehension by its five steps. As students do the whole steps of SQ3R technique, they will get numerous exposures to the new materials. Moreover, SQ3R technique can help readers to set study goals and separate important information from irrelevant one.
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Steps of SQ3R technique a. Surveying Surveying is the first step in the SQ3R technique, it is a kind of pre-reading activity. In this step, the reader has the general outlines of the text by skimming the text for an overview of main ideas. Further, it is recommended for reader to skim the section headings and the first sentences of each paragraph to find the main points that will be developed. Surveying also helps the reader to focus their attention; making prediction about what will be discussed and how the material will be organized. As Farris et al state in surveying, the reader will have acquainted with the boldfaced heading, subheadings and title to have general idea of the text contents.16 Furthermore, surveying prepares students to read an upcoming selection which can make 15
Pamela J. Farris et al, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw-Hill, 2004), p. 356. 16 Ibid., p. 367.
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students remind the things they already know. It will help them understand and enjoy the reading activity.17 Since surveying a text means reading to obtain a general idea of its content, therefore the readers should know which part of the text that can help them. b. Questioning In this step, readers have to make some questions about the things they found in surveying the text and keep these questions in their mind while they are reading. Questioning is an essential component of reading comprehension. Making questions help readers to have better comprehension, as Elder states that question can grab readers‟ attention and concentration.18 It happens because when the readers read to find answer to specific question, the readers‟ brain will try to comprehend the text well. Moreover, questioning is a very important steps, as Farris et al state that questioning gives students opportunity to get higher level thinking.19 As a result, questioning help students clarify and deepen their understanding of the text they are reading. c. Reading In this step, readers have to read the text in order to have the information that is useful for them. The main purpose of this step is finding answer to the questions formed in the question step. Further, readers should read the text in order they can answer the question in the next step. Reading to answer question has purpose to improve the ability to note the important detail from the text. d. Reciting In this step, the readers have to recite the answer to the questions that they made. The purpose of reciting is making the logic comprehension. The readers can do reciting by asking themselves questions from the previous step, then summarizing the answer in their own words. Beside that, they also can take notes from the text but they have to write the information in their own words. Reciting 17
Philippot and Graves, op.cit., p. 31. Janet Elder, Entryways into College Reading and Learning, (New York: McGraw-Hill Companies, Inc., 2007), p. 386. 19 Farris et al, op. cit., p. 355. 18
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is an effective way to grasp complex material because the readers have to answer the important question that they made before in order to comprehend the text.20 e. Reviewing In this step, the readers have to check whether or not their answers are true. Furthermore, in this step, they review their comprehension by telling the most important ideas contained in a paragraph or the gist. Getting the gist means the students are able to state the main idea of a paragraph using their own words, as succinctly as possible. Reviewing can make the readers remember and make their comprehension clearer by synthesizing and organizing information from the text. By reviewing, the readers also can integrate the content and get useful idea. As a result, the students can evaluate the understanding of the text well. To sum up, SQ3R technique consists of five steps i.e. surveying, questioning, reading, reciting, and reviewing. Surveying step requires students to preview the text, as well as predict the text. Questioning step requires students make their own questions related to the text they are going to read. The next step, they have to read the text and try to answer the question they have made. Then, they have to review it to check their comprehension.
20
Ibid., p. 357.
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3.
The Advantages of Using SQ3R Technique SQ3R as a reading technique has some advantages to increase students‟ reading
comprehension. By using SQ3R technique, students can monitor or measure how far their reading comprehension is on the text that they have read. Besides, SQ3R technique also can build students‟ reading motivation. In doing survey and question parts, it will increase students‟ curiosity related to the material and build their motivation in reading. Moreover, by questioning from the context, it can increase students‟ interest about the reading itself. Asking question before starting to read a section gives the most effective mental set for selecting, retaining, and generalizing the important facts.
4.
The Disadvantages of Using SQ3R Technique Beside having some advantages, SQ3R technique also has disadvantage, for
instance, it takes a lot of time when applying SQ3R as a reading technique. Stepherd as cited in Baier argues the process is too long and time consuming.21 Besides, because this technique requires several steps, the students are not enjoying in using this technique if they are not reinforced in their effort.22 As a result, it affects students‟ desire to participate actively in reading activity.
C. Report Text 1.
The Definition of Report Text There are many types of text that used by readers and writers to communicate for
a particular purpose. One of the text types is report text which is a kind of text that presents information about natural and social phenomena in the environment. Furthermore, it presents information after getting careful observation, as Paterson state, this type of text presents information in a structured manner about a subject by giving facts.23 21
Kylie Baier, The Effect of SQ3R on Fifth Grade Students’ Comprehension Level, (United State: College of Bowling Green, 2011), p. 26. 22 Farris et al, op. cit., p. 357. 23 Heather Paterson, Text Type Book, (Campbell: Campbell High School, 2015), p. 26.
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2.
The Purposes of Report Text Report text has a function to classify and describe something by giving facts.24
Report text can classify many things around environment such as animal, plant, natural phenomena and social phenomena. In addition, report text also describes something generally. The scope of the description will differentiate the report text and descriptive text. Report text commonly describes things generally, while descriptive text tends to explain the characterization of a specific thing. In short, it can be synthesized that the function of report text is to give a truth account of something or some activity after investigating and collecting the facts.
3.
The Generic Structure of Report Text The generic structure term refers to the text organization to guide readers in
identifying the main information.25 The generic structure of a report text includes two main parts; they are general classification and description. General classification tells the reader about what is discussed, meanwhile description tells the reader about the detailed features such as part, qualities, habits, and behavior.26
24
Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris Kelas XII, (Jakarta: Pusat Kurikulum dan Perbukuan, 2015), p. 84. 25 Klingner, op,cit., p. 76. 26 Kementrian Pendidikan dan Kebudayaan. loc. cit.
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The example of report text: Antibiotics General Classification
Antibiotic is a drug produced by certain microbes. Antibiotics destroy other microbes that damage human tissues. They are used to treat a wide variety of diseases, including gonorrhea, tonsillitis and tuberculosis. Antibiotics are sometimes called „wonder drugs‟ because they can cure diseases such as meningitis, pneumonia and scarlet fever. But when the antibiotics are overused, or misused, these drugs make a person sensitive being attacked by a superbug. Antibiotics do not always distinguish between harmless and dangerous microbes. If a drug destroys too many harmless micro-organisms, the pathogenic ones -the dangerous microbes- will have a greater chance to multiply.
Description
This situation often leads to the development of a new infection called superinfection. Extensive use of some antibiotics may damage organs and tissues. For example, streptomycin, which is used to treat tuberculosis, has caused kidney damage and deafness. Resistance to antibiotics may be acquired by pathogenic microbes. The resistant microbes transfer genetic material to nonresistant microbes and cause them to become resistant. During antibiotic treatment, non-resistant microbes are destroyed, but resistant types survive and multiply. To avoid the side effect of antibiotics, you'd better not urge your doctor to prescribe antibiotics. Keep in mind that antibiotics are only useful for bacterial infections and have no effect on viruses, so they cannot be used for children pox, measles, and other viral diseases.
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D. The Previous Study There are many researches that have been conducted to find out the effectiveness of SQ3R technique in teaching reading comprehension. However, there are only three previous studies which are used as references for this study. First, it is a research that is conducted by Baier,27 the title is “The Effect of SQ3R on Fifth Grade Students‟ Comprehension Level”. The aim of this study is to reveal whether the use of SQ3R technique can improve students‟ reading comprehension. The researcher gave treatment to 32 fifth grade students using SQ3R technique in teaching reading comprehension of expository text. After giving the treatments, the researcher tried to examine the result of this study. Then, the mean score of the preassessment was 54.4, meanwhile the mean score of the post-assignment was 64.1. It meant that there was a significant effect of using SQ3R technique in teaching reading comprehension of expository text. Beside, it was found that 68.7% of students in this research would apply SQ3R technique in the future. It can also concluded that SQ3R technique was useful for them to comprehend the text. Another reference is a research that is conducted by Nurmiasih28 by the title “The Effectiveness of SQ3R Technique on Students‟ Reading Achievement to the Eighth Graders at MTs Miftahul „Ula Kertosono”. The researcher gave treatment to 21 students of eighth grade by using SQ3R technique. The result of this preexperimental study showed that the students‟ mean score was increased after applying SQ3R technique. Students‟ mean score before applying SQ3R technique was 64. Meanwhile, their mean score after being taught by using SQ3R technique was 91. Furthermore, the T count was 10.254, meanwhile the T table with significance level 5% was 1.725. The T count was greater than T table. It means that the alternative hypothesis (Ha) is accepted. Therefore, there is significant effect of using SQ3R technique in teaching reading to the Eighth Graders Students at MTs Miftahul „Ula Kertosono. 27
Baier, Op. cit., pp. 1—97. Suci Nurmiasih, The Effectiveness of SQ3R Technique on Students’ Reading Achievement to the Eighth Grader at MTs Miftahul ‘Ula Kertosono, (Tulungagung: Perpustakaan Sekolah Tinggi Agama Islam Tulungagung), 2012, pp. 1—64. 28
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The other previous study is a thesis written by Sihaloho and Siregar29 which entitled “The Effect of Applying SQ3R methods on Students‟ Achievement in Reading Comprehension”. The aim of this research was discovering the effect of applying SQ3R method in reading comprehension of expository text. He conducted the research in SMA Nasrani 2 Medan and used quasi-experimental as the research design. There were 2 classes chosen as the sample with 30 students in each class. Those classes were divided into experimental and control group. The instrument used to collect the data was a set of multiple choice tests, divided as pre-test and post-test. The result of the research was analyzed by using t-test formula. The result showed that t-test was higher than t-table (4,23>2,00) at the level of significant 0,05 with degree of freedom (df) 58. It means that hypothesis alternative (Ha) is accepted which shows that SQ3R technique significantly improves the students‟ reading comprehension. In conclusion, the three previous studies proved that the use of SQ3R technique can improve students‟ reading comprehension. Those previous studies guide the writer to conduct a study about SQ3R technique. Furthermore, the writer used different research design which is classroom action research. The writer also used the text that did not use in previous study, report text. In addition, the instrument that used in this study was totally different with the instrument used in the previous studies. E. Thinking Framework Reading is one of the basic skills that the students need to develop in learning English, but for some students, reading is difficult because they have to take meaning from the text from writer that involves their prior knowledge. In fact, in reading activity the students just read without knowing or comprehending the text. In other words, they do not get the main goal of reading activity which is comprehension.
29
Pranata Royganda Sihaloho and Masitowarni Siregar, The Effect of Applying SQ3R Methods on Students’ Achievement in Reading Comprehension, (Medan: Perpustakaan Universitas Negeri Medan), 2013, pp. 1—16.
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Regarding to that problem, the writer applies SQ3R technique to solve the students‟ problem in comprehending the reading material by making their comprehension clearer. This technique supposed to decrease their boredom, because they should participate actively in that process. In addition, by using SQ3R technique which consists of five steps and combines pre-reading, during reading, and postreading activities, the students involve actively in reading to comprehend. Therefore, if SQ3R technique which consists of five steps is used in teaching reading comprehension, it will give a better reading comprehension for students.
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CHAPTER III METHODOLOGY OF THE STUDY
A. The Place and Time of the Study This study was conducted at SMAN 1 Parung which is located at Jl. H. Mawi no. 17. Post Code 16330 Parung, Bogor. In addition, this study was carried out from August 2nd until September 6th 2016. The writer did preliminary study on August 2nd 2016. Then, the instruments were made after the preliminary study. After having the instruments, the preaction test was conducted before the cycle 1 and cycle 2. In the last meeting of each cycle, the post-action test was given to the students. Table 3.1 The Schedule of the Study Month and Week No
Activities
August 1
1
2
2
3
X
X
X
September 3
4
4
X
X
1
1
1.
Pre-Observation
X
2.
Pre-Action Test
X
3.
Pre-Interview
X
4.
Cycle 1
5.
Cycle 1 Post-Action Test
6.
Cycle 2
7.
Cycle 2 Post-Action Test
X
8.
Post-Interview
X
X X
B. The Method and Design of the Study In this study, both qualitative and quantitative methods are used. Qualitative method is focused on collecting and analyzing information in non-numerical form. It also tends to focus on the process.1 In addition, according to Verma and Mallick, the aim of qualitative
1
Loraine Blaxter, Christina Hughes and Malcolm Tight, How To Research, (New York: Open University Press, 2006), p. 64.
20
21
method is investigating the quality of relationships, activities, situations, or materials. Conversely, the aim of quantitative method is gathering data that can be quantified; it can be counted or measured in numerical scores.2 Moreover, in this study, the Classroom Action Research (CAR) is used as the research design. According to Fraenkel et al, Classroom Action Research (CAR) is conducted in order to obtain information for solving problems.3 In this study, the Classroom Action Research (CAR) procedure by Kurt Lewin is used. It consists of two cycles, in each cycle contains four phases; planning, acting, observing, and reflecting.4
Planning
Acting
Reflecting
Observing
Figure 3.1 Kurt Lewin’s Classroom Action Research Procedure
C. The Subject of the Study The subject of this study is the students of XI IPS 1 of SMAN 1 Parung. The class consists of 36 students. This school has nine classes for the eleventh grade. However, based on the result of observation and interview, XI IPS 1 has low achievement in reading. That is why the CAR is held because the students need an appropriate strategy to help them in improving their reading comprehension.
2
Gajendra K. Verma and Kanka Mallick, Researching Education: Perspective and Technique, (USA: Taylor & Francis e-Library, 2005), p. 27. 3 Jack R. Fraenkel et al, How to Design and Evaluate Research in Education, (New York: McGraw-Hill Companies, Inc., 2012), p. 589. 4 Wijaya Kusumah and Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: Indeks, 2012), p. 20.
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D. The Writer’s Role on the Study In this study, the writer is an active participant that meant she acts as the English teacher and the observer in the study. Therefore, she makes a lesson plan and pre-action test before Classroom Action Research and post-action test after Classroom Action Research in each final cycle. Then, the action based upon the lesson plan is carried out. In addition, the data are collected and interpreted. Then, the result of the study is also reported.
E. The Research Procedure The Classroom Action Research using Kurt Lewin’s procedure consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After finishing the first cycle, it will be probably a new problem or the previous unfinished problems. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. Based on the outcome and experiences in the first cycle, the writer follows the same phases. Here are the detail explanations about what happens in every phase: 1. Cycle 1 a. Planning This phase is important for setting the goal and particular standard for the students. According to Blachowicz and Ogle state, before starting the teaching and learning process, the teacher has to determine the goal and also the criteria of what good performance would look like.5 Furthermore, in this phase, all the needs and requirements for the teaching and learning process in the classroom are prepared. The lesson plan is made and all of the things that will be used in reading using SQ3R technique are prepared. b. Acting The planned action in this phase is carried out based on the lesson plan that has been made. In implementing the action, the writer acts as English teacher who taught reading by giving SQ3R technique when the students read the text. The implementations of the action involve three meetings in each cycle.
5
Camille Blachowicz and Donna Ogle, Reading Comprehension: Strategies for Independent Learners, (New York: The Guilford Press, 2008), p. 40.
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c. Observing In observing phase, the students’ response and achievement during the teaching and learning process are observed. In addition, the improvement of students’ score is observed to know whether there is any significant improvement or no. Sometimes, the students’ opinion about the process of teaching and learning reading by using SQ3R technique is asked. In this phase, the teacher should notice all of activities in the classroom in order to get accurate result in the end of the research. d. Reflecting In this phase, the teacher reflects the whole action during the acting and observing phase. This phase is important in order to have an evaluation before starting the next cycle. If there are still some problems, so it needs to continue 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 The same as cycle 1, in cycle 2, making new lesson plan is started. 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, the preparation of teaching was also made. The texts and teaching aids to motivate students are selected. Therefore, they would get a better comprehension of the texts. Evaluation and post-action test 2 are prepared to see students’ achievements in the end of this cycle. b. Acting In this phase, the new lesson plan is implemented. Besides, the material that have been taught to the students in order to make them getting better understanding is reviewed. c. Observing The students’ response and achievement are observed in this phase. In addition, the writer tries to see whether the students improve their understanding or not.
