IMPROVING THE STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH STORY MAPPING (A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)
A ‘Skripsi’ Presented to Department of English Education in Partial Fulfillment of Requirements for the Degree of Strata 1 (S-1)
By Muhamad Romli NIM. 107014001134
THE DEPARTMENT OF ENGLISH EDUCATION THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING THE STATE ISLAMIC UNIVERSITY OF ‘SYARIF HIDAYATULLAH’ JAKARTA 2014
f
IMPROVING THE STUDENTS' READING COMPREI{ENSION NARRATIVE TEXT THROUGH STORY MAPPING
OF'
(A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)
A'Skripsi' Presented to Deparftnent of English Education In Partial Fulfillment of Requirements for the Degree of Strata
I
(S-1)
By
Muham*d Rsmlii
NIM. 107014001134
Approved by the Advicer,
.19690912 20090r
TIIE DEPARTMENT OX' ENGLISH EDUCATION TIIE FACULTY OF TARBIYA AND TEACHERS' TRAII\IING STATE ISLAMIC I]NTYERSTTY OF 'SYARIF HIDAYATT]LLAIT JAKAK'TA zOt4
SURAT PERNYATAAI\I KARYA SENDIRI
Saya yang bertanda tangan dibawah
ini,
Nama
Muhamad Romli
Tempat/Tgl. Lahir
Tangerang, l0 Desember 1987
NIM
107014001 134
Program Studi
Pendidikan Bahasa Inggris
Improving The Students' Reading
Judul Skripsi
Comprehension of Narrative Text Through Story
. Mapping (,4 Classrcom Action
Research
of
the
second Grade of MTs Tarbiyatul Falah Bogor).
Dosen Pembimbing : Dr. Alek, M"Pd. Dengan ini menyatakan bahwa:
1.
Skripsi ini merupakan hasil karya asli penulis yang diajukan untuk
I
(S-1) di
Semua sumber yang penulis gunakan dalam penulisan skripsi
ini telah
memenuhi salah satu persyaratan memperoleh gelar strata
UIN Syarif Hidayafullah Jakarta.
2.
penulis cantumkan sesuai ketensran yang berlaku
di UIN Syarif
Hidayatullah Jakarta.
3. Jika dikemudian hari terbukti bahwa hasil/skripsi
ini bukan hasil karya
penulis, maka penulis bersedia menerirha sanksi yang berlaku di UIN Syarif Hidayatullah J al<arta,
Jakart4 27
April2}l4
Muhamad Romli
NM.
107014001134
ENDORSEMENT SHEET The examination committee of the Faculty of Tarbiyah and Teachers Training certifies that the ooSkripsi" (Scientific Paper) entitled THE
"IMPROVING STUDENTS' READING COMPREHENSION OF NARRATIVE TEXT THROUGH STORY MAPPING" (A Classroom Action Research af the Second Grade of MTs Tarbiyatul Falah Bogor) " written by Muhamad Romli, student's
registration number: 107014001134, was examined at examination session of the th Faculty of Tarbiyah and Teachers Training on Wednesday, April 30 2014. The
"Skripsi"
has been accepted and declared to have
fulfilled one of the requirements
for academic title of 'S.Pd' in English Language Education at the English Education Department. J
akarta, 30tr
EXAMINATION COMMITTEE Drs. Syauki" M.Fd
CHA"IRMAN:
,(
NrP. 19641212 199103 1 0A2 SECRETARY
:
ZahrilAnesvtM,
HlLtrB
NrP. 19761007 2007101 002
EXAMINER I
EXAMINER
D
rs
H.-Bab rulHas ib_uan-M.&l
II NIP. 1973062s t99903 2 001 Acknowledged by Dean of Faculty of Tarbiyah and Teachers' Training
Dra. Nurlena Rifa'i. M.A., Ph.D. NrP. 19591020 198603 2 001
April,
20 I 4
ABSTRACT
MUHAMAD ROMLI. NIM. 107014001134. “Improving the Students’ Reading Comprehension of Narrative Text through Story mapping” (A Classroom Action Research of the second Grade of MTsTarbiyatul Falah Bogor) Skripsi of English Education Department, the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014. Advisor : Dr. Alek Keywords : Improving, Narrative Text, Story Mapping Method and Classroom Action Research. The objective of the research was to get empirical evidenceof the improving students’ reading comprehension of narrative text through story mapping method. The method of this research was classroom action research which was conducted in two cycles. The subject of this research was the 2nd Grade of MTs tarbiyatul Falah Bogor at Academic Year 2013/2014 with total number of students 35. The research instruments were the observation sheet, interview guidelines, questionnaire and test form. Based on the results of data analysis since pre-test up post-test of cycle 2, the average of study result gained in tests with the average value was 65.14. Whereas in post-test of first cycle after applying story mapping method had enhanced 10.29 point or 15.79% from pre-test being 75.43. Next, the second cycle had enhanced 17.43 point from pre-test or 26.75% to the average value being 82.57. Based on the learning activities which have occurred the enhancing from the first to second cycle. From this research findings, it showed that story mapping method could improve the students’ reading comprehension of narrative text.
v
ABSTRAK
MUHAMAD ROMLI. NIM. 107014001134. “Improving the students’ Reading Comprehension of Narrative Text through Story Mapping” (A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah Bogor), “Skripsi”, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri Syarif Hidayatullah Jakarta, 2014. Pembimbing : Dr. Alek, M.Pd. Kata Kunci
: Peningkatan, teks narasi, metode story peta cerita, dan penelitian tindakan kelas.
Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang peningkatan pemahaman siswa terhadap teks narasi dengan menggunakan metode peta cerita. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang berlangsung dua putaran. Subjek dari penelitian ini adalah siswa-siswa kelas 8 MTs tarbiyatul Falah Bogor yang berjumlah 35 siswa. Instrumen penelitian yang digunakan adalah lembar observasi, wawancara yang tersusun, lembar kuisioner, dan bentuk test. Dari hasil analisis data dari mulai pre-test sampai dengan post-test 2 menyatakan bahwa nilai rata-rata yang didapat siswa pada pre-tes adalah 65,14. Kemudian setelah menerapkan metode peta cerita dalam pengajaran terdapat peningkatan 10,29 poin atau 15,79% menjadi 75,43. Kemudian, dalam putaran kedua terdapat peningkatan sebesar 17,43 poin dari hasil pre-tes atau sebesar 26,75% atau didapatkan nilai rata-rata siswa sebesar 82,57. Berdasarkan kegiatan belajar mengajar sudah terjadi perubahan yang signifikan antar pretes sampai dengan pos-tes 2. Dari hasil tersebut dapat disimpilkan bahwa metode peta cerita dapat meningkatkan secara signifikan pemahaman membaca siswa terhadap teks narasi.
ACKNOWLEDGEMENT In the name of Allah, the Most Gracious, the Most Merciful
All praised be to Allah, Lord of the world, for the blessing given in finishing the “Skripsi” entitled “The Improving the Students’ Reading Comprehension of Narrative Text through story mapping” (A Classroom action Research of the Second Grade of MTs Tarbiyatul Falah Bogor). Peace and blessing be upon to the lovely prophet Muhammad SAW, his family, his companion and his followers. This “Skripsi” is presented to The Faculty of Tarbiyah and Teachers’ Training as partial fulfillment of the requirements for the degree of S.Pd in the Department of English Education. In this opportunity, the writer would like to express the greatest honor and deepest gratitude to his Parents, H. Da’ih and Hj. Rokayah also his beloved family. The writer also would like to express his gratitude to Dr. Alek, M.Pd. as his advisor for his time, kindness, suggestions, guidance and patience in correcting and helping him in finishing this “skripsi”. His Gratitude also goes to those who helped him in finishing this “Skripsi”, among others: 1. Dra. Nurlena Rifa’i, MA., Ph.D., the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University. 2. Drs. Syauki, M.Pd., the Chairman of the Department of English Education. 3. Zahril Anasyi, M. Hum., the secretary of the Department of English Education. 4. All lecturers at the Department of English Education, for their knowledge, guidance, motivation and patient during his study at UIN Jakarta. 5. Sofyan Adenansi, S.Pd.I., the Head of MTs Tarbiyatul Falah Bogor, for giving permission to the writer to do observation and conduct the research. 6. Ibnatul Wathan HM who has given her spirit and motivation to the writer. iii
7. All his friends in the Department of English Education for sharing their knowledge, time and being good friends. Finally, the writer confesses that his writing is still far from being perfect, hence, he hopes some suggestions and criticisms from the readers of this paper for a better in future.
Jakarta, April 30th 2014
The Writer
iv
TABLE OF CONTENTS APPROVAL....................................................................................................
i
ENDORESMENT SHEET ............................................................................
ii
ACKNOWLADGEMENT .............................................................................
iii
ABSTRACT ....................................................................................................
v
TABLE OF CONTENTS...............................................................................
vi
LIST OF TABLES ........................................................................................
vii
CHAPTER I. INTRODUCTION ...............................................................
1
A. The Background of Study ...............................................
1
B. The Formulation of the Problem .....................................
4
C. The Objective of Study ...................................................
4
D. The Significant of Study .................................................
4
CHAPTER II. THEORETICAL FRAMEWORK ...................................
6
A. Narrative Text .................................................................
6
1. The Understanding of Narrative Text ........................
6
2. The Purpose of Narrative Text ...................................
7
3. The Schematic Structure of Narrative Text ...............
7
4. The Language Features of Narrative Text .................
10
B. Story Mapping.................................................................
10
1. The Understanding of Story Mapping........................
10
2. The Purpose of Story Mapping ..................................
12
3. The Technique of Using Story Mapping ....................
12
4. The Advantages and Disadvantages of Story Mapping .....................................................................
14
C. Teaching Narrative Text by Using Story Mapping ...........................................................................
15
CHAPTER III . RESEARCH METHODOLOGY .....................................
17
A. The Time and Place of the Research...............................
17
B. The Subject of the Research............................................
17
viI
C. The Research Instrument ................................................
17
D. The Data Sources ............................................................
19
E. The Role of the Researcher in the Research ..................
20
F. The Data Collecting Procedure .......................................
20
G. The Technique of Data Analysis .....................................
25
CHAPTER IV. RESEARCH FINDING & INTERPRETATION ...........
28
A. Research Finding.............................................................
28
1. The Result of Pre Action ............................................
28
2. The Result after Implementing CAR .........................
36
B. Interpretation
.........................
45
1. Pre-action Class.........................................................
45
2. Cycle 1 ......................................................................
45
3. Cycle 2 ......................................................................
46
CHAPTER V. CONCLUSION AND SUGGESTION ..............................
48
A. The Conclusion ...............................................................
48
B. The Suggestion ................................................................
48
BIBLIOGRAPHY .........................................................................................
50
APPENDIXES
52
.........................................................................................
viI
LIST OF TABLES Table 4.1 The result of Observation ......................................................
29
Table 4.2 Questionnaire Rate ................................................................
33
Table 4.3 The Result of Students’ Pre-action Test ...............................
34
Table 4.4 The Result of Post-action Test 1 ...........................................
37
Table 4.5 The Result of Post-action Test 2 ...........................................
42
viii
1
CHAPTER I INTRODUCTION A. The Background of Study English language has an important role in educational world, especially in Indonesia. It could be seen that English has been learnt in some level of education. For instance, in Indonesia, this language has been taught from kindergarten level to university level. It says that English is learnt for all level of education in Indonesia. However, every language has its own rules and uniqueness, English does too. English has four basic language skills. They are listening, speaking, writing, and reading. Speaking and writing involve language production, so they are regarded as productive skills. On the other hand, listening and reading involve receiving message, so they are regarded as receptive skills. 1 Reading, as one of language skills, has a very important role. The students should comprehend the reading for certain purpose, however it needs a practical and suitable method. The idea is supported by the fact that reading now has a part of daily life. Reading can not be separated from daily activities. People read many kinds written materials such as newspapers, magazines, novels, academic books and so on. Through reading people can get a lot of information, knowledge, enjoyment and even problem solution. Therefore, the ability to read the text in any form will bring great advantages to the readers. All those purposes need reading skill enough. So that way, when people talk about reading, it might be automatically related to comprehension or understanding. For instance, a reader who understands what he has read can answer questions about it. It means that understanding something is the main goal of reading.
1
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p. 16.
2
Reading becomes an important part of language teaching, and it has complicated problem. Some teachers considered that reading is not favorite activity for most students. Therefore, English teachers should find strategies to overcome this problem. They are expected to find appropriate strategies or activities to make students understand reading text and moreover enjoy reading. Talking about reading activities, there are some techniques that can be used by the English teachers. Absolutely, every teacher should choose the appropriate one to reach their goals. For example in Indonesia, it is known that most of the classes are big. These classes can consist of 35 up to 45 students or more for each class. Consequently, it is hard for the teacher to manage such big classes. It is difficult for the teacher to make the contact to the student directly, moreover students at the back row. The teachers will be difficult to control every students on by one. On the other side, it is also difficult for the students to ask for and receive individual attention. Moreover, if the teacher wants to actively engage the students in the students in learning activities, it will take more time to do it. According to Diane’s statement that good language learners are who have a strong desire to communicate.2 From explanation above, it means that teachers must consider a strategy that suitable for teaching reading in order to make the learning process becomes effective. The strategy its self should be adjusted with the condition of the class and the ability of the students. Because every class has its condition its self, it also will determine the suitable strategy its self. Also, the strategy used by English teachers in teaching reading must be be adjusted to the kinds of reading text. In the current curriculum- School based curriculum (Kurikuum Tingkat Satuan Pendidikan) There are several texts which are ought to be learnt by high school students in Indonesia. According to the Standard of Competence (SK) and Basic Competence (KD) in the current curriculum KTSP 2006, some of those texts are procedure, descriptive, argumentative and narrative text.
2
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York: Oxford University Press, 2000), p. 159.
3
Among the texts which are mentioned above, narrative text is considered as the most interesting text. A narrative text is a piece of text which tells a story and, in doing so, entertains or informs the reader or listener.3 The text consists of orientation, complication, or problems and resolution. Students are expected to understand the text, but many students still find difficulties in reaching the goal. They sometimes can not find the ideas of whole the text. The students are difficult to comprehend the text, it makes them confused. Finally, the students do not understand the plot of the whole story. In teaching narrative text, the students often feel bored because the teachers sometimes ask the students to translate the story whereas it is ineffective method of making students understand the text. Absolutely, the student can not enjoy the text its self. To overcome those problems in teaching narrative text, the teacher can use suitable and interesting methods or techniques which are also suitable for the learners. Every methode has its own features and weakness. Also, to minimize these problems, studens should be a centre activity of teaching and learning process or cooperative learning. It is based on Sharan’s idea about cooperative learning in her book that cooperative learning is a group-centered and studentcentered approach to classroom teaching and learning. 4 Even though cooperative study has its problems, it becomes advantages and disadvantages of the method. Slavin explains more about the problems and how to solve them.5 From the explanation above, the writer would like to propose one teaching technique which has been shown to be a beneficial teaching technique in improving students’ understanding of narrative text, that is by using story mapping. Story mapping is a graphic or semantic visual representation of a story. The map illustrates ways to show an overview of a story. It also tell the 3
Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 2003), p.
8. 4 Shlomo Sharan, Handbook of Cooperative Learning Methods, (London: Preager Westport, 1994), p. 336. 5 Robert E. Slavin, Cooperative Learning, (Needham Heights: Allyn & Bacon, 1995), p. 141.
