IMPROVING STUDENTS’ UNDERSTANDING OF SIMPLE PAST TENSE BY USING FOLKTALES (A Classroom Action Research at the Second Grade of Marketing Major Class 2.3 SMK
Nusantara, Ciputat, South Tangerang)
A “Skripsi” Presented to the Faculty of Tarbiya and Teachers Training In Partial Fulfillments of the Requirements for the Degree of Strata 1 (Bachelor of Arts) in English Education Department
By: ILYATUL UMROH NIM: 106014000389 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH JAKARTA 2011
IMPROVING STUDENTS’ UNDERSTANDING OF SIMPLE PAST TENSE BY USING FOLKTALES (A Classroom Action Research at the Second Grade of Marketing Major Class 2.3
SMK Nusantara, Ciputat, South Tangerang)
A “Skripsi” Presented to the Faculty of Tarbiya and Teachers Training In Partial Fulfillments of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English Education Department
By: Ilyatul Umroh NIM: 106014000389
Approved by
Advisor
Drs. Syauki, M.Pd NIP: 19641212 199103 1 002
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA 2011
i
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiya and Teachers’ Training certifies that the ‘skripsi’ (scientific paper) entitled “Improving Students’ Understanding of Simple Past Tense by Using Folktale (A Classroom Action Research at the Second Grade of Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang )”, written by Ilyatul Umroh, students registration number 106014000389, was examined by the committee on March
2nd, 2011 and was declared to have passed and have fulfilled one of the requirements for the degree of S.Pd in English Education Department.
Jakarta, March 2 nd, 2011 EXAMINATION COMMITTEE:
CHAIRMAN : Drs. Syauki, M.Pd
(
)
(
)
(
)
(
)
NIP. 19641212 199103 1 002 SECRETARY : Neneng Sunengsih, S.Pd NIP. 19730625 199903 2001
EXAMINERS:
1. Dr. Ratna Sari Dewi, M.Pd NIP. 19720501 19990230
2. Nida Husna, MA Tesol NIP. 19720705 2003122002
Acknowledged by Dean of Faculty of Tarbiya and Teachers’ Training
Prof. Dr. Dede Rosyada, MA NIP. 19571005 1987031 003
ii
ABSTRACT
Ilyatul Umroh, “Improving Students Understanding of Simple Past Tense by Using Folktale (A Classroom Action Research at Second
ade of
Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang)”. Skripsi, English Education Department, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.
Key words: Students’ understanding of simple past tense, Folktale
This research is conducted in order to improve student
understanding of
simple past tense by using folktale at the Second grade of Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang. In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. She taught simple past tense at grade XI of Marketing Major class 2.3 SMK Nusantara. This research consisted of three cycles and each cycle consisted of three meetings (the test was not included in the meeting). The researcher conducted this research for o
month and three weeks.
To collect the data, the researcher used observation, interview, and tests (pre-test
and post-tests). The result of this research shows that using folktale
imple past
tense at grade XI of Marketing Major class 2.3 SMK Nusantara can improve their understanding of simple past tense. The students felt
the teaching learning
activities were fun and interesting. Moreover, the students’ achievements in pre test and post-test show a good progress. The mean of pre-test is 48.89, and there were only two students who passed the KKM or 5.26%. The mean of the post-test 1 is 59. 76, and there were 10 students who passed the KKM or 26.31% of the students who passed the KKM. In cycle II, the students
score improved
significantly, the mean score of post-test 2 is 68.42, and the number of students who passed the KKM is 21 or 55.26%. In the last cycle, the mean of post-test 3 is 71.81, and the number of students who passed KKM was increased, that is 31 students or 81.57%. So, there is 76.31% improvement of the students’ percentage
iii
of pre-test (5.26%) to post-test 3 score (81.57%). From this result, the researcher concluded that teaching simple past tense by using folktale at grade XI of Marketing Major class 2.3 SMK Nusantara was effective
improve students
understanding of simple past tense, because it has achieved the target of Classroom Action Research, which is 75% .
iv
ABSTRACT
Ilyatul Umroh, “Improving Students Understanding of Simple Past Tense by Using Folktale (A Classroom Action Research at Second
ade of
Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.
Kata Kunci: Pemahaman siswa terhadap simple past tense, Dongeng (Folktale)
Penelitian
ini
dilaksanakan
dengan
tujuan
untuk
meningkatkan
pemahaman siswa terhadap Simple past tense dengan menggunakan Folktale
(Dongeng) pada siswa kelas 2.3 Jurusan Pemasaran SMK Nusantara, Ciputat, Tangerang Selatan . Dalam pelaksanaan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajar Simple past tense di kelas 2.3 jurusan Pemasaran SMK Nusantara. Penelitian ini terdiri dari tiga siklus, dan tiap siklus terdiri dari tiga pertemuan (pelaksanaan test tidak dihitung sebagai pertemuan). Peneliti melaksanakan penelitian ini selama 1 bulan dan 3 minggu. Untuk pengumpulan data, peneliti menggunakan observasi,
wawancara, dan test (pre-test dan post-test). Hasil penelitian ini menunjukkan bahwa penggunaan folktale (dongeng) dalam pengajaran simple past tense pada kelas 2.3 jurusan Pemasaran SMK
Nusantara dapat meningkatkan pemahaman siswa terhadap simple past tense. Para siswa juga merasa kegiatan belajar-mengajar menjadi asyik dan menyenangkan. Selain itu, nilai pre-test dan post-test siswa juga mengalami peningkatan yang bagus. Rata-rata nilai pre-test adalah 48.89, dan ada 2 siswa yang mampu melewati KKM atau 5.26%. nilai rata-rata post-test 1 adalah 59. 76, dan ada 10 siswa yang dapat melewati KKM atau 26.31%. pada siklus II, nilai siswa mengalami peningkatan yang signifikan, nilai rat-rata post-test 2 adalah 68.42, dan jumlah siswa yang bisa melewati KKM adalah 21 atau 55.26%. pada siklus
terakhir, nilai rata- rata post-test 3 adalah 71.81, dan jumlah siswa yang melewati
v
KKM meningkat, yakni 31 siswa atau 81.57%. jadi, ada peningkatan sebesar 76.31% dari pre-test (5.26%) to post-test 3 score (81.57%). Berdasarkan hasil ini, peneliti menyimpulkan bahwa pengajaran simple past tense dengan menggunakan folktale pada kelas 2.3 jurusan Pemasaran SMK Nusantara telah efektif dalam meningkatkan pemahaman siswa terhadap simple past tense, karena hasil penelitiannya telah mencapai target Penelitian Tindakan Kelas yakni 75 %.
vi
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful.
Praise be to Allah, The Lord of the world, who gives the writer guidance and strength, so she could finish this scientific paper (skipsi). Peace and blessing be upon our prophet Muhammad SAW, his family, his companions and his followers. This skripsi is presented to the English Education Department of Tarbiya and Teachers Training Faculty of State Islamic University of Syarif Hidayatullah, Jakarta as a partial fulfillment of the requirements for strata 1 (S1). This research could not be completed without a great deal of help from many people, especially Drs. Syauki, M.Pd, her advisor who has patiently given valuable advice and guidance to finish this research paper. Her gratitude also goes to those who helped her in finishing her work, among others:
1. Prof. Dr. H. Dede Rosyada, MA, the Dean of Faculty of Tarbiya and Teachers Training.
2. Drs. Syauki, M.Pd, the Head of English Education Department of UIN Syarif Hidayatullah Jakarta.
3. Mrs. Neneng Sunengsih, S.pd, the Secretary of English Education Department of UIN Syarif Hidayatullah Jakarta. 4. All lecturers in English Education Department who have taught and educated the writer so she knows many things. 5. Mr. Faisal Bakar, SE the Headmaster of SMK Nusantara Ciputat who has allowed the writer to conduct this research.
6. All teachers and staffs of SMK Nusantara especially Mr. Arif Noor, SE, MM who have helped and supported the writer in finishing this research. 7. Mrs. Rini Ramdani Yafas, SE, the English teacher of Class 2.3 Marketing Major SMK Nusantara who has given her ideas and time and also has guided, advised, and supported the writer in the process of doing the
research.
vii
8. Her best gratitude to her beloved parents, Mr. Sudarji and Mrs. Masni; her beloved brother and sisters especially Mrs. Ros, Mrs.
i, and Mrs.
Mas’udah who always give pray, support, motivations, and moral
encouragements to finish this skripsi. 9. Mr. Reza Risky, her fiancé, thank you for your support, help, and patient so that the writer can finish this skripsi.
10. Her beloved roommates Ms. Iir Hidayat, Husna Ali Yusuf, and Ika Majid who always give supports, suggestion, and pray for her.
11. Her beloved friends in English Edu cation Department in class B year 2006 whose names cannot be mentioned one by one. The writer realizes that this paper is far from being perfect. Therefore, the writer expects some suggestions and critics for this paper. At last, the writer hopes that this research paper will be useful for all.
Jakarta, March 2 nd, 2011 The writer
Ilyatul Umroh
viii
TABLE OF CONTENT
The Approval Sheet of Advisor ...........................................................................
i
The Endorsement Sheet of Examination Committee ......................................... ii
Abstract ................................................................................................................ iii Acknowledgement ...............................................................................................
v
Table of Content .................................................................................................. vii List of Tables ......................................................................................................... ix
List of Figures........................................................................................................ x List of Appendices................................................................................................. xi CHAPTER I INTRODUCTION
A. Background of Study ............................................................................... 1 B. Limitation of the Problem ........................................................................ 4 C. Statement of the Problem ......................................................................... 4 D. The Objective of the Research ................................................................ 4 E. The Significant of the Research .............................................................. 4 F. Method of the Research ........................................................................... 5 CHAPTER II THEORITICAL FRAMEWORK
A. Simple Past Tense 1. Definition of Simple Past Tense ....................................................... 6 2. The Form of Simple Past Tense ....................................................... 7 3. The Use of Simple Past Tense .......................................................... 10 B. Folktale 1. Definition of Folktale ....................................................................... 14 2. Types of Folktale .............................................................................. 15 C. Using Folktale in Teaching Grammar 1. The Definition of Grammar ............................................................. 18 2. The Place of Grammar in Language Teaching ............................... 19 3. Using Folktale in Teaching Grammar ............................................. 20 D. Relevant Study ............................................................................ 22 E. The Conceptual Development of Action Planning ................... 23
ix
F. Action Hypothesis ....................................................................... 24 CHAPTER III RESEARCH METHODOLOGY
A. The Method of Research ........................................................................ 2 5 B. Subject of the Research .......................................................................... 2 6 C. Place and Time of the Research ............................................................ 26 D. The Writer’s Role on the Research ....................................................... 26 E.
The Research Design .............................................................................. 26
F.
The Instruments of the Research ........................................................... 28
G. Technique of Data Collecting ................................................................. 30 H. Technique of Data Analysis .................................................................. 21 I.
Trustworthiness of Study ....................................................................... 32
J.
Criterion of the Action Research Success ................................................. 34
CHAPTER IV RESEARCH FINDING
A. Before Implementing the Action 1. The Result of Pre Observation ......................................................... 35 2. The Result of Pre Interview ............................................................. 36 3. The Result of Pre-test ....................................................................... 36 B. The Implementation of Classroom Action Research 1. Cycle I ............................................................................................... 37 2. Cycle II .............................................................................................. 42 3. Cycle III ............................................................................................ 47 C. The Discussion of the Data After CAR 1. The Result of Post Interview ........................................................... 41 2. The Result of Post Test .................................................................... 51 D. The Interpretation of the Data ................................................................ 59 CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................................. 61 B. Suggestion ............................................................................................... 62 BIBLIOGRAPHY .............................................................................................. 63 APPENDIX .......................................................................................................... 66
x
LIST OF TABLES
Table 3.1: The Classification of Discriminating Power .................................... 33 Table 3.2: The Classification of Difficulty Level ............................................. 34
Table 4.1: Pre-test and Post-tests Scores ........................................................... 52
xi
LIST OF FIGURES
Figure 4.1: Stephen Kemmis’ Design …………………………………. …… 27
xii
LIST OF APPENDICES
Appendix 1: English Teacher Interview before CAR ....................................... 66 Appendix 2: English Teacher Interview after CAR .......................................... 69
Appendix 3: Students Observation Forms ........................................................ 7 1 Appendix 4: Teacher Observation Forms .......................................................... 74 Appendix 5: Charts of Students’ Scores ............................................................ 77 Appendix 6: Field Notes ..................................................................................... 79 Appendix 7: Lesson Plans .................................................................................. 89
Appendix 8: Folktales Stories ............................................................................ 124 Appendix 9: Kisi-Kisi Soal ................................................................................. 143 Appendix 10: Tests ............................................................................................. 155
Appendix 11: The Key Answers ....................................................................... 179 Appendix 12: Validity Test ................................................................................ 183 Appendix 13: Analsis Butir Soal ...................................................................... 186 Appendix 14: The School Profile ...................................................................... 188
xiii
CHAPTER I INTRODUCTION
BACKGROUND OF THE STUDY Today, English is inclu ded as a compulsory subject for the students at any grade in Indon esia, from elementary school up to university. This obligation is based on the government regu lation that mention “ Bahasa Inggris telah menjadi bahasa asing p ertama yang wajib dipelajari, dengan tujuan untuk mengembangkan ilmu pengetahuan, teknologi, dan kebudayaan” (English became the first foreign language that is obligatory to be learned, the purpose is to develop science, technology, and culture; m oreover the language is used s a way of the constructing the relationship with other nations )1. It also explains that foreign language especially English is an international language that is very important for global communication. There are two aspects that must be mastered by the students in learning English. First, language performance s, or usually called as language skills, they include listening, speaking, reading, and writing. Second is anguage competence, it is underlying knowledge of the system of language; nvolve s its rules of gram mar, vocabulary, pronunciation, etc . All th ose skills are im portant in mastering English. Grammar is a description of the way language works. The knowledge of 1
2
gram matical rules is essential for the mastery of a language; we cannot use words unless we know how they should be put together. With gramm ar, people can com municate and send their message each other clearly and precisely. So , effective co mmunication would be seriously impaired wi out an ability to put gram mar to use in a variety of a situation. Grammar consists o f m any parts that should be learned by the students. One of the important on e is tense. Tense expresses the time that an action occurs in relation to the moment of speaking.”2 So, by tense, the students know when the action occurs, and u nderstand or know the corresponden ce between the form of the verb and their concept of time. Some grammarians classified tense in different way. Frank stated that there are six tenses in English language; those are simple present tense, simple past tense, simple future tense, present perfect tense, past perfect tense, and future perfect tense.3 From this argumen t, it means that the grammarian only classified the basic tense; th e other tense like “continuous tense” do not include in this classifying. In Indonesian language there is no tense system, so it makes many students have considerable difficulty with English tense system. Usually students who study tenses, in this case is the simple past tense , face some difficulties, like Peterson said: The English tense system is quite complicated , but the most comm on problem is how to form tenses. The biggest problem is eciding which tense to use in a given situation. In order to choose correctly and easily, the students must understand the meaning of the tense itself, its time picture or time line. He or she must know what kind of activities and states can be described by certain verbs. Certain verbs are limited n their usage, and this can present problems too .4 From the argument above, the writer concludes there are some difficulties in learning tense, especially simple past tense: First, the form of simple past tense itself. Second, the time or the situation of the tense. Third, the verb forms of simple p ast tense (both regular and irregular).
3
Meanwhile, many students of SMK Nusantara Ciputat especially cl s 2.3 at the Marketing majo r also have some difficulties in earning simple past tense. Most of the students do not know the verb 2 forms (both regular and irregular). When they make a sen tence in simple past tense they always use verb 1, they also do not know the form and the usage of simple past tense. When th e writer asked them to write down their activities yesterday most of
em wrote it by using verb 1
or verb-ing form, for example: “ Yesterday I wake up at 5.30, then take a bath , then I go to school, then I watching TV and play football.” 5 Based on the phenomena above, the writer wants to discuss and solve the problem. The problem in learning past tense happened b cause of some factors, not only the disability of the students but also the teachers' technique and creativity in teaching learn ing process. Some students think that the technique that is used in teaching learning process especially simple past tense is bored and not attractive. So the writer tries to find a new technique to make the teaching learning process become fun , attractive and enjoyable for the s
en ts.
In this “Skripsi” the writer wants to use folktales in teaching simple past tense in order to improve the students understanding o simple past tense. She
chooses the folktales becau se folktales is a kind of a narrative text th at is typically associated with past tense and language feature of fol
les use simple past tense .
It will make the students easy to understand when they learn the simple past tense, because they can find an d know the forms of Verb 2 directly and easily (both regular and irregular verbs), so they can identify and memorize the verb forms easily. They can also see how is the form of simple past tense (positive, negative or interrogative). Beside that the folktales can also entertain and deal with actual or
various experien ces in different way and it will make th e students fun and enjoy the lesson. LIM ITATION OF THE PROBLEM In this “Skripsi” th e writer will limit the discussion on “the improvement of
4
students' understandin g o f verb two forms (both regular and irregular) by using
folktales, their understanding of negative and interrogative form of simple past tense through folktales, and their ability to use the simp le past tense both
tten
and spoken .”
FORM ULATION OF THE PROBLEM Based on the background above, there are some problem s arise: How much does folktale improve the students understanding of verb two forms (both regular and irregular)? How m uch does folktale improve the students' ability in usin g negative and interrogative form of simple past tense? How much does folktale improve the students' ability in using simple past tense (bo th written and spoken)?
THE OBJECTIVE OF THE RESEARCH
To kno w whether folktale can improve th e students' understanding of verb two form s (both regular and irregular verbs) or no t.
To kno w whether folktale can imp rove the students' understanding of negative and interrogative forms of simple past tense or not. To know whether folktale can improve the students' ability to use the simple past tense both written and spoken or not.
E. THE SIGNIFICANCE OF THE RESEARCH
For the writer: To fulfill th e requirement of b achelor degree of Engli
Edu cation Department.
5
For the English teachers: To enrich teachers' knowledge in teaching English grammar, especially in teaching sim ple past tense. To encourage the English teacher to be more creative in teaching grammar, especially in teachin g simple past tense. For the Students To improve students' understanding of simple past tense. To encourage the students to be more active in teachin
earning process.
F. THE METHOD OF THE RESEARCH In this study the writer uses a Classroom Action Research (CAR). Classroom action research designs are systematic procedures done y teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, their teaching, and their student learning. There are four steps in action research, they are planning, acting, observing, and reflecting. Those steps are th e elements to make a research cycle. If the result is satisfy, the researcher does not need to make a new cycle. On the other hand, if the result is not satisfied he or she must make new cycles until becom e a good one. 1
Undang-undang Nomor 20 tentang Sistem Pendidikan Nasi nal, (Jakarta: PT: Tamita Utama, 2004), P. v 2
Ron Cowan, The Teacher's Grammar of English, (Cambridge: Cambridge University Press, 2008), p. 350 3 Marcella Frank, Modern English: A Practical and reference Guide, (New Jersey: Prentice-Halll, inc, 1972), p. 52 4
Patricia Wilson Peterson, Changing times Changing Tenses, (Jakarta: PT: BPK Agung
Mulia, 1985), p. iii 5
See Appendix 5, p. 74
CHAPTER II THEORETICAL FRAMEWORK
SIM PLE PAST TENSE Definition of Simple Past Tens e Simple past tense has many definitions that given by gramm arians. There are some defin itions which have same o pinion. Among other, simple past tense is defined as “indicates an activity o r situation began and ended at a particular time in the past.”1 It means that past tense refers to an activity that occurs in definite time in the past. It is in line with Frank who said that “ the simple past tense represents defin ite time, whether a time word is given or not.” 2 So, simple past tense talks about an action or situation that happened in the past whether there is the time signal or not. In ad dition, Cowan stated that “simple past tense frequently occurs with expressions that indicate a specific point in tim e whe the action was carried ou t.”3 Furthermore, “simple past tense refers to a complete a
on, activity or state that
happened or that was true at a certain p oint or at a certain period of time in the past.”4 It means that, the basic meaning of simple past tense is to express an activity or action in a p rior time of speaking. In an other source, Murcia and Larsen explained that the core meaning of the past tense adds is a sense of remoteness. The simple past tense is used when the speaker con ceptualizes a co mplete event factually, but as remote in some way.” 5 This explanation has the same meaning with the earlier definitions above; that is talk about a co mplete action or event occurred in the past; the remoteness here com es in the feeling that the action or event is over and d one with. Moreover, according to Seaton and Mew, they point out “ simple past tense is
6
2
used to talk about things that happened in the past.” 6 This definition in line with Leech and Svartvik, they said that simple past tense is used when the past happening is related to a d efinite time in the past.7 In other words, simple past tense used to express event or activity that happened in the definite time in the past time. From the several statem ents above, the writer takes conclusion that simple past tense is used to talk about an action, situation or event that occurred at a defin ite time in the past time.