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d. Reflecting In this phase, the students’ progress based on their test score is analyzed. The result of the implementation of the modified action is discussed to the teacher. Finally, from the discussion, it can be decided whether the action should be continued or not. F. The Technique of Data Collection There are three techniques used in collecting the data, they are: observation, interview and test. 1. Observation According to Verma and Mallick, in doing the observation, the researcher collects the information without asking question directly.6 In this study, the observation toward English learning and teaching process at SMAN 1 Parung is done in order to get the description about students’ activities and participation in learning process. In English lesson, their reading comprehension is observed. This observation is the primary technique in collecting the data of teaching preparation, teaching materials and the evaluations as used in the teaching and learning process. 2. Interview One of the ways to get deep information in the classroom is by interviewing the English teacher and the students. As Bogdan and Biklen state interview is used to collect descriptive data by using interviewee’s own words, therefore the researcher can get deep information. 7 Furthermore, there are three kinds of interview; structured, unstructured and semistructured interview.8 In this study, the structured interview is conducted by using interview guide. It is conducted before and after implementing the classroom action research. The interview is about the English teaching learning process at SMAN 1 Parung, especially in reading comprehension. 3. Test The test is used to find out the result of students’ achievement in reading comprehension and also to compare the students’ reading comprehension before and after the implementation of CAR by using SQ3R technique. The test which is done before 6
Verma and Mallick, op. cit., p. 130. Robert C. Bogdan and Sari Knopp Biklen, Qualitative Research for Education: An Introduction Theories and Methods, (USA: Pearson Education, Inc., 2007), p. 103. 8 Verma and Mallick, op. cit., p. 124. 7
25
implementing SQ3R technique is called pre-action test. It is to measure students’ reading comprehension at first. Meanwhile, the test which is implemented after using SQ3R technique is called post-action test. G. The Technique of Data Analysis In analyzing the data, all of the data that are collected by using observation, interview and test are analyzed. In analyzing them, the following steps are used: 1. Classifying the Data The data from observation are gathered and then classified based on the research problems. 2. Describing the Data Having classified, the data are described as follows: a. The data from observation is described by using descriptive form. b. The data from interview is described by descriptive form. c. The data from the test is described by table and calculation. 3. Finding In answering the first problem statement the qualitative method is used. This qualitative method is gathered by using the observation and interview. It means, after having observation in the classroom and having interview to the teacher and students, the data are analyzed by making description from the result. Meanwhile, in answering the second problem statement, the quantitative method is used. The data got from the tests is analyzed using a certain formula. To get the mean of students’ reading comprehension within one cycle, the formula used is:9 Mx = ∑x ____ N Explanation: M : Mean X : Individual score 9
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2006), p. 81.
26
N : Number of students Next, to know the students who passed KKM 76.0, this formula is used:10 F P = ____
X 100%
N
Explanation: P : The class percentage F : Total Percentage score N : Number of student Next step, to identify the improvement of students’ reading comprehension from preaction test up to post-action test 1 in cycle I and post-action test 2 in cycle II, this formula is used:11 y1-y P = ____
X 100%
Y Explanation: P : Percentage of students’ reading comprehension improvement y : Pre-action test result y1: Post-action test 1 result y2-y P = ____ X 100% Y P : Percentage of students’ reading comprehension improvement y : Pre-action test result y2: Post-action test 2 result
10
Ibid., p. 43. 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, 2002), p. 3. 11
27
H. Trustworthiness To check the validity of the data, the triangulation is used. Triangulation refers to the use of more than one data collecting techniques in order to strengthen the data. 12 Furthermore, according to Nugent, Malik and Hollingsworth triangulation is used to increase the validity of the research findings by combining both qualitative and quantitative data. By using triangulation, the weaknesses of each data may be covered.13 In short, it can be synthesized that triangulation is using several data collecting techniques to increase the validity of the data. In doing the triangulation in this research, the data taken from observation and interview is collaborated with the result of the test. I. The Criteria of Action Success Classroom Action Research (CAR) is able to be called successful if it can fulfill the criteria which have been determined and fail if it cannot fulfill the criteria which have been determined. In this study, when there is 75% of students could achieve the target score KKM 76 (seventy six) of reading comprehension test from the pre-action test until the second postaction test in cycle two, the research could be called successful. Furthermore, if there is an improvement the next action would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
12
Bogdan and Biklen, op. cit., p. 115. Glenda Nugent, Sakil Malik and Sandra Hollingsworth, Action Research for Literacy Educators, (Washington DC: International Reading Association., 2012), p. 37. 13
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION
A. Research Finding 1. Pre-Implementing the Action There are three kinds of instruments used in collecting the data before implementing the action, those are: pre-interview, pre-observation and pre-test. The data is described as the following: a. The Result of Pre-Interview 1) Interview with the Teacher The interview was conducted to the English teacher of SMAN 1 Parung. It was held on August 2nd 2016. Here, the English teacher was asked some questions divided into three categories. The first category was about the general condition in English class on students’ reading achievement and performance. It contains of six questions. The second category was about the difficulties faced by students in reading comprehension ability. It contains of two questions. The last category was about the kinds of strategies implemented by the teacher before Classroom Action Research (CAR) in solving the students’ difficulties in reading comprehension and it contains of four questions. The first category discussed about the general condition in English class on students’ reading activities and students’ reading achievement. The teacher said that some students still gain low score in reading activities. Their score have not fulfilled the criterion of minimum completeness (KKM) which is 76. The next category is about the difficulties faced by students in reading comprehension. The teacher said that the students in SMAN 1 Parung still cannot understand the reading text well. They cannot answer some questions related to the text. Some students still tries to comprehend the text by translating word by word. Beside that, the students also lack of background knowledge, thus, it will complicate the students to comprehend the content of
28
29
the texts. In addition, some students do not keep attention during the teaching and learning process. The third category is about the strategies implemented by the teacher in teaching reading. At the previous strategies, the teacher gave the reading text to the students and asked them to read the text. Next, he asked the students to write the difficult vocabularies and make some sentences using those vocabularies. The teacher suggested the writer to implement technique that can build students’ background knowledge, make students interest in reading text and improve students’ reading comprehension. 2) Interview with the Students Besides having an interview with the English teacher, the writer also had an interview with the students. The writer chose 3 of 36 students randomly to be interviewed. The students were asked several questions about English teaching learning process at SMAN 1 Parung. The students were asked about their difficulties in learning English, especially in reading. One of them said that he could understand the material, find the specific information, and answer some questions according the texts. Meanwhile, one of them said that she had limited vocabularies that become barrier in understanding the text. However, another student said that she had little interest to read and she had difficult to identify what the content of the text about and she also did not have enough knowledge in general view of the reading texts. Furthermore, the students said that the text is not interesting enough to be read. They also said that the teacher’s teaching techniques did not make students comprehend the reading text. Consequently, their reading comprehension is low. b. The Result of Pre-Observation Pre-observation was conducted to observe the process of teaching learning before implementing the action. It was held at XI IPS 1 class of SMAN 1 Parung in 2016/2017 academic year. There were 36 students in this class. The pre-
30
observation was conducted on August, 2nd 2016. There are four categories observed in the classroom, which are class structure, methods, teacher-student interaction, and contents. 1) Class Structure At the beginning, the teacher checked the students’ attendance list. After that, the teacher reviewed the previous day’s course content then he gave the brief overview of the material that would be learned at that meeting. After getting the students’ attention, he began to deliver the material. 2) Methods From the writer point of view, in this meeting the teacher did not prepare any interesting technique in the class. He used lecture learning activity and he taught the students without using any instructional aids such computer, overheads, etc. He only asked the students to make sentences based on some situations individually. After asking the students to make some sentences, the teacher asked some students randomly to read their own sentences in front of the class. 3) Teacher-Students Interaction The class situation was quite noisy. However, when the teacher asked the students to make their own sentences, they did it quietly. But, some of them show their nervousness during the learning activity because they were afraid if the teacher asked them to read loudly their sentences in front of the class. 4) Contents Although the teacher gave a lecture in the class, he delivered well-planned lecture. The material in that meeting was polite request. The teacher asked them to apply the suitable polite request based on the situation. By asking them to make their sentences based on their own situation, it relates concept to students’ experience.
31
c. The Result of Pre-action test Before conducting the Classroom Action Research, the pre-action test was done. It was held on August 9th 2016. There were 36 students of XI IPS 1 who followed the test. The test consists of five sections. After giving the pre-action test, the score was calculated. Here is the students’ score in the pre-action test. Table 4.1 Students’ Score in Pre-Action Test Minimum score
50
Maximal score
80
Mean
60
From the data above, it can be seen that the minimum score was quite low. To have the result of the pre-action test, the mean score was calculated first. Mx = ∑x ____ N Mx = 2160 ____ 36 = 60 Then, the percentage of students who passed KKM was calculated by using this formula: F P = ____ N
X 100%
32
3 P = ____ 36
X 100%
= 8.3% Based on the calculation above, it showed that the mean of the pre-action test was 60. Then, there were only 3 students or 8.3% of the students passed the criterion of minimum completeness which was 76. Meanwhile, there were 33 students did not pass or still below the standard. As the result, it was known that the students’ reading comprehension was low. 2. The Implementation of Classroom Action Research a. Cycle 1 1) Planning The first phase in Classroom Action Research is planning. In this phase, the writer as the teacher made a planning for the action based on the problems faced by students toward reading comprehension. The teacher determined the selected material and exercises into a lesson plan. Then, some texts were chosen as the text to be taught for students. The teacher designed the lesson plan based on the English syllabus of second grade of senior high school. In the lesson plan, there were some kinds of surveying, questioning, reading, reciting and reviewing activity. In this phase, it is hoped that those plans can help the teacher to achieve the goal. Beside of making a lesson plan, the teacher also prepared the post-action test 1 to have numeric data, in order to know whether there were students' improvement scores from pre-action test to post-action test. 2) Acting a) First Meeting The action of the cycle 1 was begun on August 15th 2016. The teacher implemented the teaching learning process based on the lesson plan had been
33
made. In the first meeting, the teacher taught about report text. Before starting the lesson, the students were greeted and asked to pray together. Then, she checked the attendance list. After that, she started the lesson by giving brainstorming to the students about report text and also telling the students about the learning objective. In this case, she tried to help the students to establish purposes for reading a particular text. Then, she asked the students what they have known before about report text, several students just kept silent, several of them also answered it hesitantly. Then, they said that they still confused about the material. After asking the students, she explained about the definition, the purpose, generic structure and the language features of report text. Having explained the material, the students were asked to make a group to analyze the report text given and answer the question in the card. Each group consisting of six students, thus there were six groups in this activity. Furthermore, each group had different report text and in the end of this session they had to present their discussion result to another group. In this activity, they seemed enjoy the learning process. However, there were only several students who interacted and cooperated actively with their friends for finishing their task. b) Second Meeting The second meeting was done on August 16th 2016. In this meeting, the teacher focused on introducing the SQ3R technique. Before starting the lesson, she greeted the students and asked them to pray together. Then, she checked the attendance list. Besides, she also gave the general apperception about the material that would be learned by the students. After that, she explained about SQ3R technique. This technique was still new for the students. She told the students how they dealt with the technique and explained each step in SQ3R technique. The students listened carefully to
34
the teacher’s explanation. When she finished explaining the technique, she gave a text entitled “Kangaroo” to the students. After giving the text to the students, she asked the students to read the text by applying SQ3R technique. Since the students were not familiar with the technique, therefore she guided them in each step on SQ3R technique. First, she guided the student to do surveying and questioning steps. She asked the students to identify the generic structure and find the main idea. Besides, she also asked the students to write some questions related to the information. When the students were doing the surveying and questioning steps, she monitored them and asked them if they found difficulties. She found that some students could do those steps well. However, there were some students who did not understand the surveying and questioning steps. Therefore, she re-explained how to do those steps. After re-explaining the surveying and questioning steps, she continued the activity by asking the students to do the reading step. She asked the student to read the text carefully in order to find the answers of their questions. Then, the students were asked to continue to the reciting step. They were asked to note some key points and write the answers for their questions. Some students were focus to find out the answer, but some of them were confused because they did not understand the instruction well. The writer decided to re-explain this step for them who have not understood it well. Moving to the last step, the students were asked to do the reviewing step. Some of them understood the instruction well, they made a good review. However, some of them still re-wrote the whole text. The teacher helped them to make a review using their own words. Besides, she also gave feedback such as correction and suggestion.
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c) Third Meeting The third meeting was done on August 22nd 2016. In this meeting, the material was still about SQ3R technique, but the teacher tended to focus on surveying and questioning steps. The same as the previous meeting, before starting the lesson, she greeted the students and asked the students to pray together. Then, she checked the attendance list. In this meeting, the teacher gave a report text entitled “Snake” to the students. After having the text, the students were asked whether they still remember the surveying and questioning steps or not. Some of them said that they did not remember the steps, therefore the teacher tried to re-call their memory about those steps. They were asked to do surveying step first. They had to survey what the text was about. In this step, they integrated the new information from the text given with the information that they have already known. Next, they were asked to continue the questioning step. In this step, they were explained about how to make question. In the previous meeting, it showed that they did not know how to make question well. Therefore, the teacher decided to explain it first. In this meeting, they were taught about nominal and verbal sentences. Then, they were also explained how to form a question. After finishing the questioning step, she gave them 10 minutes to do the reading step. Then, she asked them to continue to the next step which is reciting. The students were asked to answer their questions. Some of them did it well, they answered all of the question correctly. However, some of them were still confused because they still had difficulties to find out specific information in the text given. Then, the teacher asked the students to do the reviewing step. She gave them 10 minutes to review the text by using their own words. In addition, to check their comprehension, she asked some of them to read their review in front of the class. They were still unconfident because they felt difficult to make a brief summary for completing this step.
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3) Observing In this phase, the teacher observed the students’ participation, response, achievement and the other things in physical classroom. In the first meeting, the teacher realized that she had to do a lot of effort to make the students become more active during the learning process. Some of them were active and showed their enthusiasm, however, some of them were quiet and they did not involve themselves actively. They said that they were afraid if they made mistakes when answering the question from the teacher. Therefore, she motivated them to involve themselves actively during the learning process. In the second meeting, the teacher saw a better classroom condition; they showed their enthusiasm during the learning process. They were not shy to ask a question when they did not understand the teacher’s explanation. They also answered the question from the teacher actively. In the third meeting, it was found that the students became more active during the learning process. They did all of task based on the instruction. They also finished the task on time. They said that they felt more comfortable with the classroom condition. However, they were several students who felt unconfident when the teacher asked them to read their review loudly in front of the class. Furthermore, after finishing the teaching and learning process in the first cycle, the teacher gave post-action test 1 in order to know the students’ progress in reading. It was held in the next meeting. 4) Reflecting In this phase, the teacher analyzed the students’ achievement and progress based on their test score. The teacher also discussed the result of the implementation of the modified action and decided whether the action should be continued or not. However, regarding to the first cycle, there was a progress of the students’ reading comprehension although not all targets could
37
accomplish yet. In general, most of students could understand the material but some of them still could not state the gist from the text well. Therefore, based on the discussion with the English teacher and the result of post-action test 1, it can be concluded that it was necessary to do the cycle 2 because the teacher found only little progress which had been achieved by the students. The teacher thought that there must be more efforts to develop students’ reading comprehension. Therefore, the new lesson plan for the cycle 2 was formulated. b. Cycle 2 1) Planning The planning phase of the second cycle was implemented into a lesson plan. It was aimed to change some parts that need to be revised. The new lesson plan which was used still related to the use of SQ3R technique for reading the report text. However, there was a modification in this cycle; the teacher asked the students to work with their partner. The teacher also made preparation of teaching aids. Besides, she also prepared the new text which is familiar for them. The report texts which related to their program were chosen since they were in social class. Furthermore, Hedgcock and Ferris state that the students will become more active when reading the text which contains material that interests them.1 Besides, the post-action test 2 also prepared to see their improvement in reading. 2) Acting a) First Meeting The action of the cycle 2 was begun on August 29th 2016. In this meeting, the teacher tried to ask the students to do peer-assessment during reading activity using SQ3R technique. Besides, she also motivated the students by giving them extra point. Before starting the lesson, she greeted
1
John S. Hedgcock and Dana R. Ferris, Teaching Readers of English: Students, Texts and Contexts, (New York: Taylor & Francis e-Library, 2009), p.63.