4
information about its generic structure, such as characters, setting, goal, event and resolution.6 In teaching narrative text by using story mapping, the teacher asks the students to read first the text then make a summary by drawing graphic and filling it with everything that related to the story. Its purpose is to improve their understanding of what they read. These steps are preceded by pre-test then finalized by post test to get the summary of the whole research to show the effectiveness of the method.
B. The Formulation of the Problem In this study, the writer necessarily does classroom action research to see the students’ improvement in reading comprehension of narrative text at MTs Tarbiyatul falah Bogor. The writer applies story mapping method in this research. The main problem of this study is ”Can story mapping improve the students’ reading comprehension of narrative text at MTs Tarbiyatul Falah Bogor?”. In addition, “How does story mapping improve students’ reading comprehension of narrative text at MTs Tarbiyatul falah Bogor?”
C. The Objective of Study Based on the formulation of the problem which posed above, the main objective of the study is to evaluate the English teaching learning process especially in learning narrative text at MTs Tarbiyatul Falah Bogor. The objective of the study are: 1. To know whether story mapping can improve students’ reading comprehension of narrative text at MTs Tarbiyatul Falah Bogor. 2. To know how story mapping improve the students’ reading comprehension of narrative text at MTs Tarbiyatul Falah Bogor.
Pamela J. Farris, et al., Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: McGraw-Hill, 2004), p. 345. 6
5
D. The Significant of Study The results of the research was expected to help English teachers applying appropriate method in teaching narrative text to make teaching learning process will get more understanding about the material, so it will get some improvement quickly. Also, this research may be used by other researcher as a tool to make a comparison of other similar research particularly to comepare some methods which are used to improve the students’ understanding of English texts especially to improve the understanding of narrative text. Finally the teaching learning process will be innovative and effective. This research may be called as participant research, which is based on Agung’s opinion in his book that the researcher takes part of the study.7 Also this research was used to give the ideas of empirical evidence about using story mapping method on improving the students’ understanding of narrative text. The explaination above agrres with Nazir’s argumentation in his book. He states that a research is a research of knowladge and giving meaning continuelly about something.8 Morever, this research was regarded as one of ways for the researcher to widen his knowladge about teaching reading method, especially the idea about story mapping method in teaching narrative text.
7 8
I Gusti Ngurah Agung, Metode penelitian Sosial, (Jakarta: PT Gramedia, 1992), p. 9. Moh. Nazir, Metode Penelitian, (Bogor: Ghalia Indonesia, 2005), p. 13.
6
7
CHAPTER II THEORETICAL FRAMEWORK
A. Narrative Text 1. The Understanding of Narrative Text There are two main categories of texts, literary and factual. Within these, there are various text types. Each type has a common and usual way of using language. In this paper, the writer will only dicuss one of the texts that is being used for his researach, that is narrative text. A narrative is a text that tells a story and, in doing so, entertains the audience.1 Also, its narrative purpose is mainly to inform often contains large passage arranging the events in a story strictly in chronological order. Narrative can be imaginary or factual (fairy tales, mysteries, fables, romances and adventure stories, myths and legends). Anderson and Kathy describe many different types of narrative; namely humour, romance, crime, real life fiction, historical fiction, mystery, fantasy, science fiction, diary novel, and adventure.2 From the explanation above, narrative text is a story occurred in past time which its social funtion is to emuse or entertain the readers. It is written with certain characteristics and its language features. Chatman classified narrative text into four basic elements as follows: 3 a. Characters In every story, there must be characters that play in it. There are two characters take place within a story. They are main characters and secondary characters. Character is the single most important element in the narrative text. It describe physical of the character such as age, weight, height, even personality traits including the strength and weaknesses.4
1
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Mcmillan, 1998), p. 3. 2 Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Mcmillan, 2003), p. 18. 3 Chatman, S., and B. Attebery, Reading Narrative Fiction, (New York: McMillan, 1993), p. 23. 4 Ibid., p. 23.
A character is the most important part in the story which will be more focus in it. He or she plays the role of the story.
b. Settings Settings are what author writes to describe the reader where and when the story takes place. The setting addresses the location (where) and period (when) of the story whether the story tells a reader among realistic, historical fiction or fantasy.5 c. Plot The plot includes a series of episodes or events written by the author to hold the reader’s attention and to build excitement as the story progresses. The plot contains an initiating event, starting the main character of the series of events toward problem solving. 6A good writer will make the reader drown to the plot of the story that he writes. The writer will be as an actor of the story its self. d. Conclusion The writer ends up the story by summarizing and telling the solution of the problems in the story. This last part is called by conclusion.
2. The Purpose of Narrative Text People write narrative text might be basically for pleasure, to gain and hold the reader’ interest in a story. It means that they like to write any kinds of stories to entertain or even to teach the readers about the writer’s reflection on experience. This is one idea to Anderson’s explanation that narrative is used to present a view of the world that entertains or informs the reader or listener. 7 It is also to eentertain the readers or listener by presenting a story. From the explanation above, it means that the social function of narrative text is to emuse the reader or listener, other than providing entertainment, can be
5
Ibid.,p. 23. Ibid.,p. 23. 7 Mark Anderson and Kathy Anderson., Op.Cit., 2003, p. 6. 6
to make the audience thinks about an issue, teach them a lesson, or excite their emotions.
3. The Schematic Structures of Narrative Text The generic structures of narrative texts are orientation, complication, sequence of events, resolution, and Coda.8 A more detailed generic structure of narrative text has been proposed by Anderson and Anderson who argue that a narrative text includes a. Orientation that sets the scene (when and where) and introduces participants/character (who). b. Complication where a crisis arises and something happened unexpectedly. c. Resolution when the crisis is resolved in which the characters finally sort out the complication. d. A code which is closing to the narrative (an optional step).
8
Mark Anderson and Kathy Anderson, op.cit., 1998, p. 4.
Schematic Structures
SNOW WHITE
Once upon time there lived a little girl Orientation named Snow White. She lived with her Aunt and Uncle. She lived with her Aunt and Uncle because her parents were died. One day she heard her Uncle and Aunt Major talking about leaving Snow White in the Complication castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White didn’t want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she Resolution ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods. She was very tired and hungry. Then she saw a little cottage. She knocked but no one answered so she went inside Complication and fell asleep. Meanwhile, the seven dwarfs were coming home from work. They went inside. Resolution There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, What is your name? Snow White said, ‘My name is Snow White’. Complication Doc said, If you wish, you may live here with us’. Snow White said, ‘Oh could (I)? Thank you’. Then Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after. Major Resolution
Chart 2.1 Schematic of Narrative Text
Language Features
Specific Participants
Past Tense action
Samples of temporal sequence
4. The Linguistic Features of Narrative Text The language features usually found in a narrative are:
Specific characters Time words that connect events to tell when they occur. Verbs to show the actions that occur in the story. Descriptive words to portray the characters and settings.9 The language features shown above are being used by a narrator. There
always be specific characters in every story. For instance, in the story of Snow White above, the specific character is Snow White. Time words are also used in that story, for example "One day.....”. And also the last two language features. The language features are provided to help the readers in understanding the story. By past tense used, the readers will know what happened in the story. Conjunction is also really important to describe the characters and settings of the story. From the explanation above, narrative text has certain language features which is adapted from a story. It shows how the whole story is, also it becomes a special characteristic of narrative text among other texts.
B. Story Mapping 1. The Understanding of Story Mapping Method Generally, the target of a reading activity is to get understanding of a text. That is why sometimes the students are being taught in a less teacher directed manner in order to make them practicing the previous lesson and then use their skill to improve their knowledge. Idol-Maestas and Croll (1985) demonstrate this using a reader-directed story map study guide procedure structured to take readers’ attention to the elements of story grammar (e.g., setting, problem, goal, action) during reading.10 One of the easy way to make the students understand the text easily is by using story mapping. 9 Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Mcmillan, 1998), p. 8. 10 Zephaniah T. Davis, The Journal of Educational Research: Effects of Prereading Story Mapping on Elementary Readers’ Comprehension, (Sacramento: California State University, 1994), p. 353.
Before explaining more about story mapping method, it should be better to know first the origin of this method. According to Pamela J. Farris, the origin of story maps lies within story grammar research. the term story grammar refers to the hierarchical rules or psychological structures that people use to create and remember stories, the skeleton underlying a story, so to speak. These psychological models of comprehension and memory are used by both adults and children to encode and store in formation in their long-term memories.11 The term story mapping consists of two different words. They are story and mapping. Based on Hornby in Oxford Advanced learner’s Dictionary ‘story’ is a description of events and people that the writer or speaker has invented in order to entertain people.12 Story is also regarded as a fiction selection to entertain a reader; as a part of pleasure. On the other side, map is defined as a drawing to describe or give information about something, especially the way it is arranged or organized. So, if the word is added with –ing, become mapping, it could be defined as a sketch or drawing that shows location or relation between things or place. In other word it is an action to make a map. From the explanation above, it means that story map is a graphic or semantic visual representation of a story. The map will illustrate a way to provide an overview af a story. It may consist of brief information about characters, setting, problem, goal, events and resolution.13 It means that story mapping is a technique used after story has ben read. It includes identifying the main elements, and categorizing the main events in sequential order. A graphic representation is often used to illustrate the story structureand sequence of events. Story mapping also can be referred as word mapping or idea mapping. They are strategies which designed to show how the concept or key words of a story are related one another. The result is shown
11 Pamela J Farris, Teaching reading: A Balanced Approach for Today’s Classroom, (New York: McGraw Hill, 2004), p. 345. 12 A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, (New York: Oxford University Press, 2003), p. 815. 13 Pamela J Farris, Op.Cit., p. 345.
through graphic representation. So, the whole story will be shown at the end systematically. Based on the concept of some experts above, it could be concluded that story mapping method is a way to understand a story by illustrating it into a chart of map. It describes how the story is. Some clues of a story are attached in the map, so it guides the reader to understand the whole story.
2. The Purposes of Story Mapping Pamela stated that there are some purposes of story mapping. They are:
Enhances meaning with mental imagery. Links past experience to the words and ideas in the text. Allows readers to create mental images from words in the text. Enables readers to place themselvesin the story. Strengthens a reader’s relationship to the text. Stimulates the imaginative thinking. Brings joy to reading. Heightens engagement with text.14
Based on the purposes above it means that the function of story mapping method are expected to facilitate and help the students getting a good understanding of a story or text and supposed to comprehen the mean of whole text.
3. The Technique of Using Story Mapping Method Before applying this method, the teacher is supposed to know well how to apply and use it. The following steps are the general procedure to follow when preparing a basic story map:15
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 512. 15 Ibid., p. 346. 14
a. Read the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story. b. Place the title, theme, or topic of the story in the center of the graphic story map in a predominant box or at the top of the semantic chart. c. Draw enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or second-level information from the summary list to these ties in chronological
order, moving clockwise
around the center. The
semantically organized chart is simply arranged by story elements, so information is transferred to it accordingly. d. Draw additional ties projecting out symmetrically from each secondary box to accommodate the important details associated with the key plot event, adding relevant information from the summary list. e. Review the final semantic chart or story map for completeness. Those steps are preview of procedure how to apply the story mapping method theoretically. Here the writer will make the graphic of story mapping to draw the steps above.
Setting
Main Character
Supporting Character
Title
Solution
Figure 2.1.
P r o b l e m
Story Map16 4. The Advantages and disadvantages of Story Mapping Method In every techniques or methods, they have some advantages and disadvantages, and story mapping does too. Its advantages, it could be helpful for students and also the teacher. In her book, Pamela stated that when created as part of the process of preparing a reading lesson, teachers become more involved in thinking about the structure of the story they are to teach and how each part of the story relates to the others.17 It means that completing a story map chart helps students to focus on lesson, leads to more purposeful teaching, and the result is a better quality learning experience for the students. So, the target of learning will be closer to get perfectly. Also, there are some advantages of story mapping for the students. They are: a. Students will be more easily understand how the story pieces mesh. b. By mapping, students can store some information of the story from their personal schema. c. It facilitates to recall of story elements more completely. d. It enhances the students’ ability to interpret the story by visualizing story characters, events and setting. e. To increase the students’ comprehension of selection by organizing and sequencing main story events. f. It will increase the students’ awareness that story characters and events are interrelated. g. To develop the students’ sense of story which will assist story telling, retelling and writing. h. The students’ knowledge continually applies when they predict what might happen next in one story after another.
16 17
Ibid., p. 347. Ibid., p. 346.
On the other side, story mapping has also some disadvantages. They are : a. Story mapping can be applied only for certain kinds of text, such as narrative text, then the maps can be applied to the stories, particularly the shorter text.18 b. Applying story mapping in teaching narrative text needs a longer time than without using this method. Therefore, this method can not be used for anytime of teaching.
C. Teaching Narrative Text by Using Story Mapping Method Jeanne M. Stone suggests to give the students an idea of what is expected before the students begin creating their own maps. 19Using story mapping in teaching narrative text, there are some steps which should be done by the teacher systematically. Pamela told clearly about these steps. They are:20 Step 1 Introduce to the students the concept of story mapping together with what benefits for students are. Tell the students that story mapping would be helpful to develope their reading comprehension of a story. Make them sure using story mapping will give more understanding about narrative text. Step 2 Explain the major components of story mapping through identifying a story first concerning to figure out the title, the theme of the story, the important characters and personality traits of specific participants of a story, after that identifying the orientation or significant plot developements. It leads to sequence of action to note characters’ attempts in overcoming problems, then evoke to get 18
Ibid., p. 346. Jeanne M. Stone, Comparative Learning Reading Activities, (San Clemente: Kagan Publishing, 2000), p. 160. 20 Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw Hill, 2004), p. 346. 19
the solution. A teacher needs to give the interactive instruction for each story component clearly. Build questioning to the students before or after reading the story to construct their motivation or to check their comprehension. After students read a story, let them fill out section of the story map worksheet. Make sure that all the components of story mapping form are defined.
Step 3 Direct them when the students commit errors to reread the story using guidance question even modeling to help them come up with an appropriate response, to make the students get the focus on the target of reading. Step 4 Ask students to read independently. Encourage them to write the answers using key words only while the teacher is still questioning such as ‘who is the main character? what is he like? where does the story take place? what problem does happen mostly? how is the end of the story? Etc.’ After that give some comments to the students for appropriately identifying story mapping elements. And then evaluate the answers to make sure them fix to the appropriate questions. Step 5 Have students through selected stories and complete the story map worksheet on theirs after students use the story mapping technique independently. And then, check students’ responses and share individually with those students requiring additional guidance and support them. Step 6 Prepare some exercises and give them to the students to evaluate. It will measure the students’ comprehension of the story. It is done individually through to take students’ daily score. Based on Joy’s statement in his book that various kinds of graphic representation have also been successfully used with students learning as a second language.21 21
Joy M. Reid, Understanding Learning Styles in the Second Language Classroom, (New Jersey: Prentice Hall Regents, 1998), p. 116.
CHAPTER III RESEARCH METHODOLOGY A. The Time and Place of the Research The research was conducted from August up to November 2013. The research took place at MTs Tarbiyatul Falah Bogor which was located at CibadakSukamakmur Bogor. The reason of taking the research for this educational level, because this level should master narrative text. It was one of the important kinds of texts for final test or national final examination.
B. The Subject of the Research The subject of this research was the second grade students of MTs Tarbiyatul Falah Bogor in 2013/2014 academic year. Exactly, it was at the first semester of the year. There were 35 students in class VIII B as respondents of the research. There were some reasons why the subject was chosen. Such as; the students of this class had lower ability in English lesson, especially in reading English text, the class had a enough quantity of the students to do research.