The Form of Simple Past Tense Generally simple past tense is form ed by adding -d or -ed for regular verbs, and for irregular verbs is formed with irregular ways. Som e gram marians have explanation about the form of simple past tense. According to Veit, “ the simple past is formed by adding -d or -ed to th e present form, examples: talk/talked, bake/baked, and need/needed. In contrast, irregular (or strong) verbs form the past is irregular ways: do /did, have/had, take/took, and go
t. Linking verbs are even
less regular, with m ultiple forms in both present tense (am, are, is) and past tense (was, were).” 8 It means that sim ple past tense is formed by adding -d/-ed for regular verb s, and irregular ways for irregular verbs, the to be of past form is was, were. In addition, Frank stated that “the simple past tense is made by adding -ed in regular verbs, internal chan ge in regular verb (subject + verb + -ed) or (irregular past form). It is often accompanied by such explanations of definite past time as yesterday, last week, two hours ago, this morning, etc. and irregular verbs which must be learned and memorize in this case .”9 It is in line with Cowan, who said that “the form of simple past tense as “simp le past tense is represen ted by the -ed
inflection on regular verbs and by other changes in the case of i egular verbs.”10 It can be said that the simple past tense is form ed by adding -d/-ed for
ular verbs
3
and for irregular verbs there is no rule on it and must be learned and mastered by the students. In another source, Murphy explained that: Very often the past simple ends in -ed (regular verbs) The police stopped me on my way home last night. But many verbs are irregular; th e past simple does not end in -ed : Write-wrote
: Mozart wrote more than 600 pieces of music.
See-saw
: W e saw ros e in town few days ago.
In questions and negatives we use did/didn't + infinitive (enjoy/see/go ,
etc.): Did you go out last night? They didn't invite her to the party, so she didn't go.
The past of be (am, is, are) is was/were: Was the weather good when you were holiday? They weren't able to come because they were so busy.11
From the point of view above, it can be said that the positive form of simple past tense is formed by -ed (regular verbs) and man y different changes for irregular verbs. For negative, it is formed by did/did n ot (for infinitive) and was/were (for to be), and for interrogative, it is also formed by did/did
ot (for
infinitive) and was/were (for to be). Moreover, Seaton and Mew point out “ the sim ple past tense is usually formed by adding -ed to the verb, example: jumped, laughed . The simple past form of some verbs does not end in -ed, such verbs are called irregular verbs”. 12 This assumption
is in line with Nasrun Mahmud, who said that “the simple p ast tense is formed with the past form of the verb which may be eith er regular, by adding -ed to
4
infinitive form (incidentally most verbs are regular)
rregular which most be
learned and memorized in each case. For examples: He p layed football yesterday. She ate fried rice la st night .13 On the other words, the simple past tense is formed with -ed (regular verbs) and many different changes for irregular verbs. Example: She washed clothes last week. My father bought a new tie yesterday. There are some forms of the simple past tense stated b Azar as follows:14 Forms of the simple past tense: Verbs Statement
I-You-She-He-It-We-They
worked yesterday
I-You-She-He-It-We-They did not work yesterday Questio n Did I-You-She-He-It-We-They work yesterday? Short Answer Yes, I-You-She-He-It-W e-They did . No, I-You-She-He-It-W e-They did not. Forms of the simple past tense: Non-verbs Statement I-She-He-It was busy yesterday. We-You-They were busy yesterday. Negative I-She-He-It was not busy yesterday. We-You-They were not busy yesterday. Questio n Was I-She-He-It busy yesterday? Were We-You-They busy y esterday? Short Answer Yes, I-She-He-It was . No, I-She-He-It was not. Yes,We-You-They were No, We-You-They were not. Negative
Like Murphy, Azar also explained the forms of simple p st tense in detail. It can be said that, th e p ositive form of simple past s formed by -ed (regular verbs), For negative, it is formed by did/did not (ver s) and was/were (for n onverb), and for interrogative, it is also formed by did id not (for verb) and was/were (for non-verb). Yes, I did or No, I did not for short answer (verb), a d Yes, I was or No , I was not (non-verb). In sum up, from the explanation were given by the grammarians related to the form of simple past tense above, it can be conclude that past tense is formed
5
by adding -d/-ed for regular verbs and for irregular verbs there is no rule on it and must be learned and mastered by the students. For negative and interrogative, it is formed by did/did n ot (verbs) and was/were (for non -verb).
The Us e of Simple Past Tense Simple past tense has some uses or function. So me grammarians have explanation about the use of simple past tense. Generally , the use of simple past tense is to express a repeated action or event in the past, and a comp leted action in the past. According to Murcia and Freeman, the use of simple pas A definite single complete event/action in the past.
se as bellow:
Example: I attended a meeting of that committee last week. Habitual or repeated action/ event in the past. Example: It snowed almost every weekend last winter. An event with duration that applied in the past with the implication that it no longer applies in the present. Example: Professor Nelson taught at Yale for 30 years.15
This is in line with Azar, who explained the use of simple past tense as follow: The sim ple past tense is used to talk about activities or situations that began an d ended in the past (yesterday, last night, th e days ago, in 1990). Examples: Marry walked downtown yesterday. I slept well last night. To express the duration of an event completed in the p t. Examples:
6
I was in Paris for two years (I am in Jakarta now) He lived in London for ten years (but he does not live there n The time signals from the example above are: for two y for five years.
)
rs. For ten years,
To express the habitual action in the past. Examples: Miss W idi always gave me a present when I went there. When I was child, I went swimming every week. 16
From the arguments above, it can be said that the simp e past tense is used to talk about the completed action or situation in the past, the habitual or repeated action or event in the past, and duration of a completed event in the p ast. In addition, Frank explained that the use of simple p ast tense may refer to: One event completed in the past. Examples: I saw him last night. They left two h ours ago. Repeated events completed in the past and no longer happening. Examples: Last year it rained frequently in this area.
(Custom) W hen I was young, I went swim ming everyday. Duration of an event completed in the past Examples: He lived in New York for thirty years and then he decided to r turn to France.
7
In Columbus' day, people believed that earth was flat.17
In other words, it can be said that simple past tense
n be used to talk a
com pleted event or action in the past, repeated event n the past, and duration of an actio n or situation in the past. Moreover, Eastwoo d also had same idea of the use of simple past. He stated several usages of sim ple past tense below: We use the simple past for an action in the past. Example: The shop opened last week. We use the simple past for repeated action. Example: W e went to Austria for few times. The simple past is also the normal tense in stories. Example: Once upon a time a Princess went into a wood and sat down by a stream.18
It means that simple past tense is used to expresses a ompleted action or event in the past, a repeated event in the past, and duration of a comp leted event in the past.
In addition, there are some usages of simple past tense as follows: USE 1: Completed Action in th e Past
Use the simple past tense to express the id ea that an tion started and finished at a specific time in the past. Sometimes the speaker may not actually mention the specific time, but they do have o e specific time in mind. Examples: Last year, I traveled to Japan.
8
Did you have dinner last nigh t? USE 2: A Series of Completed Action
We use the simple past to list a series of completed actions in the past. These action s happened first, second, third, fourth, and so on. Examples: I finished work, walked to the beach, and found a nice place to swim. He arrived to the airport at 8:00, checked into the hotel at 9:00, and met the other at 10:00. USE 3: Duration in Past
The simple past can be used with a duration wh ich start and stops in the past. A d uration is a longer action often indicated by expressions such as: for two y ears, for five m inutes, all day, all year, etc. Examples: They sat at the beach all day. We talked on the phone for thirty minutes. USE 4: Habits in the Past
The simple past can also be used to describe a habit w ich stopped in the past. It can have the same meaning as “used to”. To make it clear that we are talking about the habit, we often add expressions uch as: always, often, usually, never, when I was child, when I was yo ger, etc. Examples: They never went to school, they always skipped class. She worked at the movie theater after school. USE 5: Past Facts or Generalizations
9
The simple past can also be used to describe past facts or generalizations which are no longer true. As in Use 4 above, this use of simple past tense is quite sim ilar to the expression “used to”. Examples: She was shy as a child, but now she is very outgoing. He did not like tomatoes before.19
From this argument, it can be said that simple past tense can be used to talk about a complete actio n or event happened in the ast, a series action in the past, the habit in the past, and the facts or generali tions in the p ast. In sum up, from the explanation were given by the gram arians related to the u se of simple past tense above, it can be seen that simple past tense is used to talk about a co mpleted action or event in the past, a repeated even in the past, and duration of a completed event in the past. Moreover, simple past also used to talk about the facts or generalization in the past, and as the normal tense in stories.
F OLKTALE Definition of Folktale Folktale is the general term of any kinds of narrative tory. According to Hucks and Kiefer “folktale is all form s of narratives, written or oral, which have come to be handed down through the years.”20 This definition is in line with Thompson, he stated th at “folktale is legitimately employed in a much b roader sense to in ude all form s of prose narrative, written or oral, which h
come to be handed down
21
through the years.” It means that folktale is all form s of narratives, written or oral, which have come to be handed down through the years from generation to generation. Frequently the story is taken from the people, recorded in a literary document, carried across continents or preserved through centuries, and then
10
retold to a hum ble entertain er who adds it to his repertory. In ad dition, The American Heritage Dictionary of the English Language defined
folktale as “ a story or legend forming part of an oral tradition .”22 In o ther words, it can be said that folktale is o ne of the stories passed o n by word of mouth rather than by writing . In an other source, folktale defined as “oral narratives that do not have a singular, identifiable author, expanded and shaped by the tongues of tellers over time
d
passed down from one generation to th e nex t; fo lktales o ften reflect the values and customs of the culture from which they come.” 23 It is in line with this definition that stated “folktale is a gen eral term for different varieties of traditional narrative. The telling of stories appears to be a cultural univer al, common to basic and com plex societies alike.” 24 It means that folktale is a narrative story which had a culture or traditional values passed down from generation to generation, but it does not have an identifiable author. Meanwhile, according to Hornby “folktale is a very old traditional story from a particular place that was originally passed on to peop
n a spoken form.” 25 It
means that folktale is form of traditional story passed down orally to the people in the particular place. From the defin itions above, the writer concludes that
ktale is a general
term for any varieties of traditional narrative which has a cultural values; the story which has been handed down from one generation to the next either spoken or written .
Types of Folktale Some linguists have explanation about the types of fol
le in different
ways. According to Th ompson, he divided folktale into four kinds, they are: Märchen
11
Märchen is a tale of some length involvin g a succession of motifs or episodes. It moves in an unreal world without d efinite locality or definite characters and is filled with the marvelous. For examples: "Cinderella," and "Snow W hite." Novella Novella is similar with Märchen . In novella the action occurs in a real world with definite time and place, an d though marvels do ap ear, they are such as apparently call for the hearer's belief in a way th the Märchen does not. Example: The adventures of Sinbad the Sailor. Hero Tale Hero tale is a tale which moves in the frankly fan tastic world of the former or the pseudo-realistic world of the latter. Most Märchen and novelle, of course, have heroes, but would hardly be called hero tales unless they recounted a series of adventures of the same hero . “Hercu les ” is one of hero tale kind. Sage This form of tale purports to be an account of an extraordinary happening believed to have actually occurred. It expresses the idea of local tradition, local legend , and m igratory legend . It may tell of an encounter with marvelous creatures which the folk still believe in--f iries, gho sts, waterspirits, th e devil, and the like.26
It means that there are four kinds of folktale: Märchen, Novella, Hero Tale, and Sage. Moreover, Hucks and Kiefer explained there are five types of folktale, they are: Cumulative Tales Cumulative tales is an increasing repetition of the details buids up to a quick climax. Example: “Chicken Little”. Pourquoi Tales Pourquoi tales is folktales that explain why certain a imal traits or
12
characteristics or hum an custom. For example: How Anim s Got Their Tails. Beast Tales (Fable) Beast tales is tales in which animals act and talk like hum an beings. Example: Three Little Pigs. Wonder Tales (Fairy Tale) Wonder tales is longer and more complicated tales about magic and the supernatural. Example: Beauty and the Beast.
Realistic Tales Realistic tales is stories from the oral tradition tha involve no magic. Example: The boy of the Three Years Nap.27 In o ther words, it can be said that the types of folktales are cumulative tales, pourquoi tales, beast tales (fable), wonder tal
(fairy tale), and realistic tales.
Different kinds of folktale include myth, fairytales, legend, and fable28. From the explanations above, it can be concluded that there are five kinds of folktale, they are: fairy tale (Märchen), novella, myth, legend, and fable.
Fairy Tale (Märchen) Fairy tale (Märchen) is a tale of some length involving a succession of motif or episodes. It moves in an unreal world without definite locality or definite characters and is filled with the marvelous .
Fairytale is a folktale containing fairies, elves, trolls, dwarfs, iants, and other imagin ary creatures . Fairytale is filled with magic and wonder, things happen that could not happen in the real life. It is entirely fictional and often b egin with such formulas as "Once upon a time …" and "In a certain
country there lived …." The popular examples of fairytale are Cinderella , Snow White, and Sleeping Beauty. Novella
13
Novella is almost similar with fairytale. In novella the action occurs in a real world with definite time and place. “The adventures of Sinbad the
Sailor” is a kind of a novella. Myths Generally Myths are about gods and the creation of things. They tell us why things are the way they are. The central c aracters are often gods and goddess, spirits, or other powerful nature an
supernatural
beings. Myths treat happenings of a long-ago time; they generally concern the adventures of gods and goddess, giants, heroes, spirits or other powerful nature and supernatural beings, as well as etiological themes. Legend Legends are narratives of an explanatory nature concerning cr ation and tribal beginnings, supernatural beings, and quasi-histo rical figures, heroes and their mighty deeds before the time of recorded history. They are associated with a particular even t or person. Both myths and legends may have religious content, but myths take place outsi e time, while legends are rooted in a particular or specific time and place. “King Arthur” is an example of the legend. Hero tale is a kind of legend . Like the legend , the hero tales also have heroes, but it would hard ly be called hero tales unless they recounted a series of adventures of the same hero. “Hercules” is one of hero tale kind . Fable Fables are short stories that contain a moral about human behavior. The central character in fable is usually animals that speak and act like humans. In a very entertaining way, fable tel s us a lot about human natu re. Fables attempt to teach their audience how to b ehave. In fables, the animal character is used instead of a human bein g, representing a person, rather than interacting with them.
14
USING FOLKTALE IN TEACHING GRAMM AR The Definition of Grammar Grammar has many definitions th at given by grammarians. There are some definitions which have same opinion. Among other, grammar is defined as “the heart of language and at the same time as mani sted in restricted and controlled produ ction of correct sentences, based on a
atively formal and
academic norm for written language.” 29 It means that grammar is seen as a very important p art of the language and it is used to
ize and controlled
the sen tences correctly in a formal situation. Meanwhile, according to Murcia and Hilles, they point out that gram mar is “a subset of the rules which govern the con gurations that the morphology and syntax of a language assume. These rule
re a part of what is
“known” automatically by all native speakers of a language; in fact, they do not exist outside of native speakers.”30 It means grammar is a set of rules which related with the morphology and syntax of a language and its rules exist in the individual brains of native speakers. In anoth er source, Ur said that “grammar might be roughly defined as the way a language manipulates and combin es words (or
its of words) in
order to form longer unit of meaning.” In other words, it can b e said that gram mar is a way to combines some words in order to make the meaningful sentence, p hrase, or utterance. In sum up, from the point of view related to the defin tion of grammar above, it can be concluded that grammar is a subset of the rules which is very important part of a language and the function is to controlled and organize the sentences correctly . The knowledge of grammar also gai automatically and familiar with the native speakers of a language.
15
The Place of Grammar in Language Teaching For a lon g time, many students and teachers of English language have operated under a static conception of language centered on a limited view of gram mar. There is no dou bt that a knowledge of grammatical rules is essential for the mastery of a language, because we cannot use the words unless we know how they should be put together. But there has been some discussion in recent years whether grammar should be taught to the students in learning a language or not. There are some arguments or statements which have same opinion and opposite each other. Among other, some linguists argued that “by studying gram mar, students would learn the makeup of the langua
and so be able to
apply what they learned as better speakers, writers, and readers.”31 It can be said that learning grammar is needed in order to guide the stude ts to use or apply their reading, writing, and speaking.
Grammar translation Method pointed out the first way of studyi g a language is throu gh detailed analysis of its grammar rules, follow
by
application of this knowledge to the task of translati g sentences and texts into and out of the target language.32 It means that the grammar translation method assu med that grammar is important thing that must be studied by the students in learning a language. In anoth er source, Veit stated that grammar study also has some more immediately practical benefit. Knowledge of gramm ar can give us a tool for analyzing our writing and a vocabulary for discussing t.33 It m eans that gram mar has an important ro le in learning language, because we can use it in other aspects of lan guage, such as writing, speaking, and vocabulary. Moreover, Richards mentioned that “ a central goal for
rammar
pedagogy will b e for the learner to build up a gramm atical repertoire, over
16
time, an u nderstanding of the functions of that gram matical repertoire in various context of communication. For successful language use, the learner will also need to acquire the ability to ap ply various grammatical structures in com municational context.” 34 From this argument, it can be seen that grammar is needed not o nly in theory but also in co mmunication
context; so the
students should have ability to apply grammar in the real com munication. On the other hand, Ur argu ed that: The place of grammar in the teaching of foreign langua is con troversial. Most people agree that knowledge of a l guage means knowing its grammar; but this knowled ge may be intuiti (as it is in our native language), and it is not necessarily true that grammatical structures need to be taught as such, or that formal rules need to be learned. 35
In other words, it can be said that it is not necessar to teach grammar to the learner, because the grammar knowledge is intui ve and cannot be taught. In addition, according to Audio-lingual Method, the explanation of
rules of grammar are therefore not given until students have practice a attern in a variety of co ntext. Hence , the approach to the teaching of grammar is essentially inductive rather that deductive. 36 So, it can be said that th is method wou ld teach grammar but it did not really concern on it. Their main focus in language teachin g is to make the students use the language communicative y. From the arguments above, it can be said that grammar as important place in language learning or teaching , because gram mar allow us to create the number of sentences out of a finite number of words (b written).
spoken and
17
Us ing Folktale in Teaching Grammar Folktale is traditional in almost all cultures. W e can tap into that tradition for a very portable resource and a convenient and flex ble technique for teaching any phase of a grammar lesson. A story provides a realistic context for presenting gram mar points and holds an d focuses students' attenti n in a way that no other technique can. So, it will make the students easy to study and rememb
the
lesson. In addition, folktales make it easy for students to remember the vocabulary and grammatical structures contained in them . Murcia and Hilles said “ Everyone loves a story, includ ng ESL students. Stories are used in contemporary ESL materials to prom
ommunication and
expression in the classroom.” 37 It means that stories, including folktale, are used as a material in teaching learning activity especially in English as a Second Language (ESL) classroom in order to make communication activity in the class. It also explained that: Stories can be used for both eliciting and illustratin mmar points. The former employs inductive reaso ning, while th e latter requires deductive though t, and it is u seful to include both approaches i lesson planning. In addition, a well-told story is perfect context for a structure-discourse match, but the technique can also be used effectively for a structure-social factor match . Story telling is one of these extremely versatile techniques, and once you get the h ang of it, it can be a co nvenien d natural gram mar teaching tool. You may even find that it is th chnique that holds students' attention best, as well as the o ne the enjoy most.38
From this point of view, it can be said that stories i appropriate to use as a media or material in teaching grammar points. It is
good technique in teaching
gram mar because can attract students' attentio n and m ake them enjoy the cl ss. On the other hand, Hucks and Kiefer stated “ folktales offer children many opportunities to hear rich qualitative language and a wide variety of language pattern .39 It means that the students can hear and see the language pattern directly
18
from the folktale. In another source, Davies also argued that: Storytelling helps with listening and speaking skills. ildren will learn the importance of listening, or how to communicate ideas a d interact with others. They will develop their vocabulary and learn w en or where to use words an d phrases. Storytelling entertains and excites, which is an important part of learning. Storytelling also can be used across the curriculum to breakdown subjects that are difficult to learn .40
It means that, stories can guide and help the students to com municate their ideas and to interact each other. It also can ap lied in the curriculum to breakdown the difficult lesson, because it can entertain and make the students fun. So, they can develop their vocabulary and practic their listening, speaking, and reading. This argument is in line with Murcia and Hilles, who said “grammar points can be contextualized in stories that are absor ing and just p lain fun if they are selected with the in terest of the class in mind, a d told with a high degree of energy.” 41 So, the teacher can explain grammar po ints by usin g stories (folktale) because it can make fun and joy in the classroom. In sum up, form the point of view above, it can be sai (including folktales) can b e an interesting an d good m
that the story
ia or resource in teaching
gram mar. Folktales are universal and not timeless; they are delight and appeal to the human mind and heart. Folktale can captivate the students, so they love hearing, reading , and d iscussing the story . So, it makes the students rem ember the lesson long after it is over, they fun and enjoy the l son more, and also make them become more active and creative; because by using folktale, we can develop many activities during teaching learning process, such as have discussion with other students, storytelling, and story retellin g.