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the students and asked the students to pray together. Then, she checked the attendance list as usual. After checking the attendance list, she told the students about the objective of the meeting. Then, she gave them report text entitled “Geyser”. She asked them to do SQ3R steps as usual. First, they did the surveying step; they predict what the text was about. Most of the students did this step well. After that, she continued into the next step which is questioning. Almost all of the students could make the question well. They could differentiate the interrogative form of verbal and nominal sentences. Having made the questions, they read the text. However, some students said that they did not know the meaning of the vocabularies. Here, the teacher asked them to discuss the meaning of the difficult vocabularies with their partner. Then, they continued to the reciting step. They wrote the key points of the text given and also answered their own questions in order to check their comprehension. They were given 5 minutes to answer the questions. The last step was reviewing. They made a brief review by using their own words. Some of them felt difficult to make some sentences their own words. After completing the whole steps, the students were asked to exchange their work to their partner. They were asked to check and correct their partner’s work. After that, they were asked to give feedback for their partner’s work. Then, they had to discuss it. From the discussion, it was found that most of the students had difficulties in reciting and reviewing steps. Therefore, the teacher decided to focus on reciting and reviewing steps in the next meeting. b) Second Meeting The second meeting was done on August 30th 2016. In this meeting, the material was still about SQ3R technique, but the teacher tended to focus on reciting step. The same as the previous meeting, the teacher greeted the students and asked them to pray together before the learning activity. Then,
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she checked the attendance list. Besides, she also motivated the students to be more active during the learning process. She told them that she would give extra point for them who wanted to involve themselves actively. In this meeting, the teacher gave the other report text entitled “Alpha Centauri” to the students. Then, the students were asked to do the SQ3R steps during the reading activity. However, the students were given limited time to finish the task because they have understood the some steps well. The same as previous meeting, they did the surveying step firstly. After that, they were asked to make questions based on the text given. They were also asked to read the text carefully in order to find the specific information. After finishing the three steps, the students were asked to do reciting steps. They had to note the key points based on the text given. In this step, the teacher guided them to note the key points and answer the question that they made before. Besides, they had to continue the steps by making review using their own words. Then, they had to exchange their works with their partner like in the previous meeting. They were asked to give feedback such as comment and correction. They were also asked to read their work in front of the class. In this case, there were two students who read their works bravely in front of the class. They were given extra point. c) Third Meeting The last meeting of cycle 2 was done on September 5th 2016. The teacher greeted the students and asked them to pray first before the learning activity was begun. She also checked the attendance list. In this last meeting, the material was focused on reviewing step. The report text entitled “Oil” was given to the students. Then, they were asked to do the SQ3R steps. They were given 10 minutes to do surveying and questioning technique. Many students finished their work before the time was up. Furthermore, they were given 5 minutes to read the text given. They
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had to find specific information in order to make them easier in doing the next steps. After reading the text, they were asked to do reciting step. In this meeting, the students did the reciting step well. They did not need explanation from the teacher again. Besides, they were also asked to the last step which is reviewing. Unfortunately, many students were still confused in doing this step. Thus, they were guided to make sentences using their own words. They were given brief explanation about how to make review. Then, they tried to do this step based on the instruction. In the next activity, the students were asked to exchange their work to their partner. As usual, they had to give feedback such as comment, correction and suggestion. Then, they had to discuss it with their partner. Furthermore, they were also asked to present their discussion result in front of the class. The teacher told them that she would give them extra point. Finally, they were three students who performed in front of the class. In addition, they said that they only found few mistakes on their friend’s work. From their presentation, it can be concluded that they understand the text fully. They also could finish the whole steps of SQ3R well. 3) Observing In this cycle, the activities in classroom such as students’ participation and their progress during learning process were observed. Then, it can be concluded that the classroom condition during learning process was better than the previous cycle. In the first meeting, the students were given a new report text which is familiar for them. By having the text which related to the other subject, the students’ motivation was increased. They were eager to know about the text. Besides, they did not found many scientific terms as they found in the previous cycle. In this meeting, their participation in classroom activity also increased because of extra point that the teacher gave.
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In the second meeting, the material was focused on reciting step. The students involved themselves actively during the learning process. They asked the teacher bravely when they found difficult instruction. In addition, they were given limited time to do the SQ3R steps, however, they could finish it well. Furthermore, when they were asked to work with their partner to give feedback; comment, correction and suggestion, they finished it based on the instruction given. They gave their effort to have the best result. In the last meeting, the students were given a new text. The same as previous meeting, they were asked to do SQ3R steps. However, in this meeting, the material was focused on reviewing step. They had difficulty in making a review using their own words, therefore the teacher decided to give explanation about how to make summary. They listened to the teacher carefully. Further, some of them asked the teacher how to connect one sentence to the other sentence. When they have finished their work, they were asked to exchange their work again with their partner. After that, they had to present their discussion in front of the class. Several students present it voluntarily. They showed their eagerness to learn. Then, they were given extra point as the reward. 4) Reflecting After getting the result of reading test, the teacher carried out the reflection of classroom action research (CAR). In this phase, the teacher felt satisfied that the effort to improve students’ reading comprehension by using SQ3R technique was increased significantly. Students could comprehend the text well. It was proved by the students’ test result of post-action test 2 which was better than post-action test 1 and pre-action test. In addition, the students were also active and confident during the learning process. After achieving the target where minimally 75% students passed the KKM, the writer decided to stop the classroom action research (CAR) because it had already successful.
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3. Post-Implementing the Action a. The Result of Post-Interview 1) Interview with the Teacher After implementing the Classroom Action Research for about six meetings, the English teacher was interviewed. The teacher was asked about the reading technique being used, which was SQ3R. He said that he was satisfied about the students’ score improvement and their attitude toward English. Before applying SQ3R technique, they had some difficulties to comprehend English text. However, after applying the SQ3R technique, they showed their interest and enthusiasm during the learning process. Further, they were also brave to ask question when they found difficulty and also to answer the teacher’s question. Since they were brave to speak English in front of the others, the teacher concluded that they made a big progress by showing their eagerness to learn English. In addition, the teacher also gave comment related to the SQ3R technique. He commented that SQ3R technique was new for the students, however their reaction was good. He thought that he should apply this technique in teaching the other kinds of text, since by using this technique, the students’ reading comprehension was improved. The five steps of this technique which covered pre-reading, while-reading and post-reading activity is worth to be applied in teaching reading comprehension. 2) Interview with the Students Besides interviewing the teacher, the writer also interviewed the students. They were asked to give opinion and comment about the use of SQ3R technique for reading activity. The representatives were three students in XI IPS 1 consisting of one male and two female students. Most of them agreed that English is difficult subject, since they have to memorize the rules of grammatical aspect, the pronunciation of each word, and so on. Further, in
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reading skill, they have to comprehend the text, find the main idea of the text and also understand the unfamiliar vocabulary. Related to the use of SQ3R, they almost agreed that SQ3R technique was really helpful to improve their comprehension. They said that by using the whole steps of SQ3R technique, they could comprehend the text fully. Besides, they also said that they had a purpose when they read the text. In addition, Blachowicz and Ogle state that good readers should have plans for comprehending the text.2 By knowing what was they looked for, it made them focus during the reading activity. Furthermore, they were satisfied when they knew their test results. Most of them made significant improvement. Although it consumed many times to do the whole steps of this technique, they hoped that the teacher will use this technique in teaching the other kinds of text. b. The Result of Post-Action Test After finishing the cycle 1 and cycle 2, the post-action test results were calculated. First, the post-action test 1 was calculated in order to know the students’ score improvement from the pre-action test to post-action test in cycle 1. There are three steps to have the result. Those are calculating the students’ mean score of post-action test 1, the percentage of students’ improvement score from pre-action test to post-action test 1 and the percentage of students who pass the KKM. The first step is to calculate the mean score of post-action test. The calculation as the following: ∑ post-action test 1 = 2690 Mx = ∑x ____ N 2
Camille Blachowicz and Donna Ogle, Reading Comprehension: Strategies for Independent Learners, (New York: The Guilford Press, 2008), p.33.
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Mx = 2690 ____ 36 Mx = 74.7 From that calculation, the students’ mean score of post-action test 1 is 74.7. It proves that there is improvement from the mean score of pre-action test. It could be seen from mean score of pre-action test which is 60 to the mean score of post-action test 1 which is 74.7. The second step is calculating the percentage of students’ improvement score from pre-action test and post-action test 1. It is calculated as follows: y1-y P = ____
X 100%
Y
74.7-60 P = ____
X 100%
60 P = 24.5% Based on that calculation, the percentage of students’ improvement from pre-action test to post-action test 1 is 24.5%. It shows that the score of postaction test in cycle 1 has improved 24.5% from pre-action test. The next step is calculating the percentage of students who pass KKM. It is calculated as follows: F P = ____
X 100%
N 13 P = ____ 36
X 100%
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P = 36.1% From that calculation, the class percentage who passes the KKM is 36.1%. It means that in cycle 1, there are 13 students who passed the KKM and there are 23 students who have score below the KKM. Furthermore, in cycle 2, the result of post-action test 2 is also calculated to know the score improvement. The same as the previous calculation, there are three steps to know the improvement, which are calculating the students’ mean score of post-action test 2, the percentage of students’ improvement score from pre-action test and post-action test 2 and the percentage of students who pass the KKM. The first step is to calculate the mean score of post-action test 2. The calculation as the following: ∑ post-action test 2 = 3010 Mx = ∑x ____ N Mx = 3010 ____ 36 Mx = 83.6 From that calculation, the mean score of post-action test 2 is 83.6. It proves that there is improvement in this cycle. It could be seen from mean score of post-action test 1 which is 74.7 to the mean score of post-action test 2 which is 83.6. Then, the second step is calculating the percentage of students’ improvement score from pre-action test to post-action test 2. It is calculated as follows:
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y2-y P = ____
X 100%
Y
83.6-60 P = _____
X 100%
60 P = 39.3% Based on the calculation, it can be seen that the post-action test 2 improves 39.3% from the pre-action test. Furthermore, the next step is calculating the percentage of students who pass KKM. It is calculated as follows: F P = ____
X 100%
N 30 P = ____
X 100%
36 P = 83.3% From that calculation, the class percentage who passes KKM is 83.3%. It means that in cycle 2, there are 30 students who passed the KKM and there are 6 students who have score below the KKM. The result of the class percentage in cycle 2 shows the improvement from the previous test. In short, the result of the test can be obviously seen in this table 4.2:
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Table 4.2 The Comparison Score of Pre-action test, Post-action test 1 and Post-action test 2 Category
Pre-action
Post-action
Post-action
test Score
test 1 Score
test 2 Score
Maximum
80
85
95
Minimum
50
65
70
Mean
60
74.7
83.6
Based on the table 4.2, it shows that the mean score of reading test before applying the SQ3R technique is 60. Meanwhile, the minimum score is 50 and the maximum score is 80. Then, the mean score of post-action test 1 is 74.7. In addition, in this test, the minimum score is 65 and the maximum score is 85. Next, the mean score of post-action test 2 is 83.6. Meanwhile, the minimum score is 70 and the maximum score is 95. It shows that there is improvement from the pre-action test to post-action test 2. Furthermore, the class percentage of successful and unsuccessful students is illustrated in figure 4.1, 4.2 and 4.3. Figure 4.1 The Percentage of Successful and Unsuccessful Students Passing the KKM in Pre-Action Test
Pre-Action Test 8.3% Unsuccessful Students Successful Students
91.7%
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From the figure 4.1, it can be seen that in the pre-action test, there are only 8.3% of successful students. It means that there are only 3 students who pass the KKM and there are 91.7% of students or 33 students have score below the KKM which is 76. Figure 4.2 The Percentage of Successful and Unsuccessful Students Passing the KKM in Post-Action Test 1
Post-Action Test 1
Unsucessful Students
36.1%
63.9%
Successful Students
Next, from the figure 4.2, the class percentage of students who pass the KKM is 36.1%. Meanwhile, 63.9% of students or 23 students have score below the KKM.
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Figure 4.3 The Percentage of Successful and Unsuccessful Students Passing the KKM in Post-Action Test 2
Post-Action Test 2
16.7% Unsuccessful Students Successful Students
83.3%
Then, in the post-action test 2, the class percentage of successful students who pass the KKM is 83.3%. It means there are 30 students who pass the KKM and there are only 6 students have score below the KKM. Since the result of the test shows that more than 75% students could pass the KKM, it means the target is fulfilled. Therefore, the cycle is stopped and the Classroom Action Research is successful. B. Research Interpretation 1. Pre-Implementing the Action a. The Result of Pre-Interview Based on the data had from the interview with the English teacher and the students, it can concluded that the students’ reading comprehension is low because they had difficulty to get the gist from the text. Besides, they also had insufficient vocabulary that made them difficult to comprehend the text. Therefore, the teacher had to find teaching technique to solve the students’ problem. SQ3R technique is applied to solve the students’ problem because it consists of five steps which covered pre-reading activity, during-reading
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activity and post-reading activity. It supposed to increase students’ engagement with the text. Thus, their reading comprehension could be improved. b. The Result of Pre-Observation Before implementing the action, XI IPS 1 class was observed. From the observation, it showed that the teacher’s teaching technique was not interesting enough for the students, therefore their participation during the learning process was quite passive. Besides, there were only some students who involved themselves actively during the learning process. In other hand, the other students were busy with their other task. Therefore, the teacher should find a way to make the students participate actively during the learning process. c. The Result of Pre-Action Test Before implementing the action, the pre-action test was given to measure students’ reading comprehension. There were 36 students consisted of 15 male and 21 female students. From the test result, there were only 3 students who passed the KKM which is 76. It meant there were only 8,3% of students passed the KKM. In table 4.1, it showed that the minimum score was 50, meanwhile the maximum score was 80. In addition, their mean score in this test was 60. 2. The Implementation of Classroom Action Research a. Cycle 1 The lesson planning for three meetings was made. Besides, the observation checklist and post-action test 1 were also prepared. The teacher implemented the teaching learning process based on the lesson plan had been made. In the first meeting, the teacher taught about report text. The students said that they still confused about the material. Therefore, she explained about the definition, the purpose, generic structure and the language features of report text. Having explained the material, the students were asked to make a group to analyze the report text given and answer the question in the card. In this activity, they seemed enjoy the learning process although there were only several students
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who interacted and cooperated actively with their friends for finishing their task. In the second meeting, the teacher introduced SQ3R technique to the students. This technique was new for them, therefore the teacher should explain its steps clearly. After explaining the text clearly, she gave text to them then she asked them to read the text by applying SQ3R technique. In this meeting, the students still need a guide from the teacher since they were not familiar with the technique. Therefore, the teacher tried to give explanation and instruction as clear as possible to make them easier in understanding each steps of SQ3R technique. The same as previous meeting, in this meeting, the students were given new report text and they had to do SQ3R technique. However, in the previous meeting, it showed that they did not know how to make question well. Therefore, the teacher decided to explain it first. In this meeting, they were taught about nominal and verbal sentences. Then, they were also explained how to form a question. After finishing the teaching and learning process in the first cycle, the teacher gave post-action test 1 in order to know the students’ progress in reading. It was held in the next meeting. From that result, there were less than 75% of students who passed the KKM. Therefore, she decided to conduct the second cycle. b. Cycle 2 In this cycle, there were some parts that need to be revised. Some modifications were made such as asking the students to work with their partner. Besides, she also prepared the new text which is familiar for them. The report texts which related to their program were chosen. Besides, the post-action test 2 also prepared to see their improvement in reading. In the first meeting of cycle 2, the teacher gave new report text with the different title. In addition, the students were asked to do peer-assessment during
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reading activity using SQ3R technique. After completing the whole steps, the students were asked to exchange their work to their partner. They were asked to check and correct their partner’s work. After that, they were asked to give feedback for their partner’s work. Then, they had to discuss it. In the second meeting, the learning activity is still same as the previous meeting. The students were given new report text and they were asked to do SQ3R technique. In addition, they were also asked to read their work in front of the class. In this case, there were two students who read their works bravely in front of the class. They were given extra point. In the last meeting, they did the same learning activity, but it tends to focus on reviewing step. In this meeting, they had to give feedback such as comment, correction and suggestion. Then, they had to discuss it with their partner. Furthermore, some of them presented their discussion result in front of the class. 3. Post-Implementing the Action a. The Result of Post-Interview with the Teacher After implementing the action for about six meetings, the English teacher was asked about his opinion toward the students’ improvement. He said that he was satisfied with the students’ improvement. Besides, the teacher felt their students’ motivation was also increased. They showed their enthusiasm during the learning process. In addition, the teacher also gave his opinion about the reading technique that being used. He thought that he should apply SQ3R technique in teaching the other kinds of text, since by using this technique, the students’ reading comprehension was improved. b. The Result of Post-Interview with the Students Besides interviewing the teacher, the students were also interviewed to make the data more reliable. The representatives of the students were asked about some questions related to the use of SQ3R technique. Most of them agreed that SQ3R technique was helpful since it can help them to comprehend
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the text fully. The five steps of SQ3R facilitated them to comprehend the text by
combining
pre-reading,
during-reading
and
post-reading
activity.