C. The Research Instrument There were four kinds of instruments used to get the data in this research. They are observation sheet, interview guidelines, questionnaires, and test form. Observation sheet and interview guidelines were used to get qualitative data, and to abtain quantitative data, questionnaires and test form were used. Two both research methods were applied to support each other. Both methods can be used together or combined.1
To make it clearer, here are some explanations about each instrument. 1. Observation Sheet
1
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta, 2008), p. 27.
Observation is a research instrument which has special character among other research instruments. It observes not only about the person, but also the environment.2 Observation sheet was used as the first research instrument. This season, the researcher as only an observer. Because the researcher took a nonparticipant observation. The observer was not involved and only as an independent observer. 3 This season was used to monitor and record the data of the teacher’s and students’ performance during learning and teaching process in the class. The data from this season was used as a basis data to continue to the next season. Also, the data was used to prepare all the materials needed in the following steps.
2. Interview guideline Interview guideline was used as a tool to collect data, if the researcher had known the information which will be gotten. So, the researcher had prepared a research instrument as some questions with their answer.4 This season was used also to get the data needed. It was done direct to the subject orally. The interview was conducted to the English teacher and students of MTs Tarbiyatul Falah second grade B. This process was applied before and after Classroom Action Research. This season was used to complete the qualitative data.
3. Questionnaires Questionnaires is a technique of collecting data by giving some questions or written statements to respondents to be answered. 5 Much information can be gathered by means of a written questionneir presented to the subject. As compared with interviewing, the written questionnaire is typically more efficient and practical and allows for the use of a larger sample. 6 2
Ibid., p. 145. Ibid., p. 145. 4 Ibid., p. 138. 5 Ibid., p. 142. 6 Donald Ary, Introduction to Research in Education, (DeKalb: Library of Congress Cataloging, 1979), p. 174. 3
Further some advantages of this technique are that standard instructions are given to all subjects and personal appearance, mood, or conduct of the investigator will not color the result. There are two types of questionnaire. They are structured and unstructured questionnaire. Otherwise, the structured questionnaire was used in this research which contains the questions and alternative answers to them.
4. Test Written test was used to collect data in this season. There were two kinds of tests used to gain the data . They were pre-test and post-test. Both were done before and after the implementation of using story mapping in teaching narrative text. The purpose of this season was to measure students’ understanding of narrative text, also to obtain the quantitative data. Tasks are proposed as useful vehicles for applying these principles.7
D. Data Sources The data of this research was got from the process and procedure of the research instrument and the result of teaching narrative text by using story mapping. According to Arikunto in his book that data sources is subject which is got from.8 All the instruments to get the data were prepared and made before implementing CAR. Such as; time table, observation sheet, interview gudelines, pre action test form, lesson plan, teaching materials, post action test, and so on. Also, some data was got from English teacher of MTs Tarbiyatul Falah Bogor which was based on himself document. And the data of the students’ evaluation was given and calculated by the researcher. In the final, the result of comparison between pre action test and post action test score become a real evidence to measure the students’ achievement. E. The Role of the Researcher in the Research
7
Jack C. Richards & Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 2001), p. 223. 8 Suharismi Arikunto, Procedur Penelitian, (Jakarta: Rineka Cipta, 2010), p. 172.
The role of the researcher in this reserach was a main actor. In the observation season, the writer acted as an independent observer, he did not involve in teaching learning process. Then, in the next season, the writer took a part of teaching learning process. The writer acted as the English teacher in the research process. Therefore, the writer prepared a lesson plan and pre action test before implementing story mapping method in teaching narrative text process, also post action test form after implementation. In the final, he calculated and analyzed data to make a report as a result of the research.
F. The Data Collecting Procedure In gathering the data of this research, there were some techniques used, namely; observation, interview, questionnaire and test. To make it clearer, here are the following details: 1. Observation Through the observation as the first technique of collecting data. In this technique, the data was taken from the notes about everything happened during teaching learning process which were about the teacher’s treatment to the students, which method the teacher used and how the process worked. The observation also were about students’ responses and participation in teaching learning process. This method also as a barometer to do previous data collecting. By direct observing, there are possibilities to take some notes, behavior, development, and so on, which happens any time.9
2. Interview The way of collecting data of pre-action was used also interview guidelines. It was the second technique to get more information in collecting data. There two kinds of interview which were used. They were: unstructured interview and structured interview.10 The interview conducted to both English teacher and some students who were the participants of teaching learning process. The 9
Moh Nazir, Metode Penelitian, (Bogor: Gralia Indonesia, 2005), p. 175. Suharismi Arikunto, Prosedur Penelitian, (Jakarta: Rineka Cipta, 2010), p. 172.
10
interview was about the English teaching learning process at MTs Tarbiyatul falah which was conducted before and after implementing story mapping in teaching narrative text. Then, the result of interview was taken as guidelines to complete the data needed.
3. Questionnaire In this collecting data technique, gaining the data was conducted twice, pre-action and after implementing CAR. It was used structured questionnaire which contained the questions and alternative answers to them. In this technique, the students were supposed to choose one of the alternative answers according to their personal estimation of each question. After conducting this phase, it resulted a percentage of students’ response. Its aim was to support other data to get a valid research result.
4. Test The test was the last technique used to know about the students’ improvement of understanding narrative text by using story mapping method. This technique was used to know the students’ achievement in learning narrative text by using story mapping. It may be as the main technique in collecting data. So, this technique would be told more how this technique worked to prove that story mapping could improve the students’ understanding of narrative text. The result of tests were provided by some tables to make it more eficient and communicative enough.11
11
Sugiyono, Statistika untuk Penelitian, (Bandung: Alfabeta, 2005), p. 22.
The wholeness of the research process would be drawn in the Chart 3.1 below:
Cycle 1
Cycle 2
Planning
Acting
Reflecting
Observing
Planning
Acting
Reflecting
Observing (Adapted from Suharsimi Arikunto)12
Chart 3.1 The Kurt Lewins’s Design of CAR
In General, there are many Classroom Action Research designed by some experts. Otherwise, in this research used Kurt Lewin’s design for many 12
Ibid., p. 137.
reasons. It is easy to be applied, applicable, suitable for this study. Kurt Lewin’s design consists of four phases within one cycle. They are planning, acting, observing, and reflecting. 13 Teacher is possible to find a new problem or the previous unfinished problems yet after applying first cycle. If it happens, it is necessary to do same way to submit the second cycle. Here some explanations about each phase and how it works. 1. Cycle 1 a. Planning In this season, the research was conducted as a real action. Its aim was to know what problems of the students in learning English in terms of reading lesson especially in understanding narrative texts. So, the English teacher would know what he should do. Therefore, in this phase, there were many things should be prepared to start the action. Firstly, lesson plan was prepared to make a scenario of the action. Then, choosing teaching materials, After that, making time table, preparing all of media which needed, also preparing evaluation sheet to measure the students’ achievement in the end of this cycle.
b. Acting In this phase, everything which was determined on the lesson plan was done as on the scenario. Firstly, The teacher asked the students about narrative text and their difficulties in understanding the texts. Then, the teacher explained the schematic structures of narrative texts and everything that can be found in narrative texts. After that, the teacher introduced and explained what story map was with the strategy used by students in learning narrative text. Next, asked The students to filled out some points in the story map according to the texts which has been given.
13
Ibid., p. 137.
c. Observing In this phase, the teacher observed the process worked also the students’ response, participation, achievement and everything which was found during the teaching and learning process.Also, it was necessary to ask some students’ opinion about the process of teaching and learning narrative text by using story mapping to get feedback. When observing, the teacher should notice all of activities in the classroom. It was done in order to get accurate result in the end of the research and to prepare for the next agenda.
d. Reflecting In this last phase, the teacher reflected the whole action based on data that have been collected, and then it was necessary to give some evaluation before continue to the next cycle. This phase was carried out collaboratively, that was to discuss some further problems occurred in the class with the students. Its aim, the reflection was able to be determined after implementing the action and observation outcomes. If there were still some problems, so it was needed to start the next cycle. By continuing to the next cycle, it was expected that the unfinished problems yet can be overcome and the target can be achieved. The researcher tried to find some more interesting stories, it is based on sarah’s suggestion in her book.14
2. Cycle 2 a. Planning Cycle 2 began from making new lesson plan with some revised part. It was aimed to get better of implementation the method. As the planning phase in Cycle 1, Also the teacher mde preparation of teaching aids. Evaluation and post test 2 were prepared to know students' achievements in the end of this cycle. The teacher also re-selected the topics and teaching aids to motivate students, so that they would get a better understanding of the texts.
14
Sarah Philips, Young Learners, (New York: Oxford University Press, 1993), p. 46.
b. Acting In this phase; the researcher applied the new lesson plan. As the teacher, the researcher also emphasized and reviews schematic structures to the students in order to make them getting better understanding. In this phase, the students were also taught to paraphrase a story. Generally, it did all the activities in cycle 1, to make sure the students understand well about the concept.
c. Observing The researcher observed students’ participation and achievement in this phase. Here, the researcher tried to make sure whether students improved their understanding or not and differed their achievements between cycle 1 and cycle 2.
d. Reflecting The teacher discussed about the implementation of the method also the result of the implementation of the modified action and decides whether the action should be continued or not.
G. The Techniques of Data Analysis The observaion and interview were conducted before and after Classroom Action Research used to analyze qualitative data. On the other side, to conduct the quantitative data, it was conducted questionnaire and test. Here several steps were done to get the data. There was some numerical data to be processed. First, the researcher measured the average or mean of students’ reading score per-action within one cycle. It was used to know how the students’ reading skills were improved. It used the formula as below:15 ̅ X = ̅ X
: mean or average.
x
: total score of all students.
n
: number of students. 15
Σx n
Sudjana, Metoda Statistika, (Bandung: PT Tarsiti, 2002), p. 67.
Next, the writer tried to get the class percentage which passed the minimal mastery level kriterian (KKM) considering English subject gains score 75 (seventy five). The formula is:16 P =
F x 100% n
P
: Pre test presentage.
F
: Total students who get score ≥ 75.
n
: Number of students. Then, after getting average of students’ score per-action, the researcher
identified whether the students improved their understanding of narrative text from pre-test up to post test 1 in cycle 1 and post test 2 in cycle 2. The writer used the formula below to analyze the data : P=
y1 − y x 100% y
P
: Presentage of students’ improvement.
y1
: Average of post test 1.
y
: Mean of pre-test.
P=
y2 − y x 100% y
P1
: Presentage of students’ improvement.
Y2
: Average of post test 2.
y
: Mean of pre-test.
16
Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2008), p. 43.
CHAPTER IV RESEARCH FINDING AND INTERPRETATION
A. Rsearch Finding In this sbutitle would be described some findings which were found on classroom action resrach of implementing story mapping method on teaching narrative text at second grade of MTs Tarbiyatul Falah Bogor. This reserach was conduted in 2 phases. First phase was conducted before implementing story mapping method and the second one was conducted after applying story mapping method. Its aim to know whether the students’ score got improvement before and after applying story mapping method in teaching narrative text. 1. Result of Pre-action This first phase was conducted before applying story mapping in teaching narrative text. In this phase, the data which was collected about teaching method that English teacher used in teaching learning process, condition of the class, students’ participation. Those information was collected by conducting observation sheet, interview, questioner guidelines, also pre-action test for the students. a. Observation After conducting observation season, it resulted a preview of the teaching classroom condition. The data was collected before Classroom Action Research applied. The result of observation would be summarized in the following table.
Table 4.1 The Result of Observation before CAR NO
1.
2. 3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
Observation Aspects
Condition A. Preparation
Interpretation
Teacher prepared lesson plan before teaching infrequently. Sometimes the teacher The goal of the teaching in the lesson Enough determined the goal of the plan was clear teaching Teaching media was Teacher prepared teaching media Enough limited Teacher only used the Teacher prepared setting of the class for ordinary setting, without Enough teaching making any variation setting Teacher did not too care Teacher prepared the students’ Enough about the students’ condition physically or mentality condition B. Presentation/delivering material Teacher did not tell the Teacher told the target of teaching Poor goal of teaching before which should be achieved teaching learning started Teacher never gave the Teacher motivated students, took students motivation but students’ attention to join teaching Enough sometimes he took the process well students’ attention Teacher explained the lesson using certain technique to make it clearer and Poor Less of method variation easier to understand Teaching process was Teaching process was based on logical based on the truth steps. Good steps They were preparing, acting, main and closing. While teaching learning process, the Teacher seldom asked the teacher made time to ask some Enough students some questions questions to the students Teacher could answer The teacher answered students’ students’ question clearly Good question clearly and could make them satisfied. Teacher did not ask the Teacher asked the students to conclude students to mak a summary Enough lesson in the end of the class of teaching learning of the day C. Teaching Method/Acting Teacher prepared lesson plan
Enough
1.
Teaching was done variantly as long as the time location possible, not classical and boring
Poor
2.
Material was based on the purpose of teaching
Good
3.
4.
During teaching learning process, teacher gave the students reinforcement positively Illustration and example were chosen carefully, so those could be effective and easy to understand
Lees of the technique variety in delivering Material Teacher could deliver the material based on the target
Enough
Sometimes the teacher emphasize the materials
Enough
Teacher gave a common example
Based on the table 4.1, the condition of the class was not so effective to do teaching learning process. The observation was conducted on August 21st 2013, it describe how English teaching learning process works. Especially, the process of Teaching reading text at the second grade of MTs Tarbiyatul Falah Bogor. First, the teacher taught reading by explaining what kind of text is. After that, the teacher asked students to read the text (a story). Then, the teacher explained the students the schematic structure and content of the story. And then, he asked students to answer some questions related to the story. And the last, he asked the students about their achievement to submit the students’ daily score. The writer assumes that this teaching technique could not help the students to understand about the lesson. Furthermore, this technique caused many problems in teaching reading, especially in teaching narrative texts. The writer will try to describe some problems based on the observation. First, it is related to the students’ skill who are lack of vocabulary. So, it makes them hard to understand the words used in the story. Second, the students only know about the theory (schematic structures) of the text without understanding the whole text. The students do not get the ideas of the text well. Consequently, the students get bored and difficult to answer some questions given related to the story. And the real effect is the students’ English score is low relatively.