19
RELEVANT STUDY The research about simple past tense had been done by Nuruhum that was “ Teaching Simple Past Tense by Using Narrative Story”.42 This research explains about the application of narrative story in teaching simple past tense. She conducted the observation started on September 14 th, 2008-October 20th, 2008. She used narrative story to teach the simple past tense in order to minimize the students' errors and difficulties in learning simple past tense, because this meth od made the studen ts know and see the simple past sentenc
from the text directly ,
so they do not need to memorize the rule anymore. Moreover, it could made students to apply and create a new sentence of simple past tense easily. In fact, the result o f analysis of interp retation of the data shows that teaching simple past tense became more effective b y using narrative story; it can be seen from the result of the test. By using folktale (narrative sto ry), the researcher hopes that the students
will improve the students' understanding of simple past tense, and improve their ability in using simple past ten se both written and sp
n.
THE CONCEPTUAL DEVELOPM ENT OF ACTION PLANNING Grammar is a description of the way language works. Th knowledge of gram matical rules is essential for the mastery of a language; we cannot use words unless we know how they should be put together. It is th e study of the way words are put together to make correct sentences. Grammar does not only affect how units of language are combined in order to “ look right”; it is also affects their meaning. The simple past tense is used to talk about an action, situation or event that occurred at a definite time in the past time. It also used to talk a rep eated event in the past, and d uration of a completed event in the pas Moreover, simple past also
20
used to talk about the facts or generalization in the past, and as the normal tense in stories. Meanwhile folktale is a general term for any varieties of traditional narrative which has a cultural values; the story which has been handed down from one generation to the next either spoken or written. The application of folktale in teaching simple pat tense which is addressed by researcher should based o n the m aterial which will e given to the students, until folktale drill has been prepared by researcher in improving students' understanding of simple p ast tense can run well, suitable with the goal that will be reached . As the statement above that folktale make the students easy to understand when they learn the simple past tense, because they can find and know the forms of Verb 2 directly and easily (both regular
d irregular verbs), so they
can identify and memorize the verb forms easily. They
n also see how is the
form of simple p ast tense (positive, negative or interrogative). This is done to know how much does folktale improve students' understan ding of simple past tense. From the statements above the researcher concludes that folktale in teaching grammar (simple past tense) can improve teaching learning activity in the classroom. So, the more teachers use folktale the more quality will be taken by them .
ACTION HYPOTHESIS Action hypo thesis is proposed in this research has a formula as follows: by using folktale in teaching simple past tense can improve students' understanding of simple past tense and improve their ability in using p t tense both written and spoken at the Second grade of Marketing major Class 2.3 SMK Nusantara, Ciputat, South Tangerang.
21
1 Betty Schramper Azar, Understanding and Using English Grammar, (New Jersey: Prentice Hall, Inc, 1989), p. 24 2 Marcella Frank, Modern English: A Practical and Reference Guide, (New Jersey: Prentice-Hall, inc, 1972), p. 73 3
Ron Cowan, The Teacher's Grammar of English, (Cambridge: Cambridge University Press, 2008), p. 359 4
EPT Preparation Program “Structure”, (Jakarta: Pusat Bahasa Universitas Islam Negeri Jakarta), p.27 5 Marianne Celce Murcia and Dian Larsen Freeman, The Grammar Book, (Newbury: Heinle & Heinle Publisher, 1999), p. 114 6 Anne Seaton and Y.H. Mew, Basic English Grammar for English Language Learner, (Irvine: Saddleback Education Publishing, 2007), p. 98 7 Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, (Harlow: Pearson Education Limited, 2002), p. 69 8 Richard Veit, Discovering English Grammar, (Boston: Houghton Mifflin Company, 1986), p. 150 9
Marcella Frank, M odern English: A Practical and reference Guide …, P. 49
10
Ron Cowan, The Teacher's Grammar of English … p. 358
11 Raymond Murphy, English grammar in Use, (Cambridge: Cambridge University Press, 1994), p. 11 12
Anne Seaton and Y.H. Mew, Basic English Grammar for English Language Learner
… p. 100 13
Nasrun Mahmud, English for Muslim University Students, (Jakarta: Pusat Bahasa dan Budaya IAIN, 2000), p. 88 14
Betty Schramper Azar, Fundamental of English Grammar, ((New Jersey: Prentice Hall, Inc, 1989) p. 26 15
Marianne Celce-Murcia and Diane Larsen- Freeman, The Grammar Book, (Newbury: Heinle and Heinle Publisher, 1999), p. 114 16
Betty Schramper Azar, Fundamental of English Grammar …. P. 18
17
Marcella Frank, M odern English: A Practical and reference Guide …, P. 49
18
John Eastwood, Oxford Guide to English Grammar, (Oxford: Oxford University Press, 1994), p. 87. 19
http://www.englishpage.com/verbpage/simplepast.
20
Charlotte Hucks and Barbara Z. Kiefer, Children's Literature, (New York: McGraw
22
Hill, 2010), p. 227 21
Stith Thompson, The folktale, (New York: Dryden Press, 1946), p. 4
22 The American Heritage Dictionary of English Language fourth Edition (Boston: Houghton Mifflin Company, 2000), p. 682 23
24
http://www.eve-tal.com/ Finding Folktales to tell.html http://en.wikipedia.org/wiki/Folktale
25 A.S Hornby, Oxford Advanced Learner's Dictionary, (Oxford: Oxford University Press, 2003), p. 521 26
Stith Thompson, The folktale, … P. 8
27
Charlotte Hucks and Barbara Z. Kiefer, Children's Literature … p. 228
28
http://www.eve-tal.com/Folktales.html
29 Jack C. Richards, New Ways in Teaching Grammar, (Alexandria: Teachers of English to Speaker of Other Languages, Inc, 1995), p. vi 30 Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1988). p. 16 31
32
Richard Veit, Discovering English Grammar … p. 252 Jack C. Richard and Theodore S. Rodgers, Approaches and M ethods in Language
Teaching, (Cambridge: Cambridge University Press, 1992), p. 3 33
Richard Veit, Discovering English Grammar … p. 2
34
Jack C. Richards, New Ways in Teaching Grammar … p. ix
35
Penny Ur, A Course in Language Teaching , (Cambridge: Cambridge University Press, 1996), p. 76 36
Jack C. Richard and Theodore S. Rodgers, Approaches and M ethods in Language
Teaching… p. 51 37
Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching
Grammar, (Oxford: Oxford University Press, 1988). p. 51 38
Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching
Grammar… P. 52 39
Charlotte Hucks and Barbara Z. Kiefer, Children's Literature … p. 234
40
Alison Davies, Storytelling in the Classroom , (London: Sage Publications Company, 2007), p. 6. 41
Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching… p.
23
50 42 Nuruhum, Teaching Simple Past Tense By Using Narrative Story, skripsi, FITK UIN, 2008), p. 15
(Jakarta :
CHAPTER III RESEARCH M ETHODOLOGY
THE METHOD OF RESEARCH In this research the writer used a Classroom Action Re
rch. Classroom action
research designs are systematic procedures done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular edu cational setting operates their teaching, and th eir student learning.1 It means th at classroom action research is a research which is done by the teacher or other people in educational situation to get the information or data about anything in teaching learning p rocess. Meanwhile, Arikunto explained that classro om action research is “suatu pencermatan terhadap kegiatan belajar berupa sebuah ti dakan, yang sengaja dimunculkan dan terjadi dalam sebuah kelas secara bersama, tindakan tersebut diberikan oleh guru atau dengan arahan dari guru yan g dilakukan oleh siswa”. (Classroom action research is an observation in learn ing activity
at is done
intentionally by an action and happen s in the classroom, that actio n is given or directed by the teacher and then done by the students).2 It means that action research is a research which collects the information
out teaching and learning
activity in ord er to improve the teach er's knowledge and to solve the students' problems in learning. In sum up, Classroom Action Research is a research which conduc
by
the teacher to develop their teaching skill, to improve their knowledge and to solve the students' problem in learning.
SUBJECT OF THE RESEARCH 1
2
`
The subject of the research is the Second grade students of Marketing
Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang Academic year 2010/2011. There are 38 students in the classroom .
PLACE AND TIM E OF THE RESEARCH The research was cond ucted at SMK Nusantara, Ciputat, South Tangerang.
The research was held for 1 month and three weeks from 4 December 2010 - 27 January 2011.
THE WRITER'S ROLE IN THE RESEARCH In this research, the writer's role is as the teacher n teaching learning activities, and the English teacher of class 2.3 Marke ng majo r acts as the observer. Moreover, the writer acts as the observer and interviewer in coll
g
the data and she also makes planning such as lesson pl n, tests (before and after CAR), then she collects and analyzes the data, and then she make a reports of the research.
RESEARCH DESIGN There are many m odels of Action Research, such as Lewi 's, Kemmis', Elliot's, and Ebbutt's models. But, in this research the writer used Kemmis' model. Kemmis has d eveloped a simple model of the cyclical na u re of the typical action research process. Each cycle has four steps; they are planning, acting, observing , and reflecting, the model described bellow:
3
Figure 3 .1 Stephen Kemmis' Design (Adapted from Rochiati Wiriatmadja)3
4
Based on the Stephen Kemmis' design above, the writer concludes that there are four steps in action research: Plan ning In this step, the researcher determines the research q purpose. This process involves writing action plan to
tion, goal or de the research
and prepare the instruments and facilities to record and analyze the data. Acting Acting is the implementation of the planning. In this
p, the researcher
does the action in the class. She must follow the plan ing that is made before. In this stage, the writer works collaboratively with the English teacher of class 2.3 Marketing Major. Observing In this phase, the researcher observes the activity th
happen ed during the
research. The observation is done when the action is b ing done. The researcher also observes the multiple sources of data (quantitative and qualitative). Next, the data are analyzed and interpre
.
Reflecting Reflection is an activity to reflect or evaluate wh at
ave been done, it
includes note and analyze the result of the observation. This activity is done after the action. If the result is satisfy, the r searcher does not need to make a new cycles. On the other hand, if the result is ot satisfied he or she must make new cycles until becom e a good one.
THE INSTRUMENTS OF THE RESEARCH
5
In this research the writer used observation, interview, and test as the instruments to get data. Observation For observation, the researcher made field notes in ea
meeting from
cycle I-III to record and know the students' improveme t during the research. She wrote the students' problems and difficulties during teaching learning activities, their participation and response, the researcher also noted the lack of the meeting in each meeting to sup port the data. Interview In interview, th e researcher interviewed the English teach er of Class 2.3 of the Marketing Major twice. In the first, the writer had interview with the English teacher before the Classroom Action Research d
e. The goal was
to kno w the situation during teaching learning activities, the teacher's technique and method in teaching English, and also to
ow the students'
ability, skills, and in terest in English. The last interview was done after the researcher finished the Classroom Action Research proc
.
Test The test was done to know the achievement of the students in learning simple past tense by using folktales. The test not only covered the grammatical skill of the students (in this case is the simple past tense), but also other skills such as reading, writing, and speaking. In grammar (simple past tense) the writer gave a test about the verb form s (both regular and irregular) and to be of simple past tense, and changed a sentence into positive, negative or interrogative forms of simple past tense. In reading skill, the writer gave reading comprehension like determining the topic or title, finding the main idea, supporting idea and specific information,
6
knowing the mean ing of the words, and finding p ronoun
ce and so on.
While in writing skill, the writer asked the students to create a narrative
,
like write their last activities . The test consists of 35 items and an essay for writing skill (minimum 50 words). The 35 items above are divided into three parts. The first part consists of 15 items for Fill in (change the verbs into past tense forms). The second consists of 5 items for transformation (change nto positive, negative and interrogative forms). The last part consists of 15 items for Multiple Choices to test reading comp rehension of the students included determining the title or topic of the text, finding the main idea
f the paragraph, finding
supporting and detail idea, knowing the meaning of the words, and finding pronoun reference, etc. For scoring, each question has 2 point. In Fill in part there were 15 questions, so the point for fill in is 30. For reading comprehension, there were 15 questio ns and each question has 2 po int, so the poi t for reading com prehension part is 30. Next, there are 5 questions in transformation part, but each question has two answers. So, each qu estion h s 4 point, it means there is 20 point fo r transformation part. In the last part, that is writing, there is 20 point on it, the criterion of writing scoring is below:4 : 20 %
Mechanics Vocabulary choice
: 20 %
Grammar an d usage
: 30%
Organization
: 30%
So, the total score for the test is 100 if the student can answer all the questions correctly.
7
TECHNIQUE OF DATA COLLECTING In this research the writer used observation, interview, and test to get the data: Observation The writer made observation before the classroom action research done. Moreover, when she conducted the classroom action research, she also observed an d monitored students' im provement in many aspects includes the skills, achievement, behavior, etc to support the research process. She made a field not to record students' progress, participatio n, and problems during teaching learning activities. Interview The writer interviewed with the English teacher of Class 2.3 of the Marketing Major to kno w the situation during teaching earning activities, the teacher's technique and method in teac ing English, and also to know the students' ability, skills, and their
terest in English.
She made the interview twice; they were before and after the Classroom Action Research done. Test Pre-test The pre-test was given by the writer in the beginning
attending
the class to know the students' knowledge of the material that will be taught. Post-test The writer gave the students post-test after the cycle finished in order to know the improvem ent of the students' achievement. There were three cycles in this research, so the students would get
8
the post-test three times, they were post-test 1, post test 2, and posttest 3 in the end of each cycle.
TECHNIQUE OF DATA ANALYSIS There are two data in this research; they are qualitative and quantitative data. The qualitative data get from observation and in rview, while quantitative get from tests.
For qualitative data, the writer analyzes the notes that were written during the pro cess o f classroom action research in each meeti g. She analyzes the students' participation and performance progression in
aching learning process in
every cycle, and the studen ts' response. She analyzes
e progress of the students
and some lacks of the process. For interview's data, the writer also makes analysis between the in terview before and after the Classroom action research was done. In analyzing the quantitative data, the writer puts on the average students' tests score per cycle, and the students who pass the KKM score. It is used to measure the students' performance on understand ing of simple past tense. In analyzing the data, the writer used the formu la below5: _
?x
X=- n
_ X : Mean
x : Individual score
9
n : Number of students F P = - - X 100% N P : The class percentage F : Total percentage score N : Number of students
TRUSTWORTHINESS OF STUDY The writer uses three ways to know the trustworthiness of
e data as
follow: Validity A test is said to be valid if it measures accurately what it is intend ed to measure. Generally, there are three kinds of validity; they are construct validity, content validity, and criterion-related validity .6 In this research, the writer use content validity to know or measure the validity of the test. A test is said to have content v idity if its content constitutes a representative sample of the language sk lls, structure, etc. with which it is meant to be concerned .7 So, the test items should relate to the knowledge and a proper sample of th e relevant skills.
Dis criminating Power (Item Discrimination)
10
A good test item should have a discriminating power. Discriminating Power or Item Discrim ination is a statistic that indicates the degree of which an item sep arates the students who performed well from th
e who did poorly on
the test as a whole8.
To kno w the Item discrimination index, the writer uses the fo rmula:9 I D = IF upper - IF lower N ID
: Item discrimination for an individual item
IF upper
: Item facility/ difficulty for the upper group
IF lower
: Item facility/ difficulty for the lower group
The writer uses the criterion of discrim inating power as o llow: Table 3 .1 The Clas sification of Dis criminating Power
DISCRIM INATING
REMARK
POWER 0.6 - 1.0
Very good
0.4 - 0.6
Good
0.1 - 0.3
Ok
-1 - 0.0
Bad
Difficulty Item (Item Facility) Item facility or Item difficulty is a statistic used to examine the percentage of students who co rrectly answer a given item. 10 A good test
11
item must have a degree of difficulty item. To measure the difficulty item, the writer uses formula below: 11 IF = N correct N total
IF
: Item facility/difficulty
N correct
: Number of students answering correctly
N to tal
: Total number of students taking the test
Here is the criterion of the item facility/difficulty:12 Table 3.2 The Class ification of Difficulty Level
NO
INDEX
THE TEST RESULT
1.
0.00 - 0.30
Difficult
2.
0.31 - 0.70
Medium
3.
0.71 - 1.00
Easy
J. CRITERION OF THE ACTION SUCCESS This criterion is used to decide whether this research is success or not. The research will succeed if there are 75% of the students who pass the KKM scores from the pre-test until the third Post-test in cycle I I, the KKM of SMK Nusantara
is 70. So, when there are 75% of students get score 70 from the test, it means that this research is success. Afterward, the next action would be stopped, but if this condition has not been reach ed yet, the alternative action would be d one in the
12
next cycle.
1
Mills, 2000), (Creswell, 2002), Educational Research “Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Education, 2002), p.
597. 2
Prof. Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara, 2009),
p.3 3 (Kemmis and Taggart, 1988), (Rochiati Wiriaatmadja, 2008), Metode Penelitian Tindakan Kelas, (Bandung: PT. Remeja Rosdakarya, 2008), p. 66
4
Harold S. Madsen, Techniques in Testing, (Oxford: Oxford University Press, 1983), p.
5
Sudjana, Metoda Statistika , (Bandung: PT. Tarsito, 2002), p.67
121
6
Arthur Hughes, Testing for Language Teachers, (Cambridge: Cambridge University Press, 2008), p. 26 7
Arthur Hughes, Testing for Language Teachers … p. 26
8
James Dean Brown, Testing in Language Program , (New York: McGraw Hill, 2005),
9
James Dean Brown, Testing in Language Program … p. 69
p. 68
137.
10
James Dean Brown, Testing in Language Program … p. 66
11
James Dean Brown, Testing in Language Program … p. 66
12
Nana Sudjana, Penilaian Hasil Belajar, (Bandung: PT. Remaja Rosdakarya, 1991), p.
CHAPTER IV RESEARCH FINDING
In this part, the writer presents the data that have been collected. The writer presents the data that have been collected. It is divi ed into three parts, the data before implementing the Classroom Action Research, the implementation of the action , and the discussion of the data after Classroom Actio n Research.
BEFORE IM PLEMENTING THE ACTION There are three parts related to before implementing the action. Those are preobservation, pre-interview, and pre-test. The explanations as follow: The Result of Pre Observation Pre observation was conducted to observe the process o teaching learning in reading activity before implem enting the action. It was held at class 2.3 Marketing major of SMK Nusantara, Ciputat ac
emic year
2010/2011. There were 38 students in the class. The pre-observation was conducted on Thursday, 18th November 2010. It was started on at 08.30 A.M and finished at 10.30 A.M. From the observation, the writer saw that the teacher used traditio nal method in teaching simple past tense. The
acher explained the
gram mar (simple past tense) inductively, which is she ave the rule first, and then she gave example based on the rule, after tha she asked the students to make another examples according to the rul . The teacher only focused on the rule of grammar, she did not asked the tudents to do another activity like reading or speaking. At the first, she explained the rule of simple past tense and wrote it down on the whiteboa , and made 1
2
several examples based on the rule. Next, the teacher asked the students to do the exercise in LKS (work book). After the students finished it, the teacher asked some students to wrote their own answers
the whiteboard
while the others students checked their work. In the end of the teaching learning activity, the teacher gave homework to the students. The Result of Pre Interview In th is research pre-interview was held on Monday , 29 th 2010 at 09.30-10.10 A.M . Based on the teacher explanation, it is known that the teaching learning activity in the classroom was under controlled and conducive, the students act nicely and not noisy, only so me students who did not concentrate and pay attention to the teacher's explanation so it mad e them difficult in understanding the lesson. For technique in teaching, the English teacher taught grammar inductively, she explained the rule first and then she gave examples based on the ru le. Beside that, the English teacher also never used other method and never give any media in teaching simple past tense. According to the teacher, students' ability of gram mar especially tenses is still lo w, their English score also not good. It is also known from the interview that the main problem of the students of class 2.3 of Marketing Major in learning English is the lack of vocabulary and practice of the En glish skills like reading, writing, and speaking.
The Result of Pre Tests The pretest had done before the Classroom Action Research. It was conducted on Thursday, 2nd December 2010. It started at 08.30 A.M. There were 30 questions; 15 questions for fill in and 15 que choice, and essay.
on s for multiple-
3
Before the students carried out the test, the writer h d done the trustworthiness of the test using validity, discriminating power and difficulty item. It could be seen in the append ix. Based on the result of pre test, the data showed that
e mean score
of pretest was 48.89. There were only two stu dents who p ass the Minimum Mastery Criterion - Kriteria Ketuntasan Minimal (KKM) meanwhile the others did not pass that criterion. From that analyzin , it could be seen that almost the stud ents' understanding of simple past tens
as still very low.