Furthermore, their scores from pre-action test to post-action test 2 were increased. They also hoped that the teacher will use SQ3R technique in teaching the other types of text. c. The Result of Post-Action Test I The mean score of the post-action test 1 is 74.7. It means that the improvement result from the pre-action test to post-action test 1 is 24.5%. Then, the class percentage who passes the KKM in this test is 36.1% which means there were 13 students passed the KKM. However, this result have not fulfilled the criterion of action success, therefore the next cycle is needed to reach the target which is 75% of students could pass the KKM. d. The Result of Post-Action Test II The mean score of post-action test 2 is 83.6. It proves that there is improvement in this cycle. It could be seen from mean score of post-action test 1 which is 74.7 to the mean score of post-action test 2 which is 83.6. Besides, the class percentage of students who passes KKM is 83.3%. It means that in cycle 2, there are 30 students who passed the KKM. The result of the class percentage in cycle 2 shows the improvement from the previous test. Since the result of the test shows that more than 75% students could pass the KKM, it means the target is fulfilled. Therefore, the cycle is stopped and the Classroom Action Research is successful.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion After implementing the whole steps of Classroom Action Research which consist of four steps; planning, acting, observing and reflecting, there was the research finding, it showed that there is significant improvement before and after applying the SQ3R technique. In this study, the SQ3R technique was applied to the eleventh grade students of SMAN 1 Parung, specifically XI IPS 1 which consists of 36 students. In addition, there were interview, observation and test as the instrument of this study. Based on the observation result, it showed that the students could comprehend the text and also find the specific information easily after applying the SQ3R technique during reading activity. Besides, based on the interview result, it could be concluded that the use of SQ3R technique could improve their reading comprehension. SQ3R technique helped them to get the gist from the text. In addition, the students’ improvement in reading comprehension can be seen clearly in their pre-action test and post-action test scores. The mean score of pre-action test was 60 and there were only 8.3% of students could pass the KKM. Besides, the mean score of post-action test 1 was 74.7, there were 36.1% of students could pass the KKM. However, the next cycle had to be conducted to make 75% students passing the KKM. Finally the result of post-action test 2 was better, the mean score of post-action test 2 was 83.6, there were 83.3% of students could pass the KKM. From that progress, it can be obviously seen that more than 75% students passing the KKM and the research was accomplished since it was fulfilled the criterion of the success. Thus, it can be concluded that using SQ3R technique can improve students’ reading comprehension especially report text.
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B. Suggestions Based on the conclusion above, it can be delivered some suggestions. Here the suggestions as follows: -
For Students SQ3R technique is expected to use by the students in order to increase their engagement with the text by combining pre-reading, during-reading and postreading activity.
-
For Teachers SQ3R technique can increase students’ reading comprehension. Therefore, this technique is worth to be applied by the teachers in teaching reading. Furthermore, it is suggested to the teachers to be selective in choosing the text. In this case, the teacher should choose the text which related to the other subject in order to make them easier in comprehending the text.
-
For Other Researchers It is hoped that the result of this study can be used as an additional reference for the next researchers who need to make a revision within the development of this study.
Appendix 1 SILABUS SMA/MA Mata Pelajaran Kelas Kompetensi Inti
: BAHASA INGGRIS-WAJIB : XI :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 3.1 Menganalisis fungsi sosial, struktur teks, dan
Materi Pokok Teks lisan dan tulis untuk memberi saran dan tawaran dan responnya
Fungsi Sosial
Pembelajaran
Penilaian
Mengamati
KRITERIA PENILAIAN:
Siswa menyimak/ mendengarkan ungkapan memberi saran dan tawaran dan responnya dengan (ucapan, tekanan kata, intonasi, ejaan) yang tepat, serta sikap santun dan peduli.
Tingkat ketercapaian fungsi sosial memberi saran dan tawaran dan responnya
Menjaga hubungan interpersonal dengan guru, teman, dan orang lain
Siswa mencoba menirukan pengucapannya dan menuliskan ungkapan yang digunakan.
Terbiasa menggunakan ungkapan memberi
Mempertanyakan (questioning)
Siswa belajar mengambil giliran dalam melakukan tindak komunikasi
Dengan pertanyaan pengarah dari guru, siswa
Tingkat kelengkapan dan keruntutan struktur teks memberi saran dan tawaran dan responnya Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi Kesesuaian format penulisan/
Alokasi Waktu 2 x 2jp
Sumber Belajar CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/
Kompetensi Dasar unsur kebahasaan pada ungkapan memberi saran dan tawaran, serta responnya, sesuai dengan konteks penggunaannya 4.1 Menyusun teks lisan dan tulis untuk menyatakan, menanyakan, dan merespon ungkapan memberi saran dan tawaran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pokok saran dan tawaran dan meresponnya
Ungkapan Saran dan tawaran: Why don’t you… What about …? You should … You can …. Do you need ….? Unsur kebahasaan (1) Ucapan, tekanan kata, intonasi, (2) Rujukan kata
Pembelajaran mempertanyakan:
Penilaian penyampaian
- Fungsi sosial - Ungkapan yang digunakan untuk memberi saran dan tawaran - Penggunaan unsur kebahasaan dari tindakan komunikatif memberi saran dan tawaran dan responnya.
Mengeksplorasi Siswa secara mandiri mencari pengetahuan
tambahan tentang tujuan, ungkapan, dan unsur kebahasaan yang digunakan dalam ungkapan memberi dan dan tawaran dan meresponnya Siswa berlatih menggunakan ungkapan tersebut Siswa berlatih mengambil giliran dan menggunakan kesantunan dalam berkomunikasi
Topik
Mengasosiasi
Keteladanan tentang perilaku peduli, kerjasama, dan proaktif
Siswa menganalisis ungkapan untuk menyatakan, memberi, dan menerima saran dan tawaran dengan mengelompokannya berdasarkan penggunaan.
Dalam kerja kelompok terbimbing, siswa membandingkan ungkapan memberi saran dan tawaran dan responnya yang lain dan mengaitkan dengan berbagai ekspresi yang mungkin digunakan, sesuai konteks penggunaannya. Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan
CARA PENILAIAN: Unjuk kerja Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan tentang memberi saran dan tawaran dan responnya . Ketepatan menggunakan struktur dan unsur kebahasaan dalam memberi saran dan tawaran serta responnya Pengamatan (observations): Upaya menggunakan bahasa Inggris untuk memberi saran dan tawaran dan responnya ketika muncul kesempatan. Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. Kesantunan dan kepedulian dalam melaksanakan komunikasi
Alokasi Waktu
Sumber Belajar en/
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
dalam kerja kelompok. Siswa membandingkan cara mengambil giliran dan merespon dengan yang diperoleh dari sumber lain
Mengkomunikasikan Siswa bermain peran memberi saran dan
tawaran serta responnya Siswa menggunakan ungkapan-ungkapan memberi saran dan tawaran dalam konteks komunikasi yang wajar di dalam dan di luar kelas,dalam bentuk percakapan/simulasi dengan memperhatikanfungsi sosial, ungkapan, dan unsur kebahasaan serta strategi yang benar dan sesuai dengan konteks. Siswa membuat ‘learning journal’ 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International 2.2. Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
Teks lisan dan tulis untuk menyatakan pendapat dan pikiran serta responnya
Fungsi Sosial Menjaga hubungan interpersonal dengan guru, teman, dan orang lain
Ungkapan menyatakan pendapat/pikiran
Mengamati
KRITERIA PENILAIAN:
Siswa mendengarkan/menonton interaksi menyatakan pendapat dan pikiran serta responnya
Tingkat ketercapaian fungsi social ungkapan menyatakan pendapat dan pikiran
Siswa mengikuti interaksi menyatakan pendapat dan pikiran Siswa menirukan model interaksi menyatakan pendapat dan pikiran Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi menyatakan pendapat dan pikiran (fungsi sosial, struktur teks, dan unsur kebahasaan). Mempertanyakan (questioning) Dengan bimbingan dan arahan guru, siswa
Tingkat kelengkapan dan keruntutan struktur teks ungkapan menyatakan pendapat dan pikiran Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi Kesesuaian format penulisan/
2 x 2 JP
CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/
Kompetensi Dasar ungkapan menyatakan pendapat dan pikiran, sesuai dengan konteks penggunaannya.
Materi Pokok I think … I suppose... In my opinion …
4.2. Menyusun teks lisan dan Unsur Kebahasaan tulis untuk menyatakan dan merespon ungkapan Ucapan, tekanan kata, menyatakan pendapat intonasi dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.
Pembelajaran mempertanyakan antara lain perbedaan berbagai ungkapan menyatakan pendapat dan pikiran dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. Mengeksplorasi Siswa menyatakan pendapat dan pikiran dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur. Mengasosiasi Siswa membandingkan ungkapan menyatakan pendapat dan pikiran yang telah dipelajari dengan yang ada di berbagai sumber lain. Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa. Mengkomunikasikan Siswa menyatakan pikiran dan pendapat dengan bahasa Inggris, di dalam dan di luar kelas. Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan pendapat dan pikiran dalam jurnal belajar (learning journal).
Penilaian penyampaian CARA PENILAIAN: Unjuk kerja Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan tentang ungkapan menyatakan pendapat dan pikiran. Ketepatan menggunakan struktur dan unsur kebahasaan dalam menyatakan pendapat dan pikiran serta responnya Pengamatan (observations): Upaya menggunakan bahasa Inggris untuk menyatakan dan menanyakan pendapat atau pikiran ketika muncul kesempatan. Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. Kesantunan dan kepedulian dalam melaksanakan komunikasi Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
Alokasi Waktu
Sumber Belajar en/
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
melaksanakan komunikasi
1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International
Teks lisan dan tulis untuk menyatakan harapan dan doa serta responnya
KRITERIA PENILAIAN:
Siswa mendengarkan/menonton interaksi ungkapan harapan dan doa
Tingkat ketercapaian fungsi social ungkapan menyatakan harapan dan doa
Siswa mengikuti interaksi harapan dan doa
2.1.Mengembangkan perilaku Fungsi sosial: santun dan peduli dalam Menjaga hubungan melaksanakan komunikasi antar pribadi interpersonal dengan dengan guru dan teman. guru, teman, dan orang lain 3.3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada Ungkapan: ungkapan harapan dan harapan dan doa doa bersayap (extended), - I hope … sesuai dengan konteks penggunaannya - I wish you all the 4.3 Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan harapan dan doa, bersayap (extended) dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks
Mengamati
best. Thank you.
Unsur kebahasaan: Ucapan, tekanan kata, intonasi
Siswa menirukan model interaksi harapan dan doa Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi harapan dan doa. (fungsi sosial, struktur teks, dan unsur kebahasaan). Mempertanyakan (questioning) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan harapan dan doa dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. Mengeksplorasi Siswa menyatakan harapan dan doa dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur. Mengasosiasi Siswa membandingkan ungkapan harapan dan doa yang telah dipelajari dengan yang ada di
Tingkat kelengkapan dan keruntutan struktur teks ungkapan menyatakan harapan dan doa bersayap Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi Kesesuaian format penulisan/
penyampaian CARA PENILAIAN: Unjuk kerja Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan tentang ungkapan menyatakan harapan dan doa bersayap Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam
2 x 2 JP
CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/ en/
Kompetensi Dasar
Materi Pokok
Pembelajaran berbagai sumber lain. Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
Penilaian
Sumber Belajar
menyatakan harapan dan doa serta responnya. Pengamatan (observations):
Siswa menyatakan harapan dan doa dalam bahasa Inggris, di dalam dan di luar kelas.
Upaya menggunakan bahasa Inggris untuk menyatakan harapan dan doa ketika muncul kesempatan.
Siswa menuliskan permasalahan penggunaan ungkapan harapan dan doa dalam bahasa Inggris dalam jurnal belajar (learning journal).
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Mengkomunikasikan
Alokasi Waktu
Kesantunan dan kepedulian dalam melaksanakan komunikasi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.4 Menganalisis fungsi sosial, struktur teks, dan
Teks khusus, lisan dan tulis, berbentuk undangan resmi sederhana
Fungsi Sosial Menjagahubungan transaksional dengan orang lain
Struktur Salutation - Will/ Couid you come with me to the exhibition? - Is it possible for
Mengamati Siswa mendengarkan berbagai ungkapan yang digunakan guru dalam mengundang secara resmi dari berbagai sumber (a.l. media massa, internet). Siswa berlatih menentukan gagasan utama, dan informasi rinci Siswa membacakan contoh-contoh teks mengundang tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar. Siswa menyalin contoh-contoh teks undangan resmi sesuai dengan aslinya agar menangkap isi, format dan tata letak penulisan.
Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/
penyampaian
Cara Penilaian: Unjuk kerja Melakukan role-play
3 x 2 JP
Berbagai undangan dalam bahasa Inggris CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s
Kompetensi Dasar
Materi Pokok
unsur kebahasaan dari teks undangan resmi, sesuai dengan konteks penggunaannya
you to attend my birthday partyr?
4.4 Menangkap makna teks undangan resmi. 4.5 Menyunting undangan resmi dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.6 Menyusun teks tulis undangan resmi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Pembelajaran
Mempertanyakan (questioning) Dengan pertanyaan pengarah dari guru siswa terpancing untuk mempertanyakan tujuan; Closing struktur dan kebahasaan yang digunakan Unsur kebahasaan: dalam mengundang secara resmi. (1) Kata dan tata bahasa Siswa memperoleh pengetahuan tambahan baku tentang tujuan, struktur teks, dan unsur (2) Ejaan dan tulisan kebahasaan dalam mengundang secara tangan dan cetak resmi. yang jelas dan rapi.
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan (4) Layout (5) Rujukan kata
Mengeksplorasi Siswa secara mandiri dan dalam kelompok mencari contoh undangan yang lain dari berbagai sumber Siswa Mengasosiasi Siswa menganalisis berbagai macam undangan terkait dengan tujuan, struktur teks, dan unsur kebahasaan, dilihat dari segi ketepatan, efisienci, efektivitasnya. Secara berkelompok siswa mendiskusikan ungkapan yang mereka temukan dari sumber lain.