According to Ngalim Purwanto, observation is a direct method of social behavior, so it is important tool of evaluation.1
b. Interview 1. Data from Interview of the Teacher The interview was conducted the English teacher for many times. First interview was conducted on 26 of August 2013. This study used two kinds of interview. Structured and unstructured interview. It asked about the condition of teaching learning process generally. First, it was asked about problems in the classroom happened frequently. Furthermore, the researcher conducted structured interview using interview guidelines. Here, the teacher answered some questions based on the interview guidelines which made by the researcher about English teaching learning process at MTs Tarbiyatul Falah Bogor. Those were the general condition in English class primarily on students’ reading achievement and performance, the difficulties faced by students in reading lesson, and the kinds of strategies implemented by the teacher previously to improve the students’ understanding of English texts. Firstly, the teacher answered some questions about general condition of the class. The teacher described much about what the writer asked. The teacher said that sometimes the students followed the lesson enthusiastically but sometimes they did not really reactive with the lesson. He added that the students were easy to feel bored. Reading and listening were considered as hard English skills to be mastered by the students. The students were easier to master speaking skill. On the contrary, the students were hard to understand about reading text, also the teacher got difficulties to teach this skill, he added. The teacher said that there were some difficulties faced by students in understanding English texts. In this semester, the teacher tough recount text, descriptive text, and narrative text, based on Standard Competence (SK) and Basic Competence (KD). The teacher got the texts from some books. The teacher also said that it was hard for some 1
M. Ngalim Purwanto, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran, (Bandung: PT Remaja Rosdakarya, 2004), p. 149.
students to pass the criterion of minimum completeness (KKM) concerning the school policy. So that, the teacher still tried to solve that problem by giving additional score to get KKM standard. This method used to get the information directly from the source of the research.2
2). Data from Interview of the Students The second interview was conducted to the students using interview guidelines. It consist of how teaching learning process, how effective the process, and what their hope in teaching process. Through interview guidelines, the researcher asked their opinions about the teacher technique of teaching. Some of them said that English teaching learning process is interesting enough. Some others said they were not really interested in following the lesson. Then, the students told the researcher about their difficulties in learning English. Some of them feel that reading is the most difficult skill to master. They stated that they were hard to understand the ideas of the text. They said that their difficulties caused by their lack of vocabularies. For example, in reading lessons, it was hard for them to understand the text, because they did not know the meaning of several words so they could not find what the ideas of the text. The students also said that the teacher’s teaching techniques did not make the students interested in following the lessons. Consequently, they could not receive what has been given by the teacher well.
c. Questionnaire From the students’ answer of the questioner sheet given, its calculation used Likert Scale which 5 options scale.3 Table 4.2 Questionnaire Rate Option of Answer 2
Score
Riduwan, Skala Pengukuran Variable-Variabel Penelitian, (Bandung: Alfabeta, 2002),
p. 29. 3
Sasmoko, Metode Penelitian, (Jakarta: UKI Press, 20014), p. 95.
Really agree Agree Rather agree Disagree Really disagree
Positive Question 5 4 3 2 1
Negative Question 1 2 3 4 5
To calculate the total score which is got from 35 respondents used the following pattern: Total Score = T x Pn Which
T
: Total respondents
Pn : Rate option To estimate the interpretation used by calculating % index, the following pattern : Index % = Which
𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑌 𝑥 100
Y
: The highest score of Likert Skor x total respondents = 5 x 35 = 175
To search criteria of interpretation score, it is calculated by interval pattern. As the following: Interval
100
= 𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 𝐿𝑖𝑘𝑒𝑟𝑡 =
100 5
= 20 So, it resulted Criteria interpretation score based on interval. As the following:
0%—19.99%
= Really Disagree
20%—39.99%
= Disagree
40%—59.99%
= Rather Agree
60%—79.99%
= Agree
80%—100%
= Really Agree
d. Result of Pre-action Test
Table 4.3 The Result of Students’ Pre-action Test Total of Students
Total Score
Average
35
2280
65,14
Note. For the complete data can be seen in the appendix III
1. Class Average Score To get class average score, the observer used following formula : ̅ X =
Σx n
Which
̅ X
: Class average score
x
: Total Score
n
: Total student
a. Class Average Score of Pre-action Test. ̅ X =
Σx n
̅ X =
2280 = 65.14 35
From the calculation above, it says that class average score is 65.14.
b. Persentage of KKM Pre-action Test P =
F x 100% n
Which
P : Percentage of pre-test KKM F : Total students who get score ≥ 75 n : Total students
So: P =
8 x 100% 35
= 22.86% From calculation above, it says that percentage of pre-test KKM is 22.86%. Based on the result of pre-action research, there were some conclussions. The data was got from some instruments given to the students. Such as: Observation, questioner, interview and pre-action test. Its aim was to know the condition of the students, classroom, also the teacher. Generally, the condition was not ready to do teaching learning process. It effected that teaching learning process was not effective. It can be shown on Table 4.3, the result of pre action test which class average score was only 65.14. Meanwhile, English KKM score was 75. It means that students were on the serious problem. They needed a special treatement to improve their English score.
2. Result after Implementing CAR a. Cycle 1 In this phase, data was collected after implementing story mapping method in teaching narrative text at second grade of MTs Tarbiyatul Falah Bogor. The data was collected by conducting questioner sheet and post test 1. 1. Planning In this phase, the researcher made a time table which described about the steps of the research. After that, it was prepared lesson plan for the action based
on the problems faced by students according to the observation step done by the researcher. The teacher selected material and exercises into a lesson plan. Absolutely, narrative text was chosen as the text to be delivered for students in which was needed to prove that teaching narrative text will be active by using story mapping method. In the lesson plan, there were some scenario steps which must be done by the researcher. Beside of making lesson plan, also prepared the post-action test 1 form to collect the data needed, in order to know whether there were students' improvement scores from pre-action test to post-action test in cycle 1. So that, in the end of teaching learning process the researcher will know whether the strategy worked or not. In this phase, the researcher also prepared a sheet of questioner guidelines to know the students’ opinion about the strategy used for first time.
2. Acting Here, all the preparations and plans were implemented. It was begun in September 2013. In the beginning of teaching learning process, the teacher asked the students about narrative text and their difficulties in understanding the text, because the reseracher knew that this material has been taught by the English teacher. After that, the teacher asked the students to tell everything about narrative text that they knew. It may be about the definition, purpose, the characteristic, the schematic structures. Afteropening by brainstorming, the teacher explained the schematic structures of narrative texts. The teacher told the students about what they should find in narrative text such as the characters, settings, problems, and solution of the problems. Next, the students were divided into several groups then each group. After that the teacher gave an example of narrative text, that is a story about narrative text. The teacher also give every group a chart of story mapping. Every group is supposed to fulfill a chart based on the story given. After that the teacher asked them to deliver the story by using a story mapping chart.
3. Observing
In this phase, the researcher observed the students’ activities, response, participation, achievement and everything happened which was found during the teaching and learning process. Sometimes, the teacher also asked some students’ opinion about the process of teaching and learning narrative text by using story mapping. When observing season, the observer noticed all of activities in the classroom to get the data. There were some students who asked about the meaning of some words they did not know. Some others asked about the questions which they did not understand. Also, there was a student asked about story mapping chart its self. In the final section, the students were given a post action test 1 as seen in the table 4.4 below.
Table 4.4 The Result of Post-action Test 1 Number of Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Incorrect Correct Answer answer 5 6 6 5 4 3 3 5 5 4 6 5 5 4 5 5 6 5 3 2 7 6
15 14 14 15 16 17 17 15 15 16 14 15 15 16 15 15 14 15 17 18 13 14
Score 75 70 70 75 80 85 85 75 75 80 70 75 75 80 75 75 70 75 85 90 65 70
KKM
Mastery
75
23 24 25 26 27 28 29 30 31 32 33 34 35
5 5 5 4 2 5 7 6 5 5 6 7 5 Total Average
15 15 15 16 18 15 13 14 15 15 14 13 15
75 75 75 80 90 75 65 70 75 75 70 65 75 2640 75,43
68.57%
a. Class Average Score (mean) Mean states the condition generally. 4To get class average score, it used the following formula: ̅ X =
Σx n
Which
̅ X : Class average score x : Total Score n : Total student
By using that formula, it got the following class average score of postaction test 1:
4
̅ X =
Σx n
̅ X =
2640 = 75.43 35
Subino, Konstruksi dan Analisis Tes Suatu Pengantar kepada Teori Tes dan pengukuran, (Jakarta: P2LPTK, 1987), p. 79.
From the calculation above, it shows that class average score of postaction test 1 was 75.43.
b. Percentage of Post-action Test KKM F x 100% n
P = Which
P : Percentage of post-test KKM 1 F : Amount students who get score ≥ 75 n : Total students
It means: P =
24 x 100% 35
P = 68.57% From calculation above, it stated that percentage of post-test KKM 1 was 68.57%
c. Improvement of Class Average Score from Pre-action Test to Post-action Test 1 ̅post test 1 − X ̅pre test = 75.43 – 65.14 X = 10.29
1. Percentage of class average score from pre-action test to post-action test 1: P1 =
y1 − y x 100% y
Which
P1 = Percentage of improvement score from pre-test to post-test 1 y1 = Class average score of post-test 1 y = Class average score of pre-test
It means: P1 =
=
75.43 − 65.14 x 100% 65.14 10.29 x 100% 65.14
= 15.79% From the calculation above, it shown that percentage of class average score improvement from pre-action test to post-action test 1 was 15.79%
4. Reflecting In this phase, the researcher analyzed students’ achievement and progress based on their test score got. In this phase, the researcher also discussed the result of the implementation of the modified action and decided whether the action should be continued or not. From the data and observation, it could be seen that some students still got difficulties in elaborating specific information of a story to the story mapping chart. Therefore, according to the discussion and the result of post-action test 1, the researcher decided that it was necessary to continue to the second cycle because the researcher found only few students who got significant progress. Based on the result of previous cycle, the research must be continued to the next cycle (Cycle 2) with doing some improvements, not only about the students activities but also everything that supported the teaching learning process.
b. Cycle 2
In this phase, data was collected to support the data before to prove that students’ understanding of narrrative text could be improved by using story mapping method. Also to complete the data which has not be achieved. 1. Planing In this cycle, it was begun from making new lesson plan. It was aimed to change some parts that need to be revised, also to select more interesting story and easier to understand. This cycle was hold in the end of September 2013. Exactly, it began on 25 September. As in the planning season in Cycle l, here the researcher also made preparation of teaching materials and media. Evaluation and post-action test 2 form also were prepared to get students’ achievements in the end of this second cycle. The new texts were also selected to motivate students. The teacher chosen ‘Why the Sun and the Moon live in the sky’ and ‘Lake Batur’ as materials stories in the teaching process.
2. Acting In this phase, it was implemented the new lesson plan which had been made. Because this is the second cycle, the researcher emphasized and reviewed schematic structures of narrative texts to the students in order to make them getting better understanding. In this phase, the students were also taught how to paraphrase a story. Its aim was to make students were able to retell the story. Different with the activity in the first cycle, here the researcher shown a story, then he give them a limited time to read that story. When the time was over, the students started to fill story map sheet with the information from the story which they got, but they were not allowed to look back to the story. The first story was given (Why the Sun and the Moon live in the sky) the students were easier to get ideas needed than in the first cycle.
3. Observing In this stage, the students were observed to know whether students improve their understanding or not, then the teacher measured their achievements between cycle 1 and cycle 2. The teacher found that in this second cycle, students
had a significant progress. They improved their understanding of narrative text significantly. Also they could do the task easier faster than before. The students’ participation also was observed to know the students’ enthusiastic. In the end of this phase, the students were given the second post action test. The following was a result of students’ score of post-action test 2.
Table 4.5 The Result of Post-action Test 2 Number of Student 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Correct
Score
17 16 15 16 17 18 18 16 17 17 18 16 17 17 17 16 15 15
85 80 75 80 85 90 90 80 85 85 90 80 85 85 85 80 75 75
KKM
75
Mastery
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Total/Average
18 18 14 16 17 17 16 17 19 17 14 16 16 17 17 14 17 2890
90 90 70 80 85 85 80 85 95 85 70 80 80 85 85 70 85 82.57
91.43%
a. Class Average Score To get class average score, the researcher used following formula :
̅ X =
Σx n ̅ X
Which
:Class average score
x : Total Score N
: Total student
by using that formula, so it resulted the following class average score of post-test 2 ̅ X =
Σx n
̅ X =
2890 = 82.57 35
From the calculation above, there was class average score of post-action test 2. That was 82.57. 2. Persentage of KKM of Post-action Test 2 P =
F x 100% n
which
P : Percentage of post-test KKM 2 F : Amount students who get score ≥ 75 n : Total students
So: P =
32 x 100% 35
P = 91.43% From the calculation above, it stated that percentage of post-test KKM 2 was 91.43%.
3. Class average score improvement from pre-test to post-test 2
̅ Xpost test 1 − ̅ Xpre test = 82.57 – 65.14 = 17.43 Percentage of average score from pre-action test to post-action test 2 : P2 =
y2 − y x 100% y
Which
P2 : Percentage of average score improvement from pre-test to post-test 2. y2 : Class average score of post-test 2. y : Class average score of pre-test.
It means that: P1 =
=
82.57 – 65.14 x 100% 65.14 17.43 x 100% 65.14
= 26.75% From the calculation above, it stated that percentage of average score improvement from pre-action test to post-action test 2 was 26.75%. 4. Reflecting Based on the results of cycle 2, showed that students’ progress was significant. The researcher also discussed the result of the implementation of the modified action and decided whether the action should be continued or not. Based on the observation which had been done in teaching narrative text by using story mapping method The students got easier to understand the text. So that way, the researcher decided that the implementation of story mapping in teaching narrative was successful and the research could be ended.
B. Interpretation 1. Pre-action Class The students were given some treatements before implementing Classroom Action Research. They were: Observation, questioner, interview and pre-action test. Its aim is to know the condition of the students, classroom, also the teacher. Based on the data collected, it resulted some points. Generally, the condition was not ready to do teaching learning process. It effected that teaching learning process was not effective. It could be shown on the result of pre action test which class average score was only 65.14. Meanwhile, English KKM score is 75. It means that students were on the serious problem. They needed a special treatement. Also, the result of observation sheet said that many students less motivativation of studying in the class. It may be caused by environment factor, such as teacher, media also the technique used. The data above were got from the research before implementing CAR. It was based on the Sugiono opinion in his book about the aim of research that methodological research basically is a scientific way to get the data for certain purposes.5 2. Cycle 1 In this cycle, all preparation were done. Such as; making lesson plan, time table, making teaching materials, preparing post-action test 1 form. It started implement Classroom Action Research which using story mapping in teaching narrative text to improve the students’ understanding at second grade of MTs Tarbiyatul Falah Bogor. There were some treatements applied in this step. To know the result of first cycle, it was applied questionnaire sheet also the students were provided by post-action test 1. This was to measure the students’ achievement of first treatment. And the result said that there was an improvement of the students’ achievement of understanding narrative text. It was supportd by the data gotten.
5
Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta, 2008), p. 2.
The students could improve their score on post-action test 1. Based on the data that class average score was 75.43, which score was higher than before. It means that there was an improvement for about 15.79%. To make sure about the effectiveness of the technique and to maximize the result, so it was decided to continue to the second cycle.
3. Cycle 2 In this cycle, the researcher did what he did in the first cycle. This steps is to strengthen the students’ achivement of understanding narrative text by using story mapping. In this cycle, the students also were provided by post action test, which purpose to get the final result achivement. To show the result of the research, here are some graphs of students’ achivement during implementing classroom action reserch in teaching narrative text by using story mapping. It stated that class average score before implementing CAR was 65.14, and after implementing CAR it gets improvement. The students’ improvement of postaction test 1 was 75.43 and 82.57 of post action test 2. It indicates there was an improvement of students’ achievement of English class. Its improvement was so significant, which
in the first post-action test was 15.79% and the most
significant improvement was 26.75% of the second post test. Thus, the calculation of KKM improvement also occurs significant changes. Before implementing CAR, the students who achieve KKM standard was only 22.86%. It indicated there was a serious problem of students’ achievement in English class. Based on the data, after applying story mapping of teaching narrative text in the classroom, it resulted a significant improvement. It stated that 68.57% of the students who achieve KKM standard in the first cycle. And the second cycle, the students who could achieve KKM was 91.43%. Based on the graph above, it states that there is an improvement of KKM percentage. It occurs after students are treated by teaching narrative text using story mapping. It means that using story map in teaching narrative text was an effective way to improve the students’ English score, specially in reading skill.