B. THE IMPLEM ENTATION OF CLASSROOM ACTION RESEARCH After knowing the d ata from observation and interview bove, the researcher knew that the students had some difficulties and problems in learning simple past tense, such as the tran sformation of the verb forms especially irregular verb, the negative and interrogative form of simple past, and also limited vocabulary. Moreover, their English test score were also poor. The teacher also had a problem when she teaches English in the classroom . The problem was the background knowledge o f the students was different eac other, the students felt bored and not interest in stu ying English. To overcome the p rob lem, the researcher used folktale in teaching simple past ten se to support the teaching-learning p rocess. In research implementation, the writer arranged pre-test and post-test. Th e test is aimed to measure the students' knowledge of Si ple Past Tense. After knowing the result of Pre-test, the writer then prepared the cycle, in this research the writer made three cycles. Each cycle consists of f
r steps; they are planning,
acting, o bserving, and reflecting. After doing each cy e, the writer conducted Posttest to know the improvem ent of the students understan ing of Simple Past Tense by using Fo lktales. This research was held in SMK Nusantara from December 6th 2010-January
4
27th 2011 in three cycles, every cycle was conducted in th e meetings. Cycle I
Planning To know the students' ability in gram mar especially si ple past tense, the writer gave p re-test to the students in cycle I. Before the students carried out the test, the writer had done the trustworthiness of the test using validity, discriminating power and difficulty item. It could be seen in the appendix. Then the writer made the lesson plan and selected the appropriate material. There were three lesson plans in cycle I, the title of the folktales in this cycle were The Three Little Pigs, and Snow White and th e Seven Dwarfs. The first meeting discussed about the form and pattern of simple past tense (included positive, negative, and interrogative
), the verb 2 forms
(both regular and irregular), the time signal, and asked them to make sentences in simple past tense. In the second meeting the researcher combined the teac ing learning process of simple past tense by using folktales. She a
ed the students to
analyze the simple past tense sentences form the text
d then discussed it
together. Beside that, she also gave reading comprehen text that was given, she asked the students to read al
activity from the in front of the class
while ch ecked their pronunciation, determine the topic and the title of the text, found the main idea, supporting idea, and specific information from the text. After th at she asked them to und erline the verb two an
found ou t the
sentences of simple past form from the text. In the last meeting, the writer still gave a folktale text to the students with different topic; she still asked them to do the activities in reading com prehension above. Beside that, she also gave new ac vities to the students like wrote their last activities, and then retell the other students' story.
5
In this phase, the writer not only made planning for teaching learning activities but also prepared some activities and exercises; like made a sentence in simple past and then asked them to changed it into egative and interrogative form, fill in the blank with the appropriate words in
e parentheses. The writer
gave exercise and assessment to the students in each meeting to know the students' progress.
b. Acting In this stage, the writer made action by teaching Simple Past Tens to the students o f Marketing Major Class 2.3 SMK Nusantara Ciputat by using Folktale, while the English teacher observed the teach ing learning process in the back of the class. In the first meeting, the writer explained about the form of Simple Past Tense (positive, negative, and interrogati ), the time signal, and the verb 2 forms (both regular and irregular). She gave explanation about the regular and irregular verbs and also gave them a list
irregular verbs. After
that, she asked the students to make a sentence using simple past tense and then changed it into negative and interrogative form. In the second meeting, the writer emphasized on readin and writing activities. She asked the students to read the folktal aloud, and then she asked them to find out the sentences in simple past tense an underlined the verb 2 forms and to be in the text that was given. She also asked them to re aloud. Each stud ent had turn to read the text (only on
the text
aragraph no t the whole
text) to knew and checked their pronunciation. After that she asked them to determine the topic and the title of the passage, find ng the main idea, supporting idea, and specific information from the tex
After doing those
activities, the writer together with the students made a discussion about the material. In the th ird meeting, the writer gave the text (folkta e) with different
6
topic, she asked the students to do reading comprehens on activities like in the second meeting. After that she asked them to write the r last activities, read it in front of the class and then asked some students to retell the other students' story . In each meeting the writer made evaluation and
e assessment to the
students by giving min i exercises.
c. Observing The writer together with the English teacher of Class 2.3 of the Marketing major observed the teaching learning process by monitoring t e students' activities in each cycle. The writer and the English teacher saw that most of the meetings were not good and still had many lackness, the students still had difficulties in teaching learning activities. The writer will explain the observation per meeting in detail, and the examples in th is explan ation can be seen in Appendix 5 page 73-76. In the first meeting, the English teacher saw that many students had difficulty of the verb two form; they still confused about the irregular verb forms. They also had a problem with negative and interrogative forms of simple past tense, some of them often used verb 2 in negative and interrogative forms. For example: My frien d did not borrowed my English book, it should be “ My friend did not borrow my English boo k”. “Did you saw me this evening?” It should be “Did you s ee me this evenin g?” Other example: She come to the class last Tuesday, it should be “ She came to the class last Tuesday.” In the second meeting, the students not really confused because they could see and find the sentences form of simple past tense directly from the text (folktales), such as “a Prince's daughter grew up happy and conten ted”, “Everyo ne was quite sure she would become very beautiful.” Meanwhile, many of them also still had problem whether using verb one or two in negative and interro gative pattern. For example: Did your broth er swam last week? It
7
should be “ Did your brother swim last week? ” Beside that, the writer also gave reading activity to the students, in this activity she found that students' pronunciation is bad; they could not pronounce the words correctly, the main problem is to pronounce the cluster and diphthong word
For example: word
“mother” they pronounced /m? d ? :/ not /m ? ð? :/, other example was word “shut” th ey pronounced /s ? t / not ? ? t/. In the last meeting, the writer focused on reading com rehension, writing and speaking. According to the English teacher observation, the students had p ro blem in determining main idea and supp
ng idea, they could
not distinguish between them. In writing activity, the d id not do it well. They could not write gramm atically, they did n ot know the use of part of speech, and did not know when to use to be in a sentence. The other problem was the lack of vocabularies and practice, so it made the students ard to write what on their mind. For exam ple: “On time Holliday, I am go to Ancol with my friends. I am and friends playing water and stand up waterboom. I am so happy with all the game water” Their speaking was not good; most of them had difficulty to tell what they want to say. When they wanted to say some words they always needed much time to search and find the appropriate words, and in the end they could not find the word. for example: Student G wanted to say “I watched the movie with my friends in the Cinema last Friday” but she said “I see movie with my friends in bioskop Friday. ” She needed much time to find word “watch” and finally she could not find it and she used word “see” , she also had difficulty in finding word “cinema” and “last”. It happened because they had lack of practice in speaking English and also limi
vocabulary.
d . Reflecting After analyzing the data by observing and evaluating the result of the teaching learnin g process and students' Pre-test and Post-test scores in cycle I, the writer and the English teacher of Class 2.3 concluded that the first cycle was
8
not good ; so it is very important for her to give more activities , exercises, and practice to the students to get a better result. Most students had difficulties in negative and interrogative form of simple past tense, they confused when they must use the verb 2 forms, most of them used verb 2 in n egative and interrogative forms. They also still confused about the irregular verbs forms. In reading the writer found that the students still had d fficulties in determ ining the main idea and supportin g idea from the text (folktales . Based on the observation above, the writer saw that th re were many lacks in the first cycle, such as the students have not mastered the irregular verbs yet, they still confused whether use verb 1 or verb 2 in negative and interrogative forms. In readin g, they could not differentiate between main idea and supporting idea. In writing, they could not make write coherently. In sp eaking, they still need much time to find some word s and their pronu nciation also still bad. To solve the problem above, the English teacher sugges make new evaluation and renewed the plan for the next discussio n with the English teacher, the writer togeth
the writer to
cle, and after h aving
with the English teacher
found the solutions. Fo r misusing the verb in negative and interrogative form , she would give more explanation and exercises to the s
ents. She would ask
them to analyze the simple past's sentences from the text (folktales), so they knew the fo rm and pattern correctly. In speaking skill the writer gave more practice to the students; she would give discussion in every meeting. Sh e would divided the students become several groups (small groups), so it would give them m ore chances and practice to share and give their opinion. In reading and writing skills, she gave much time in reading and writing activity in order to improve their vocabulary. The writer would give task to them to read a text in the house in every meeting; they had to determine the
ain idea and supporting
idea in each paragraph and then summarized the text. In the last, the writer should give more attention and ex ercises to the studen , especially the stu dents
9
who have low knowledge and understanding in simple past tense.
2. Cycle II a . Planning After finding the result from the cycle I that the students' understanding of simple p ast tense still had some problems, the writer and the English teacher discussed about the result of the recent cycle, and found the solution of the students' difficulties. After the discussion, the writer an d the English teacher agreed to give some additional to the plan that has be
made before and
revised it to be the better one. In this cycle the wri r gave new topics and emphasized in practice. Sh e used different activities n each meeting to avoid students' boredom and to refresh the situation in the classroom. In the first meeting, the writer gave a new folktale to the students and then asked them to read aloud the text while checked their pronunciation, and asked th em to find out the sim ple past sentence in the text. Then, she gave a reading comprehension activity to them (find out the m in idea, supporting idea, specific information, pronoun reference, etc). A
r that, the writer divided
the students in to several groups to discuss it and share their opinion. In the second meeting, the writer still had the studen folktale's text that was given. After the discussion,
to discuss the
e writer asked them to
summarize the folktales, read it aloud in front of the class and then retell the other students' stories. In the last meeting, the writer focused on speaking activity. She wanted to improve students' speaking ability, so she asked th students to create their own sto ry or last activities, read it aloud and then they h ad to retell other student's story emphasized on the pron unciation, content, and fluency. By doing these kin ds of activities, the students becam
more active.
10
They not only could m emorize the form of the simple past tense and the verb two forms (especially irregular verb) from the folktal directly but also the use of simple p ast tense in the real communication, so it
ade the teaching learning
process became fun and easy to understand it.
b. Acting In this stage, the writer conducted the teaching learning activities to get the b etter result to improve the students understanding of simple past tense by using folktales, while the English teacher observed the teaching lear ing process. The writer reviewed the material briefly and then ex lained new activities and exercises as stated in planning phase above. In the first meeting, the writer reviewed the last les
. Then, she gave
them a new fo lktale's text (Sleeping Beauty), she asked them to read alou d the story while checked th eir pronunciation. After that, s e asked them to find out the simple past sentences in the text. Next, she divid d the students into six groups (each group consist of 6-7 students) to discuss the story and share their opinion about the folktale. After that, the writer asked them to find out the main idea, supporting idea, sp ecific information, pronoun reference, etc. The discussio n was done in every meeting to improve their
ding and speaking
skills. In the second meeting, the writer still had the studen folktale's text that was given before. She gave 15 min
to discuss the
for discussion. After
the discussion, the writer asked them to determine the main idea and supporting idea, and make summary from the folktales, read aloud th eir summaries in front of the class, and then retell the other students' stories. In the last meeting, the writer focused on speaking activity. She wanted to improve their speaking ability, so sh e asked the students to create their own story or last activities, read it aloud and then they ad to retell other student's
11
story emphasized on the pronunciation, content, and fl
cy.
In the end of each meeting, the writer gave assignment to the students. The writer gave a text (folktales) to them with different title (there were two titles in each meeting), she asked them to read the folktales. They had to determine the main idea and supportin g idea from the text, and then they summarize the text with their own words. They m ust han in the assignment in the next meeting. c. Observing The writer together with the English teacher carried out the observation. Both of them observed the teaching learning process by monitoring he students' activities in this cycle. This observation was done to get the data of students' progress during th e teaching learning process. According to the English teacher, the responses o f the students in cycle I was bad and d id not satisfy yet. Some students still confused how to make negative and interrogative form of simple past tense; they also had difficulties in verb 2 forms especially the irregular forms. Beside that, their reading com prehension and speaking skill was still low, they could not recognize the main idea and supporting idea from the text, and they lso could not say their idea because o f limited vocabulary and lack of practice. However, in cycle II the writer and the English teacher fou nd that the students' progress was better than in cycle I. The writer will explain the observation per meeting in detail, the examples in this explanation can be seen in Appendix 5 page 77-79. In the first meeting, the writer and the English teacher saw that most of the students were able to make negative and interrogative forms correctly although they still had few mistakes on it. For exampl
“ I did not visit my
grandmother last week” and “Did your father go to office yesterday” ? They
12
also knew the irregular verbs form, although sometimes they forgot and exchanged each other, but their progress was good than before. For example: “swim, swam, swum” and sometimes some of the students said “swim, swum, swam .” The students' reading skill also better, they could recognize the main idea and supporting idea from the text. In the second meeting, the students showed the progress in speaking skill. They could speak little bit well by doing discussion regularly in every meeting. They could say and share what was on their mi d during the discussio n, although th ere were some mistakes on the g ammar, for example: student A said “In my opinion, queen should invite bad fairy, so bad fairy didn't an gry and princess didn't curse by fairy.” It should be “I n my opinion, the q ueen should invite the bad fairy, she was not angry and the princess was not cursed by th e fairy.” Their reading comprehension also improved, because the writer gave assignment in the end of meeting to read the folktales that was given in the house and they had to determine the main d ea and supporting idea in each p aragraph. So, their reading comprehension was trained; and the result was satisfied. In the last meeting, the writer and the English teacher saw that the speaking ability of the students had a good progress,
ey did not have
difficulty to find the words again, and they did not n ed much time to search it. Their speaking became little bit fluent, because they
ad discussion in every
meeting regularly and it gave them more practice and c ance to speak what was on their mind. For example: the student K said “why did little ridin g hood not know th at she is not her grandmother?” it showed that there was a little mistake on it, it should be “ why did not the little riding hood know that she
was not her grandmother? ” Other student said like this “What is little riding hood bring to her grandmother? It should be “ “Wha t did the little riding hood bring for her grandmother?” Although the students still made some
13
mistakes but it was OK because they showed a good progress than in former meetings. The same thing also happened on the reading omprehension, most of students could find the main idea and supporting id a correctly although there were few students who could not do it well. d . Reflecting After analyzing the data and evaluating the result of the observation in cycle II, the writer quite satisfied with the students' progress. The Engli h teacher saw that the students showed their improvement bit b y bit and it gave a good result. The students understood and mastered the imple past tense form and pattern. Their reading comprehension was good enough; they could understand what the text talked about and how to find
e main idea and
supporting idea. Beside that their speaking ability al o showed a progress. The writer was success improving their speakin g ability by giving discussion in every meeting regularly . It was very helpful for the s
ents.
Although the result was good enough, there were still
any lacks in this
cycle. According to the English teacher's observation, the writer too focused on speaking, she always gave discussion activities to the stu dents in every meeting and she forgot with the writing. So, it made the students' writing did not show any progress. Based on the reflection above, the writer together with the English teacher shared and discussed the lacks and problems at this level, and then found out the better solutions. After having discussion, the writer should give attention to all skills, not only in speaking but also the writing. She would not give too much time for one skill and forget the other. She would give more practices and exercises to the students to improve the r understandin g of simple past ten se by using folktales in all skills (grammar, speaking).
ading, writing, and
14
3. Cycle III a. Planning The result of cycle II was better than in cycle I, th e students had a good progress in understanding the simple p ast tense by u sing folktales. Although it was better, the result was not satisfied yet. So, it w
necessary to continue the
next cycle to im prove the students' understan ding of simple p ast tense by using folktale. The third cycle was held to improve students' writing skill and to enrich their understanding of simp le past tense especially in
ing and speaking.
The writer and the English teacher designed new activities and exercises in teaching learning process. In the first meeting, the writer gave the folktal to the students and then she asked them to summarize the assage with their own words. After that she asked them to make several questions from the passage, the questions would be exchanged to other students and they must answer it. It would improve their writing and read ing comprehension. In the second meeting, the writer gave the folktale ag n (different title), and she still made the students to do the same activity like in the first meeting. After summarizing the passage, the students had to read their summary in front of the class, and the other students sho uld ask questi
orally to her/him based
on the folktale. Those activities were done to practic their writing and speaking skills. In the last meeting, the writer asked the students to
the folktale
aloud. She divided them into several groups and made them to discuss the folktale and to determine the m ain idea and supporting idea in each paragraph, and make summary from the folktale that was given. After that the writer would ask som e students to retell the folktale with their own words. It could make
15
them use the simple past tense both written and spoken.
Acting In this stage, the writer conducted the teaching learn ng process to get a good result in improving students' understanding of si ple past tense by using folktale, the English teacher observed the teaching learning process in the back of the class. In the first meeting, the writer gave the folktale to
e students and then
she asked them to summarize the passage with their own
s. Then, they had
to read aloud the summary in front of the class while
e writer checked their
pronunciation. After that she asked them to made five
uestions from the
passage. The questions would be exchanged to other students and they must answer it. It wou ld improve their writing skill and th ir understanding in reading a passage. In the second meeting, the writer gave the folktale (with different title) to the students. She still m ade the students to d o the same activity like in the first meeting (made a summary of the folktale). After summarizing the passage, the students had to read their summary in front of the cla , and then the other students should ask questio n orally to her/him based on the folktale. In the last meeting, the writer asked the students to
the folktale
aloud. After th at she divided the students into six groups (each group consist of 6-7 students) to discuss the folktale and determine th
ain idea and supporting
idea in each paragraph, and then summarize it. After that the writer would ask some students to retell the folktale with their own words. It gave them more chance to speak and share their opinion, so they could
the simple past tense
16
both written and spoken.
c. Observing In this stage, the writer and the English teacher made observation and discussio n together. It saw that the students' responses in cycle III were well. They were very enthusiast during the class. The students looked master the lesson, they can understand what did the text talk about, and they d id not have difficulty to make a sentence in simple past tense (both used verb or to be), they also can retell th e story well and confidently although som etimes they stuck in some words, but it was a good progress for th
.
The writer will explain the observation per meeting in detail, the examples in th is explan ation can be seen in Appendix 5 page 80-82. In the first meeting, the English teacher saw that there was a progress in students' writing. They cou ld use to be in the appropriate place, their writing's organization also better than before. It seemed in thi sample: “Yesterday, I went to school at 06.30. I go with my friends and my sister. I went home and watched TV, and then I was sleepy. I slept at 01.00-02.00 .” On the other hand, they did not know where to put the parts of speech correctl . Ex: “Me and my family together all home, me and my family together went to Samudra atlantik.” Their reading comprehension also good, they could understand what did the passage talk about and could answer some question well. In the second meeting, they showed improvement in writing and speaking. The task to make a summary from the text was success to improve their writin g skill. They could resume a story bit by
it. For exam ple: “Once
upon day, live a ant, she is very diligent, she always work all day, and she always think future.” Their speaking also well enough, they could ask some questions orally, although there were some mistakes on it, for example student U asked “why ant did not allow grasshopper enter her home”? It should be
17
“why did not ant allow the grasshopper to enter her home”? In the last meeting, the writer and the English teach
realized that the
students' grammar (especially simple past tense), read ng, writing, and speaking skills were good enough. They could understand the forms (positive, negative, and interro gative) and usage of simple past tense well For example, usually before th e lesson started, the writer always asked the
“ what did you do last
night?”, and in this meeting they could answer correctly like “I studied English”, students N answered “I watched Cinta Fitri with my mother”, the other said “I did my homework”, and so on. Their reading comprehension is also good, they had no difficulty to determine the main idea and supporting idea, they also understand what the folktale talked ab
In speaking, they did
it well eno ugh because of the discussion activity regularly. One problem in speaking was pronunciation, the students just need more practice to make it better. Most o f students could not pronounce word “think” /? I? k/ correctly; they pronounced it like this /tI? /, /sI? /or /? I? /. W riting was the most difficult
skill for the students, so the progress was slowest than the other skills. However, they could improve their writing skill bit by bit in this meeting and it was not really bad now. There was one of the students writing “About last week on Tuesday, my school would held some competition just for Business and Management faculty. Mrs. Rini, my English teacher was choose me to followed that competition. Three students from my class were follow “English Debate”. Last Friday, me, Desy, and Reski cam to school again abou t 03.00 pm for last exercise “English Debate”. The writer was quite satisfied with the result. Although the students' score of Post-test 3 did not increase significantly; b
their progress was pretty
good . d . Reflecting Based on the result of the observation, the writer and the English
18
teacher evaluated the teaching learning process that has been conducted together. The result showed that the students got a good progress in understand ing simple past tense by u sing folktale. They knew the verb 2 forms correctly (especially the irregular verbs), their understanding of reading a passage improved too; they knew and understand what did the story talk about so they could retell the story well. Moreover, their writing skill was better alth ough it was not really good and there were some mistakes on it, but they could make th r own stories and activities bit by bit. They understood th e simple past tense well and could use it both written and spoken.