Siswa menyunting undang yang diambil dari berbagai sumber Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang di sampaikan dalam kerja kelompok
Penilaian (bermain peran) mengundang secara resmi Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan undangan secara resmi
Pengamatan (observations Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi undangan resmi Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio Kumpulan catatan kemajuan
Alokasi Waktu
Sumber Belajar - http://learnenglish. britishcouncil.org/ en/
Kompetensi Dasar
Materi Pokok
Pembelajaran Mengkomunikasikan Siswa melengkapi teks undangan resmi dan menyampaikannya di depan guru dan teman untuk mendapat feedback. Siswa berkreasi dalam membuat kliping undangan resmi Siswa menyunting undang yang diambil dari berbagai sumber Dengan menggunakan multimedia, siswa membuat kartu undangan Siswa memperoleh penguatan dari guru dan
teman sejawat
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
Surat pribadi sederhana Fungsi Sosial Menjalin hubungan dengan bertegur sapa dan memberi kabar pribadi kepada teman secara tertulis
2.3. Menunjukkankan perilaku tanggung jawab, peduli, Memberi informasi kerjasama, dan cinta kepada teman damai, dalam melaksanakan Struktur komunikasi fungsional. 3.5 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks surat pribadi, sesuai
Date
Salutation: Dear .... Opening paragraph:
Mengamati Siswa memperhatikan berbagai surat pribadi yang digunakan guru dari berbagai sumber (a.l. media massa, internet). Siswa membacakan contoh-contoh surat pribadi tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar. Siswa menyalin contoh-contoh tersebut sesuai dengan aslinya agar menangkap isi, format dan tata letak penulisan. Siswa berlatih menentukan gagasan utama, dan informasi rinci Mempertanyakan (questioning) Dengan pertanyaan pengarahan dari guru
Penilaian
Alokasi Waktu
Sumber Belajar
belajar berupa catatan atau rekaman monolog. Kumpulan karya siswa yang mendukung proses penulisan teks undangan resmi berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi Kumpulan hasil tes dan latihan. Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain Kriteria penilaian: Tingkat ketercapaian fungsi sosial dalam menyampaikan surat pribadi Tingkat kelengkapan dan keruntutan struktur teks surat Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ejaan, dan tulisan tangan Kesesuaian format penulisan/
penyampaian Cara Penilaian:
4 x 2 JP
CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/ en/
Kompetensi Dasar dengan konteks penggunaannya 4.7 Menangkap makna teks surat pribadi. 4.8 Menyusun teks surat pribadi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pokok
Pembelajaran
Greetings dan mengabarkan keadaan sekarang dan apa yang sedang dilakukan Content: Mengabarkan hal yang sudah/ akan terjadit Closing: Menutup surat dengan harapan untuk bertemu kembali Signature Unsur kebahasaan: Kata dan tata bahasa baku Ejaan dan tulisan tangan dan cetak yang jelas dan rapi. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan Rujukan kata simple present, simple past, ejaan, ucapan, intonasi, tekanan kata, tanda baca, dan tulisan tangan yang jelas dan rapi
siswa terpancing untuk mempertanyakan - Fungsi Sosial; - Struktur - Unsur kebahasaan yang digunakan dalam surat pribadi.
Siswa mempertanyakan cara menetukan
gagasan utama, dan informasi rinci dan informasi tertentu
Penilaian Pengamatan (observasi) Upaya menggunakan Bahasa Inggris dalam menulis surat pribadi Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi
Mengeksplorasi Siswa secara mandiri dan dalam kelompok mencari contoh surat pribadi yang lain dari berbagai sumber Siswa berdiskusi menentukan gagasan utama, dan informasi rinci dan informasi tertentu Siswa menyusun paragraph-paragraf pendek menjadi surat pribadi.
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Mengasosiasi Siswa menganalisis berbagai macam surat pribadi terkait dengan tujuan, struktur teks, dan unsur kebahasaan, dilihat dari segi ketepatan, efisienci, efektivitasnya.
Kumpulan karya siswa yang mendukung proses penulisan surat pribadi, berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Siswa memperoleh balikan (feedback) dari guru
dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam surat pribadi
Komunikasi Siswa melengkapi surat pribadi sederhana
Portofolio Kumpulan catatan kemajuan belajar
Kumpulan hasil tes dan latihan. Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Alokasi Waktu
Sumber Belajar
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
dan menyampaikannya di depan guru dan teman untuk mendapat feedback. Siswa berkreasi dalam menuliskan surat pribadi kepada teman/ guru Siswa memperoleh penguatan dari guru 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.6 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks prosedur berbentuk manual dan kiat-kiat (tips), sesuai dengan konteks penggunaannya.
teks prosedur berbentuk manual dan kiat-kiat (tips) Tujuan komunikasi : menyelesaikan pekerjaan, secara lengkap dan urut. Struktur menyebutkan bahan/bagian dari benda yang dipaparkan secara lengkap, serta daftar langkah yang dilakukan Unsur Kebahasaan simple present tense
4.9 Menangkap makna teks prosedur, lisan dan tulis, berbentuk manual dan kiat-kiat (tips).
imperative,
4.10 Menyunting teks prosedur berbentuk
kata keterangan
Nomor yang menyatakan urutan ejaan, ucapan,
Mengamati Siswa membaca/ membacakan/ mendengarkan berbagai macam manual dan tip. Siswa mengamati tujuan komunikasi, struktur, dan unsur kebahasaan dari teks prosedur yang membaca, membacakan, menonton, dan mendengarkan Mempertanyakan Dengan pertanyaan pengarah dari guru, siswa mempertanyakan tujuan komunikasi, struktur, dan unsur kebahasaan dari teks prosedur Mengeksplorasi Siswa berlatih menggunakan kalimat imperative dalam memberikan tip secara lisan dan tulis Siswa membacakan manual dan tip kepada teman dengan menggunakan unsur kebahasaan yang tepat Secara individu siswa menyalin beberapa tips Mengasosiasi Siswa membandingkan beberapa manual dan tips Dalam kerja kelompok terbimbing siswa membahas tentang masalah yang dihadapi pada saat membaca, mendengarkan, dan menuliskan manual dan tips dengan fokus pada tujuan
Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks prosedur Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format
penulisan/ penyampaian
Pengamatan (observations) Tujuan untuk memberi balikan. Sasaran penilaian adalah: Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Portofolio Kumpulan catatan kemajuan belajar berupa catatan atau
4 x 2 JP
Manual dari berbagai produk CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/ en/
Kompetensi Dasar
Materi Pokok
manual dan kiat-kiat (tips), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
intonasi, tekanan kata, tanda baca, tulisan tangan yang jelas dan rapi.
Pembelajaran komunikasi, struktur, dan unsur kebahasaan. Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap permasalahan yang disampaikan dalam kerja kelompok. Mengkomunikasikan Siswa mempresentasikan beberapa tips yang disalin dari beberapa sumber Siswa membuat jurnal belajar (learning journal)
Penilaian
Alokasi Waktu
Sumber Belajar
rekaman monolog teks prosedur berbentuk manual dan tips Kumpulan karya siswa yang mendukung proses penyuntingan teks prosedur. Kumpulan hasil tes dan latihan. Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar
Tindakan/kegiatan/ke jadian tanpa perlu menyebutkan pelakunya (Passive Voice) Fungsi Sosial
menyatakan dan 2.2 Mengembangkan perilaku menanyakan tentang jujur, disiplin, percaya diri, tindakan/kegiatan/kejadi dan bertanggung jawab an tanpa perlu dalam melaksanakan menyebutkan pelakunya komunikasi transaksional Struktur Teks dengan guru dan teman. Insects are considered 3.7 Menganalisis fungsi dangerous animals. sosial, struktur teks, dan Tsunami is caused by unsur kebahasaan untuk earthquake affecting the menyatakan dan seabed. menanyakan tentang
MENGAMATI
Kriteria penilaian:
Siswa mendengarkan dan membaca banyak kalimat Passive, dalam berbagai konteks.
Pencapaian fungsi sosial
Siswa mengikuti interaksi tentang tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya selama proses pembelajaran, dengan bimbingan guru.
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan struktur Passive
Kelengkapan dan keruntutan struktur teks
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan kalimat Passive (fungsi sosial, struktur teks, dan unsur kebahasaan).
Kesesuaian format penulisan/
MEMPERTANYAKAN
Pengamatan (observations):
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar
penyampaian Cara Penilaian: Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi
3 x 2 JP
CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar tindakan/kegiatan/kejadia n tanpa perlu menyebutkan pelakunya dalam teks ilmiah, sesuai dengan konteks penggunaannya. 4.11 Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang tindakan/kegiatan/kejadia n tanpa perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pokok Unsur kebahasaan Kata kerja be (is/ am/ are/ was/ were) dan verb 3rd form. tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi. Topik Berbagai hal terkait dengan kejadian/ kegiatan/ tindakan ilmiah yang tanpa perlu melibatkan pelakunya
Pembelajaran berbagai kalimat Passive yang ada dalam bahasa Inggris, perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. EKSPERIMEN (Explore) a. Siswa bertanya jawab dengan kalimat Passive dalam bahasa Inggris dalam konteks simulasi dan kegiatan lain yang terstruktur. b. Siswa berusaha menyatakan dan menanyakan dalam bentuk passive dalam bahasa Inggris dalam proses pembelajaran. MENGASOSIASI Siswa membandingkan kalimat passive yang telah dipelajari dengan kalimat aktive.
Pengandaian jika terjadi suatu
Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks dalam bentuk passive Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Portofolio
KOMUNIKASI
Kumpulan hasil tes dan latihan.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan kalimat passive dalam jurnal belajarnya. MENGAMATI Siswa mendengarkan dan membaca banyak
Sumber Belajar
Sasaran penilaian adalah:
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar
Siswa berkreasi dengan tulisan ilmiah mereka dengan kalimat passive
Alokasi Waktu
balikan.
Siswa membandingkan antara kalimat passive dalam bahasa Inggris dengan bahasa ibu atau bahasa Indonesia. Siswa bertanya jawab dengan kalimat passive dalam bahasa Inggris, di dalam dan di luar kelas.
1.1 Mensyukuri kesempatan dapat mempelajari
Penilaian
Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Kriteria penilaian:
2 x 2 JP
CD/ Audio/ VCD Koran/ majalah
Kompetensi Dasar bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.2 Mengembangkanperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pengandaian jika terjadi suatu keadaan/kejadian/peristi wa di waktu yang akan datang, sesuai dengan konteks penggunaannya. 4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian jika terjadi suatu keadaan/kejadian/peristi wa di waktu yang akan datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
Materi Pokok
Pembelajaran
keadaan/kejadian/peri stiwa di waktu yang akan datang
kalimat pengandaian, dalam berbagai konteks.
Conditional Sentence Fungsi Sosial Menyatakan dan menanyakan tentang pengandaian jika terjadi suatu keadaan/kejadian/peristi wa di waktu yang akan datang Struktur Teks - If teenagers eat too much fast food, they can easily become overweight. - If you excercise regularly, you will get the benefit physically and mentally Unsur Kebahasaan - If Clauses dalam simple present - Main Clause dengan modals can/ will Topik: Berbagai hal terkait dengan mengandaikan
Siswa mengikuti interaksi tentang pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan datang selama proses pembelajaran, dengan bimbingan guru. Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan pengandaian. Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan pengandaian (fungsi sosial, struktur teks, dan unsur kebahasaan). MEMPERTANYAKAN Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai pengandaian yang ada dalam bahasa Inggris, perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. Mengeksplorasi Siswa menyatakan dan menanyakan pengandaian dalam bahasa Inggris dalam konteks simulasi, roleplay, dan kegiatan lain yang terstruktur. Siswa berusaha menyatakan dan menanyakantentang pengandaian jika terjadi suatu keadaan/ kejadian/ peristiwa di waktu yang akan datang dalam bahasa Inggris selama proses pembelajaran.
Penilaian Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format
penulisan/ penyampaian
Cara Penilaian: Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks dalam bentuk pengandaian/ If clause
Mengasosiasi
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Siswa membandingkan ungkapan pengandaian
Portofolio
Alokasi Waktu
Sumber Belajar berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar benar dan sesuai konteks
Materi Pokok keadaan/ kejadian/ peristiwa diwaktu yang akan datang
Pembelajaran yang telah dipelajari dengan ungkapan-ungkapan lainnya. Siswa membandingkan antara ungkapan pengandaian dalam bahasa Inggris dengan ungkapan keharusan dalam bahasa ibu atau bahasa Indonesia. Mengkomunikasikan Siswa menyatakan dan menanyakan pengandaian dalam bahasa Inggris, di dalam dan di luar kelas.
Penilaian
Alokasi Waktu
Sumber Belajar
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar Kumpulan hasil tes dan latihan. Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya.
Siswa berkreasi dengan imajinasi mereka dalam teks pengandaian Siswa menuliskan permasalahan dalam menggunakan pengandaian dalam bahasa Inggris untuk menyatakan dan menanyakan pengandaian dalam jurnal belajarnya. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.9 Menganalisis struktur teks dan unsur
Teks ilmiah faktual (factual report) lisan dan tulis sederhana tentang benda, binatang dan gejala/peristiwa alam,
Mengamati
Kriteria penilaian:
Siswa menyimak berbagai contoh/ film ilmiah pendek yang disediakan
Pencapaian fungsi sosial
Fungsi sosial
Siswa berlatih menentukan gagasan utama, dan informasi rinci dan informasi tertentu
- Mengamati alam - Menulis paparan ilmiah mengenai benda,binatang dan gejal/ peristiwa alam
Struktur
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaan teks ilmiah faktual
Mempertanyakan (questioning) Dengan pertanyaan pengarah dari guru, siswa terpancing untuk mempertanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam paparan tersebut.
Kelengkapan dan keruntutan struktur teks ilmiah faktual Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/
penyampaian Pengamatan (observations): Bukan penilaian formal seperti
4 x 2 JP
CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish
Kompetensi Dasar kebahasaan untuk melaksanakan fungsi sosial teks ilmiah faktual (factual report ) dengan menyatakan dan menanyakan tentang teks ilmiah faktual tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sederhana, sesuai dengan konteks pembelajaran di pelajaran lain di Kelas XI 4.13 Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana, tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di Kelas XI.
Materi Pokok - Klasifikasi Umum tentang binatang/ benda yang ditulis, e.g. Slow loris is a mammal. It is found in ... It is a nocturnal animal. It is very small with .... - Penggambaran mengenai bagian, sifat dan tingkah lakunya
Unsur kebahasaan - Simple Present - Kata kerja yang menggambarkan binatang/ benda/ gejala alam - Kata sifat - Berbagai kata benda terkait dengan benda/ binatang/ gejala alam yang diamati - ejaan, tanda baca, dan tulisan tangan dan cetak yang jelas dan rapi.
Pembelajaran
Penilaian
Siswa mempertanyakan cara menemukan gagasan pokok, informasi rinci dari teks faktual report.
tes, tetapi untuk tujuan memberi balikan.
Mengeksplorasi
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi
Siswa mendengarkan/ membaca/membacakan teks ilmiah faktual dengan membandingkan berbagai teks report dengan memperhatikan tujuan, struktur, dan unsur kebahasaan yang benar dan sesuai dengan konteks.
Mengasosiasi Dalam kerja kelompok terbimbing siswa menganalisis struktur dan unsur bahasa yang ada dalam beberapa teks report. Siswa mengelompokkan struktur, fungsi sosial dan unsur kebahasaan teks berdasarkan penggunaannya.
Siswa memperoleh balikan (feedback) dari guru
dan teman tentang hasil analis tentang fungsi sosial, struktur, dan unsur kebahasaan dari teks berita yang disampaikan dalam kerja kelompok
Komunikasi Siswa menyalin teks report yang didapatkannya tentang benda, binatang dan gejala alam atau peristiwa lain yang terkait dengan mata pelajaran lain dan membacakannya di kelas
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks ilmiah faktual Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan Ketepatan dan kesesuaian menggunakan strategi dalam membaca Portofolio Kumpulan catatan kemajuan belajar Kumpulan hasil tes dan latihan. Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat
Siswa menyampaikan laporan berupa catatan Bentuk: diary, jurnal, format (note taking) dari hasil membaca beberapa teks khusus, komentar, atau bentuk ilmiah faktual. penilaian lain
Alokasi Waktu
Sumber Belajar .britishcouncil.org /en/
Kompetensi Dasar
Materi Pokok - Rujukan kata
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
Membuat learning journal dalam pembelajaran ini. Pada saat yang sama, antar siswa melakukan penilaian sejawat, tentang teks report yang dihasilkan
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks eksposisi analitis tentang topik yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya. 4.14 Menangkap makna dalam teks eksposisi analitis tentang topik yang hangat dibicarakan umum
Teks eksposisi analitis Fungsi Sosial Menyatakan pendapat tentang topik yang hangat dibicarakan secara bertanggung jawab Struktur teks a. Menyebutkan pokok permasalahan terhadap sesuatu yang hangat dibicarakan b. Menyebutkan pandangan / pendapat mengenai hal tersebut beserta ilustrasi sebagai pendukung c. Diakhiri dengan kesimpulan yang menyatakan kembali pendapat terhadap hal tersebut
Mengamati
Kriteria penilaian:
Siswa menyimak berbagai contoh teks eksposisi analisis yang diberikan/ diperdengarkan guru
Pencapaian fungsi sosial
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks eksposisi analitis Mempertanyakan (questioning) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks eksposisi yang ada dalam bahasa Inggris, Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu Mengeksplorasi Siswa mencari beberapa text eksposisi analitis dari berbagai sumber. Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu Siswa secara berkelompok menuliskan /menyalin teks eksposisi analitis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan
Kelengkapan dan keruntutan struktur teks eksposisi analitis Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/
penyampaian Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks eksposisi
4 x 2 JP
CD/ Audio/ VCD Koran/ majalah berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar
Materi Pokok Unsur Kebahasaan: - Kalimat Simple Present - Conditional Clauses - Modals
Pembelajaran dengan runtut
Penilaian
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Mengasosiasi
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok. Mengkomunikasikan Siswa membuat laporan berupa catatan hasil membaca dan mendengarkan Berkelompok, siswa bertukar cerita tentang teks eksposisi dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya. Siswa mempresentasikannya di kelas Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam mencari teks eksposisi selama proses pembelajaran di dalam dan di luar kelas, termasuk kendala yang dialami.