Based on the theory of Nazir in his book about the purpose the research. The research was used to give the ideas of empirical evidence about using story mapping method on improving the students’ understanding of narrative text. It was proved by the data got that story mapping could improve the students understanding of narrative text.
1
CHAPTER V CONCLUSSION AND SUGGESTION
A. Conclusion After implementing Classroom Action Research at the second grade students of MTs Tarbiyatul Falah Bogor and according to the result of any tests, it could be summarized that there was a significant difference before and after implementing story mapping method in teaching narrative text. It means that using story mapping in teaching reading is helpful, especially in improving students' reading comprehension of narrative text. It can be shown from the result of pre-action test and some post-action test. Furthermore, the students’ improvement of reading comprehension of narrative text can be seen clearly in the students’ improvement score of their achievement in pre-action test and two post-action tests. The result of pre-action test and post-action test shown the significant improvement. The average score of pre-action test was 65.14. It means there were only 22.86% of the whole students could pass the KKM. The average score of post-action test 1 was 75.43. It proved that 68.57% students passed KKM. The average score of post-action test 2 was 82.57. Then, it was obtained that the percentage of students who could get the score above the KKM in post-test 2 was 91.43%. It can be concluded that teaching narrative text by using story mapping, the students’ reading comprehension of narrative text can be effectively improved.
B. Suggestion Based on the conclusion above, it can be delivered some suggestions to be paid more attention in teaching and learning process go to: -
Teachers should prepare and select appropriate method and materials to produce the effective teaching learning process. Also, the teachers should determine the target of the teaching which must be achieved. It was important for
teachers should pay more attention to students’ activity
during the teaching learning process in order to achieve the goal of study.
2
The last, the teachers should be able to create the teaching learning process enjoyable, such as selecting interesting text or new teaching media. -
Students should know some methods which may be used in learning to improve their understanding.
-
Other reserchers may use this research result as a guidelines to complete the project in similar problem of the stude.
-
Readers can take notes from this rsearch for certain academic purposes.
50
BIBLIOGRAPHY
Agung, I Gusti Ngurah. Metode Penelitian Sosial. Jakarta: PT Gramedia Pustaka Utama, 1992. Anderson, Mark and Kathy Anderson. Text Types in English 2. South Yarra: Macmillan, 2003. _________________________________. Text Types in English 3. South Yarra: Macmillan, 2003. Arikunto, Suharsimi. Prosedur Penelitian. Jakarta: Rineka Cipta, 2010. Ary, Donald. Introduction to Research in Education. DeKalb: Library of Congress Cataloging, 1979. Chatman, S., and B. Attebery. Reading Narrative Fiction. New York: McMillan, 1993. Davis, Zephaniah T. The Journal of Educational Research: Effects of Prereading Story Mapping on Elementary Readers' Comprehension. Sacramento: California State University, 1994. Farris, Pamela J. and Carol J. Fu111er. Teaching Reading: A Balanced Approach for Today's Classroom. New York: McGraw-Hill, 2004. Freeman, Diana Larsen. Techniques and Principles in Language Teaching. New York: Oxford University Press. 2000. Gay, L. R. Educational Research. New Jersey: Prentice-Hall, 1996.
Harmer, Jeremy. The Practice of English language Teaching. New York: Longman, 1983. Hornby A. S. Oxford Advanced Learner's Dictionary of Current English. New York: Oxford University Press, 2003. Nazir, Moh. Metode Penelitian. Bogor: Gralia Indonesia, 2005. Phillips, Sarah. Young Learners. New York: Oxford University Press, 2001.
50
Purwanto, M. Ngalim. Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung: PT Remaja Rosdakarya, 2004. Reid, Joy M. Understanding Learning Styles in the Second Language Classroom. New Jersey: Prentice Hall Regents, 1998. Richard, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2001. Riduwan. Skala Pengukuran Variabel-Variabel Penelitian. Bandung: Alfabeta, 2002. Sasmoko. Metode Penelitian. Jakarta: UKI Press, 2004. Sharan, Shlomo. Handbook of Cooperative Learning Methods. London: Prager Westport, 1994. Slavin, Robert E. Cooperative Learning. Needham Heights: Allyn & Bacon, 1995. Stone, M. Jeanne. Comparative Learning Reading activities. San Clemente: Kagan Publishing, 2000. Subino. Konstruksi dan Anlisis Tes Suatu Pengantar kepada Teori Tes dan Pengukuran. Jakarta: P2LPTK, 1987. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada, 2008. Sudjana. Metoda Statistika. Bandung: PT Tarsito, 2002. Sugiono. Metode Penelitian Kuantitatif dan R&D. Bandung: Alfabeta, 2008. Sugiyono. Statistika untuk Penelitian. Bandung: Alfabeta, 2005.
LIST OF APPENDIXES
1. Silabus MTs Tarbiyatul Falah .....................................................
52
2. Lesson Plan .................................................................................
69
3. Pre-action Test Score ..................................................................
82
4. Post-action Test Score 1 ..............................................................
83
5. Students’ work on Story Mapping ..............................................
84
6. Questionnaire before CAR ..........................................................
85
7. Questionnaire after CAR .............................................................
86
8. Graphic of Story Mapping...........................................................
87
9. Surat Pengajuan Judul .................................................................
88
10. Surat Bimbingan Skripsi .............................................................
89
11. Surat Keterangan Penelitian ........................................................
90
12. Surat Keterangan KKM ...............................................................
91
13. Result of Observation ..................................................................
92
14. Analysis Score .............................................................................
94
SILABUS Sekolah Kelas Mata Pelajaran Semester
: MTs. Tarbiyatul Falah : VIII ( Delapan ) : BAHASA INGGRIS : 1 (Satu)
Standar Kompetensi : Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar 1.1 Merespon makna yang terdapat dalam percakapan transaksional (to getthings done ) daninterpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta,memberi, barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat 1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)
Materi Pokok/Pembelajaran Percakapan singkatan memuat ungkapan – ungkapan: A : Let me help you. B : Thank you so much. A: Can I have a bit? B: Sure. Here you are. A: Did you break the glass? B: Yes I did / No, it wasn’t me. A: What do you think of this? B: Not bad. Percakapan singkatan memuat ungkapan – ungkapan: A: Would you come to my party? B: I’d love to / I want to, but ........ A; I do agree B; Thanks for the support. A; No way .... B: It’s O.K. No problem A: You have beautiful
Kegiatan Pembelajaran 1. Brainstorming bertanya dan menjawab tentang berbagai hal terkait tema topik yang akan dibicarakan. 2. Membahas kosakata ( noun phrase, verb phrase, adverb phrase) tata bahasa (kalimat sederhana tentang tawaran jasa, meminta sesuatu, informasi faktual, pendapat terkait materi percakapan 3. Mendengarkan percakapan yang memuat ungkapan ungkapan dalam materi dengan cermat 4. Menjawab pertanyaan tentang isi percakapan. 5. Memberi respon lisan dan tulis terhadap ungkapan yang didengar. 1. Memberi respons
Indikator • Merespon ungkapan meminta, memberi, menolak jasa • Merespon ungkapan meminta, memberi, menolak barang • Mengakui, mengingkari fakta • Merespon ungkapan meminta dan memberi Pendapat
• Merespon ungkapan mengundang,menerima, dan menolak ajakan • Merespon ungkapan menyetujui / tidak menyetujui • Merespon ungkapan memuji
Teknik Tes lisan
Penilaian Bentuk Instrumen Merespon secara lisan
Tes lisan
Pertanyaan lisan
Tes lisan
Pilihan ganda
Tes lisan
Pertanyaan lisan
Tes lisan
Isian
Contoh Instrumen Respond the following statement Q: Let me help you A:....... Q: Can I have a bit? A: ........... Choose the right response Q: Did you break the glass? a. Yes, I did b. I don’t know c. I’m not sure d. All right Q: What do you think of my new dress A:............ Write your response to the following statements: 1. Would you go with me to the movie? 2. I do agree with you to join the speech contest 3. You have beautiful hair. 4. You passed your exams.
Alokasi Waktu 2 x 40 menit
Sumber Belajar
Karakter
1. Script percakapan 2. Rekaman Percakapan: - Cassette - Tape Recorder - CD - CD Player - TV 3. Gambargamb ar/ benda terkait
Bersahabat, komunikatif
1 Script percakapan 2 Rekaman percakapan 3 Tape recorder 4 Gambar yang relevan Buku teks yang
Toleransi
Cermat. Percaya diri. Kreatif. Kerja sama. Ulet. Rasa ingin tahu.
sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yangmelibatkan tindak tutur: mengundang,mener ima dan menolak ajakan, menyetujui/ tidak menyetujui, memuji, dan memberi selamat
hair. B: Thank you. A: Happy birthday. B: Thank you.
lisan Curah pendapat tentang hal-hal terkait topik/ungkapan yang akan dibahas 2. Membahas kosakata dan tata bahasa terkait topik/ ungkapan yangdibahas 3. Mendengarkan percakapan memuat ungkapan terkait marteri 4. Tanya jawab tentang isi percakapan 5. Tanya jawab tentang fungsi dan makna ungkapan dalam percakapan
• Merespon ungkapan memberi selamat
Congratulations.
relevan
Standar Kompetensi : Mendengarkan 2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
2.1 Merespon makna yangterdapat dalam teks lisan fungsional pendek sederh ana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar. 2.2 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan
• Teks fungsioanl pendek berupa : Undangan Contoh: Dear Rio, I want you to come to my house forlunch on Sunday at 12 a.m. Thanks. Mona • Ciri kebahasaan teks fungsional pendek • Langkah retorika teks: - descriptive (identification –
1. Tanya jawab tentang berbagai hal terkait topik/tema yang akan dibahas dengan rasa ingin tahu 2. Membahas kosakata yang terkai tema/topik/undang an (noun phrase, verb phrase) 3. membahas ungkapanungkapan yang sering muncul dalam undangan: - I want you to come to....... - Please come to ... - Don’t forget to
Indikator • Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berupa undangan. • Mengidentifikasi ciri kebahasaan dalam teks fungsional pendek berupa Undangan.
Teknik Tes
Melengkapi rumpang
tertulis
Pertanyaan lisan
Tes lisan
Tes tulis • Mengidentifikasi Informasi/makna yang terdapat dalam teks Berbentuk descriptive dan recount
Penilaian Bentuk Instrumen
PG
Contoh Instrumen Complete the following sentences based on the text you hear Answer the questions orally based on the text you listen to Choose the best option based on the text you have listened to
Alokasi Waktu 2 x 40 menit
2 x 40 menit
Sumber Belajar 1. Script teks undangan 2. Rekaman undangan - cassette - tape recorder - CD - CD Player - TV 3. Gambar/ realia terkait tema/topik / jenis teks
1 Buku teks
Karakter Rasa Ingin tahu
Kreatif, mandiri
lingkungan sekitar dalam teks berbentukdescriptive dan recount
descriptions) - recount ( orientation events) - reorientation Teks lisan berbentuk • descriptive • recount Langkah retorika teks : • descriptive (identification – descriptions) • recount (orientation events – reorientation)
Come to...... 4. Mendengarkan teks fungsional pendek (undangan) 5. menjawab pertanyaan tentang berbagai informasi yang terdapat dalam teks fungsional, undangan. 6. Mendengarkan contoh-contoh undangan lainnya dari teman dengan cermat 7. Mengidentifikasi ciri kebahasaan teks fungsional pendek : undangan - invite - occasion - time - place - Invitor 1 Eliciting kosakata terkait tema/topik/ jenis teks 2 Membahas tata bahasa terkait jenis teks yang akan dibahas 3 Mendengarkan teks Monolog descriptive / recount dengan topik tertentu dengan ingin tahu 4 Menjawab pertanyaan tentang berbagai informasi terkait teks yang didengar 5 Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar
• Mengidentifikasi fungsional dan langkah retorika teks deskriptif dan recount.
yang relevan 2 Gambar terkait tema / topik Script teks: descriptive / recount 4 Rekaman teks 5 Tape recorder 6 OHP 7 Lingkungan sekitar
Standar Kompetensi : Berbicara 3. Mengungkap kan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta,memberi,menolak jasa meminta, memberi, menolak barang, mengakui,mengingkari fakta, dan meminta dan memberi pendapat
Percakapan singkatan memuat ungkapan – ungkapan. A; Let me help you. B: Thank you so much. A: Can I have a bit. B: Sure. Here you are. A: Did you break the glass? B: Yes, I did / No, it wasn’t me. A: What do you think of this? B: Not bad.
1. Review kosakata dan ungkapanungkapan terkait materi dan tema 2. Tanya jawab Menggunakan ungkapan ungkapan tersebut 3. Bermain peran melakukan percakapan yang disediakan guru dengan percaya diri 4. Bermain peran Melakukan percakapan Berdasarkan situasi /gambar yang disediakan percaya diri 5. Menggunakan ungkapan yang telah dipelajari dalam real life situation dengan mandiri
3.2 Memahami dan merespon percakapan transaksional (to get things done) dan Interpersona l(bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak
A: Would you come to party? B: I’d love to / I wan’t to, but ......... A: I do agree. B: Thanks for the Support. A: No, way, ... B: It’s O.K. I understand. A: You have beautiful hair. B: Thank you. A: Happy birthday. B; Thank you.
1. Review kosakata terkait tema, topik sebelumnya 2. Memperkenalkan kosakata baru / ungkapanungkapan yang akan dibahas 3. Tanya jawab menggunakan ungkapanungkapan terkait materi dengan bersahabat 4. Menirukan percakapan yang diucapkan guru
Indikator
Teknik
Penilaian Bentuk Instrumen
Contoh Instrumen
Tes lisan
Bermain peran
Create a dialogue based on the role cards and perform it in front of the class.