C. THE DISCUSSION OF THE DATA AFTER CLASSROOM ACTION RESEARCH The discussion of the data after implementing the acti
consisted of two
parts. Those were the result of post interview and the result of po sttest. For further descriptions as following: 1. The Res ult of Post Interview After implementing the folktale as a media to improve the students' understand ing of simple past tense, the writer interviewed the English teacher. It was conducted on Friday , January 25th 2010 after finishing cycle 3. From the interview, it was kno wn that there was improvement for the students in understanding simple past tense through folktale. The students' skills like reading, writing and speaking also had progress. The students mastered the verb forms both regular and irregular, th y could make sentences in simple past form (p ositive, negative, and interrogative). Moreover they also could apply the simple past tense in speaking and writing.
19
The English teacher of Class 2.3 Marketing major was s
sfied enough
with the students' progress. She agreed that folktale s a suitable m edia in teaching sim ple past tense.
The Result of Pos t Test The writer gave the result of data including the pre-test, post-test 1, posttest 2, and post-test 3 in each cycle in the table below:
Table 4. 1 PRE-TEST AND POST-TESTS SCORES CLASS 2.3 MARKETING M AJOR SMK NUSANTARA
NAME
PRE-TEST
POSTTEST 1
POST-TEST POST-TEST 2 3
Studen t 1
80*
88*
90*
92*
Studen t 2
46
58
60
64
Studen t 3
42
46
72*
75*
Studen t 4
40
52
62
68
20
Studen t 5
34
58
70*
74*
Studen t 6
58
62
70*
70*
Studen t 7
56
70*
74*
76*
Studen t 8
54
70*
72*
76*
Studen t 9
66
74*
70*
72*
Studen t 10
84*
92*
90*
94*
Studen t 11
40
52
68
70*
Studen t 12
40
46
60
60
Studen t 13
30
45
60
60
Studen t 14
56
66
72*
70*
Studen t 15
48
52
70*
72*
Studen t 16
50
62
70*
72*
Studen t 17
52
70*
74*
72*
Studen t 18
38
40
56
62
Studen t 19
52
64
78*
74*
Studen t 20
48
54
66
72*
Studen t 21
50
66
70*
70*
Studen t 22
36
54
68
70*
Studen t 23
38
52
66
70*
Studen t 24
56
70*
72*
72*
Studen t 25
40
40
52
60
Studen t 26
52
60
64
72*
Studen t 27
64
72*
76*
78*
Studen t 28
44
60
72*
74*
Studen t 29
54
72*
74*
74*
21
Studen t 30
40
40
50
66
Studen t 31
42
56
62
70*
Studen t 32
58
64
68
72*
Studen t 33
26
48
62
70*
Studen t 34
40
42
64
70*
Studen t 35
44
58
60
70*
Studen t 36
50
62
70*
76*
Studen t 37
64
74*
76*
76*
Studen t 38
46
60
70*
76*
Mean:
48.89
59.76
68.42
72.81
_
?x
X =- n
* : The student who passed the KKM (70) Based on the table above, it is known that the mean sc
n p re-test before
implementing Classroom Action Research (CAR) or using folktale is 48.89. While the number o f students who passed KKM is 2. To kn ow the percentage of students who passed KKM using the formula below:
F P = - - X 100% N
22
2 P = - - X 100% 38
P = 5.26% Based on the calculation above , it is showed that the students' score percentage in the pre-test is 5.26%, because there are only 2 students who passed the KKM and 36 students get the score below the KKM. It can be conclud d that the students' understandin g of the simple past tense i
till low.
From the data above, it can be made a chart as follow:
After sco ring the p retest, the writer then calculated
e result of post-test 1.
It was to know there were any improvements from pre-test to post-test 1 or not. The table showed that the mean score of students in post-test 1 is 59.21. On the other hand, the number of the students who passed the
M are 10. To know the
percentage of the students who passed KKM using the formula:
23
F P = - - X 100% N 10
P = - - X 100% 38 P = 26.31% Next, the writer computed the im provement from pre-tes to post-test 1, the writer made a percentage calculation as following: y1 - y
P = - - - - X 100% y 59.76 - 48.89
P = - - - - - - - - - X 100% 48.89 10.87
P = - - - - X 100% 48.89
P = 22.23%
24
From the data above, it can be made a chart as follow:
After computing the data in cycle I, the writer next c culated the scores in cycle II. In this cycle, the mean score in post-test 2 is 68.42, and there are 21 students who passed the KKM. To know the percentage of the students who passed KKM, it could be calculated as following:
F P = - - X 100% N 21
P = - - X 100%
25
38 P = 55.26% After computing the mean score in pre-test, post-test 1, and post-test 2, the writer then calculates the mean score of post-test 3,
e percentage of the students
who passed the KKM, and the gain score between Pre-test and Post-test 3. Next, the writer computed the im provement from pre-tes to post-test 1, the writer made a percentage calculation as following:
y2 - y
P = - - - - X 100% y 68.42 - 48.89
P = - - - - - - - - - X 100% 48.89 19.53
P = - - - - X 100% 48.89
P = 39.94% From the data above, it can be made a chart as follows:
26
Based on the table above, it showed that the mean score of the students in Post-test 3 is 71.81. The number of students who passed the KKM are 31. To know the percentage of the students who passed KKM, it could be calculated as following:
F P = - - X 100% N
31
P = - - X 100% 38
P = 81.57% After that, the writer computed the improvem ent from p
t to post-test
27
3, the writer made a percentage calculation as following: y3 - y
P = - - - - X 100% y 71.81 - 48.89
P = - - - - - - - - - X 100% 48.89 22.92
P = - - - - X 100% 48.89
P = 46.88% From the data above, it can be made a chart as follows:
28
From the calculation above, it showed that the percentage of students' score who passed the KKM is 81.57%. It showed that there are 31 students who passed the KKM and 7 students who got scores below the KKM. So there is 76.31% of improvement in the students' percentage of p
st (5.26%) to post-test
3 score (81.57). Furthermore, the improvement o f the stu dents' score from pre-test to post-test 3 is 46.88%. Therefore, it can be conclud d that this Classroom Action Research (CAR) is success, because it has achieved the target of Classroom Action Research (75%).
D. INTERPRETATION OF THE DATA As a whole, the interpretation of the data results among the pre-test, the post-test of cycle 1, the post-test of cycle 2, and th post-test of cycle 3 are as following: In the pretest, the mean score of stu dents on reading out Classroom Action Research is 48.89. It is the stud
t before carrying
ts' test score before the
use of folktale. Meanwhile, the class percentage which p asses the KKM is 5.26%. It means that that there are only 2 students who are a le to pass the KKM (70) and there are 36 students who are not able to pass the KKM. Furthermore, the mean score in the post-test of cycle 1 is 59.76. It means that there are some students' score improvement from the previous test (pretest), that is 10.87 (59.76 - 48.89 ) or 22.23% (It is not enough to reach the research target and still need to be developed). Meanwhile, the class ercentage which passes the KKM in post-test 1 is 26.31%. It shows there are 10 students who pass the KKM and there are 22 students whose score still under KKM. It means th at still needed more improvement because it could not achieve the target yet of success CAR, that is 75% (or at least 29 students) from the class percentage. That is why the writer and the English teacher continue to the second cycle. Next, the m ean score in the p ost-test of cycle 2 is 68.42. It shows the
29
improvement students' score 19.53 (68.42 - 48.89) from the post-test 1 (68.42). Meanwhile, the class percentage which passes the KKM i 55.26%. It means there are 21 students whose score pass the KKM and there are 17 students are under the target o f KKM. This resu lt of cycle 2 showed that the students still eed m ore improvement because it could not achieve the target of the success of the Classroom Action Research yet, that is 75% of the stud
ts. So that, the writer
together with the English teacher continue to the next cycle. In cycle 3, the mean score in the post-test 3 is 71.81. It shows the improvement of the students' score is 22.92 (71.81 - 4 .89) Meanwhile, the class percentage wh ich passes the KKM is 81.57%. It means th whose score pass the KKM and there are 7 students are
there are 31 students der the target of KKM.
This class percentage shows some improvements 81.57%, from the pre-test
(5.26%), post-test 1 (26.31%), and post-test 2 (55.26) in the class percentage. The post-test of cycle 3 has fulfilled the target of Classro om Action Research success, that is above 75% students could pass the KKM. Automatically, it can be said that the Classroom Action Research (CAR) is success and the
cle can be stopped.
CHAPTER V CONCLUSION AND SUGGESTION
CONCLUSION Based on th e research conducted at the Second Grade of Marketing Major Class 2.3 SMK Nusantara, Ciputat academic year 2010/2011, it can be concluded that using folktale can imp rove the students' understa ding of simple past tense. It can be proved from the data below: First, from the ob servation data, it showed that the stu dents were m ore active and understo od about the sim ple past tense well. They could analyze the verb two forms (both regular and irregular) and the simple past's sentences in the text (fo lktale). The students also could use the simpl past tense both written (resume, and made a story/activity) and spoken (retell
onclude the story).
Second, based on the interview result it can be concluded that the students' understanding of simple past tense had a good progress The teaching learning activity could run well, and the students could apply
e sim ple past tense in
reading, writing, and speaking skill. The English teacher was satisfied with the students' progress. Third, based o n the test result, it showed an improvement of students' score from pretest to post-test3. The mean of pre-test is 48.89, and there were only two students who passed the KKM or 5.26%. The mean of
e post-test 1 is 59.
76, and there were 10 students who passed the KKM or 2 .31% o f the students who passed the KKM. In cycle II, the students' score improved significantly, the mean score of post-test 2 is 68.42, and the number of
ents who passed the
KKM is 21 or 55.26%. In the last cycle, the mean of post-test 3 is 71.81, and the number of students who passed KKM was increased, that s 31 students or
61
2
81.57%. So, there is 76.31% improvement of the students' percentage of pre-test (5.26%) to post-test 3 score (81.57%). Therefore, it can be concluded that using folktale is
cess in improving
students understanding of simple past tense, because it has achieved the target of Classroom Action Research (75%).
SUGGESTIONS After concluding the result of this study, the writer would like to give some suggestions bellow: Folktale succeeded to improve students understanding of simple past tense and verb 2 forms. So it would be better for the teacher to use folktale as a med ia to improve the students' understanding of the simple past tense , because it can help students to find the simple past ten se forms directly and know how to use it in written or spoken.
For stu dents, they should use the folktale in learning simple past tense because it can improve their understanding of verb 2 forms, th r understanding of simple past tense, and their ability in using past ten e both written and spoken.
1
BIBLIOGRAPHY
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Azar, Betty Schramper. Fundamental of English Grammar. New Jersey: Prentice Hall, Inc., 1989.
Azar, Betty Schramper. Understanding and Using English Grammar . New Jersey: Prentice Hall, Inc., 1989.
Brown, James Dean. Testing in Language Program . New York: McGraw Hill, 2005.
Cowan, Ron. The Teacher's Grammar of English . Cambridge: Cambridge University Press, 2008.
Creswell, John W. Educa tional Resea rch “Plannin g, Conducting, and Evalua ting Quantitative and Qualitative Research . New Jersey: Pearson Education, 2002.
Davies, Alison . Storytelling in the Classroom. London: Sage Publications Company, 2007.
Eastwood, John . Oxford Guide to English Grammar. Oxford: Oxford University Press, 1994.
2
EPT Preparation Program “Structure”. Jakarta: Pusat Bahasa Universitas Islam Negeri Jakarta.
Frank, Marcella. Modern English: A Practical and reference Guide. New Jersey: Prentice-Halll, inc, 1972.
Hornby , A.S. Oxford Advanced Learner's Dictionary. Oxford: Oxford University Press, 2003.
Hucks , Charlotte and Barbara Z. Kiefer. Ch ildren's Literature . New York: McGraw Hill, 2010.
Hughes, Arthur. Testing for Lang uage Teachers . Cambridge: Cambridge University Press, 2008.
Leech , Geoffrey and Jan Svartvik. A Communicative Grammar of English . Harlow: Pearso n Education Limited, 2002 .
Madsen, Harold S. Techniq ues in Testing. Oxford: Oxfo rd University Press, 1983.
Mahmud, Nasrun . English for Muslim University Students . Jakarta: Pusat Bahasa dan Budaya IAIN, 2000.
Murcia , Marianne Celce and Diane Larsen-Freem an. The Grammar Book. Newbury: Heinle an d Heinle Publisher, 1999 .
Murcia , Mariann e Celce and Sharon Hills. Techn iques and Resources in Teaching
3
Grammar. Oxford: Ox ford University Press, 1988.
Murphy, Raymond. English grammar in Use . Cambridge: Cambrid ge University Press, 1994.
Peterson, Patricia Wilson . Changing times Changing Tenses. Jakarta: PT: BPK
Agung Mulia, 1985.
Pierson , Ruth and Susan Vik. Making Sense in English Grammar in Context . Boston: Addiso W esley Publishing Company, 1987. Richards , Jack C. New Ways in Teaching Grammar. Alexandria: Teachers of English to Speaker of Other Languages, Inc, 1995. Richard, Jack C. and Theodore S. Rodgers. Approaches and Methods in Languag e Teaching . Cambridge: Cambridge University Press, 1992.
Seaton , Anne and Y.H. Mew. Basic English Grammar for English Language Learner . Irvine: Saddleback Ed ucation Publishing, 2007.
Sudjana, Nana. Penilaian Hasil Belajar. Bandung: PT. Rem aja Rosdakarya, 1991. The American Heritage Dictionary of English Language fourth Ed ition . Boston: Hou ghton Mifflin Company, 2000 .
Thompson, Stith . The Folktale. London: University of California Press, 1977.
Undang-undang Nomor 20 Tentang Sistem Pendidikan Nasional. Jakarta: PT.
Tamita Utama, 2004.
4
Ur, Penny . A Course in Language Teaching . Cambridge: Cam bridge University Press, 1996.
Ur, Penny . Grammar Practice Activities “A Practical Guide for Teacher”. Cambridge: Cambridge University Press, 1988.
Veit, Richard . Discovering English Grammar . Boston: Houghton Mifflin Company, 1986 .
Wiriaatmadja, Rochiati. Metode Penelitian Tindakan Kelas. Bandung: PT. Remaja Rosdakarya, 2008 .
http://en.wikipedia.org/wiki/Folktale
http://www.englishpage.com/verbpage/simplepast.
http://www.eve-tal.com/ Finding Folktales to tell.html
http://www.eve-tal.com/Folktales.html
1
APPENDIX 1
Interview Guidelines for the Class room Action Res earch
AR) Data
(Before CAR)
Peneliti
: Bagaimana proses belajar mengajar Bahasa Inggris di dalam kelas ibu?
Guru
: Alhamdulillah KBM di dalam kelas-kelas saya tidak ad masalah, paling ya cuma anak-anak yang agak badung saja yang me buat masalah, biasanya mereka suka gangguin temennya, jadi
a
mem buat siswa yang lain tidak konsentrasi. Itu saja si mbak, yang lain mah ga ada masalah. Peneliti
: Menurut ibu bagaimana kemampuan Bahasa Inggris siswa kelas 2.3 Pemasaran ini?
Guru
: Kalau anak-n ak disini kemamp uan Bahasa Inggrisnya rata-rata ham pir sama. Ya kelas 2.3 ini anak-anaknya juga ga jauh beda dengan anak-anak kelas lain, tapi mereka memang diatas yang lain dikit mbak, gitu aja.
Peneliti
: M etode apa yang biasa ibu pakai dalam mengajar grammar?
Guru
: Biasanya kalau saya mengajar grammar saya suka menjelaskan rumusnya dulu , abis itu saya berikan co ntohnya. Setelah itu saya suruh mereka ngerjain latihan di buku paket. Misalnya kayak ngajar Conditional sentences ni mbak, pertama saya tulis dulu polanya seperti apa, kemudian saya bikin kalimatnya, terus mereka tinggal ngikutin dan masukin rumusnya ke dalam kalimat, begitu.
Peneliti
: Apakah metode ters ebut efektif dalam
meningkatkan
pemahaman sis wa?
Guru
: Ya gitu, kalau anaknya pinter ya bisa nangkap, tapi
au yang ga
bisa ya susah nangkapnya, harus dijelasin lagi. Peneliti
: Ketika ibu mengajarkan tens es khus usnya s imple past te se,
2
metode seperti apa yang ibu pakai?
Guru
: Ya sama kayak saya ngejelasin grammar yang lain mbak Kalau tenses kan malah lebih gampang jelasinnya soalnya udah ada rumusnya, jadi ya saya tulis rumus dan contohnya, udah
ak-anak
tinggal masuk-m asukin aja. Peneliti
: O begitu. Terus , apakah siswa bisa memahaminya bu?
Guru
: Ya sama aja m bak tergantung anaknya, kalau anaknya p nter sih ngerti, tapi kalau yang (maaf ya) bodoh, ya tahu sendi lah mbak kayak gimana.
Peneliti
: Apakah ibu pernah mengggunakan media atau metode baru untuk memudahkan pemahaman s iswa?
Guru
: Belum pernah sih mbak, paling saya ngasih latihan ya g banyak aja buat mereka, sama nyuruh mereka ngerjain yang di b
u paket,
gitu aja. Peneliti
: M enurut ibu, faktor atau kendala apa s aja yang menyebabkan sis wa s usah memahami tens es khus unya s imple pas t tense?
Guru
: Faktor utamanya sih vocab, anak-anak kan vocabnya pa a dikitdikit jadi mereka susah kalau disuruh ngerjain apa-apa.
Peneliti
: Selain vocab ada faktor lain tidak bu?
Guru
: Apa ya mbak… Oh iya, kendalanya ya grammar itu sendi , mereka kan paling susah kalo belajar grammar katanya s h bingu ng terus pada ga ngerti gitu. Terus ya faktor hobby juga
h mbak,
kalau yang hob by sama Bahasa Inggris biasanya lebih ga pang. Peneliti
: Lalu, apakah ibu pernah memberi “ kesempatan” (waktu khusus ) bagi para s iswa untuk mempraktekkan skill-skill Bahasa Inggris yang lain seperti skill membaca, menulis, dan berbicara?
Guru
: Kalau speakingnya ga pernah mbak soalnya waktunya ga ada terus juga kelamaan, tapi kalau yang readin g sama writing pernah
3
tapi ya ga lama-lama banget, paling saya nyuruh mereka baca sendiri-sendiri di rumah . Terus kalau masalah nulisn ya ya kadangkadang aja kalau pas materinya tentang nulis. Peneliti
: Dalam penelitian nanti s aya akan mengg unakan folktale sebagai media untuk meningkatkan kemampuan siswa dalam belajar simple past tense, begaimana pendapat ibu mengenai hal tersebut?
Guru
: Saya rasa itu ide yang bagus dan cukup menarik mbak, saya harap tehnik tersebut bisa berhasil dan dapat mendongkrak ni ai anakanak, Amien…
Peneliti
Guru
: Terima kasih ya bu atas waktu dan kerja samanya. : Iya mbak, sama-sama
1
APPENDIX 2
Interview Guidelines for the Class room Action Res earch
AR) Data
(After CAR)
Peneliti
: Bagaimana perkembangan kemampuan sis wa kelas 2.3 dalam memahami simple past tense setelah menggunakan folktale bu ?
Guru
: Lumayan bagus ya m bak, sekarang anak-anak sudah bisa mengerti dan menggunakan simple past d alam kalimat den an baik dan benar. Mereka juga sudah bisa membuat karangan sen iri, udah gitu pemahaman dalam membaca mereka ju ga meningkat drastis.
Peneliti
: Bagaimana pendapat ibu mengenai penggunaan folktale dalam pengajaran simple past tens e?
Guru
: Menurut saya tehnik tersebut sangat bagus dan cocok
kali.
Kalau saya lihat proses penelitian kemarin itu anak-an
jadi
bersemangat, nngak loyo, dan antusias banget. Mereka b
ar-benar
bisa melihat dan menemukan kalimat-kalimat simple past langsung dari folktale itu, jadi mereka bisa langsung tahu dan ngat, itu yang paling penting mbak, gampan g diingat. Peneliti
: Bagaimana dengan vocab mereka bu, khusunya yang kata kerja kedua baik yang beraturan maupun tidak beraturan ?
Guru
: Itu juga menunjukkan kemajuan yang cukup bagus kok m ak, dulu kan mereka paling susah dengan perubahan-perubaha bentuk kata kerja terutama irregular verb, tapi sekarang “No Problem” lagi.
Peneliti
:
Kalau
m enurut
ibu
skill
Bahasa
Inggris
mereka
menunjukkan kemajuan nggak? Seperti reading, writing, dan speakingnya?