Sumber Belajar
analitis
Siswa membacakan teks eksposisi kepada teman dengan menggunakan unsur kebahasaan yang tepat
Secara berpasangan siswa menganalisis beberapa teks eksposisi dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan
Alokasi Waktu
Portofolio Kumpulan catatan kemajuan belajar Kumpulan hasil tes dan latihan. Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
Siswa membuat ‘learning journal’
1.1 Mensyukuri kesempatan dapat mempelajari
Teks biografi pendek dan sederhana
Mengamati Siswa menyimak berbagai contoh teks biografi
Kriteria penilaian:
4 x 2 JP
CD/ Audio/ VCD Koran/ majalah
Kompetensi Dasar bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional
Materi Pokok tentang tokoh terkenal Fungsi Sosial Meneladani, membanggakan, bertindak teratur, teliti dan disiplin, melaporkan Struktur
a. Menyebutkan
tindakan/ peristiwa/kejadian secara umum
3.11 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks biografi pendek dan sederhana tentang tokoh terkenal, sesuai dengan konteks penggunaannya.
b. Menyebutkan urutan
4.15 Menangkap makna teks biografi pendek dan sederhana tentang tokoh terkenal
c. Jika perlu, ada
tindakan/ kejadian/peristiwa secara kronologis, dan runtut
kesimpulan umum.
Unsur Kebahasaan
Pembelajaran yang diberikan/ diperdengarkan guru secara santun dan tanggung jawab. Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya Siswa mengamati keteladanan dari teks biografi yang dipelajari. Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda Mempertanyakan (questioning) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks biografi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia. Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu Mengeksplorasi Siswa mencari beberapa text biografi dari berbagai sumber. Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu
- Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja, kejadian/peristiwa yang sedang banyak dibicarakan.
Siswa secara berkelompok menuliskan /menyalin teks biografi dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut
- Simple, Continuous,
Siswa membacakan teksbiografit kepada teman
Siswa melengkapi rumpang dari beeberapa teks biografi sederhana
Penilaian Pencapaian fungsi sosial Kelengkapan dan keruntutan struktur teks Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan Kesesuaian format penulisan/
penyampaian
Pengamatan (observations): Sasaran penilaian adalah: Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks biografi Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan Ketepatan dan kesesuaian menggunakan strategi dalam membaca Portofolio Kumpulan catatan kemajuan belajar
Alokasi Waktu
Sumber Belajar berbahasa Inggris Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar
Materi Pokok Perfect tense - Penyebutan kata benda - Modal auxiliary verbs
Pembelajaran dengan menggunakan unsur kebahasaan yang tepat Mengasosiasi Secara berpasangan siswa menganalisis beberapa teks biografi dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok. Mengkomunikasikan Siswa menceritakan kembali teks biografi sederhana tentang keteladanan dari tokoh terkenal dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Penilaian
Alokasi Waktu
Sumber Belajar
Kumpulan hasil tes dan latihan. Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain.
Siswa membuat kliping teks biografi dengan menyalin dan beberapa sumber. Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam mencari teks biografi selama proses pembelajaran di dalam dan di luar kelas, termasuk kendala yang dialami. Siswa membuat ‘learning journal’
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam
Lagu Fungsi sosial Menghibur, mengungkapkan perasaan,
Mengamati Siswa mendengarkan lagu yang diperdengarkan Siswa menirukan model secara terbimbing. Siswa mempertanyakan cara menemukan
Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian
2 x 2 JP
CD/ Audio/ VCD Koran/Majalah berbahasa Inggris Buku lagu
Kompetensi Dasar semangat belajar 2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanaka n komunikasi fungsional 3.12 Menyebutkan fungsi sosial dan kebahassaan dalam lagu 4.16 Menangkap pesan dalam lagu
Materi Pokok
Pembelajaran
mengajarkan pesan moral
informasi rinci dan kesimpulan dari lagu tersebut
Unsur kebahasaan Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik Keteladanan tentang perilaku yang menginspirasi.
Mempertanyakan (questioning) Dengan pertanyaan pengarah dari guru, siswa terpancing untuk mempertanyakan pesan yang disampaikan dari lagu Siswa mempertanyakan cara menemukan informasi rinci dan kesimpulan dari lagu tersebut
Mengeksplorasi
Siswa melengkapi rumpang pada lagu tersebut dengan ungkapan yang benar sesuai dengan model yang dipelajari
Siswa membacakan teks lagu dengan pengucapan dan tekanan kata yang tepat
Siswa berdiskusi tentang pesan lagu yang didengar
Mengasosiasi Secara individu siswa membandingkan pesan yang terdapat dalam beberapa lagu yang dibaca/didengar Siswa membuat kumpulan lagu- lagu yang bertema perdamaian dengan menyalin Siswa mengaitkan syair lagu dengan ungkapan yang sudah dipelajari
Mengkomunikasikan
Siswa mendemonstrasikan kemahiran mereka menyanyikan lagu tersebut dengan pengucapan
Penilaian adalah: kesantunan saat melakukan tindakan Perilaku tanggung jawab, peduli, kerjasama dan cinta damai
Alokasi Waktu
Sumber Belajar bahasa Inggris
Sumber dari internet: - www.dailyenglis h.com
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
- http://americane nglish.state.gov/ files/ae/resource _files
Ketepatan dan kesesuaian dalam pengucapan dan penyalinan lirik lagu
- http://learnenglis h.britishcouncil.o rg/en/
Portofolio Kumpulan kemajuan siswa berupa kumpulan lagu yang disalin dengan tulisan tangan beserta kesan terhadap lagu kumpulan hasil tes dan latihan. Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Kompetensi Dasar
Materi Pokok
Pembelajaran dan tekanan kata yang benar. Siswa melaporkan kumpulan lagu yang sudah dianalis pesan di dalam lugu-lagu tersebut Antar siswa melakukan penilaian terhadap kumpulan lagu yang dibuat.
Penilaian
Alokasi Waktu
Sumber Belajar
80 Appendix 2
Classroom Observation Checklist
Place
:
Date
:
Cycle
:
Class Structure
Could Improve
Acceptable
Not Excellent Observed*
Could Improve
Acceptable
Not Excellent Observed*
Reviews previous day’s course content Gives overview of day’s course content Summarizes course content covered Directs student preparation for next class Comments:
Methods Provides well-designed materials Employs non-lecture learning activities (i.e. small group discussion, student-led activities) Invites class discussion Employs other tools/instructional aids (i.e. technology, computer, video, overheads) Delivers well-planned lecture Comments:
Teacher-Student Interaction Solicits student input Involves a variety of students Demonstrates awareness of individual student learning needs Comments:
Could Improve
Acceptable
Not Excellent Observed*
81
Content
Could Improve
Acceptable
Not Excellent Observed*
Appears knowledgeable Appears well organized Explains concepts clearly Relates concepts to students experience Selects learning experiences appropriate to learning level Comments:
*All items marked Not Observed must be explained in Comments
(Adopted from: http://college.lattc.edu)
Observer Signature
_____________________________
82
Appendix 3 TRANSCRIPTION OF CLASSROOM OBSERVATION
Place
: SMAN 1 Parung
Date
: Monday, August 15th 2016
Cycle
: I (1st Meeting)
Class Structure The classroom condition in this class was quite uncontrollable. Some of the students showed their readiness to learn, but some of them were busy with their task. Before starting the lesson, the teacher asked the material of the previous meeting. Then, she gave overview of lesson which they would learn that day. Methods The material in this meeting was report text. Generally, the teacher delivered well-planned lecture by providing well-designed material. The students were asked to make group discussion to analyze the report text given. In addition, they were also asked to answer the question from the card. Teacher-Student Interaction The students were asked to involved themselves actively in the discussion. However, some of them just kept silent during discussion process. Hence, the teacher was tried to demonstrate awareness of individual student learning needs. Content The material was well organized. The teacher explained it clearly. Further, she also tried to relate the material with the students’ experience.
Observer
Eka Putri Wibawanti
83
TRANSCRIPTION OF CLASSROOM OBSERVATION
Place
: SMAN 1 Parung
Date
: Tuesday, August 16th 2016
Cycle
: I (2nd Meeting)
Class Structure Before starting the lesson, the teacher reviewed the report text as the material of the previous meeting. She made sure that the students were understood the material well. After recalling the students’ memories back about report text, she gave overview of lesson which they would learn that day. It was introduction to SQ3R technique. Methods The material in this meeting was an introduction to SQ3R technique. In this meeting, the teacher used lecture learning activity because she needed to explain the whole steps of SQ3R technique first. However, she employs the instructional tool for instance projector in order to show a video about SQ3R technique. Teacher-Student Interaction The teacher-student interaction was not good enough. The students were shy and afraid to ask the teacher when they had difficulties. Conversely, the teacher tried to involve a variety of students during the learning process. Besides, she also demonstrated awareness of individual student learning needs. Content The material was well organized. The teacher explained it clearly. In addition, she also tried to relate the material with the students’ background knowledge.
Observer
Eka Putri Wibawanti
84
TRANSCRIPTION OF CLASSROOM OBSERVATION
Place
: SMAN 1 Parung
Date
: Monday, August 22nd 2016
Cycle
: I (3rd Meeting)
Class Structure The same as previous meeting, before starting the lesson, the teacher reviewed the previous material. After that, she also gave overview of the material they would learn. The students were asked to pay attention to the teacher’s explanation. Methods The material in this meeting was SQ3R technique, but it was focused on surveying and questioning steps. Further, the teacher explained about how to make question from verbal and nominal sentences. In this meeting, the teacher used lecture learning activity because she needed to explain the SQ3R technique first. Even so, she employed the instructional tool for instance projector in order to show video about SQ3R technique. Teacher-Student Interaction The teacher-student interaction was better than the previous meeting. Some students asked the teacher bravely when they had question. Nevertheless, some of them still felt unconfident when they were asked to read their review in front of the class. Content The teacher explained the material clearly. She also tried to relate the material with the students’ background knowledge. However, some students still did not understand the material well, therefore the teacher decided to re-explain it.
Observer
Eka Putri Wibawanti
85
TRANSCRIPTION OF CLASSROOM OBSERVATION
Place
: SMAN 1 Parung
Date
: Monday, August 29th 2016
Cycle
: II (1st Meeting)
Class Structure As usual, the teacher reviewed the previous material. Besides, she gave an overview of the material that day. The students prepared themselves to receive new material from the teacher. Methods The material in this meeting was SQ3R technique. In this meeting, the non-lecture learning activity was applied. The students were asked to discuss their work with their peer. Generally, the well-designed material was provided. Teacher-Student Interaction The teacher-student interaction was good enough. Some students answered the teacher’s question bravely. Furthermore, the interaction between students was better than the previous meeting due to the discussion they had to do. Content The teacher’s the explanation was understandable for the students. They could finish the task appropriately based on the instruction given.
Observer
Eka Putri Wibawanti
86
TRANSCRIPTION OF CLASSROOM OBSERVATION
Place
: SMAN 1 Parung
Date
: Monday, August 30th 2016
Cycle
: II (2nd Meeting)
Class Structure As usual, the teacher reviewed the previous material. Besides, she gave an overview of the material that day. In this meeting, the classroom condition was better than the previous meeting. Methods The material in this meeting was SQ3R technique but it tended to focus on reciting step. In this meeting, the non-lecture learning activity was applied. The students were asked to discuss their work with their peer as same as the previous meeting. The teacher also used instructional aids during the learning process. Teacher-Student Interaction The teacher-student interaction was good enough. Sometimes, the teacher guided them when they found difficulty in each steps. In this meeting, the teacher made sure that they understand the material well. Furthermore, by applying peer-assessment, the students’ interaction was improved. Content The material was well-organized. The teacher tried to connect each material with the material they learned before.
Observer
Eka Putri Wibawanti
87
TRANSCRIPTION OF CLASSROOM OBSERVATION
Place
: SMAN 1 Parung
Date
: Monday, September 5th 2016
Cycle
: II (3rd Meeting)
Class Structure The teacher reviewed the previous material. Besides, she gave an overview of the material that day. In this meeting, the teacher reviewed all of the SQ3R steps that the students had learned. Methods The material in this meeting was SQ3R technique but it was focused on reviewing step. In this meeting, the students still had to discuss their work with their partner. They had to give feedback such as comment and suggestion for their friend. In addition, the instructional aid was used in this meeting. The well-designed material was also provided. Teacher-Student Interaction The teacher-student interaction was good enough. The students were brave to give their opinion during learning process. Furthermore, by giving extra point, the students were motivated to involve themselves actively. Content The material was well-organized. The concept was explained clearly. In this meeting, the whole steps of SQ3R technique was re-explained by the teacher in order to prepared them for the post-test in the next meeting.
Observer
Eka Putri Wibawanti
88
Pedoman Wawancara Siswa Sebelum Pelaksanaan Penelitian Tindakan Kelas
1. Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran Bahasa Inggris di kelas? 2. Berapa standar KKM untuk mata pelajaran Bahasa Inggris? Dan berapa nilai yang kamu peroleh? 3. Skill Bahasa Inggris apa yang kamu anggap sulit? 4. Dalam materi Reading, kesulitan apa yang biasanya kamu temui? 5. Menurut kamu, hal apa saja yang menjadi penyebab kesulitan tersebut?
89
Pedoman Wawancara Guru Setelah Pelaksanaan Penelitian Tindakan Kelas
1. Bagaiamana tanggapan Bapak mengenai kondisi siswa dalam pembelajaran reading setelah teknik SQ3R diterapkan? 2. Bagaimana kemampuan pemahaman membaca siswa Bapak setelah teknik SQ3R diterapkan? 3. Apakah Bapak termotivasi untuk menggunakan teknik SQ3R dalam pembelajaran reading selanjutnya?
90
Pedoman Wawancara Siswa Setelah Pelaksanaan Penelitian Tindakan Kelas
1. Bagaimana tanggapan kamu terhadap proses membaca teks Bahasa Inggris dengan menggunakan teknik SQ3R yang sudah dilaksanakan? 2. Bagaimana hasil perolehan nilai kamu dalam Bahasa Inggris setelah menggunakan teknik SQ3R? 3. Apakah nilai yang kalian dapatkan sudah melampaui KKM? 4. Kesulitan apa yang kamu temui ketika menggunakan teknik SQ3R? 5. Apa harapan kamu mengenai pembelajaran reading kedepannya?
91
Appendix 4 Interview Guideline
Pedoman Wawancara Guru Sebelum Pelaksanaan Penelitian Tindakan Kelas
1. Menurut Bapak, bagaimana kemampuan bahasa Inggris siswa kelas 11 di sekolah ini? 2. Berapa standar nilai minimal (KKM) yang ditentukan sekolah untuk mata pelajaran Bahasa Inggris di kelas XI? 3. Ketika melakukan kegiatan belajar mengajar di kelas, apakah Bapak menerapkan metode atau model pembelajaran? 4. Secara spesifik pada pembelajaran pemahaman membaca atau reading, bagaimana tanggapan atau pengalaman yang Bapak miliki mengenai kemampuan siswa dalam membaca? 5. Menurut pendapat Bapak, kelas mana yang membuat Bapak mengalami kesulitan saat mengajarkan reading? 6. Ketika memberikan materi mengenai pemahaman membaca kepada siswa, metode atau model pembelajaran apa yang biasanya Bapak gunakan? 7. Kesulitan atau kendala apa saja yang biasanya dihadapi siswa ketika membaca teks Bahasa Inggris? 8. Menurut Bapak, apa penyebab dari kesulitan-kesulitan tersebut? 9. Upaya apa yang dilakukan untuk mengatasi kendala tersebut? 10. Bagaimana respon siswa dalam menerima materi pelajaran dengan menggunakan metode atau model pembelajaran yang Bapak gunakan? 11. Apakah metode tersebut efektif dalam meningkatkan pemahaman siswa? 12. Menurut Bapak, jika saya melakukan penelitian untuk meningkatkan kemampuan membaca siswa, kira-kira teknik apa yang cocok?