Tes lisan
Bermain peran
Create a dialogue based on the role cards and perform it in front of the class.
tentang meminta , memberi, menolak jasa menjawab tentang meminta,memberi, menolak barag menjawab tentang mengakui, mengingkari fakta
Alokasi Waktu 2 x 40menit
Sumber Belajar 1. Buku teks yang relevan 2. Gambargambar terkait tema 3. Realia Benda sekitar
Karakter Kreatif, toleransi, bersahabat, komunikatif Percaya diri
pendapat
tentang mengundang, menerima, menolak ajakan
tentang menyetujui.tidak menyetujui tentangmemuji tentang memberi selamat
Kreatif, toleransi, bersahabat, komunikatif
menyetujui, memuji, dan memberi selamat
5. Melakukan percakapan yang diberikan 6. Melakukan tanya Jawab menggunakan Ungkapan tersebut
Standar Kompetensi : Berbicara 4. Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 4.1 .Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan 4.2. Mengungkapkan makna dalam monolog pendek sederhanadengan menggunakan ragam bahasa nista secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
Materi Pokok/Pembelajaran Teks fungsional pendek berupa :Undangan
1. Teks pendek berbentuk recount 2. – informasi faktualinformasi rinci - gagasan utama - gagasan pendukung dalam teks pendek berbentuk recount 3. Ciri kebahasaan teks recount
Kegiatan Pembelajaran 1. Mendengarkan teks fungsional pendek: undangan dengan cermat 2. Tanya jawab tentang isi teks“undangan” 3. Tanya jawab tentang struktur teks 4. Membuat kalimat sederhana terkait jenis teks bentuk undangan - I want to come to.... - Please come to........ 5. Berlatih mengundang seseorang secara lisan menggunakan gambit-gambit tertentu dengan kreatif dan komunikatif Contoh: A: Hi Guys, I want you all to come to my birthday party. B: We’d love to! When? A: Tomorrow, at 4.00 6. Secara berpasangan atau dalam kelompok mengungkapkan undangan berdasarkan konteks /
Indikator • Mengungkapan secara lisan teks fungsional pendek berbentuk undangan. Contoh: Dear Rio, I want you to come to my house for lunch on Sunday at 12 a.m. Thanks. Mona • Bertanya dan menjawab secara lisan berbagai Informasi tentang teks fungsional pendek berbentuk undangan 1. Bertanya dan menjawab berbagai infmasi secara lisan dalam teks pendek berbentuk : - Recount 2. Melakukan monolog pendek dalam bentuk recount
Teknik Tes lisan
Penilaian Bentuk Contoh Instrumen Instrumen Performance Invite your friend to come to your bithday party orally! Think of an activity or event that happened to you yesterday and tell us about it.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevan 2. Gambar terkait tema/topik 3. Benda-benda sekitar
Karakter Cermat Kreatif, Bersahabat
4 x 40 menit 1. Buku teks yang Relevan 2. Koran/majala h 3. Gambar peristiwa Kreatif, komunikatif
situasi yang diberikan 7. Secara mandiri Mengungkapkan undangan lisan 1. Tanya jawab berbagai hal terkait topik tertentu ( peristiwa, kejadian, pengalaman ) 2. Mengembangkan kosakata, tata bahasa terkait topik / jenis teks recount 3. Mengidentifikasi kejadian, peristiwa, pengalaman yang pernah dialami melalui tanya jawab 4. Melakukan monolog dalam bentuk recount
Standar Kompetensi : Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar Kompetensi Dasar 5.1. Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar 5.2. Merespon makna dalam teks tulis fungsional pendek sederhana secara
Materi Pokok/Pembelajaran Teks fungsional pendek berupa: Undangan
descriptive dan recount descriptive dan recount
Kegiatan Pembelajaran 1. Brain storming tentang berbagai hal terkait teks fungsional pendek berbentuk “undangan” 2. Mendengarkan undangan yang dibacakan oleh guru/ teman dengan cermat 3. membaca nyaring teks fungsioanl pendek tentang undangan dengan percaya diri 4. menjawab pertanyaan tentang isi teks fungsional pendek “undangan” 5. Menyebutkan tujuan komunikatif teks fungsional pendek “undangan”
Indikator
nyaring dan bermakna teks fungsional pendek berbentuk undangan
Teknik
Penilaian Bentuk Instrumen
Tes lisan
Membaca nyaring
Tes tertulis
Uraian
berbagai informasi dalam teks fungsional pendek berbentuk undangan PG fungsi sosial teks fungsional pendek berbentuk undangan asi ciri kebahasaan teks fungsional pendek
Tes tulis Membaca nyaring
Contoh Instrumen
Read the the text aloud and clearly. Answer the following questions based on the text Choose the best option based on the text. Read the text aloud.
Alokasi Waktu 2x 40menit
Sumber Belajar 1. Buku teks yangrelevan 2. Gambar terkait tema/topik 3. Bendabenda sekitar
Karakter Percaya diri Kreatif, cermat, komunikatif mandiri
akurat lancar dan berterima yang berkaitan dengan lingungan sekitar
descriptive dan recount descriptive dan recount
5.3. Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
6. Menjwab pertanyaan tentang ciri kebahasaan teks fungsional pendek “undangan” 1. Tanya jawab berbagai hal terkait tema/topik bacaan 2. Review kosakata dan tatabahasa terkait jenis teks descriptive/recount 3. Membaca teks descriptive/recount dengan rasa ingin tahu 4. Menjawab pertanyaan tentang informasi yang terdapat dalam teks 5. Menjawab pertanyaan tentang tujuan komunikatif dan langkah retorika teks descriptive/recout 6. Menyebutkan ciriciri Kebahasaan teks yang dibaca dengan antusias
berbentuk undangan
dalam teks descriptive dan recount
Tes lisan 4x 40menit
descriptive dan recount
Rasa ingin tahu antusias 1. Buku teks yang relevan 2. Koran/majal ah 3. Gambar peristiwa/te mp at 4. Lingkungan sekitar
teks descriptive dan recount descriptive dan recount
Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 6.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
Materi Pokok/Pembelajaran Teks fungsional pendek berupa : - Undangan - Pengumuman - Pesan Singkat
Kegiatan Pembelajaran 1. Tanya jawab berbagai hal terkait tema/topik teks fungsional yang akan dibahas 2. Penguatan kembali kosakata dan tata bahasa terkait jenis teks fungsional 3. Menulis kalimat sederhana terkait jenis teks 4. Menulis teks fungsional pendek berdasarkan konteks dengan kreatif dan
Indikator • Melengkapi rumpang teks fungsional pendek • Meyusun kata menjadi teks fungsional yang bermakna • Menulis teks fungsional pendek
Teknik Tes tulis
Tes tulis
Penilaian Bentuk Instrumen Essay Completion Jumbled sentences Essay
Contoh Instrumen
1. Write simple sentences based on the situation given. 2. Write an invitation/ an announcement / message based on the situation given. • Complete the paragraph using the suitable words. • Rearrange the following sentences correctly.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevanCont oh undangan, pengumum an, SMS 2. Gambar yang relevan
Karakter Kreatif Cermat Komunikatif
komunikatif 6.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount
Teks rumpang berbentuk - descriptive - recount Kalimat acak
1. Review Ungkapan ungkapan yang mendeskripsikan benda, orang atau tempat. 2. Menulis kalimat yang Mendeskripsikan benda, tempat, orang atau binatang berdasarkan gambar/realia. 3. Melengkapi rumpang dalam teks deskriptif dengan kata yang tepat. 4. Menyusun kalimat acak menjadi teks deskriptif yangterpadu. 5. Membuat draft teks deskriptive secara mandiri. 6. Mengekspos teks descriptive yang ditulis di kelas dengan mandiri dan percaya diri
• Melengkapi rumpang teks essai pendek berbentuk descriptive • Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive • Menulis teks essai dalam bentuk descriptive .
Tes tulis
Tes tulis
• Write an essay describing something or a certain place.
4 x 40 menit
1. Buku teks yang relevan 2. Gambar terkait tema/topik 3. Bendabenda sekitar
Kreatif Cermat Komunikatif Percaya diri Mandiri
SILABUS Sekolah : SMP Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 7.1 Merespon makna yang terdapat dalam percakapan transaksional (to getthings done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu
Materi Pokok/Pembelajaran Percakapan yang memuat ungkapanungkapan berikut: A: Do you mind lending me some money? B: No Problem / I want to, but ... A: Can I have a bit B: Sure, here you are A:Here’s some money for you B: I can’t take this, sorry A: Do you like it? B: Yes I do A: Have you done it? B: Sorry, I haven’t A: Do you think it’s good? B: I think so / Sorry, I can’t say anything A: Would you like some... B: Yes, please / No, thanks Percakapan yang memuat ungkapan ungkapan berikut: A: What if it I do it again. B: Fine, with me. A: I have to go now. B: Do you have to? A: .......... B: Right / I see / Hm...m. Hello, excuse me ..... Did you? / Were you? Thanks/ Bye.../ See you. Could I speak to ....please? Well, I’m calling to....
Kegiatan Pembelajaran 1. Eliciting kosakata terkait topik yangakan dibahas (noun, verb, adjective, adverb) 2. Menentukan makna kata dan menggunakannya dalam kalimat 3. Mendengarkan guru dan menirukan ungkapan-ungkapan terkait materi dengan cermat 4. Mendengarkan percakapan tentang materi terkait 5. Menjawab berbagai informasi yang terdapat dalam percakapan 6. Merespon ungkapan-ungkapan yang terkait materi dengan bersahabat dan komunikatif
Indikator erespon ungkapan meminta,memberi, menolak jasa
Teknik Tes tertulis
meminta,memberi, menolak barang Tes lisan meminta, memberi, mengingkari informasi meminta,memberi, menolak pendapat ungkapan meminta, menerima, menolak tawaran meminta,memberi persetujuan Pernyataan memberi perhatian terhadap pembicara Memperpanjang dan menutup percakapan mengawali, memperpanjang dan menutup percakapan
Penilaian Bentuk Instrumen Isian singkat
Jawaban Singkat
Contoh Instrumen
Listen to the expression and write your response to it. Listen to the expression and give your response to it.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Script percakapan uku teks 2. Rekaman percakapan 3. Tape recorder 4. CD 5. CD player 6. gambar 7. Benda sekitar 8. model benda
Karakter Bersahabat, komunikatif Cermat. Percaya diri. Kreatif. Kerja sama. Ulet. Rasa ingin tahu.
7.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, telepon
1. Tanya jawab berbagai hal terkait tema/topik yang akan dibahas 2. Mendaftar kosakata yang digunakan dalam percakapan 3. Menentukan makna kosakata dalam daftar 4. Menggunakan kosakata dalam kalimat 5. Tanya jawab menggunakan ungkapan – ungkapan terkait dengan santun 6. Menirukan ungkapan yang diucapkan guru dengan antusias 7. Mendengarkan percakapan 8. Menjawab pertanyaan tentang percakapan dengan bekerja sama
telepon Tes tulis
Merespon ungkapan
Tes lisan
Melengkapi percakapan
Listen to the expressions and give your response to them. Listen to the dialogue and complete the text
2 x 40 menit
1 Buku teks yang relevan 2 Script percakapan 3 Rekaman percakapan 4 Tape recorder 5 Gambar yang relevan
Percaya diri Antusias Kerja sama
Standar Kompetensi : Mendengarkan 8. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 8.1 Merespon makna yangterdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar 8.2 Merespon makna yang terdapat dalam
Materi Pokok/Pembelajaran • Teks fungsional pendek : - undangan, - pengumuman, - pesan singkat • Tujuan komunikatif teks fungsional pendek : - undangan, - pengumuman, - pesan singkat • Teks monolog berbentuk : - narrative
Kegiatan Pembelajaran
Indikator
1. Tanya jawab tentang berbagai hal menggunakan kosakata dan ungkapan yang telah dipelajari 2. Review berbagai jenis teks fungsional pendek yang sering dijumpai 3. Mendengarkan teks fungsional pendek terkait tema/topik tertentu dengan cermat
• Mengidentifikasi berbagai informasi dalam teks fungsional pendek undangan,pengum uman,pesan singkat • Mengidentifikasi tujuan komunikatif teks fungsional pendek
Teknik
Penilaian Bentuk Instrumen
Contoh Instrumen
Tes tulis
Melengkapi rumpang
Listen to the dialogue and complete the following text.
Tes tulis
Pilihan ganda
Listen to the t and choose th
Alokasi Waktu
Sumber Belajar
2x 40 menit
1 Buku teks yang relevan 2 Script teks fungsional 3 Rekaman percakapan 4 Tape recorder 5 Gambar yang
Karakter Cermat Rasa ingin tahu
monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative dan recount
- recount • Tujuan komunikatif teks berbentuk : - narrative - recount
4. Menjawab berbagai pertanyaan terkait informasi dalam taeks fungsional yang didengar 5. Menentukan tujuan komunikatif dari teks yang didengar 1. Tanya jawab berbagai hal ter kait tema/topik/jenis teks 2. Eliciting cerita yang dikenal siswa 3. Tanya jawab tentang salah satu cerita yang dikenal siswa - tokoh, tempat kejadian - problem, solusi, akhir cerita 4. Mendengarkan cerita terkait tema/topik dari guru/teman dengan rasa ingin tahu 5. Tanya jawab tentang informasi dalam cerita yang di dengar 6. Tanya jawab tentang tujuan komunikati dari teks yang di dengar
• Mengidentifikasi berbagai informasi dalam teks monolog narative • Mengidentifikasi tujuan komunikatif teks naratif
right answer
relevan
Standar Kompetensi : Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 9.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan
Materi Pokok/Pembelajaran Percakapan singkat memuat ungkapan – ungkapan : A: Do you mind lending me some money? B: No, problems A: Can I have a bit? B: Sure, here you are. A: Here is some money fo you. B: Sorry, I can’t take this. A: Do you like it ? B: Yes, I do. A: Have you done it?
Kegiatan Pembelajaran 1. Mengembangkan kosakata terkait dengan jenis ungkapan dan tema/topik yang terkait 2. Tanya jawab tentang berbagai hal menggunakan ungkapan terkait materi/topik.tema yang di pillih dengan santun 3. Menirukan
Indikator • Bertanya dan menjawab tentang meminta,memberi, menolak jasa • Bertanya dan menjawabtentang meminta,memberi, menolak barang • Bertanya dan menjawab tentang meminta, memberi danmengingkari
Teknik Tes lisan
Penilaian Bentuk Instrumen Bermain peran
Contoh Instrumen Create a dialogue based on the role cards and perform it in front of the class
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevan 2. Gambar yang relevan 3. Benda sekitar
Karakter Santun Cermat Percaya diri Semangat
berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu 9.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam akurat, lancar, dan berterima untuk berinteraksi denganlingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, serta mengawali, memperpanjang, dan menutup percakapan telepon
B:No, I haven’t. A: Do you think it’s good? B: I think it is / Sorry I can’t say any thing A: Would you like some .....? B: Yes, please / No, Thanks Teks percakapan memuat ungkapan berikut: A: what if I do it again? B: Fine with me. A: I Must go now B: Do you have to? • Right. • I see. • Hm...m yeah • Hello,excuse me • Did you? / Were you? • Thanks/ Bye / see you • Could I speak to ..? • Well,I’m calling to ...? • Nice talking to you.
ungkapanungkapan terkait materi yang diucapkan guru dengan cermat 4. Latihan bertanya dan menjawab menggunakan ungkapan yang telah dipelajari secara berpasangan 5. Bermain peran melakukan percakapan berdasarkan situasi yang diberikan 1. Tanya jawab menggunakan berbagai kosakata dan ungkapan yang telah dipelajari 2. Mendengarkan percakapan yang memuat ungkapanungkapan yang telah dipelajari 3. Menjawab pertanyaan tentang isi percakapan 4. Menjawab pertanyaan tentang makna dan fungsi ungkapan terkait 5. Menggunakan ungkapan – ungkapan terkait berdasarkan konteks dengan percaya diri 6. Bermain peran mengunakan ungkapan yang telah dipelajari dengan semangat
informasi • Bertanya dan menjawabtentang meminta,memberi danmenolak pendapat • Bertanya dan menjawab tentang menawarkan, menerima, menolak sesuatu • Bertanya dan menjawab tentang meminta, memberi persetujuan • Bertanya dan menjawab tentang merespon pernyataan • Bertanya dan menjawab tentang memberi perhatian terhadap lawan bicara • Mengawali, memperpanjang menutup percakapan • Mengawali, memperpanjang menutup percakapan telepon
Tes lisan
Bermain peran
Create a dialogue based on the role cards and perform it in front of the class.