Guru
: Kalau menurut saya sih lum ayan mbak, secara keseluruhan saya
2
puas kok, terima kasih malah, mbak udah bikin murid-murid saya jadi tambah pintar (sambil tertawa). Peneliti
: M aaf bu, bis a diuraikan lebih detail lagi?
Guru
: Oh iya, kalau saya lihat sih reading mereka udah bag
yah
sekarang, m ereka bisa memaham i bacaan dengan baik. Wri
g
juga ada kemajuan. Terus speakingnya itu mbak yang pal g banyak kemajuannya. Dulu mereka kan paling ga mau kalau disuruh ngomong pakai Bahasa Inggris paling cuma satu ua anak saja, tapi sekarang sudah lumayan dan cukup bagus dibandingin dengan yang dulu-dulu. Peneliti
:
Dengan
hasil
yang
s eperti
itu,
apakah
ibu
s etuju
menggunakan folktales dalam pembelajaran simple past tens e?
Guru
: Setuju sekali mbak, saya malah berencana untuk menerapkannya di kelas-kelas saya yang lain.
Peneliti
: Oh begitu, terima kas ih ya bu atas bantuan dan kerja samanya s elama ini.
Guru
: Ya mbak sama-sama, saya juga terima kasih banyak. Sa a jadi banyak tahu sekarang.
1
APPENDIX 3
STUDENTS OBSERVATION FORM (FORM OBSERVASI SISWA)
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda. NO 1. 2. 3. 4.
5. 6. 7.
8. 9. 10.
CYCLE I ASPEK PENILAIAN Penguasaan grammar khususnya Simple Past Tense. Kemampuan membuat kalimat dalam bentuk sim ple past ten se. Kemampuan merubah kalimat simple past tense kedalam bentuk positive, negative, dan in terrogative. Penguasaan kosa kata (vocabulary) terutama kata kerja bentuk kedua baik yang beraturan maupun yang tidak beraturan (regular and irregular verbs). Kemampuan membaca (ketepatan Pronunciationnya). Kemampuan men entukan topic dan judul sebuah teks. Kemampuan mengidentifikasi gagasan utam a (m ain idea), gagasan pendukung (supporting idea), serta informasi spesifik (specific informatio n). Kemampuan untuk menafsirkan makna kata atau
NILAI
1
kalimat. Kemampuan menulis sebuah cerita p endek atau v kegiatan yang telah dilakukan. Kemampuan untuk menceritakan sebuah cerita (tell v and retell) atau kegiatan yang telah dilakukan.
Keterangan: 1
: Sangat Kurang
2
: Kurang
2 v v
3
v v
v v v
v
4
5
2
3
: Cukup
4
: Baik
5
: Sangat Baik STUDENTS OBSERVATION FORM (FORM OBSERVASI SISWA)
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda. NO 1. 2. 3. 4.
5. 6. 7.
8. 9. 10.
CYCLE II ASPEK PENILAIAN Penguasaan grammar khususnya Simple Past Tense. Kemampuan membuat kalimat dalam bentuk sim ple past ten se. Kemampuan merubah kalimat simple past tense kedalam bentuk positive, negative, dan in terrogative. Penguasaan kosa kata (vocabulary) terutama kata kerja bentuk kedua baik yang beraturan maupun yang tidak beraturan (regular and irregular verbs). Kemampuan membaca (ketepatan Pronunciationnya). Kemampuan men entukan topic dan judul sebuah teks. Kemampuan mengidentifikasi gagasan utam a (m ain idea), gagasan pendukung (supporting idea), serta informasi spesifik (specific informatio n). Kemampuan untuk menafsirkan makna kata atau
kalimat. Kemampuan menulis sebuah cerita p endek atau kegiatan yang telah dilakukan. Kemampuan untuk menceritakan sebuah cerita (tell and retell) atau kegiatan yang telah dilakukan.
Keterangan:
NILAI
1
2
3
4 v v
v v
v v v
v v v
5
3
1
: Sangat Kurang
2
: Kurang
3
: Cukup
4
: Baik
5
: Sangat Baik
STUDENTS OBSERVATION FORM (FORM OBSERVASI SISWA)
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda. NO
CYCLE III ASPEK PENILAIAN
NILAI
1
2
3
4
5
4
1. 2. 3. 4.
5. 6. 7.
8. 9. 10.
v v
Penguasaan grammar khususnya Simple Past Tense. Kemampuan membuat kalimat dalam bentuk sim ple past ten se. Kemampuan merubah kalimat simple past tense kedalam bentuk positive, negative, dan in terrogative. Penguasaan kosa kata (vocabulary) terutama kata kerja bentuk kedua baik yang beraturan maupun yang tidak beraturan (regular and irregular verbs). Kemampuan membaca (ketepatan Pronunciationnya). Kemampuan men entukan topic dan judul sebuah teks. Kemampuan mengidentifikasi gagasan utam a (m ain idea), gagasan pendukung (supporting idea), serta informasi spesifik (specific informatio n). Kemampuan untuk menafsirkan makna kata atau
kalimat. Kemampuan menulis sebuah cerita p endek atau kegiatan yang telah dilakukan. Kemampuan untuk menceritakan sebuah cerita (tell and retell) atau kegiatan yang telah dilakukan.
Keterangan: 1
: Sangat Kurang
2
: Kurang
3
: Cukup
4
: Baik
5
: Sangat Baik
v v
v v v
v v v
1
APPENDIX 4 FORM OBSERVASI GURU Berilah tanda v pada nilai angka sesuai dengan pengamatan anda. NO
CYCLE I
NILAI
1
ASPEK PENILAIAN 1.
2
3
4
v
Mengkondisikan kesiapan siswa dan kesiapan kelas.
2.
v
Membangkitkan rasa ingin tahu atau mo tivasi siswa.
3.
Kualitas
pengembangan
indikator
v
dan
pengembangan materi. 4.
Penggunaan metode dan tekn ik pengajaran.
v
5.
Peny ampaian dan cara menjelaskan materi di
v
dalam kelas. 6.
Penggunaan media/alat bantu pembelajaran.
7.
Memberikan
kesempatan/waktu
kepada
v v
siswa
untuk mempraktekkan skill reading, writing, dan speaking. 8.
v
Memberikan kesempatan atau waktu kepada siswa untuk
meny ampaikan
ide/
pendapat
serta
pertanyaan.
v
9.
Pemberian feedback.
10.
Menyim pulkan atau m erangkum kembali materi
v
yang telah disampaikan. 11.
v
Ketepatan pemilihan alat evaluasi sesuai dengan indikator.
Keterangan: 1
: Sangat Kurang
4
: Baik
5
2
2
: Kurang
3
: Cukup
5
: Sangat Baik
FORM OBSERVASI GURU Berilah tanda v pada nilai angka sesuai dengan pengamatan anda. NO
CYCLE II
NILAI
1
ASPEK PENILAIAN 1.
Mengkondisikan kesiapan siswa dan kesiapan
2
3
4
5
v
kelas. 2.
Membangkitkan rasa ingin tahu atau mo tivasi
v
siswa. 3.
Kualitas
pengembangan
indikator
v
dan
pengembangan materi.
v
4.
Penggunaan metode dan tekn ik pengajaran.
5.
Peny ampaian dan cara menjelaskan materi di
v
dalam kelas. 6.
Penggunaan media/alat bantu pembelajaran.
7.
Memberikan
kesempatan/waktu
kepada
v siswa
v
untuk mempraktekkan skill reading, writing, dan speaking. 8.
v
Memberikan kesempatan atau waktu kepada siswa untuk
meny ampaikan
ide/
pendapat
serta
pertanyaan. 9.
Pemberian feedback.
10.
Menyim pulkan atau m erangkum kembali materi
v v
yang telah disampaikan. 11.
Ketepatan pemilihan alat evaluasi sesuai dengan indikator yang hendak dicapai.
Keterangan:
v
3
1
: Sangat Kurang
4
: Baik
2
: Kurang
5
: Sangat Baik
3
: Cukup
FORM OBSERVASI GURU Berilah tanda v pada nilai angka sesuai dengan pengamatan anda. NO
CYCLE III ASPEK PENILAIAN
NILAI
1
2
3
4
5
4
1.
v
Mengkondisikan kesiapan siswa dan kesiapan kelas.
2.
v
Membangkitkan rasa ingin tahu atau mo tivasi siswa.
3.
Kualitas
pengembangan
indikator
v
dan
pengembangan materi.
v
4.
Penggunaan metode dan tekn ik pengajaran.
5.
Peny ampaian dan cara menjelaskan materi di
v
dalam kelas. 6.
Penggunaan media/alat bantu pembelajaran.
7.
Memberikan
kesempatan/waktu
kepada
v v
siswa
untuk mempraktekkan skill reading, writing, dan speaking. 8.
v
Memberikan kesempatan atau waktu kepada siswa untuk
meny ampaikan
ide/
pendapat
serta
pertanyaan. 9.
Pemberian feedback.
10.
Menyim pulkan atau m erangkum kembali materi
v v
yang telah disampaikan. 11.
v
Ketepatan pemilihan alat evaluasi sesuai dengan indikator yang hendak dicapai.
Keterangan: 1
: Sangat Kurang
4
: Baik
2
: Kurang
5
: Sangat Baik
3
: Cukup
1
APPENDIX 5 The Students' Pre-test Score during Classroom Action Research (CAR )
2
The Improvement of Students' Score during Classroom Action Research from Pre-test - post-test 3
1
APPENDIX 5 FIELD NOTE CYCLE I
NO
SKILL S
1.
Grammar
MEETING I
MEETING II
MEETING III
Stu dents' und erstandin g o f simple Many students were still confu sed Some students could differentiate past tense was still low. They cou ld not differen tiate and
whether use verb 1 o r 2 forms in
regular and irregular verbs, they also
negative
knew the changing of irregular
and
interrogative
recognize between regular and
sentences. Ex: “Di d your brother
“sweep,
swam last week? ”, “My mother
irregular
verbs.
Ex:
sweeped”, “drink, drunk”, etc. Many studen ts could not make
did not cooked fish yesterday.”
verbs.
Ex:
“wa tch,
watched”,
“sleep, slept”, etc. Some of them
could make and
Most of them were still confused in
chan ge the sentences into positive,
interrogative
using “to be (was/were)” , ex: “I
negative, and interro gative form. Ex:
sentences of simp le past correctly.
am st udy in home yest erday”,
“I got u p at 6 o 'clock yesterday”, I
Ex: “ My fri end d id n ot borrowed
“Yo u was sick last week.”
did
negative
and
not
got
up at 6 o'clock
my English book” . “Di d you saw
yest erda y”, “Did I get up at 6
me t his even ing? ”
o'clo ck yesterday?”
2
2.
Writing
Stu dents' writing skills were bad. Their vocabularies are very lack and limited.
Students'
writin g
skill
h as
not Their writing little bit improved than
improved yet. They did not know
befo re,
about part of speech .
differentiate between subject and
They d id not kn ow about verb s, and They were confused when to use is,
so me
students
cou ld
verb.
non-verb (to be), and when to u se
am, are. They still did not know They could make a good sentence,
verb and to be. Ex: “On time
about verb and non-verb. Ex:
alth ough there were some mistakes
Holliday, I a m go to Ancol with
“Last holiday I am and family go
on it. Ex: “Yesterda y I wake up at
my frien ds. I am and friends
to Ragunan zoo . There, we playi ng
5.30 , then t ake a bath, then I go to
playing water
together.
school, then I watchi ng TV and
and
stand up
waterboom. I am so happy with all the ga me water”
We
phot o-ph oto
together and I very happy.”
play foot ba ll.”
3
3.
Reading
The
stud ents
determine
had
difficulty
main
idea
to Students could not determin e main Their understanding o f main idea and and
su ppo rting idea.
idea yet, especially in the long
supporting idea improved. Ex: the
paragrap h.
main idea of th e first paragraph of improved,
“Sleeping Beauty” is: There was a
although there were some word s
Queen who had a bea utiful baby
They did not understand what the Their story talked abou t. They could no t pronounce the some words
correctly .
“mother”
Ex:
/m? ð ? :/,
word
they cou ld not p rono unce well. Ex: “you ng” /y? ?/
some They could understand ab out the
students pronounced it /m ? d? :/
or /m? d ? r/ .
pronunciation
story (folktale) bit by bit.
daughter. Their pronunciation was better; they only
could
not
pronounce
unfamiliar words. Ex: “saw” /s ? :/
4
4.
Speaking
Stu dents' speaking was n ot good , Actually the stu dents knew and There was n o improvement for their
th ey had lack of vocabu lary and
understood about the tex t, but they
practice.
could not tell and explain it. Ex: They could no t communicate what on
speakin g.
They needed a lon g time to fin d the
“The writer asked one student to
their mind, it was very h ard for
appropriate word s to say. Ex:
conclude a paragraph, she could
them to find th e word and share
Student G wan ted to say “I
say it in Indonesian correctly bu t
their idea. Ex: Stu dents P want to
watched th e movie wit h my
she could not say it in English”.
give comment that the wolf is very
friend s
in
th e
Cinema
last They still need much time to say
Friday” but she said “ I see mo vie with
my
friend s
in
something in English.
bio skop They could n ot speak grammatically
wicked and dangerous, but he said with her own words “Wolf i s naughty and bad.
Friday” , she had difficulty to find
correct. Ex: “What dwa rfs say to They could no t use grammar correctly
word “ watch”, and she used
Snow wh ite?”
word “see” . She also did no t find words “cinema” and “last” .
in speaking. Ex: “Because old pig don't make home from brick.”
5
FIELD NOTE CYCLE II
NO
SKILL S MEETING I
MEETING II
MEETING III
6
1.
Grammar
Most students knew th e chan ging of Many students were not confused Many stu dents had no problem to regular and irregular verbs. Ex:
whether use verb 1 or 2 forms in
make and change the sentences in
“study, st udied”, “swim, swam”,
negative
interro gative
positive, negative, and interrogative
meet, met.”
sentences. Ex: “I d id not meet my
form. Ex: “M y mother made cake
friend last week”, “Did she buy
last morning”, “My mother did
new bag yesterday?”
not make cake last morn ing ”,
They could differentiate between was and were. Ex: “S he was sick
and
yest erda y”, “We were happy last Most stud ents were no t confused in
“Di d my mother make cake last
night”
morning? ”
using “t o be” , ex: “They were
Many students cou ld make n egative and
interrogative
sentences
of
simple past correctly . Ex: “ I did not visit my grandmot her last week” and “Di d you r father go to office yesterd ay.”
angry last week, “I was very sad yest erday.”
7
2.
Writing
Some studen ts could differentiate Most students did not know and They understood when to use the between verb al an d non-verbal
were confused wh en to use verb
verb, and verb-ing. Ex: “M y
sentences,
bit
and verb-ing. Ex: “Frog sitt ing i n
brot her
understand when to use verb o r to
the crocodile back and see the
yest erday”, “They are readi ng
be in a senten ce. Ex: “Yesterday, I
view.”
book”
so
th ey
little
played
foot ball
and frien d went to mall, we go with motorcycle, I buy T-shi rt and bag, and she buy T-sh irt a nd jeans. Next , we go h ome a nd we are happy.” 3.
Reading
The students could understand the They still hard to understand the In this meeting, they know abo ut the text (folktale) well. They could recognize main idea and su ppo rting idea well.
imply sentence, they ju st know
the year, number, etc.
The students did n ot und erstand Their understanding of the pronoun about prono unce referen ce in the paragrap h.
imply sen tence bit by b it.
about the detail information like They could interpret the meaning of
referen ce was good eno ugh.
word or sentence.
8
4.
Speaking
Stu dents' speaking sh owed a good They did not need much time to Most stu dents could ask and share search a word; they could speak
th eir idea during discussion. Ex:
They could share and co mmu nicate
progress.
confidently althou gh there were
stud ent K asked “wh y did little
what was on their mind bit by bit
still some mistakes. Ex: student L
ri ding hood not kno w th at she is
from discussion activity. Ex: “I n
said
of
not her g ran dmother?” the other
my o pinion, queen sho uld i nvite
pa rag raph 3 is snakes hissed and
said “what Litt le Red Riding Hood
bad fairy, so bad fairy didn't
jeered at h im.”
brin g to her grand mother?” other
“I
think
main
idea
angry and princess didn't curse by
stud ent
fa iry.”
butter cake.”
answered
“she
bri ng
9
FIELD NOTE CYCLE III
NO
SKILL S MEETING I
MEETING II
MEETING III
10
1.
Grammar
Some stud ents had a little prob lem They knew when to use verb or to Students understanding of simple past with so me irregular verbs. Ex:
be (was/were). Ex: “M s. Rini
“cut, cut ” , “read, rea d.”
Taught English last month.” “M y They could use simple past tense both
Their understanding of the forms and
brot her was angry yesterday.”
tense were good now.
spoken and written. Ex: Student H “Ho w
did
frog
go
to
Student
A
usage of simple p ast tense was
asked
pretty good. Ex: “I a nd my father
crocodi le
visited
answered “He went to croco dile
year.”
my
grandmother
last
house?”
house by swi mming on crocodile” They had no problem with the verbs form anymore (bo th regular and irregular). Ex: “fry, fried”, “worry, wo rried”, “think, thought”, “fly, flew”
11
2.
Writing
They
could
use t o
be
in
the They could understand ab out part Some studen ts could resume the
appropriate place, ex : “Yesterday,
of speech an d its fun ction in a
folktale story little bit well. Ex:
I wen t t o schoo l at 06.30. I go
senten ce. Ex :
“She went to
“On ce, there were three fishes live
with my frien ds and my sister. I
school wit h her father.”
in a p ond , someday fishermen
went home a nd watched TV, and They could resume the folktale
come t o catch fish, the old fish say
then I was sleepy. I slept at 01 .00-
story little bit well. Ex: “Once
to live pond, bu t young fish don't
02.00 .”
up on day, live a ant, she is very
wa nt to live pond. Finally, young
diligent, she always work all
fi sh di e.”
They did n ot know where to put the parts of speech correctly . Ex: “ Me and my family together all home,
me a nd my family t ogeth er went to Samudra atlanti k.”
da y…”
12
3.
Reading
Most students un derstood what the They cou ld determine main idea Most and supporting idea directly . Ex:
passage talked about. Their
pronunciation
was
good
studen ts
understand
about
pronoun referen ce in the passage.
the writer asked them “what is the There were some words that was hard
enough. Ex: they cou ld pronounce
main idea of th e last paragraph”?
to pronounce by th e students, ex:
“ One day a crocodile came…” /w? n
most
word “think” / ?I? k/, /tI? /, /sI? /or
deI ? kr? k?da Il keIm/
correctly “The ant shu t the door
students
could
for the grassh opper.”
answer
/? I? /.
13
4.
Speaking
They could tell their op inion, and Their speaking was pretty good .
Most students could answer some
sh are their idea each other through
They co uld ask some question s
questions
discussion activity. Ex: Stud ent E
from the story orally. Ex: student
Ex: the writer asked them, “what
U asked “why ant did not a llow
did
grasshopper en ter her home”?
students
said
“croco dile
wife
is
very
naughty, she wa nt to ea t monkey
you
grammatically
do
last night?
answered
“I
correct.
Some studi ed
(crocodile fri end)”, while student They also could answer the other
English”, “I watched Cint a Fitri
R said “I think croco dile is stupid
students'
with my mot her”, the o ther said “I
because he a gree his wife to eat
student B answered “because
his friend (monkey).”
grasshopper i s lazy”
qu estio ns
well.
Ex:
did my homework”, Most students could commun icate their id ea, asked and answered some questions orally. Ex: student M said: “what do you think a bout the young fish” ? Then student Z said “I t hink young fish is stupid, because he don't believe old people, so he was die.”
1
APPENDIX 6
RENCANA PELAKSANAAN PEM BELAJARAN (RPP)
SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengetahui bentuk simple past tense (positive, negative, dan interrogative). Mengetahui dan membedakan bentuk regular dan irregular verbs. Mengidentifikasi dan membuat bentuk kalimat simple past tense (positive, negative, dan interrogative).
Pertemuan
:I
Jenis teks
: Narrative
Aspek/Skill
: Grammar dan Writin g
Alokasi Waktu
: 2 x 45 menit
Tujuan Pembelajaran
2
Pada akhir pembelajaran siswa dapat: Mengetahui bentuk Simple Past Tense baik positive, negative, maupun interrogative. Mengetahui dan membedakan antara bentuk regular dan ir gular verbs. Mengidentifikasi dan membuat bentuk kalimat dengan men
akan Simple
Past Tense b aik po sitive, negative, maupun interrogati .
Materi Pembelajaran Simple Past Tense Sentence patterns: Positive : S +V2 Example: The police stopped m e on my way home last night. Negative: S + did + not + V1 Example: The police did not stop me on my way home last night. Interrogative: Did + S + V1 Example: Did the police stop m e on my way home last night. The time signals of Sim ple Past Tense are: yesterday, ast Friday, last week, two days ago, etc.