92
Appendix 5 Interview Transcript
Transkrip Wawancara Guru Sebelum Pelaksanaan Penelitian Tindakan Kelas
1.
2.
3.
4.
5.
6.
Peneliti
: Menurut Bapak, bagaimana kemampuan bahasa Inggris siswa kelas 11 di sekolah ini?
Guru
: Secara umum, kemampuan mereka beragam. Dalam satu kelas, ada yang cukup baik, ada juga yang masih tergolong kurang. Namun secara global kemampuan mereka masih dibawah standar.
Peneliti
:
Guru
: KKM untuk mata pelajaran Bahasa Inggris yaitu 76.
Peneliti
: Ketika melakukan kegiatan belajar mengajar di kelas, apakah Bapak menerapkan metode atau model pembelajaran?
Guru
:
Peneliti
: Secara spesifik pada pembelajaran pemahaman membaca atau reading, bagaimana tanggapan atau pengalaman yang Bapak miliki mengenai kemampuan siswa dalam membaca?
Guru
: Secara umum kemampuan mereka ada yang masih dibawah rata-rata, ada juga yang sudah tergolong cukup. Mereka masih memiliki beberapa kendala dalam memahami isi teks.
Peneliti
: Menurut pendapat Bapak, kelas mana yang membuat Bapak mengalami kesulitan saat mengajarkan reading?
Guru
: Kelas XI SOS 1.
Peneliti
: Ketika memberikan materi mengenai pemahaman membaca kepada siswa,
Berapa standar nilai minimal (KKM) yang ditentukan sekolah untuk mata pelajaran Bahasa Inggris di kelas XI?
Ya, metode atau mata pelajarannya disesuaikan dengan situasi dan kondisi kelas, serta disesuaikan dengan materi yang akan diajarkan.
93
metode atau model pembelajaran apa yang biasanya Bapak gunakan?
7.
8.
9.
Guru
:
Peneliti
: Kesulitan atau kendala apa saja yang biasanya dihadapi siswa ketika membaca teks Bahasa Inggris?
Guru
: Biasanya kesulitan yang dihadapi siswa dikarenakan kosakata mereka sangat terbatas, mereka cenderung berusaha memahami suatu teks dengan menerjemahkan kata-perkata, maka mereka mengalami kesulitan saat menerjemahkan karena kosakata mereka sangat terbatas. Selain itu, mereka juga belum bisa mengidentifikasi ide pokok dalam suatu bacaan sehingga mereka mengalami kesulitan dalam memahami isi teks.
Peneliti
: Menurut Bapak, apa penyebab dari kesulitan-kesulitan tersebut?
Guru
: Sebenarnya banyak faktor yang mempengaruhi, diantaranya yaitu kurangnya exposure dalam membaca teks berbahasa Inggris. Mereka belum terbiasa membaca teks dan juga jarang menemukan kosakata tertentu sehingga menyulitkan mereka dalam memahami isi teks.
Peneliti
: Upaya apa yang dilakukan untuk mengatasi kendala tersebut?
Guru
: Untuk mengatasi keterbatasan kosakata siswa, saya meminta siswa untuk menulis kosakata yang mereka anggap sulit, lalu mereka harus membuat beberapa kalimat baru dengan menggunakan kosakata tersebut. Jadi, kosakata tersebut langsung mereka aplikasikan kedalam kalimat. Sementara untuk mengidentifikasi ide pokok, saya meminta mereka untuk menyebutkan ide penting dalam teks.
10. Peneliti
Guru
11. Peneliti
Beragam, namun biasanya diawal pembelajaran saya memancing siswa untuk aktif berpartisipasi dalam kegiatan pembelajaran.
: Bagaimana respon siswa dalam menerima materi pelajaran dengan menggunakan metode atau model pembelajaran yang Bapak gunakan? :
Dengan cara seperti itu, siswa cenderung cepat memahami dan mengingat kosakata baru. Sehingga, jika dilain waktu menemukan kosakata tersebut dalam teks, mereka bisa memahami.
: Apakah metode tersebut efektif dalam meningkatkan pemahaman siswa?
94
Guru
12. Peneliti
Guru
: Secara umum cara tersebut bisa meningkatkan pemahaman mereka, cara tersebut juga bisa membantu mereka mengingat kosakata yang sering muncul dalam sebuah teks. Namun pada pelaksanaannya, beberapa siswa mudah bosan sehingga proses pembelajaran terkadang kurang efektif. : Menurut Bapak, jika saya melakukan penelitian untuk meningkatkan kemampuan membaca siswa, kira-kira teknik apa yang cocok? : Mungkin akan efektif jika teknik membaca yang digunakan mencakup prereading, during reading and post-reading activities sehingga siswa akan bisa memahami teks bahasa Inggris baik yang sederhana maupun kompleks.
95
Transkrip Wawancara Siswa Sebelum Pelaksanaan Penelitian Tindakan Kelas
1.
2.
3.
4.
5.
Peneliti
: Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran Bahasa Inggris di kelas?
Siswa 1
: Enak miss, walaupun materinya semakin lama semakin susah.
Siswa 2
: Enak miss, tapi kadang materinya susah. Kadang pemahaman saya juga tergantung sama cara guru ngajar.
Siswa 3
: Biasa aja miss, karena saya kurang suka Bahasa Inggris, tapi saya pengen bisa miss.
Peneliti
: Berapa standar KKM untuk mata pelajaran Bahasa Inggris? Dan berapa nilai yang kamu peroleh?
Siswa 1
: 76 miss. Alhamdulillah diatas KKM.
Siswa 2
: 76 miss. Diatas KKM tapi melampaui cuma sedikit.
Siswa 3
: 76 miss. Alhamdulillah kadang diatas KKM tapi kadang juga enggak. Kalo diatas KKM juga selisih sedikit doang miss.
Peneliti
: Skill Bahasa Inggris apa yang kamu anggap sulit?
Siswa 1
: Speaking miss. Reading juga sih.
Siswa 2
: Reading lumayan susah miss.
Siswa 3
: Listening dan Reading miss.
Peneliti
: Dalam materi Reading, kesulitan apa yang biasanya kamu temui?
Siswa 1
: Sulit mengerti isi teks nya miss.
Siswa 2
: Saya juga miss, apalagi kalo teks nya panjang.
Siswa 3
: Sama miss, isi teksnya susah dipahami.
Peneliti
: Menurut kamu, hal apa saja yang menjadi penyebab kesulitan tersebut?
Siswa 1
: Kosakata nya banyak yang saya gak tau miss.
96
Siswa 2
: Kosakata nya banyak yang asing miss, harus bolak balik cek kamus, jadi lama banget bacanya. Kadang saya juga gak familiar sama isi teksnya.
Siswa 3
: Saya kalo baca lama banget miss. Harus bolak balik teks dulu baru beneran paham.
97
Transkrip Wawancara Guru Setelah Pelaksanaan Penelitian Tindakan Kelas
1.
Peneliti
: Bagaiamana
tanggapan
Bapak
mengenai
kondisi
siswa
dalam
pembelajaran reading setelah teknik SQ3R diterapkan?
Guru
: Setelah penelitian tindakan kelas yang anda lakukan selesai, keadaan siswa-siswi di kelas XI IPS 1 perlahan berubah. Pandangan mereka mengenai mata pelajaran Bahasa Inggris sedikit demi sedikit mulai berubah. Mereka tidak mengangap Bahasa Inggris sesulit apa yang mereka pikirkan dulu, terlebih lagi setelah teknik SQ3R anda terapkan. Mereka tertantang untuk menguasai suatu teks Bahasa Inggris, bahkan untuk teks yang cukup panjang.
2.
Peneliti
: Bagaimana kemampuan pemahaman membaca siswa Bapak setelah teknik SQ3R diterapkan?
Guru
: Kemampuan mereka cenderung meningkat, hal tersebut terbukti dari hasil tes mereka. Nilai mereka dari pre-test, post-test 1 dan post-test 2 mengalami peningkatan. Semoga mereka bisa termotivasi untuk terus meningkatkan nilai mereka.
3.
Peneliti
: Apakah Bapak termotivasi untuk menggunakan teknik SQ3R dalam pembelajaran reading selanjutnya?
Guru
: Ya, saya rasa teknik ini cukup baik untuk diaplikasikan. Teknik ini bisa digunkan dalam pembelajaran reading selanjutnya.
98
Transkrip Wawancara Siswa Setelah Pelaksanaan Penelitian Tindakan Kelas
1.
Peneliti
: Bagaimana tanggapan kamu terhadap proses membaca teks Bahasa Inggris dengan menggunakan teknik SQ3R yang sudah dilaksanakan?
Siswa 1
: Enak miss, kita jadi lebih paham teksnya. Gak cuma ngerti secara umum aja, tapi informasi detailnya juga jadi tau.
Siswa 2
: Lebih ngerti teks nya secara mendalam miss. Terus juga jadi terlatih mengingat informasi-informasi yang kita baca, jadinya setelah baca gak langsung lupa teksnya.
2.
Siswa 3
: Sama miss, pemahaman saya jadi lebih mendalam.
Peneliti
: Bagaimana hasil perolehan nilai kamu dalam Bahasa Inggris setelah menggunakan teknik SQ3R?
Siswa 1
: Alhamdulillah naik terus miss. 60, 80, 90.
Siswa 2
: Tes pertama sama kedua masih dibawah KKM miss. Tapi di tes terakhir alhamdulillah dapet 85.
3.
Siswa 3
: Saya juga naik terus miss.
Peneliti
: Apakah nilai yang kalian dapatkan sudah melampaui KKM?
Siswa 1
: Sudah miss. Di tes yang kedua sama ketiga sudah melampaui KKM.
Siswa 2
: Kalo saya di tes pertama sama kedua masih dibawah 76 miss. Tapi tes yang ketiga udah diatas KKM.
99
Siswa 3
: Saya juga miss, tes pertama dan kedua masih dibawah KKM, tapi yang ketiga sudah melebihi.
4.
Peneliti
: Kesulitan apa yang kamu temui ketika menggunakan teknik SQ3R?
Siswa 1
: Awalnya aja sih miss bingung waktu bikin pertanyaan. Bingung nebaknebaknya.
Siswa 2
: Awalnya bingung di tahap review, tapi selanjutnya malah saya seneng tahap itu, soalnya bikin paham banget.
Siswa 3
: Sulit saat harus nulis key points sih miss, menguji ingatan saya. Tapi kalau udah tau key points nya jadi gampang.
5.
Peneliti
: Apa harapan kamu mengenai pembelajaran reading kedepannya?
Siswa 1
: Semoga teknik ini bisa dipake lagi miss.
Siswa 2
: Iya miss sama. Semoga di jenis-jenis teks selanjutnya teknik SQ3R bisa dipake biar pemahaman kita jadi bagus.
Siswa 3
: Kalo saya sih teknik apa aja miss, yang penting bisa memudahkan dalam memahami teks.
100
Appendix 6 Examples of Report Text Kangaroo A kangaroo is an animal found only in Australia, although it has a smaller relative, called wallaby, which lives on the Australian island of Tasmania and also in New Guinea. Kangaroos eat grass and plants. They have short front legs, but very long and very strong back legs and a tail. These they use for sitting up on and for jumping. Kangaroos have been known to make forward jumps of over eight meters, and leap across fences more than three meters high. They can also run at speeds of over 45 kilometers per hour. The largest kangaroos are the Great Grey Kangaroo and the Red Kangaroo. Adults grow to a length of 1.60 meters and weight over 90 kilos. Kangaroos are marsupials. This means that the female kangaroo has an external pouch on the front of her body. A baby kangaroo is very tiny when it is born, and it crawls at once into this pouch where it spends its first five months of life.
101
Snake
Snakes are carnivores. Snakes are found on every continent of the world except Antarctica. There are around 3000 different species of snake. Some sea snakes can breathe partially through their skin, allowing for longer dives underwater. Anacondas are large, non-venomous snakes found in South America that can reach over 5 m (16 ft) in length. Python reticulates can grow over 8.7 m (28 ft) in length and are considered the longest snakes in the world. Snakes don’t have eyelids. Snakes smell with their tongue. Snakes have flexible jaws which allow them to eat prey bigger than their head. Snakes have internal ears but not external ones. Snakes have a unique anatomy which allows them to swallow and digest large prey. Snakes are covered in scales. Snakeskin is smooth and dry. Snakes shed their skin a number of times a year in a process that usually lasts a few days. Some species of snake, such as cobras and black mambas, use venom to hunt and kill their prey. Pythons kill their prey by tightly wrapping around it and suffocating it in a process called constriction.
102
Geyser A geyser occurs when rainwater seeps into the ground and volcanic magma beneath the surface heats it. The rainwater then turns into steam. The pressurized steam rises to the surface and bursts out as a geyser. Yellowstone National Park has more geysers than all of the rest of the world together. The most famous of these geysers is Old Faithful, which erupts in a high arc of steam about once an hour. There have not been any volcanic eruptions in the Yellowstone area for 70.000 years. However, the existence of the geyser is proof that the area is volcanically active.
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Alpha Centauri Alpha Centauri is a triple-star system. One of the three stars in Alpha Centauri is Proxima Centauri, which is the nearest star to the earth, except of course for the sun. The name “Proxima” comes from a Latin word which means “close”. Even though Proxima Centauri is the closest star to the earth outside of our solar system, it is not really close. Interstellar distances are so large that they are almost impossible to imagine. A person traveling in a modern spacecraft would not arrive at Proxima Centauri within this lifetime, or the next, or even ten lifetimes because the distance is so great. Light travels at a speed of 186.000 miles per second, and it still takes light more than four years to travel from Proxima Centauri to the earth. Alpha Centauri can be easily seen in the night sky without a telescope from certain parts of the earth. It is the third brightest star in the sky, out of approximately 6.000 visible stars. It cannot be seen from most parts of the United States because most of United States is too far north; however, it can be seen from the southern parts of the southernmost states.
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Oil Oil, like coal and natural gas, is a fossil. Fuel fossils are made from the remains of dead plants and animals. It is thought that oil comes from tiny plants and animals whose bodies fell in their millions to the seabed when they died. There they were covered by sand and mud, which later hardened into rocks. In the course of millions of years, the plant and animal materials underwent chemical changes and eventually turned into oil. Oil deposits are lay hidden deep beneath the surface of earth. They have to be searched for. Unless the oil actually comes to the surface, it is impossible to be certain that any is present. The during demand for oil products keeps the oil companies busy exploring new oil fields, and drilling new wells. Exploration teams are sent to distant regions to search for oil. If the exploration shows good results, the company decides to drill a well. Thus the exploration phase ends, and the production phase begins. At the beginning of the production phase, gas pressure from below causes the crude oil to gush to the surface with great force. After some time, however, the gas pressure is less, and a pumping station must be built to bring up the oil. Wells continue to produce oil for several years until productions become so tow that must be abandoned. Crude oil has to be transported to a refinery to be made into the many products that are useful to man, such as patrol, kerosene, diesel oil, lubricants, and asphalt. Further, processing gives aviation fuel, greases, fertilizers, insecticides, man-made fibers and many other things. The oil industry has a very complex and widespread distribution system. Ocean tankers, pipelines, rail tankers, and road tankers are used to bring the oil products to sea-ports, inland depths, can and drum factories, and to tens of thousands of petrol stations in cities and along motorways. More than any other, the oil industry influences the lives of men and women everywhere, from the largest to the simplest home, whose need may only be kerosene for its lamps and stoves.