2 x 40 menit
1. Buku teks yang relevan 2. Gambar yang relevan 3. Benda sekitar 4. Kartu peran
Standar Kompetensi : Berbicara 10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
Materi Pokok/Pembelajaran
10.1 Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
• Teks fungsional pendek : - Undangan - Pengumuman - Pesan singkat
10.2 Mengungkap kan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative
• Teks monolog berbentuk narrative
Kegiatan Pembelajaran 1. Review kosakata dan ungkapan yang digunakan dalam teks fungsional pendek terkait materi 2. Membuat kalimat sederhana untuk: - mengundang- mengumumkan - memberi pesan 3. Membahas gambitgambit yang sering muncul dalam teks fungsional terkait 4. Mengungkapkan secara lisan: - undangan - pengumuman - pesan singkat dengan santun dan komunikatif 1. Review kosakata dan tata bahasa terkait jenis teks narrative dan tema yang dipilih 2. Membuat kalimat sederhana secara lisan terkait ciri-ciri kebahasaan teks narrative - simple past - past continuous - temporal conjunctions - connective words - adverbs - adjectives 3. Menceritakan kembali cerita populer di kotanya menggunakan gambit-gambit yang sesuai. Contoh: Really? That’s terrible!, How then?, First,...., then....,finally... dengan percaya diri dan komunikatif 4. Menceritakan kembali teks narative yang pernah didengar dengan semangat
.
Indikator • Mengungkapkan secara lisan teks fungsional : - Pengumuman - Undangan - Pesan singkat
Teknik
Penilaian Bentuk Instrumen
Tes lisan
Performance
Tes lisan
Performance
• Bertanya dan menjawab secara lisan berbagai info dalam teks pengumuman, undangan, pesan singkat
• Melakukan monolog pendek sederhana dalam bentuk narrative dan recount
Contoh Instrumen
1. Invite your friend orally to join a discussion on the danger of drugs. 2. Give announcement orally about the plan of the trip to Borobudur Temple. 3. Tell your friend to wait for you after school.
1. Retell a stor that you know very well. 2. Tell a story based on theseries of a pictures given.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevan 2. Gambar terkait materi dan topik 3. Benda sekitar 4. Teks bentuk khusus: - undangan, pengumuman pesan singkat
4 x 40 menit
1.Buku teks yang relevan 2.Gambar yang relevan 3.Benda sekitar 4. Buku cerita dalam bahasa Inggris
Karakter Aantun Percaya diri Komunikatif Cermat Semangat
Standar Kompetensi : Membaca 11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar
Materi Pokok/Pembelajaran
11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
• Teks Essai berbentuk narrative / recount • Ciri kebahasaan Teks Essai berbentuk narrative / recount • Tujuan komunikatif teks essai narratif / recount • Langkah retorika narrative / recount
11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar
• Teks fungsional : - undangan - pengumuman - pesan
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secaraakurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative
• Tujuan komunikatif Teks narrative/ recount • Ciri kebahasaan teks narrative/ recount
Kegiatan Pembelajaran
Indikator
1. Tanya jawab mengembangkan kosakata berdasarkan gambar cerita popular 2. Tanya jawab menggali informasi dalam cerita berdasarkan gambar 3. Mendengarkan teks narrative / recount yang dibaca guru dengan rasa ingin tahu 4. Membaca nyaring teks narrative / recount dengan ucapan dan intonasi yang benar dengan percaya diri 5. Menjawab berbagai pertanyaan tentang informasi dalam teks yang di baca dengan teliti
• Membaca nyaring danbermakna teks fungsional/ essai berbentuk narrative / recount
1. Menentukan tujuan komunikatif teks fungsional yang dibaca 2. Menentukan langkah retorika dari teks fungsional yang dibaca 3. Menentukan ciri kebahasaan teks fungsional yang di baca 4.. Membaca teks fungsional undangan, pengumuman dan pesan dengan teliti
• Mengidentifikasi berbagai informasi dalam teks fungsional yang dibaca • Mengidentifikasi tujuan komunikatif teks fungsional • Mengindentifikasi ciri kebahasaan teks fungsional
1. Mencermati teks monolog terkait materi 2. Menyebutkan jenis teks monologl yang dicermati 3. Menjawab pertanyaan tentang informasi yang terdapat dalam teks monolog dengan cermat 4. Menyebutkan ciri-ciri teks fungsional yang dibaca
• Mengidentifikasi berbagai makna teks narrative / recount .Mengidentifikasi rujukan kata dalam teks narrative/ recount yang dibaca
. Mengidentifikasi tujuan komunikatif teks narrative / recount • Mengidentifikasi langkah retorika dan ciri kebahasaan teks narrative / recount
Teknik
Penilaian Bentuk Instrumen
Contoh Instrumen
Tes lisan
Membaca nyaring
Read the story aloud.
Tes tulisan
Pilihan ganda
Choose the right answer based on the text.
Tes tulis
Pertanyaan tertulis
Answer the following questions based on the text.
Alokasi Waktu
Sumber Belajar
4 x 40 menit
1.Buku teksyang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait cerita 4. Rekaman cerita 5. Tape recorder 6. CD 7. VCD player
2 x 40 menit
1. Buku teks yang relevan 2. Contoh teks fungsional 3. Gambar terkait materi dan topik 4. Benda sekitar
Karakter Rasa ingin tahu Percaya diri Teliti Cermat
Standar Kompetensi : Menulis 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
12.2. Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
Materi Pokok/Pembelajaran Teks fungsional : - undangan - pengumuman - pesan singkat
• Teks Essai narrative / recount • Ciri kebahasaan teks narrative / recount • Langkah retorika teks narrative / recount
Kegiatan Pembelajaran
Indikator
1. Review tujuan komunikatif dan ciriciri kebahasaan teks fungsional pendek terkait materi 2. Menulis kalimat sederhana untuk mengundang, mengumumkan, pesan singkat dengan sopan 3. Melengkapi taeks fungsional pendek 4. Menulis teks fungsional pendek dengan cerman dan teliti
Menulis teks fungsional pendek berbentuk : Pengumuman Undangan pesan singkat
1. Review ciri kebahasaan teks narrative 2. Membuat kalimat sederhana terkait teks narrative 3. Mengembangkan langkah retorika teks recount dan narrative dengan kerja sama 4. Membuat draft teks recount dan narrative dengan mandiri 5. Menulis teks recount dan narrative berdasarkan draft yang dibuat 6. Memajang hasil tulisan di dinding percaya diri
Menulis teks pendek dan sederhana dalam bentuk narrative dengan langkah retorika yang benar
Teknik
Penilaian Bentuk Instrumen
Tes tulis
Essay
Tes tertulis
Uraian
Contoh Instrumen
1. Write sentences based on the situation given. 2. Complete the text using suitable word/words. 3. Write a text of invitation on your farewell party.
Write a short narrative text based on: a. The story you have ever read. b. Series of pictures given.
Alokasi Waktu
Sumber Belajar
2 x 40 menit
1. Buku teks yang relevan 2. Contoh teks fungsional 3. Gambar terkait materi dan topik 4. Benda sekitar
4 x 40 menit
1.Buku teks yang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait
Karakter Sopan Cermat Teliti Kerja sama Mandiri Percaya diri
LEMBAR PENGESAHAN
Kepala MTs Tarbiyatul Falah Bogor
Bogor, Juli 2012 Guru Mata Pelajaran
Sofyan Adenansi, S.Pd.I
Syaepul Irsyad,S.Pd.I
sglrg*f*$'g*;g*$'g-ry
'9rFl.
I
tr,
Ftr3:lt!ets
i!
.$F$F
F9
s
gii'$gg$
g
w o oa o
*
FFi$F
I
i$gE
Fg
$$g.+$iflHgag$g 5FF gt
F3 =!1
i E 6
3 "l I
oo +l s.g
J5r
E\. a tEl
8qa
H
o oa o q
t N)
o N)
o.-
o
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) SMP/MTs
: MTs. Tarbiyatul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII ( Delapan ) / 1 ( satu )
Standar Kompetensi
: 10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
Kompetensi Dasar
: 10.2. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
Indikator
: Melakukan monolog pendek sederhana dalam bentuk narrative dan recount
Jenis Teks
: Narrative Text
Tema
: Once Upon Time
Aspek / Skill
: Membaca
Alokasi Waktu
: 4 x 40 menit
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Menambah pengetahuan siswa tentang berbagai macam teks 2. Membuat teks narasi 3. Memaknai isi teks narasi 4. Membedakan berbagai macam teks
2. Materi Pembelajaran a. Text Narasi
THE PRINCE AND HIS BEST FRIENDS
Once upon a time, there lived a kind young Prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the palace and Franklin Greedy, the son of an Aristocrat. One day, The Prince, Peter Piper, and Franklin Greedy were walking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house. Franklin was very terrified and asked the Prince to surrender immediatly, but Peter was not affraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realised that he would become a hostage for the bandits tto ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behaviour. So he quietly made up a plan for him and Prince to escape. Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Prince were riding away on one of the bandit’s horses. It turns out, Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going bac to the Capital.
Dalam narrative text terdapat:
b.
1.
Orientation
2.
Complication
3.
Resolution
Kosakata terkait tema / jenis teks. Misalnya
: Prince, Friends, Palace, Servant, Bandits, etc .
c.
Verbs
: Loved, Walking, Give, Attacked, Entered, Trapped,
Urged, etc . d.
To be
: was, were
e.
Adjective
: Angry, Afraid,
f.
Personal pronouns
: I, You, we, They, He, it.
g.
Ungkapan Baku
: -
Once upon a time
-
One Day
-
Early at dawn
-
It turns Out
3. Metode Pembelajaran / Teknik Story Mapping method 4. Langkah – Langkah Kegiatan a. Kegiatan Pendahuluan Motivasi Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Guru menanyakan pertanyaan yang berkaitan dengan materi Guru menyebutkan judul materi yang akan diajarkan b. Kegiatan inti
Guru menanyakan siswa tentang cerita yang pernah ditemui siswa
Guru memberi contoh cerita
Guru memberikan hand out yang berisi sebuah teks narrative
Meminta siswa untuk memahami teks tersebut
Meminta siswa untuk menterjemahkan
Meminta beberapa siswa untuk membaca teks secara maraton
Meminta siwa untuk mengisi form story mapping sesuai dengan cerita
Meminta siswa untuk menjawab beberapa pertanyaan secara lisan dan tulisd
Meminta siswa untuk membuat 5 kelompok
Meminta siswa menulis perkelompok apa yang diinstruksikan oleh guru pada karton
c. Kegiatan Penutup Evaluasi Menyimpulkan materi pembelajaran.
Menanyakan kesulitan siswa selama KBM (Kegiatan Belajar Mengajar). Guru meminta siswa untuk membuat narrative text di rumah sebagai pekerjaan rumah Memberi salam 5. Sumber Belajar 1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008,hal 92-93 2. Teks Narasi 3. Alat Peraga Kertas A3 dan Amplop
6. Penilaian a. Teknik
: Meminta siswa untuk menjawab beberapa pertanyaan
b. Bentuk
: Pertanyaan tulisan
c. Instrumen : Answers the questions based onthe story above! 1.
What kind of person was Prince Jinathan?
2.
Who were Prince Jonathan’s friends?
3.
What happened when the Prince and his two friends were walking in theforest?
4.
Why did Franklin try to persuade the Prince to surrender?
5.
What did Peter Piper do when Franklin tried to persuade the Prince to surrender?
d. Pedoman Penilaian: 1. Setiap nomor benar diberi skor 20 2. Skor maksimal : 5 x 5 = 100 3. Nilai maksimal 100 4. Nilai Siswa Skor perolehan x 10 Skor Maksimal e. Rubrik Penilaian
NO
URAIAN
SCORE
1
Tata bahasa tepat, grammatical tepat, conten tepat
20
2
Tata Bahasa tepat, grammatical tepat, conten kurang
15
3
4
Tata Bahasa tepat, grammatical kurang tepat, content kurang Tata Bahasa kurang tepat, grammatical kurang tepat, content kurang
10
5
Bogor, 25 September 2014 Mengetahui: Guru Mata pelajaran
Researcher
Saepul Irsyad, S.Pd.I
Muhamad Romli
NIP.-
NIM: 107014001134
69
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) SMP/MTs
: MTs. Tarbiyatul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII ( Delapan ) / 1 ( Satu )
Standar Kompetensi
: 11.
Memahami makna dalam essai pendek sederhana
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar
: 11.1. Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.
Indikator
: Membaca nyaring dan bermakna teks essai berbentuk narrative / recount
Jenis Teks
: Narrative Text
Tema
: Old Story
Aspek / Skill
: Membaca
Alokasi Waktu
: 4 x 40 menit
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1.
Membaca teks narrative dengan suara nyaring, jelas dan dapat dipahami
2. Menambah pengetahuan siswa tentang berbagai macam teks 3. Membuat teks narasi yang sesuai dengan elemen narrative text 4. Memaknai isi teks narasi 5. Membedakan berbagai macam teks
70
2. Materi Pembelajaran
-
Teks Narasi adalah : Teks yang menceritakan sebuah kejadian pada masa lampau, yang berfungsi untuk memberi tahu, menceritakan atau menghibur.
-
Someone tells a narrative text in order to entertain, stimulate emotion or to teach. Seseorang menceritakan teks narasi itu untuk menghibur, membangkitkan semangat seseorang atau mengajarkan kepada mereka.
-
Dalam narrative text terdapat 3 elemen, yaitu: 1.
Orientation The orientation introduces main characters in a setting of place and time. Orientasi itu mengenalkan tentang karakter-karakter utama dalam keadaan tempat dan waktu
2.
Complication The complication tells the problems of the story and how the main characters solve them. Komplikasi itu menceritakan tentang masalah-maslah yang ada pada cerita dan bagaimana pokok-pokok karakter itu memecahkan masalahmasalah tersebut.
3.
Resolution The resolution tells the ending of the story Resolusi itu menceritakan tentang akhir dari cerita.
3. Metode Pembelajaran / Teknik Story Mapping 4. Langkah – Langkah Kegiatan a. Kegiatan Pendahuluan Motivasi Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Guru menanyakan pertanyaan yang berkaitan dengan materi Guru menyebutkan judul materi yang akan diajarkan
71
b. Kegiatan inti Guru membagi siswa kedalam 7 kelompok
Guru menanyakan siswa tentang cerita yang pernah ditemui siswa
Guru memberi contoh cerita
Guru memperkenalkan konsep metode story mapping beserta keuntungannya menggunakan metode tersebut
Menjelaskan komponen-komponen yang terdapat dalam story mapping
Meminta beberapa siswa untuk membaca teks secara maraton dalam masing-masing kelompok
Meminta siswa untuk mencari beberapa kata kunci yang terdapat dalam cerita tersebut
Meminta siswa untuk melengkapi lembar kerja story mapping sesuai dengan kata kunci yang didapatkan
Guru menyiapkan lembar latihan dan kemudian diberikan kepada siswa untuk mengadakan evaluasi
5. Kegiatan Penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM (Kegiatan Belajar Mengajar). Guru meminta siswa untuk membuat narrative text di rumah sebagai pekerjaan rumah Memberi salam
6. Sumber Belajar 1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008, hal 92-93 2. Bahasa Inggris 1, Tim Penulis Ahmad Thomy Hanafie, Diterbitkan oleh PT Tiga Serangkai Pustaka Mandiri KTSP 2006, Hal 115-116 3. Teks Narasi 4. Lembar kerja story mapping 5. Hand out
7. Penilaian a. Teknik
: Meminta siswa untuk menjawab beberapa pertanyaan
72
b. Bentuk
: Pertanyaan tulisan (Pilihan Ganda)
c. Pedoman Penilaian: 1. Setiap nomor benar diberi skor 10 2. Skor maksimal : 10 x 10 = 100 3. Nilai maksimal 100 Bogor, 28 Agustus 2013 Mengetahui: Guru Mata Pelajaran
Researcher
Syaepul Irsyad, S.Pd.I
Muhamad Romli
NIP. -
NIM: 107014001134
73
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) SMP/MTs
: MTs. Tarbiyatul Falah
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII ( Delapan ) / 1 ( satu )
Standar Kompetensi
: 11.