Regular dan Irregular Verbs Bentuk regular verbs (kata kerja beraturan) itu dengan men ambahkan -d atau -ed, misalnya: talk/talked, use/us
, play/played, dll.
Sedangkan irregular verbs (kata kerja tidak beraturan) ben tuknya tidak beraturan, misalnya: drink/drank, drive/drove, meet/met, dll.
Langkah-langkah Kegiatan Motivasi (15 menit) Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa
3
Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin.
b. Presentasi (3 0 menit) Peneliti menjelaskan tentang bentuk Simple Past Tense, aik yang berbentuk positive, negative, maupun interrogative. Peneliti menjelaskan tentang bentuk past dari regular dan irregular verb disertai dengan contoh-contoh yang jelas. Peneliti menjelaskan tentang bagaimana membuat kalimat yang berbentuk Past Tense dengan disertai contoh-contoh yang jelas.
c. Latihan (3 0 menit) Meminta siswa untuk membuat kalimat dengan bentuk Past Tense, baik positive, negative, maupun interrogative. Meminta siswa untuk mengubah kalimat ke dalam b entuk p
tive,
negative, atau interrogative.
d. Evaluasi (15 menit) Menanyakan kesulitan siswa selama proses belajar mengajar. Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s
a dengan
para siswa .
Sumber belajar Mastering English Grammar and Idiom s, M. J. Lado. Bacaan-bacaan yan g relevan d engan topik pembelajaran. Kamus Inggris-Indonesia, Indonesia-Inggris
Evaluasi Bentuk evaluasi: Test tulis, menyuruh siswa untuk membuat kalimat Simple Past Tense baik yang berbentuk positive, negative, maupun interrogative.
4
Meminta siswa untuk mengub ah kalimat ke dalam bentuk p
tive, negative,
atau interrogative.
Jakarta, 06 Desember 2010 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
5
SIM PLE PAST TENSE
Pattern s: Verb Positive : S +V2 Example: The police stopped m e on my way home last night. Negative: S + did + not + V1 Example: The police did not stop me on my way home last night. Interrogative: Did + S + V1 Example: Did the police stop m e on my way home last night. Note: The time signals of Sim ple Past Tense are: yesterday, ast Friday, last week, two days ago, etc. Be Positive
: S + was/were + O
Example: She was sad yesterd ay. Negative : S + was/were + not + O Example: She was not sad yesterday. Interrogative
: Was/were + S + O
Example: W as she sad yesterday? Note:
“Was” used for I, she, he, and it “Were” is used for you, we, and they.
6
Exercises : Make three s entences of simple pas t tense with your ow words! 1. ______ ___________________________________________ __________
2. ______ ___________________________________________ __________
3. ______ ___________________________________________ __________ Change the following s tatements into negative and interrogative forms . He play ed football two days ago. We were late last W ednesday. Mr. Reza taught English last year. My father drank a cup of coffee this m orning. I was angry with her yesterday.
1
RENCANA PELAKSANAAN PEM BELAJARAN (RPP) SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengetahui dan mengidentifikasi bentuk Simple Past Tense yang terdapat dalam teks ”The Three Little
Pigs”. Mengidentifikasi dan menemukan kata kerja bentuk kedua (regular maupun irregu lar) berbentuk pa st yang terdapat dalam teks. Membaca dengan pronunciation yang benar. Mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, dan informasi spesifik yang terdapat di dalam teks. Melengkapi cerita atau dongeng yang d iberikan
Siklus
:I
Pertemuan
: II
Jenis teks
: Narrative
Aspek/Skill
: Grammar, Reading, and W riting
Alokasi Waktu
: 2 x 45 menit
2
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: Mengetahui dan mengidentifikasi bentuk Simp le Past Ten
yang terdapat
dalam teks ”The Three Little Pigs”. Mengidentifikasi dan menemukan kata kerja bentuk kedu a (regular maupun irregular) berbentuk past yang terdapat dalam teks . Membaca teks dengan keras dengan menggunakan pronuncia on yang benar. Mengidentifikasi dan m enemukan gagasan utama, gagasan endukung, serta informasi spesifik yang terdapat di dalam teks dengan epat d an benar. Melengkapi cerita atau dongeng yang diberikan oleh peneliti.
Materi Pembelajaran Teks cerita ”The Three Little Pigs”. THE THREE LITTLE PIGS Once up on a time there were three little pig s who left
eir mummy and daddy to
see world. All summer long, they roamed through the woods and over th e plains, playing games ad having fun. The three little pigs started to
l they n eeded a real
home. They talked abo ut what to do, but each other decided for himself. The laziest little pig said he would build a straw hut “it will only take a day” he sais. The others disagreed. “it will to fragile”, they sa id disapprovingly, but he refused to listen. Not quite so lazy, the second little p ig went in search of planks of seasoned wood …
Langkah-langkah Kegiatan Motivasi (10 menit)
3
Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa Bertanya kepada siswa tentang dongeng yang paling disukai.
b. Presentasi (1 0 menit) Peneliti membaca keras teks ”The Three Little Pigs” yang telah diberikan kepada siswa.
c. Latihan (50 menit) Meminta siswa untuk mencari kalimat berbentuk simple p t tense yang terdapat di dalam teks ”The Three Little Pigs”. Menyuruh siswa untuk mencari kata kerja bentu k kedua (regular maupun irregular) atau to be berbentuk past di dalam teks yang telah diberikan . Meminta siswa m embaca teks dengan keras dengan menggun
n
pronunciation yang benar. Menyuruh siswa untuk mengidentifikasi dan menemukan ga
an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam teks dengan tepat dan benar. Meminta siswa untuk melengkapi cerita atau dongeng yang telah diberikan.
d. Evaluasi (15 menit) Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s para siswa.
Sumber belajar Teks ”The Three Little Pigs”. English Dictionary
a dengan
4
Evaluasi Bentuk evaluasi:
Test tulis, mem inta siswa untuk mencari kalimat berbentuk simple past tense yang terdapat di dalam teks ”The Three Little Pigs”. Menyuruh siswa untuk mencari kata kerja (regular m aupun irregular) atau to be berbentuk past yang terdapat dalam teks. Menyuruh siswa untuk mengidentifikasi dan menemukan ga
an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam teks. Meminta siswa untuk Melengkapi cerita atau dongeng yang diberikan oleh
peneliti.
Jakarta, 09 Desember 2010 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
Exercises: Ans wer the following ques tions bas ed on the text above!
5
1. W hat is the appropriate title of the text above? A. The pig The wolf The Three Little Pigs The Pigs' House
What kind of house that the third pig made from?
Bricks Straw Wo od Hay
Did the wolf success to destroy the laziest pig's house? Yes, he did No, he did not Yes, he was No, he was not
Why did the wolf cannot destroy the third pig's house? Because the house was big. Because the house was strong. Because the wolf was tired.
6
Because the pigs watched h im.
What is the main idea of the fifth paragraph? The pig rapidly opened the door to his brothers. The wolf landed in the fire and burn. The wisest little pig's brothers built new brick houses. The house was solid so the wolf could not destroy it.
B. Fill in the blank with word in the parentheses below!
Once upon a tim e... there _____________ (be) an unhapp y oung girl, her mother ____________ (be) dead, her father ____________
(marry) another
wom an, a wid ow with two daughters, and her stepmother
_____ (be)
like her on e little bit. All the nice things, kind thoughts and lo ving touches ______ _______ (be) for her own daughters. And not jus the kind thoughts and love, but also dresses, shoes, shawls, d elicious food, comfy beds, as well as every home comfort. No nice rests and comfort, she _________ hard
all day,
and
only
when
evening
(have to) work
______ ________
______ ______ (allow) to sit for a while by the fire, n
(come)
she
the cinders. That is how
she got her nickname, for everybody ______________ (call) her Cinderella.
1
RENCANA PELAKSANAAN PEM BELAJARAN (RPP)
SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengetahui dan mengidentifikasi bentuk Simple Past Tense yang terdapat dalam teks ”Snow W hite and The Seven Dwarfs”. Mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, dan informasi spesifik yang terdapat di dalam teks. Menulis kegiatan yang telah dilakukan sebelumnya. Menceritakan kembali (retell) atau menyimpulkan cerita dari siswa lain.
Siklus
:I
Pertemuan
: III
Jenis teks
: Narrative
Aspek/Skill
: Grammar, Reading, W riting, and Speakin g
Alokasi Waktu
: 2 x 45 menit
2
Tujuan Pembelajaran Pada akhir pembelajaran siswa mampu: Mengetahui dan mengidentifikasi bentuk Simple Past Ten e yang terdapat dalam teks ”Snow W hite and The Seven Dwarfs”. Mengidentifikasi dan m enemukan gagasan utama, gagasan
endukung, serta
informasi spesifik yang terdapat di dalam teks dengan epat d an benar. Menulis kegiatan yang telah dilakukan sebelumnya (kemarin, seminggu yang lalu, dan lain-lain). Menceritakan kembali (retell) atau menyimpulkan cerita dari siswa lain.
Materi Pembelajaran Teks cerita ”Snow W hite and the Seven Dwarfs”. SNOW WHITE AND THE SEVEN DWARFS Once upon a time . . . in a great castle, a Prince's daughter grew up happy and contented, in spite of a jealous stepmother. She was very pretty, with blue eyes and long black hair. Her skin was delicate a
fair, and so she was
called Snow White. Everyone was quite sure she would become very beautiful. Though her step mother was a wicked woma n, she too was
y beautiful, and the
magic mirror told her this every day, whenever she asked it. "Mirror, mirro r on the wall, who is the loveliest lady
the land?" The
reply was always; "You are, your Majesty," ….
Langkah-langkah Kegiatan Motivasi (1 0 menit) Salam dan menanyakan keadaan siswa. Mengecek kehadiran siswa. Menanyakan kegiatan apa saja yang telah dilakukan sisw
b. Presentasi (1 0 menit)
emarin.
3
Peneliti membaca keras teks ”Snow White and the Seven Dwarfs” yang telah diberikan kepada siswa.
c. Latihan (5 5 menit) Meminta siswa untuk menemukan kalim at berbentuk simple past tense yan g terdapat di dalam teks “Snow White and the Seven Dwarfs”. Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, serta informasi spesifik yang terdapat di dalam teks dengan tepat dan benar. Meminta siswa untuk menulis kegiatan yang telah dilakukan sebelumnya (kem arin, seminggu yang lalu, dan lain-lain). Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
cerita dari siswa lain di dep an kelas .
d. Evaluasi (15 menit) Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s
a dengan
para siswa.
Sumber belajar Teks ”Snow W hite and the Seven Dwarfs”. English Dictionary
Evaluasi Bentuk evaluasi:
Tes tulis, Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan utam a, gagasan pendukung, serta informasi spesifik yan terdapat di dalam teks dengan tepat dan b enar.
Meminta siswa untuk menulis kegiatan yang telah dilakukan (kemarin,
4
seminggu yang lalu , dan lain-lain). Tes lisan, m eminta siswa untuk Menceritakan kembali atau men yimpulkan
cerita dari siswa lain .
Jakarta, 13 Desember 2010 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
1
RENCANA PELAKSANAAN PEM BELAJARAN (RPP) SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengetahui dan mengidentifikasi bentuk Simple Past Tense yang terdapat dalam teks ”Sleeping Beauty”. Membaca dengan pronunciation yang benar. Mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, dan informasi spesifik yang terdapat di dalam teks.
Siklus
: II
Pertemuan
:I
Jenis teks
: Narrative
Aspek/Skill
: Grammar dan Reading
Alokasi Waktu
: 2 x 45 menit
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: Mengetahui dan mengidentifikasi bentuk Simp le Past Ten dalam teks ”Sleeping Beauty ”.
yang terdapat
2
Membaca teks dengan keras dengan menggunakan pronuncia on yang benar. Mengidentifikasi dan m enemukan gagasan utama, gagasan endukung, serta informasi spesifik yang terdapat di dalam teks dengan epat d an benar.
Materi Pembelajaran Teks cerita ”Sleeping Beauty ”.
Sleeping Beauty Once upon a time there was a Queen who had a beautiful baby daughter. She asked a ll the fairies in the kingdom to the christening, but unfortu nately forgot to invite on e of them, who was a bit of a witch as wel . She came anyway, but as she passed the baby's cradle, she said: "When you are sixteen, you will injure yourself with a spindle and die!" "Oh, no!" screamed the Queen in horror. A good fairy quickly chanted a magic spell to chang e the curse. When she hurt herself, the rl would fall into a very deep sleep instead of dying. The years went by, the little Princess grew and became the most beautiful girl in the whole kingdom. Her mother was always very careful o keep her away from spindles, but the Princess, on her sixteenth birthday, as she wandered through the castle, came into a room where an old serva nt was spinning… Langkah-langkah Kegiatan Motivasi (10 menit) Salam dan menanyakan keadaan siswa Mengecek kehadiran siswa
b. Presentasi (1 0 menit) Peneliti membaca keras teks ”Sleeping Beauty” yang telah diberikan kepada siswa.
c. Latihan (5 5 menit) Meminta siswa untuk mencari kalimat berbentuk simple p t tense yang terdapat di dalam teks ”Sleepin g Beauty” .
3
Meminta siswa m embaca teks dengan keras dengan menggun
n
pronunciation yang benar. Menyuruh siswa untuk mengidentifikasi dan menemukan ga
an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam teks dengan tepat dan benar.
d. Evaluasi (15 menit) Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s
a dengan
para siswa.
Sumber belajar Teks cerita ”Sleeping Beauty ” English Dictionary
Evaluasi Bentuk evaluasi:
Test tulis, mem inta siswa untuk mencari kalimat berbentuk simple past tense yang terdapat di dalam teks ”The Three Little Pigs”. Menyuruh siswa untuk mengidentifikasi dan menemukan ga
an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam teks dengan berdiskusi dalam kelompok-kelompok kecil. Jakarta, 03 Januari 2011 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
1
RENCANA PELAKSANAAN PEM BELAJARAN (RPP)
SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengidentifikasi dan menemukan kata kerja kedua (regular maupun irregular) berbentuk past yang terdapat dalam teks “The Frog and the Crocodile”. Mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, dan informasi spesifik yang terdapat di dalam teks. Menceritakan kembali (retell) atau menyimpulkan cerita “The Frog and the Crocodile” di depan kelas.
Siklus
: II
Pertemuan
: II
Jenis teks
: Narrative
Aspek/Skill
: Reading dan Speaking
Alokasi Waktu
: 2 x 45 menit
2
Tujuan Pembelajaran Pada akhir pembelajaran siswa mampu: Mengidentifikasi dan menemukan kata kerja bentuk kedu a (regular maupun irregular) berbentuk past yang terdapat dalam teks ”The Frog and the Crocodile”. Mengidentifikasi dan m enemukan gagasan utama, gagasan endukung, serta informasi spesifik yang terdapat di dalam teks dengan epat d an benar. Menceritakan kembali (retell) atau menyimpulkan cerita ”The Frog and the Crocodile”.
Materi Pembelajaran Teks cerita ”The Frog and the Crocodile”.
The Frog and the Crocodile Once, there was a frog who lived in the middle of a sw p. His entire family had lived in that swamp for generations, but this pa rticul frog decided that he had had quite enoug h wetness to last him a lifetime. He decided that he was going to find a dry p lace to live instead. The only thing that separated him from dry land was a wampy, muddy, swiftly flowing river. But the river was home to all sorts of lippery, slittering snakes that loved nothing better than a good, plump frog fo r nner, so Frog didn't dare try to swim across. The snakes hissed and jeered at him, daring him to com closer, but he refused. Occasionally they would slith er closer, jaws open to attack, but the frog always leaped out of the way. But no matter how far upstream e searched or how far downstream, the frog wasn 't able to find a way across e water. The frog sighed in frustration and sat to sulk in the rushes. Suddenly, he spotted two big eyes staring at him from the wa ter. The giant log-shaped animal opened its mouth and …
3
Langkah-langkah Kegiatan Motivasi (1 0 menit) Salam dan menanyakan keadaan siswa. Mengecek kehadiran siswa. Mereview pelajaran sebelumnya.
b. Presentasi (1 0 menit) Peneliti membaca keras teks ”The Frog and the Crocodile” yang telah diberikan kepada siswa.
c. Latihan (6 0 menit) Meminta siswa untuk mencari kata kerja bentuk kedua (r gular maupun
irregular) atau to be berbentuk past di dalam teks yang telah diberikan. Menyuruh siswa untuk berdiskusi (dalam kelompok kecil) ten tang teks yan g telah dipelajari. Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, serta informasi spesifik yang terdapat di dalam teks dengan tepat dan benar. Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
cerita ”The Frog and the Croco dile”.
d. Evaluasi (10 menit) Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s para siswa.
Sumber belajar Teks ”The Frog and the Croco dile”. English Dictionary
a dengan
4
Evaluasi Bentuk evaluasi: Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m
emukan gagasan
utam a, gagasan pendukung, serta informasi spesifik yan terdapat di dalam teks dengan tepat dan b enar. Tes lisan, m eminta siswa untuk menceritakan kem bali atau menyimpulkan
cerita ”The Frog and the Crocodile.”
Jakarta, 06 Januari 2011 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
5
1
RENCANA PELAKSANAAN PEM BELAJARAN (RPP)
SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengetahui dan mengidentifikasi bentuk Simple Past Tense yang terdapat dalam teks ”Little Red Riding Hood ”. Mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, dan informasi spesifik yang terdapat di dalam teks. Menceritakan kembali (retell) atau menyimpulkan cerita “Little Red Riding Hood” di depan kelas.
Siklus
: II
Pertemuan
: III
Jenis teks
: Narrative
Aspek/Skill
: Reading, and Speaking
Alokasi Waktu
: 2 x 45 menit
2
Tujuan Pembelajaran Pada akhir pembelajaran siswa mampu: Mengetahui dan mengidentifikasi bentuk Simple Past Ten e yang terdapat dalam teks ”Little Red Riding Hood”. Mengidentifikasi dan m enemukan gagasan utama, gagasan endukung, serta informasi spesifik yang terdapat di dalam teks dengan epat d an benar. Membaca keras dongeng yang telah diberikan dengan memp erhatikan pada pronunciation yang tepat dan benar di depan kelas. Menceritakan kembali (retell) atau menyimpulkan cerita ”Little Red Riding Hoo d”.
Materi Pembelajaran Teks cerita ”Little Red Riding Hood”. Little Red Riding Hood Once u pon a time there lived in a certain village a li tle country girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmoth er doted on her still more. This goo d woman had a little red riding hood made for her. I t suited the girl so extremely well th at everybody called her Little Red Riding Hood. One day her mother, having made some cakes, said to her, "Go, my dear, and see how your grandmother is doing, for I hear she has een very ill. Take her a cake, and this little pot of butter." Little Red Riding Hood set out immediately to go to her grandmother, who lived in another village. As she was going through the wood, she met with a wolf, who had a very great mind to eat her up …
Langkah-langkah Kegiatan Motivasi (1 0 menit) Salam dan menanyakan keadaan siswa. Mengecek kehadiran siswa.
3
Menanyakan dongeng favorit para siswa.
b. Presentasi (1 0 menit) Peneliti membaca keras teks ”Little Red Riding Hood” yang telah diberikan kepada siswa.
c. Latihan (6 0 menit) Meminta siswa untuk menemukan kalim at berbentuk simp le past tense yan g terdapat di dalam teks ”Little Red Riding Hood”. Menyuruh siswa untuk berdiskusi (dalam kelompok kecil) ten tang teks yan g telah dipelajari. Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, serta informasi spesifik yang terdapat di dalam teks dengan tepat dan benar. Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
cerita”Little Red Riding Hood”.
d. Evaluasi (15 menit) Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s
a dengan
para siswa.
Sumber belajar Teks ”Little Red Riding Hood”. English Dictionary
Evaluasi Bentuk evaluasi: Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m
emukan gagasan
utam a, gagasan pendukung, serta informasi spesifik yan terdapat di dalam teks dengan tepat dan b enar.
4
Tes lisan, m eminta siswa untuk membaca keras dongeng y ng telah dibuat den gan memperhatikan pada pronunciation yang tepat dan benar di dep an kelas. Tes lisan, meminta siswa untuk menceritakan kembali (retell) atau menyimpulkan dongeng yang dib ua oleh siswa lain di depan kelas.
Jakarta, 10 Januari 2011 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
1
RENCANA PELAKSANAAN PEM BELAJARAN (RPP)
SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengetahui dan mengidentifikasi bentuk Simple Past Tense yang terdapat dalam teks ”Beauty and the Beast.” Membaca dengan pronunciation yang benar. Mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, dan informasi spesifik yang terdapat di dalam teks. Menulis kegiatan yang telah dilakukan sebelumnya. Menceritakan kembali (retell) atau menyimpulkan dongeng “ Beauty and the Beast.”