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Appendix 7 Pre-Test
Global Warming Global Warming is the rise in the average temperature of the earth atmosphere. It began since 1980 after revolution Industry has applied, Industry started to produce many pollution. Based on IPCC (Intergovernmental Panel on Climate Change), it shown that the earth atmospheric temperature has increased 0.76OC in 2005. There are many causes of Global Warming, but the most influence is greenhouse gasses. Human activities such as burning fossil fuel produce waste gas which is carbon dioxide. Carbon dioxide gas convert the earth atmosphere which makes the sunlight that entered to the earth are trapped and cannot be reflected to the space. As the result, the temperature of the earth is raising and earth is getting hotter. Global warming will cause some problem such as increasing hurricanes due to increasing speed of wind, massive crop failure as the effect of climate change. Species extinction and increasing the sea level as the result of melting process in polar. Latest news from green peace about global warming is so shocking. They estimated that in 21 century there will be increasing in the sea level for about 19-95 cm, the increasing of sea level about 1 meter can cause one island can be lose.
http://englishadmin.com/2012/11/globalwarming-as-example-of-report-text.html
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Appendix 8 Post-Test 1
Tornado Tornados are known as one of the most damaging disasters. A tornado is a very powerful column of winds which spirals around a center of low atmospheric pressure. A tornado will look like a large black funnel which hangs down from a storm cloud. The name “tornado” derives from the Latin “tonare”. It means “to thunder.” In addition, the Spanish developed the word into “tornear” which means “to turn” or “to twist”. This is why a tornado is sometimes called twister or cyclone. The winds inside a twister can spin around at speeds up to 500 miles an hour, but it usually travels at roughly 300 miles an hour. This speed twisting makes a tornado the most dangerous storm. The average tornado has a diameter of about 200 to 300 yards. The smaller tornadoes are known as satellite tornados. These small offspring, about 50 yards across, can be very fierce and do lots of damage. The forming of a tornado can be very quick. Sometimes it can form in a minute or less. A tornado can travel across the ground at high speeds, then it can suddenly vanish. Most tornados last less than twenty minutes and travel less than 15 miles. However, the super storms sometimes travel over 100 miles before they are exhausted.
http://englishadmin.com/2012/11/tornadoes-as-example-of-report-text.html
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Appendix 9 Post-Test 2 Volcano Volcanic eruptions have caused some of the worst disasters in the world. They can wipe out entire cities and kill thousands of people. The name of volcano comes from Roman term. It derives from “vulcan” which is the name of Roman fire god. Romans believed that Vulcan lived on a volcanic Italian coast. Romans called the island “vulcano”. According to scientists, volcanic eruptions are divided in to four basic groups. They are commonly known as Hawaiian, Strombolian, Vulcanian and Peleean. The term of Hawaiian eruptions are named after the volcanoes in Hawaii. These volcanic eruptions are the least violent type. They produce highly fluid lava which flows quietly. This gradually builds up a shield volcano. Strombolian eruptions are named after Stromboli. These result from the constant release of gas from the magma. As the gas escapes, it produces tephra that piles up, turning into a cinder cone. Strombolian eruptions happen when sticky magma plugs the central vent. This makes the magmatic gas build up pressure until it blasts. The magma is turned into volcanic dust and bombs. Vulcanian eruption which comes from the ancient Roman belief, are more violent than the strombolian eruption. Vulcanian eruption happens and brings magma which is more viscous. Vulcanian explosions are usually larger and noisier than the Strombolian eruptions. Paleean eruptions are famous as the most violent kind of volcanic eruptions. The name of paleean comes from the eruption of Mount Pelee, Martinique in 1902. It killed almost 38 thousands people. A Peleean eruption occurs when the magmatic gas build up tremendous pressure. This causes violent explosions with glowing clouds of hot ash and dust.
http://englishadmin.com/2012/11/example-of-report-text-about-volcano.html
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Appendix 10
SQ3R Worksheet 1. Survey Look at the title, abstract/introduction, all headings, figures, and conclusion. What is the text about? ___________________________________________________________________________ What topics are included? ___________________________________________________________________________ ___________________________________________________________________________ 2. Question Write questions about the main topics in the section. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. Read Read the text and find the answers to your questions. 4. Recite Without looking at the text, note the key points and write your answers by using your own words. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
109
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
5. Review Write a short summary of the text. The summary should be about 5-7 sentences in length. Make sure that it identifies the key topics and points. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Adopted from: www.roselab.sci.waseda.ac.id
110
Appendix 11 Article/Textbook Notes Taking notes from an article or textbook Needs Improvement Acceptable Good 1 point 2 points 3 points Survey of Text
Needs Improvement
Uses Headings, Subdivisions, and/or Other Features from Article or Textbook
Students list very few or no text headings, subheadings, and/or features within assigned pages.
Questions
Needs Improvement
Questions are direct and explain the notes that follow
Students list one good question per section.
Cite/Notes
Needs Improvement
Notes explain the Students list one good important information in note from the reading each paragraph
Acceptable Students list several text headings, sub-headings, and/or features but only about half.
Acceptable Students list two good questions per section.
Acceptable Students list two good notes were about the reading.
Good Students list many text headings, sub-headings, and/or features properly within assigned pages.
Good Students list three good questions per section.
Good Students list three good notes about the reading.
Best 4 points
Best Student lists all text headings, sub-headings, and/or features properly within assigned pages.
Best Students list four or more good questions per section.
Best Students list four or more good notes about the reading.
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Answers
Needs Improvement
Acceptable
Good
Best
Answers to questions that Student has not answered Student has not answered Student has answered all Student’s answers are clear, relate to notes generated all questions or has all the questions. Answers the questions. Answers relevant and show a good from reading the text answered no questions. are not clear and relevant are clear and relevant, understanding of the topic. to the topic although they do not show any depth of understanding. Review Needs Improvement Acceptable Good Best The review re-states what the reading was about through the student's own response to the assigned reading.
Students review through stating, in their own words, one interesting fact from the reading.
Adopted from: http://www.rcampus.com
Students review through stating, in their own words, two interesting facts from the reading.
Students review through stating, in their own words, three interesting facts from the reading.
Students review through stating, in their own words, four or more interesting facts from the reading.
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Appendix 12 STUDENTS’ SCORE
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Participants Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Student 31 Student 32
Pre-Test Score
Post-Test I Score
Post-Test II Score
55 60 55 60 60 50 60 50 55 80 60 60 60 50 70 75 50 65 60 60 65 60 55 60 60 60 50 80 50 50 55 60
65 70 70 80 75 75 80 65 65 85 75 75 70 65 80 85 70 70 70 70 85 85 70 70 75 80 85 80 70 70 80 75
80 80 80 90 85 85 90 75 75 95 80 80 80 75 85 90 80 80 85 85 95 95 75 80 80 90 90 95 85 75 85 80
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33 34 35 36
Student 33 Student 34 Student 35 Student 36 Total Mean
50 75 80 55
70 85 85 65
85 85 90 70
2160 60
2690 74.7
3010 83.6
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
:
SMAN 1 Parung
Mata pelajaran
:
Bahasa Inggris
Materi
:
Factual Report Text
Kelas/Semester
:
XI/I
Alokasi Waktu
:
6 x 45 menit
A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif
berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,
kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar. 2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.9 Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks ilmiah faktual (factual report ) dengan menyatakan dan menanyakan tentang teks ilmiah faktual tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sederhana, sesuai dengan konteks pembelajaran di pelajaran lain di Kelas XI. 4.13 Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana, tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di Kelas XI. C. Indikator 1.1.1 Siswa dapat menunjukkan semangat dan motivasi yang tinggi dalam proses pembelajaran. 2.2.1 Siswa dapat menunjukkan perilaku jujur, disiplin, percaya diri dalam berkomunikasi, baik dengan teman sebaya , ataupun guru selama proses pembelajaran. 3.9.1 Siswa dapat menyebutkan karakteristik report text. 3.9.2 Siswa dapat menjelaskan struktur report text. 3.9.3 Siswa dapat mengurutkan paragraf acak dari report text yang diberikan menjadi paragraf yang benar sesuai dengan urutan struktur teks. 3.9.4
Siswa dapat menemukan unsur-unsur kebahasaan dari report text yang diberikan.
3.9.5
Siswa dapat merangkum isi report text yang telah dibaca.
4.13.1 Siswa dapat mengidentifikasi informasi faktual berdasarkan yang berkaitan dengan teks yang diberikan. 4.13.2 Siswa dapat mengoreksi ringkasan report text yang dibuat oleh teman. D. Materi Pembelajaran 1. Pengertian Report Text adalah jenis teks yang yang mendeskripsikan tentang fenomena alam maupun fenomena sosial di kehidupan sekitar setelah melewati tahap observasi.
2. Fungsi Sosial Mendeskripsikan unsur-unsur ilmiah mengenai benda, binatang, serta fenomena alam dan sosial.
3. Struktur Teks a) General Classification Menjelaskan pernyataan umum yang menerangkan subjek penelitian dan klasifikasinya. b) Description Memberikan gambaran mengenai fenomena-fenomena yang terjadi, seperti bagian-bagiannya, sifat-sifatnya, kebiasaan atau tingkah lakunya yang disajikan secara ilmiah.
Antibiotics General Classification
Antibiotic is a drug produced by certain microbes. Antibiotics destroy other microbes that damage human tissues. They are used to treat a wide variety of diseases, including gonorrhea, tonsillitis and
tuberculosis. Antibiotics are sometimes called ‘wonder drugs’ because they can cure diseases such as meningitis, pneumonia and scarlet fever. But when the antibiotics are overused, or misused, these drugs make a person sensitive being attacked by a superbug. Antibiotics do not always distinguish between harmless and dangerous microbes. If a drug destroys too many harmless micro-organisms, the pathogenic ones -the dangerous microbes- will have a greater chance to multiply. Description
This situation often leads to the development of a new infection called superinfection. Extensive use of some antibiotics may damage organs and tissues. For example, streptomycin, which is used to treat tuberculosis, has caused kidney damage and deafness. Resistance to antibiotics may be acquired by pathogenic microbes. The resistant microbes transfer genetic material to nonresistant microbes and cause them to become resistant. During antibiotic treatment, non-resistant microbes are destroyed, but resistant types survive and multiply. To avoid the side effect of antibiotics, you'd better not urge your doctor to prescribe antibiotics. Keep in mind that antibiotics are only useful for bacterial infections and have no effect on viruses, so they cannot be used for children pox, measles, and other viral diseases.
E. Model Pembelajaran Pendekatan : Scientific Approach Teknik
: SQ3R
F. Kegiatan Pembelajaran 1. Pertemuan 1-3 (3 x 45 menit) No 1.
2.
Kegiatan Pendahuluan
Inti
Deskripsi a. Guru mengambil perhatian siswa dengan mengucapkan salam dan membimbing siswa untuk berdoa bersama untuk menanamkan karakter religius. b. Guru mengecek kehadiran siswa dan mengkondisikan siswa dalam posisi siap menerima pelajaran untuk menanamkan karakter disiplin. c. Guru menyampaikan langkah kegiatan pembelajaran yang akan dilakukan siswa selama pembelajaran. d. Siswa fokus mendengarkan guru menyampaikan tujuan dan manfaat pembelajaran. Mengamati a. Guru menanyakan apa yang diketahui oleh siswa tentang jenis-jenis teks, lalu mengarahkan siswa melalui pertanyaan tentang report text. b. Siswa menyimak penjelasan dari guru mengenai pengertian, fungsi sosial, struktur dan unsur kebahasaan dari report text. c. Siswa diberikan contoh report text beserta strukturnya.
Alokasi Waktu
5 menit
5 menit
Menanya a. Siswa diarahkan untuk menanyakan tentang fungsi sosial, struktur dan unsur kebahasaan dari report text. b. Siswa diarahkan untuk menanyakan perbedaan report text dan descriptive text. Mengeksplorasi a. Masing-masing siswa diberi report text, lalu mereka diminta menentukan struktur teks tersebut. b. Siswa diminta untuk melihat teks sekilas (surveying), lalu siswa diminta untuk membuat pertanyaan (questioning). c. Siswa diminta untuk membaca teks lalu menutup teks tersebut setelah selesai membaca. d. Siswa diminta menulis point penting dari teks tersebut, kemudian menjawab pertanyaan yang telah mereka buat (reciting).
3.
Penutup
5 menit
10 menit
Mengasosiasi a. Guru membimbing siswa dalam untuk melakukan tahapan SQ3R. b. Siswa membuat ringkasan dari teks yang telah mereka baca. Siswa juga mengoreksi apakah jawaban mereka telah sesuai dengan teks yang diberikan.
10 menit
Mengkomunikasikan a. Perwakilan siswa diminta membacakan hasil ringkasan mereka di depan kelas.
5 menit
a. Guru memberi komentar serta feedback dari seluruh proses pembeljaran. b. Guru membuat kesimpulan pembelajaran dengan melibatkan siswa. c. Guru memberikan arahan kepada siswa
5 menit
untuk melanjutkan pembelajaran secara mandiri di luar kelas. d. Guru mengucapkan salam.
2. Pertemuan 4-6 (3 x 45 menit) No 1.
2.
Kegiatan Pendahuluan
Inti
Deskripsi a. Guru mengambil perhatian siswa dengan mengucapkan salam dan membimbing siswa untuk berdoa bersama untuk menanamkan karakter religius. b. Guru mengecek kehadiran siswa dan mengkondisikan siswa dalam posisi siap menerima pelajaran untuk menanamkan karakter disiplin. c. Guru menyampaikan langkah kegiatan pembelajaran yang akan dilakukan siswa selama pembelajaran. d. Siswa fokus mendengarkan guru menyampaikan tujuan dan manfaat pembelajaran. Mengamati a. Guru menanyakan apa yang diketahui oleh siswa tentang teknik SQ3R. b. Siswa diperlihatkan video singkat mengenai penjalasan dan langkah-langkah teknik SQ3R. c. Siswa menyimak penjelasan dari guru mengenai pengertian dan langkah-langkah dalam teknik SQ3R. Menanya a. Siswa diarahkan untuk menanyakan tentang langkah-langkah dalam teknik SQ3R.
Alokasi Waktu
5 menit
5 menit
3 menit
3.
Penutup
Mengeksplorasi a. Siswa diminta untuk melihat teks sekilas (surveying), lalu siswa diminta untuk membuat pertanyaan (questioning). b. Siswa diminta untuk membaca teks lalu menutup teks tersebut setelah selesai membaca. c. Siswa diminta menulis point penting dari teks tersebut, kemudian menjawab pertanyaan yang telah mereka buat (reciting).
15 menit
Mengasosiasi a. Guru membimbing siswa untuk melakukan tahapan SQ3R. b. Siswa membuat ringkasan dari teks yang telah mereka baca. c. Siswa diminta menukar lembar kerja dengan teman disebalahnya, lalu mereka diminta untuk melakukan peer correction.
10 menit
Mengkomunikasikan a. Perwakilan siswa diminta membacakan hasil ringkasan mereka di depan kelas.
3 menit
a. Guru memberi komentar serta feedback dari seluruh proses pembeljaran. b. Guru membuat kesimpulan pembelajaran dengan melibatkan siswa. c. Guru memberikan arahan kepada siswa untuk melanjutkan pembelajaran secara mandiri di luar kelas. d. Guru mengucapkan salam.
4 menit
G. Media / Alat dan Sumber Belajar Media
: Laptop, Projektor
Sumber
: Internet resources
I. Penilaian (Rubrik Penilaian Teknik SQ3R)
Bogor, 12 Agustus 2016 Mengetahui, Guru Mata Pelajaran
Mahasiswa
H. Badrudin, S.Pd. NIP. 195706121981111001
Akira Puteri NIM. 1112014000006
126
Appendix 17 References Examination Paper
Name
: Akira Puteri
NIM
: 1112014000006
Title
: Improving Students’ Reading Comprehension of Report Text through SQ3R Technique
No 1.
References
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2.
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3.
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8.
Farris, Pamela J. et al. Teaching Reading: A Balanced Approach for Today’s Classrooms. New York: McGraw-Hill, 2004.
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Fraenkel, Jack R. et al. How to Design and Evaluate Research in Education. New York: McGraw-Hill Companies, Inc., 2012.
11.
Grabe, William and Stoller, Fredricka L. Reading for
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19.
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Philippot, Raymond and Graves, Michael F. Fostering Comprehension in English Classes. New York: The Guilford Press, 2009.
22.
Sihaloho,
Pranata
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Advisor II
Nasifuddin Djalil, M.Ag.
Devi Yusnita, M.Pd.
130
Appendix 18 Pictures
131