Memahami makna dalam essai pendek sederhana
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar
: 11.1. Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.
Indikator
: Membaca nyaring dan bermakna teks essai berbentuk narrative / recount
Jenis Teks
: Narrative Text
Tema
: Old Story
Aspek / Skill
: Membaca
Alokasi Waktu
: 4 x 40 menit
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Siswa dapat membaca teks narrative dengan suara nyaring, jelas dan dapat dipahami 2. Menambah pengetahuan siswa tentang berbagai macam teks 3. Membuat teks narasi yang sesuai dengan elemen narrative text 4. Memaknai isi teks narasi 5. Membedakan berbagai macam teks
74
2. Materi Pembelajaran a. Text Narasi THE LEGEND OF LAKE TOBA Once, a fisherman named Batara Guru Sahala lived in Batak land. One day e caught a fish. He was surprised to find that the fish could talk. It begged Sahala to set it free. He did accordingly. As soon as the fish was free, it changed into a woman. She was so beautiful that Sahala fell in love with her at once. He asked her to marrry him. The woman agreed to marry Sahala. However, she told him that he must never let out the secret that she was once a fish. Sahala promised her that he would not tell anyone about it. They were happily merried, and had two daughters. Every morning Sahala went out fishing. His daugthers would bring him his lunch. Once day, however, instead of bringing the food to their father, the two girls ate it. When Sahala knew what they had done with the meal, he very angry. He shouted at the saying. “You behaved exactly like the daughters of a fish!”. The girls did not know what their father meant. They went home and asked their mother about it. Their mother was very annoyed. Although Sahala apologized ti her later, she would not forgive him for breaking his promise. Then the earth began to shake, and volcanoes started to erupt. The earth cracked and formed a big hole. People said that hole become Lake Toba.
-
Teks Narasi adalah : Teks yang menceritakan sebuah kejadian pada masa lampau, yang berfungsi untuk memberi tahu, menceritakan atau menghibur.
-
Some one tells a narrative text in order to entertain, stimulate emotion or to teach. Seseorang menceritakan teks narasi itu untuk menghibur, membangkitkan semangat seseorang atau mengajarkan kepada mereka.
-
Dalam narrative text terdapat 3 elemen, yaitu: 1.
Orientation The orientation introduces main characters in a setting of place and time. Orientasi itu mengenalkan tentang karakter-karakter utama dalam keadaan tempat dan waktu
75
2.
Complication The complication tells the problems of the story and how the main characters solve them. Komplikasi itu menceritakan tentang masalah-maslah yang ada pada cerita dan bagaimana pokok-pokok karakter itu memecahkan masalahmasalah tersebut.
3.
Resolution The resolution tells the ending of the story Resolusi itu menceritakan tentang akhir dari cerita.
b.
Kosakata terkait tema / jenis teks. Misalnya
: Fisherman, Land, Beautiful, Earth, Lake, Married, Shake, Annoyed, Erupt, Volcanoes, etc
c.
Verbs
: Went, Talked,
d.
To be
: was, were
e.
Adjective
: Beautiful
f.
Personal pronouns
: You, They, She, He, It.
g.
Ungkapan Baku
: -
Once As soon as
3. Metode Pembelajaran / Teknik Story Mapping method 4. Langkah – Langkah Kegiatan a. Kegiatan Pendahuluan Motivasi Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa Guru menanyakan pertanyaan yang berkaitan dengan materi Guru menyebutkan judul materi yang akan diajarkan b. Kegiatan inti
Guru menanyakan siswa tentang cerita yang pernah ditemui siswa
Guru memberi contoh cerita
Meminta beberapa siswa untuk membaca teks secara maraton
Meminta siswa untuk memahami teks tersebut
Meminta siswa untuk menterjemahkannya
76
Meminta siswa untuk mengisi form metode story mapping sesuai dengan cerita
Meminta siswa untuk menjawab beberapa pertanyaan yang guru berikan
c. Kegiatan Penutup Evaluasi Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM (Kegiatan Belajar Mengajar). Guru meminta siswa untuk membuat narrative text di rumah sebagai pekerjaan rumah Memberi salam
5. Sumber Belajar 1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008, hal 92-93 2. Bahasa Inggris 1, Tim Penulis Ahmad Thomy Hanafie, Diterbitkan oleh PT Tiga Serangkai Pustaka Mandiri KTSP 2006, Hal 115-116 3. LKS Bahasa Inggris, Juli Waskito, S. Si dkk, CV Media Kreasi, KTSP 2006, hal 41. 4. Teks Narasi 5. Hand out
6. Penilaian a. Teknik
: Meminta siswa untuk menjawab beberapa pertanyaan
b. Bentuk
: Pertanyaan tulisan
c. Instrumen : Chose the correct answer by crossing a, b, c, d. 1. Batara Guru Sahala was a.... a.
Farmer
c. Sailor
b.
Villager
d. Fisherman
2. Batara Guru Sahala had.......daughter. a.
Two
c. Four
b.
Three
d. Five
3. How did they fell when Batara Guru Sahala were married and have two daughters? a.
Happy
c. Said
77
b.
Doubt
d. Angry
4. His wife was annoyed because..... a.
Sahala apologized to her
b.
He forgave her for the mistake she made
c.
Sahala broke his promise
d.
His daughters ate Sahala’s meal
5. What happened when the earth shook? a.
The earth began to shake
b.
The earth cracken and made a big hole
c.
The earth became Lake Toba
d.
Volcanoes started to erupt
d. Pedoman Penilaian: 1. Setiap nomor benar diberi skor 20 2. Skor maksimal : 5 x 5 = 100 3. Nilai maksimal 100 4. Nilai Siswa Skor perolehan x 10 Skor Maksimal
Bogor, 04 September 2013 Mengetahui: Guru Mata Pelajaran
Researcher
Syaepul Irsyad, S.Pd.I
Muhamad Romli
NIP.-
NIM: 107014001134
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP ) SMP/MTs
: MTs. Tarbiyatul falah
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: VIII ( Delapan ) 1 / 1 ( Satu )
Standar Kompetensi
: 11.
Memahami makna dalam essai pendek sederhana
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar. Kompetensi Dasar
: 11.1. Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar.
Indikator
: - Mengenali berbagai macam teks -
Mengidentifikasi berbagai macam teks
-
Memahami model text narrative
-
Mendemonstrasikan text narrative
Jenis Teks
: Narrative Text
Tema
: A Friend in Need Is a Friend Indeed
Aspek / Skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
1. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Siswa dapat membaca teks narrative dengan suara nyaring, jelas dan dapat dipahami 2. Menambah pengetahuan siswa tentang berbagai macam teks 3. Membedakan berbagai macam teks 4. Membuat teks narasi yang sesuai dengan elemen narrative text
5. Memaknai isi teks narasi
2. Materi Pembelajaran a. Text Narasi THE HARE AND THE TORTOISE Once upon a time there lived two closed friend, the hare and the tortoise. They liked to race against each other, but the hare always won. One day, the hare asked the tortoise to race down to the beach. The tortoise refused, he said that he will loose anyway. The hare laughed at a tortoise for his slowness. Because of that the hare agreed to have a race. When the race started, the hare ran very fast and was ahead of the tortoise. The day was hot and the tortoise was left far behind him; therefore, the hare decided to sleep for a while. While the hare was sleeping, the tortoise crawled on. When the hare awoke, he directly ran to the finish line as fast as he could. However, the tortoise was already there. “I am slow but sure.” said the tortoise.
-
Teks Narasi adalah : teks yang menceritakan sebuah kejadian pada masa lampau, yang berfungsi untuk memberi tahu, menceritakan atau menghibur.
-
Someone tells a narrative in order to entertain, stimulate emotion or to tell someone about something (Seseorang menceritakan teks narasi itu untuk menghibur, membangkitkan semangat seseorang atau untuk memberitahukan seseorang tentang sesuatu.)
-
Dalam narrative text terdapat 3 elemen, yaitu: 1.
Orientation The orientation introduces main characters in a setting of place and time. (Orientasi itu mengenalkan tentang karakter-karakter utama, tempat dan waktu.)
2.
Complication The complication tells the problems of the story and how the main characters solve them.
(Komplikasi itu menceritakan tentang masalah – masalah yang ada pada cerita dan bagaimana pokok – pokok karakter itu memecahkan masalah– masalah tersebut.) 3.
Resolution The resolution tells the ending of the story. (Resolusi itu menceritakan tentang akhir dari cerita)
b.
Kosakata terkait tema / jenis teks. - Verbs
: Lived, liked, won, asked, refused, laughed, agreed, started, ran, and awoke.
- Adjective
: Hot, slow, sure.
- Nouns
: Hare, tortoise, slowness, race, day.
- Personal pronouns : I, He. - Ungkapan Baku
: Once upon a time
3. Metode Pembelajaran / Teknik Three-phase technique 4. Langkah – Langkah Kegiatan a. Kegiatan Pendahuluan Motivasi
Greeting (memberi salam dan tegur sapa)
Tanya jawab berbagai hal terkait kondisi siswa
Guru menanyakan pertanyaan yang berkaitan dengan materi
Guru menyebutkan judul materi yang akan diajarkan
b. Kegiatan inti Guru menanyakan siswa tentang cerita yang pernah ditemui siswa Guru memberi contoh cerita Guru memperkenalkan kembali tentang konsep metode story mapping beserta keuntungannya menggunakan metode tersebut Menjelaskan komponen-komponen yang terdapat dalam story mapping
Meminta beberapa siswa untuk membaca teks secara maraton Meminta siswa untuk mencari beberapa kata kunci yang terdapat dalam cerita tersebut Meminta siswa untuk melengkapi lembar kerja story mapping sesuai dengan kata kunci yang didapatkan Guru menyiapkan lembar latihan dan kemudian diberikan kepada siswa untuk mengadakan evaluasi
5. Kegiatan Penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM (Kegiatan Belajar Mengajar). Guru meminta siswa untuk membuat narrative text di rumah sebagai pekerjaan rumah Memberi motivasi kepada siswa Memberi salam
6. Sumber Belajar 1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008, hal 88, 116-117 2. Teks Narasi 3. Bahasa Inggris SMART, Sri Eti Muchtinah dkk, Swadaya Murni, 2012, hal 22
7. Media Pembelajaran 1.
Lembar kerja story mapping
2.
Hand Out soal-soal
3.
White board
4.
Teks Narrative
8. Penilaian a. Teknik
: Meminta siswa untuk menjawab beberapa pertanyaan
b. Bentuk
: Pertanyaan tulisan
c. Instrumen : Answers the questions based on the story above! 1. Who were the two friends?
2. What did the hare ask the tortoise? 3. How was the end of the story? 4. Why did the hare decide to sleep for a while 5. What is the lesson which we can take from the text above?
d. Pedoman Penilaian: 1. Setiap nomor benar diberi skor 20 2. Skor maksimal : 5 x 20 = 100 3. Nilai maksimal 100
Bogor, 11 september 2014 Mengetahui: Guru Mata pelajaran
Researcher
Saepul Irsyad, S.Pd.I
Muhamad Romli
NIP.-
NIM: 107014001134
Jt.
k.
t'i. Juanda
rtix-rR-RXO-0At
i No. Dokurnen
KEMENTERIAN AGAMA UIN JAKARTA FITK
Tgl.
FORM {FR)
Terbit
'.
1 Maret 20i0
No 95 Ciputat 15412 lndanesa
SUNNT BIMBINGAN SKRIPSI Jakarta,23Desember 2012
Nomor : Un.0 1/F. l/KM .01' 3 I 2'?9.k.12012 Lamp. :Hal : Bimbingan SkriPsi
Kepada Yth.
Dr. Alek. M.Pd Pembimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. As
s
alarnu' al aikum wr.wb.
Dengan
ini diharapken
kesediaan Saudara untuk menjadi Pembimbing
I/II
(materi/teknis) penulisan skripsi maliasiswa: Nama
Muhamad Romli
NIM
107014001 134
Jurusan
Pendidikan Bahasa Inggris
Semester
XI (Sebelas) IMPROVING TTiE STUDENTS' . LINDERSTANDING OF
Judul Skripsi
NARRATI/E TEXT BY USING STORY MAPPING 2? Desember Judul tersebut telah disetujui oleh Jurusan yang bersang\utan pada tanggal pada redaksional perubahan 2012, abstraksrloutline teilampir. Saudara iupit m*lutui
Bimbingan skripsi
ini
diharapkan selesai dalam waktu
6
(enam) bulan, dan dapat
diperpaijang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Was s al amu'
al aihtm -wr.w b. Bahasa Inggris 1 -tr
1964 Tembusan:
l. 2.
DekanFITK Mahasiswa ybs.
99103
1 002
Jakarta 27 Desernber 2012 No Lamp
Hal
: istirnewa : I (satu) berkas : Penqajuan Judul Skiripsi Kepada Yth,
Ketua Jurusan Fendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta
Di Ternpat
Assalamu'alaikum Wr. Wb Mengingat akan berakhirnya masa studi saya di tingkat strata satu (Si), maka saya yang bertanda tangan dibawah ini: Nama
Muhamad Romli
NIM
107014001134
Fakultas
Ilmu Tarbiyah dan Keguruan Pendidikan Bahasa Inggris / XI C
Jurusan / Smtr
Bermaksud mengajukanjudul skripsi sebagai salah satu syarat menyelesaikan prograrn strata satu (S-l) LJIN Syarif Hidayatullah JakartA adapun judul yang saya ajukan adalah:
''IMPROVING TIIE STUDENTS' UNDERSTANDING OF NARRATIVE TEXT BY USING STORY IVIAPPINGII (A Classroom Action Research at the Second Year Students of Ws Tarbiyatul Folah Bogo) Bersama ini saya lampirkan satu berkas proposal skripsi yang terdiri dari:
l.
Outline Skripsi
2. Abstract Skripsi, dan 3. Bibliography sementara Demikianlah surat pengajuan ini saya sampaikan. Atas segala pertimbangan dan perhatiannya saya ucapkan banyak terima kasih. Wassalamu' alaikum Wn Wb.
Menyetujui,
Dosentw*"
Pemohon,
ffi;/L Mengetahui, Ketua Jurusan PBI
Drs. Svauki" M.Pd NIP:T9il41212 199103 I 002
YAYASAN PENDIDIKAN ISLAM
MTs TARBIYATUL FALAH SURUPAN Alamat : Kp. Surupan RT 03/05 Desa Cibadak Kec. Sukamakmur Bogor Kode Pos 16830 Telp"/HP. 085695005855
SURAT KETERANGAN No.
0 I 5/]vITs.
S-TF/XIU20I3
Yang bertanda tangan dibawah ini:
Soffan Adenansi, S.Pd.I
Nama
:
Jabatan
: Kepala Madrasatr
Dengan ini menerangkan bahwa:
Nama
Muhamad Romli
NIM
107014001 134
Fakultas
Ilmu Tarbiyah da4 Keguruan
Jurusan/Prodi
Pendidikan Bahasa lnggrrs
Semester
13 (Tigabelas)
Tahun Akademik
201312014
Adatah benar telah mengadakan penelitian d MTs Tarbiyatul Falah Bogor dalam rangka menyelesaikan penelitian skripsi yang berjudul "Improving the Students'
Understanding of Narrative Textby Using Slqry Mapping". Demikianlah syrat keterangan ini dibuat dengan sebenarnya dan kepada yang berkepentingan dapat dipergunakan seperlunya.
CiUaiat<, l8 Desemb er2013