Siklus
: III
Pertemuan
:I
Jenis teks
: Narrative
Aspek/Skill
: Grammar, Reading, W riting, and Speakin g
Alokasi Waktu
: 2 x 45 menit
2
Tujuan Pembelajaran Pada akhir pembelajaran siswa mampu: Mengetahui dan mengidentifikasi bentuk Simple Past Ten e yang terdapat dalam teks ”Beauty and the Beast.” Membaca dengan pronunciation yang tepat dan benar. Mengidentifikasi dan m enemukan gagasan utama, gagasan endukung, serta informasi spesifik yang terdapat di dalam teks dengan epat d an benar. Menulis kegiatan yang telah dilakukan siswa sebalumnya (kemarin. seminggu yang lalu, dan sebagainya) Menceritakan kembali (retell) atau menyimpulkan dongen g ”Beauty and the Beast” di depan kelas.
Materi Pembelajaran Teks cerita ”Beauty and the Beast.”
”Beauty and the Beast.” Once up on a time . . . as a merchant set off for marke he asked each of his three daughters what she would like as a present on his return. The first daughter wanted a brocade dress, the second a pearl necklace, b
the third, whose name
was Beauty, the youngest, prettiest and sweetest of them all, said to her father: "All I'd like is a rose you've picked specially for me!" When the merchant had fin ished his business, he set off for home. However, a sudden storm blew up, and his horse could hardly make headway in the howlin g gale…
3
Langkah-langkah Kegiatan Motivasi (1 0 menit) Salam dan menanyakan keadaan siswa. Mengecek kehadiran siswa.
b. Presentasi (1 0 menit) Peneliti membaca keras teks ”Beauty and the Beast” yang telah diberikan kepada siswa.
c. Latihan (55 menit) Meminta siswa untuk menemukan kalim at berbentuk simp le past tense yan g terdapat di dalam teks ”Beauty an d the Beast.” Meminta siswa untuk membaca dengan pronunciation yang tepat dan ben ar. Meminta siswa untuk mengidentifikasi dan menemukan gagasan utama, gagasan pendukung, serta informasi spesifik yang terdapat di dalam teks dengan tepat dan benar. Meminta siswa untuk menulis kegiatan yang telah dilakukan sebelumnya (kem arin, seminggu yang lalu, dan sebagainya) Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan dongeng ”Beauty and the Beast.”
d. Evaluasi (15 menit) Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s para siswa.
Sumber belajar Teks ”Little Red Riding Hood”. English Dictionary
a dengan
4
Evaluasi Bentuk evaluasi: Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m
emukan
gagasan utama, gagasan pendukung, serta informasi spes fik yang terdapat di dalam teks “Beauty and the Beast” dengan tepat dan benar. Tes lisan, meminta siswa untuk menceritakan kembali (retell) atau menyimpulkan dongeng “ Beauty and the Beast” di depan kelas.
Jakarta, 17 Januari 2011 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
1
RENCANA PELAKSANAAN PEM BELAJARAN (RPP)
SMK
: Nusantara
Kelas/Semester
: XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sed erhana untuk berinteraksi dalam konteks kehidupan sehari-hari Kom petensi Dasar
: Mengungkapkan makna dalam percakapan transaksional
(to get things done ) d an interpersonal (bersosialisasi) pen dek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar d an berterima untuk berin teraksi alam konteks kehidupan sehari-hari yang melibatkan tindak tutur Indikator
: Mengidentifikasi dan menemukan gagasan utama, gagasan pendukun g, dan informasi spesifik yang terdapat di dalam teks. Membuat summary atau kesimpulan tentang dongeng “The Monkey and the Crocodile.” Menulis dongeng (dari dalam maupun luar negeri) yang pernah didengar sebelumnya. Menceritakan kembali (retell) atau menyimpulkan dongeng yang dibuat oleh siswa lain.
Siklus
: III
Pertemuan
: II
Jenis teks
: Narrative
Aspek/Skill
: Reading, W riting, and Speaking
Alokasi Waktu
: 2 x 45 me nit
2
Tujuan Pembelajaran Pada akhir pembelajaran siswa mampu: Mengidentifikasi dan m enemukan gagasan utama, gagasan endukung, serta informasi spesifik yang terdapat di dalam teks den gan berdiskusi dengan kelomplok yang telah ditentukan. Membuat summary atau kesimpulan dari dongeng ”The Monkey and the Crocodile.” Menulis dongeng (baik dari dalam maupun luar negeri) y
g p ernah didengar
oleh siswa sebelun ya (minimal 1 paragraf). Menceritakan kembali (retell) atau m enyimpu lkan dongen yang dibuat oleh siswa lain di depan kelas.
Materi Pembelajaran Teks cerita ”The Monkey and the Crocodile.”
The Monkey and the Crocodile Once there lived a monkey in a jamun tree by a river.
monkey was alone - he
had no friends, no family, bu t he was happy and content. The jamun tree gave him plenty of sweet fruit to eat, and shade from the sun and shelter from the rain. One day a crocodile came swimming up the river and cli
on to the bank to
rest under the monkey's tree. 'Hello', called the monk y, who was a friendly animal. 'Hello', replied the crocodile, surprised. 'Do you know where I can get some food? ' he asked. 'I haven't had anything to eat all day - there just don't seem to be any fish left in the river.' 'Well,' said the monkey, 'I don't eat fish so I wouldn t know - but I do ha ve plenty of ripe purple jamuns in my tree. Would you lik
o try some?' He threw
some down to th e crocodile. The crocodile was so hungr
hat he ate up all the
3
jamu ns…
Langkah-langkah Kegiatan Motivasi (1 0 menit) Salam dan menanyakan keadaan siswa. Mengecek kehadiran siswa.
b. Presentasi (1 0 menit) Peneliti membaca keras teks”The Monkey and the Crocodile”yang telah diberikan kepada siswa.
c. Latihan (55 menit) Meminta siswa untuk mengidentifikasi dan menemukan gagasan utama, gagasan pendukung, serta informasi spesifik yang terdapat di dalam teks dengan tepat dan benar. Menyuruh siswa un tuk berdiskusi tentang dongeng ”The Monkey and the Crocodile” kemudian membuat summary atau kesim pulan te tang dongeng tersebut. Menulis dongeng (baik dari dalam maupun luar negeri) y ng pernah didengar oleh siswa sebelunya (minimal 1 paragraf). Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan dongeng yang dibuat oleh siswa lain.
d. Evaluasi (15 menit) Mengo reksi dan mendiskusikan pekerjaan siswa bersama-s para siswa.
Sumber belajar Teks ”The Monkey and the Crocodile” English Dictionary
a dengan
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Evaluasi Bentuk evaluasi: Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m
emukan
gagasan utama, gagasan pendukung, serta informasi spes fik yang terdapat di dalam teks “ The Monkey and the Crocodile”
engan
berdiskusi dengan kelompok yang telah ditentukan. Tes tulis, menyuruh siswa untuk membu at summary atau k impulan d ari dongeng ”The Monkey and the Crocodile.” Tes lisan, meminta siswa untuk menceritakan kembali (retell) atau menyimpulkan dongeng yang dib uat oleh siswa di depan kelas.
Jakarta, 20 Januari 2011 Mengetahui Guru Pamong
Rini Ramdani Yafas , SE
1
APPENDIX 7
SNOW WHITE AND THE SEVEN DWARFS Once upon a time . . . in a great castle, a Prince's d ter grew up happy and contented, in spite of a jealous stepmother. She w very pretty, with blue eyes an d lo ng black h air. Her skin was delicate and fair, and so she was called Snow W hite. Everyone was quite sure she would become very beautiful. Thou gh her stepmother was a wicked woman, she too was very be ful, and the magic mirror told her this every day, whenever she asked it. "Mirror, mirror on the wall, who is the loveliest lady n the land?" The reply was always; "Yo u are, your Majesty," until the dread ful day when she heard it say, "Snow White is the loveliest in the land." The stepm other was furious and, wild with jealousy, began plotting to get rid of her rival. Calling one of her trusty servants, she bribed him with a rich reward to take Sn W hite intc the forest, far away from the Castle. Then, unseen, he was to put her death. The greedy servant, attracted to the reward, agreed to do this de , and he led the innocent little girl away. However, when they came to the fatal spot, the man's courage failed him and, leaving Snow W hite sitting beside a tr e, he mumb led an excuse and ran off. Snow White was all alone in the forest. Night came, but the servant did not return. Snow W hite, alone in the dark forest, began to cry bitterly. She thought she cou ld feel terrible eyes spying on h er, and she heard strange sounds and rustlings that made h heart thump. At last, overcome by tiredness, she fell asleep curled under a tree. Snow W hite slept fitfully, wakening from time to time ith a start and staring into the darkness round her. Several times, sh thou ght she felt something, or somebody touch her as she slept. At last, dawn woke the forest to the song of the birds and Snow White too, awoke. A whole world was stirring to life and the little girl was glad to see how silly her fears had been. However, the thick trees were like a wall round h er, and as she tried to find out where she was, she came upon a path. She walked along it, hopefully. On she walked till she came to a earing. There stood a strange cottage, with a tiny door, tiny windows and a tiny chimney pot. Everything about the cottage was much tinier than it ought to be. Snow hite pushed the door open. "l wonder who lives here?" she said to herself, peepin round the kitchen. "What tiny plates! And spoons! There must be seven of em, the table's laid for seven people." Upstairs was a bedroom with seven neat ittle beds. Going back to the kitchen, Snow White had an idea.
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"I'll make them something to eat. When they come home, they'll be glad to find a meal ready." Towards dusk, seven tiny men march homewards singing. But when they opened the door, to their surprise they d a bowl of hot steamin g soup on the table, and the whole house spick nd span. Upstairs was Snow White, fast asleep on one of the beds. The chief dwarf prodded her gently. "Who are you?" he asked. Snow White told them her sad , and tears sprang to th e dwarfs' eyes. Then one of them said, as he noisily blew his nose: "Stay here with us!" "Hooray! Hooray!" they cheered, dancing joyfully round the little girl. The dwarfs said to Snow W hite: "You can live here and tend to the house while we're d n the mine. Don't worry about your stepmoth er leaving you in the forest. We love you and we'll take care of you!" Sn ow White gratefully accepted their hos itality, and next morning the dwarfs set off for work. But they warned Snow W hite not to open the door to strangers. Meanwhile, the servant had returned to the castle, wit the heart of a roe deer. He gave it to the cruel stepmother, telling her t belonged to Snow W hite, so that he could claim the reward. Highly pleased, the stepmother turned again to the magic mirror. But her hopes were dashed, for the m irror replied: "The loveliest in the land is still Snow W hite, who lives in the seven d rfs' cottage, down in the forest." The stepmother was beside herself with rage. "She must die! She must die!" she screamed. Disguising herself as an old peasant woman, she put a poisoned apple with the others in her basket. Then, taking the q uickest way into the forest, she crossed the swamp at th e edge of the trees. She reached the bank unseen, just as Snow White stood wavin g goodbye to the seven dwarfs on their way to the mine. Snow W hite was in the kitchen when she heard the sound at the door: KNOCK! KNOCK! "Who's there?" she called suspiciously, remem bering th dwarfs advice. "I'm an old peasant woman selling apples," came the reply. "I don't need any ap ples, thank you," she replied. "But they are beautiful apples and ever so juicy!" sai outside the door.
the velvety voice from
"I'm not supp osed to open the door to anyone," said th reluctant to disobey her friends.
little girl, who was
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"And quite right too ! Good girl! If you promised not to open up to strangers, then of course you can't buy. You are a good girl indeed!" en the old woman went on. "And as a reward for being good, I'm going to make you a gift of one of my apples!" W ithout a further thought, Snow W hite opened e door just a tiny crack, to take the apple. "There! Now isn't that a nice apple?" Snow W hite bit into the fruit, and as she d id, fell to the ground in a faint: the effect of the terri le poison left her lifeless instantaneously. Now chuckling evilly, the wicked stepmother hurried of But as she ran back across the swamp, she tripped and fell into the q cksand. No one heard her cries for help, and she disappeared without a trace. Meanwhile, the dwarfs came out of the mine to find the sky had grown dark and storm y. Lo ud thunder echoed thro ugh the valleys and streaks of lightning ripped the sky. W orried about Snow White they ran as quickly as they could down the mountain to the cottage. There they found Snow W hite, lying still and lifeless, th e poisoned apple by her side. They did their best to bring her around, but it was no use. They wept and wept for a long time. Then they laid her on a bed of rose petals, carried her in to the forest and put her in a c ystal coffin. Each day th ey laid a flower there. Then one evening, they discovered a strange youn g man miring Snow White's lovely face through the glass. After listening e story, the Prince (for he was a prince!) made a suggestion. "If you allow me to take her to the Castle, I'll call n famous doctors to waken her from this peculiar sleep. She's so lovely . . I'd love to kiss her. . . !" He did, and as though by magic, the Prince's kiss broke the spell. To everyon e's astonishment, Snow W hite opened her eyes. She had amazingly come back to life! Now in love, the Prince asked Snow White to marry him, and the dwarfs reluctantly had to say good bye to Snow White. From that day on, Snow W hite lived happily in a great astle. But from time to time, she was drawn back to visit the little cottage down in the forest. THE THREE LITTLE PIGS Once upon a time there were three little pigs who left their m ummy and daddy to see
4
world. All summer long, they roamed through the woods and over the plains, playing games ad having fun. The three little pigs started to
l they needed a real home.
They talked about what to do, but each other decided for himself. The laziest little pig said h e would build a straw hut. “it will only take a day” he sais. The others disagreed. “It will to fragile”, they said disapprovingly, but he refused to listen . Not quite so lazy, the second little pig went in search of planks of season ed wood. “Clunk! Clunk! Clunk!” It took him two days to nail th
together. But the third
little pig did not like the wooden house. “That's not the way to build a house!” he said. “It takes tim e, patience, hard work to build a h ouse that is strong enough to stand up to
ind, rain, and snow, and
most of all, protects us fro m the wolf!” The day went by, and the wisest little pig's house took shape, brick by brick. The little pigs rushed home in a hurry. Along came th wolf, scowling fiercely at the laziest pig's straw hut. “Come out!” ordered the wolf, I wan to speak with y ou” “I'd rather stay where I am!” replied the little pig in a tiny voice. “I ll make you come o ut!” growled the wolf angrily, an puffing out his chest, he took a very deep breath. Then he blew with all his might, right onto the house. And all the straw fell down in the great blast. But th little pig had slithered out from underneath the heap of straw, and was dashing tow
s his bro ther's wooden
house. “Come b ack!” the wolf roared, trying to catch pig as h
into the wooden house.
5
“I hope this house will no t fall down! Let's lean against the door so he can't break in!” he said to his brother. Outside, the wolf could hear the little pigs' words. He rained blows on the door. Inside, the two b rothers wept in fear and did their best to hold the door fast against the b lows. Then, the furious wolf braced himself a new effort: he drew in a really enormo us breath, and went… W HOOOOO! The wooden house co llapsed like a pack of cards. Luckily, the wisest little pig had been watching the s
e from the window of his own
brick house, and he rapidly opened the door to his brothers. And not a moment too soon, for the wolf was already hammering furiously on the door. This time, the wolf graved dou bts. This house had a much more so l d air than the others. He blew once, he blew again and then for a third time. But all was in vain. the three little pigs watched him and their fear began to fade. Quite exhausted by his efforts, the wolf decided to try one of his tricks. He scrambled up a nearby ladder, on the roof to have a look at the chimney. However, the wisest little pig had seen this ploy, and he q uickly said “Quick! Light the fire!” and
en the wolf landed in the
fire, stu nned by his fall. The flames licked his hairy coat and his tail becam e a flaring torch. (6) The three little pigs were very happy. From that terrible day on, the wisest little pig's brothers built two new brick houses, and the wol never came back again to roam th e neighborhood.
Sleeping Beauty Once upon a time there was a Queen who had a beautiful baby daughter. She asked all the fairies in the kingdom to the christenin but unfortunately forgot to invite one of them, who was a bit of a witch as well. he came anyway, but as she passed the baby's cradle, sh e said:
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"When you are sixteen, you will injure yourself with a
indle and die!"
"Oh, no!" screamed the Queen in horror. A good fairy q ckly chanted a magic spell to change the cu rse. W hen she hurt herself, the irl would fall into a very deep sleep instead o f d ying. The years went by, the little Princess grew and became the most beautiful girl in the whole kingdom. Her m other was always very careful keep her away from spindles, but the Princess, on her sixteenth birthday, as she wandered through the castle, came in to a room where an old servant was spin ing. "What are you doing?" she asked the servant. "I'm spinning. Haven't you seen a spindle before?" "No. Let me see it!" The servant handed the girl the s indle ... an d she pricked herself with it and. with a sigh, dropped to the floor. The terrified old woman hurried to tell the Queen. Bes de herself with anguish, the Queen did her best to awaken her daughter but in vain. The court doctors and wizards were called, but there was nothing they could o. The girl could not be wakened from her deep sleep. The good fairy who manage to avoid the worst of the curse came too, and the Queen said to her, "When will my daughter waken?" "I don't know," the fairy admitted sadly. "In a year's time, ten years or twenty?" the Queen wen
n.
"Maybe in a hun dred years' time. Who knows?" said the airy. "Oh! What would make her waken?" asked the Queen weepl g. "Love," replied the fairy. "If a man of pure heart were to fall in love with her, that would bring her back to life!" "How can a man fall in love with a sleeping girl?" so b ed the Queen, and so heartbroken was she that, a few days later, she died. The sleeping Princess was taken to her room and laid on the bed surrounded by garlands of flowers. She was so beautiful, with a sweet face, not like those of the de , but pink like those who are sleep ing peacefully. The good fairy said to herself, "When she wakens, who is she going to see around her? trange faces and people she doesn't know? I can never let that happen. It woul be too painful for this unfortunate girl." So the fairy cast a spell; and everyone that lived in e castle - soldiers, ministers, guards, servants, ladies, pages, cooks, maids and knig ts - all fell into a deep sleep,
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wherever they were at that very moment. "Now," thought the fairy, "when the Princess wakes up, they too will awaken, and life will go on from there." And she left the castle, ow wrapped in silence. Not a sound was to be heard, nothing moved except for the clocks, but when they too ran down, they stopped, and time stopped with them. Not even the faintest rustle was to be heard, only the wind whistlin g round the tur ts, not a single voice, only the cry of birds. The years sped past. In the castle grounds, the trees tall. The b ushes became thick and straggling, the grass invaded the courtyards and the creepers spread up the walls. In a hundred years, a dense forest grew up. Now, it so happened that a Prince arrived in these par . He was the son of a king in a country close by. Young, handsome and melancholy, he sought in solitude everything he could not find in the company of other m : serenity, sincerity and purity. W andering on his trusty steed he arrived, one ay, at the dark forest. Being adventurous, he decided to explore it. He made his way rough slowly and with a struggle, for the trees and bushes grew in a thick tan e. A few hours later, now losing heart, he was about to turn his horse and go ba when he thought he could see something through the trees . . . He pushed back the branches . . . W onder of wonders! There in front of him stood a castle with high towers. The young man stood stock still in amazement, "I wonder who this castle belo ngs to?" he thought. The young Prince rode on towards the castle. The drawb dge was down and, holding his horse by the reins, he crossed over it. Im ediately he saw the inhabitants draped all over the steps, the halls and c ards, and said to himself, "Good heavens! They're dead!" But in a moment, he real sed that they were sound asleep. "W ake u p! Wake up!" he shouted, but nobody moved. Still thoroughly astonished, he went into the castle and again discovered more people, lying fast asleep on the floor. As though led by a hand in the comp lete silence, the Prince finally reached the room where the beautiful Princess ay fast asleep. For a lo ng time he stood gazing at her face, so full of serenity, so peaceful, lovely and pu re, and he felt spring to his heart that love he had alway een searching for and never found. Overco me by emotion, he went close, lifted the irl's little white hand and gently kissed it . . . At that kiss, the prlncess qulckly opened her eyes, an wakening from her lo ng long sleep, seeing the Prince beside her, murmured: "Oh, you have come at last! I was waiting for you in m long!"
dream. I've waited so
Just then, the spell was broken. The Princess rose to her feet, holding out her hand
8
to the Prince. And the whole castle woke up too. Every ody rose to their feet and they all stared round in amazement, wondering what had happened. When they finally realised, they ru shed to the Princess, more be ful and happier then ever. A few days later, the castle th at only a short time before had lain in silence, now rang with the sound of singing, music and h appy laughter at the great party given in honour of the Prince and Princess, who were getting married. They lived happily ever after, as they always do in fairy tales, ot quite so often, however, in real life.
The Frog and the Crocodile
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Once, th ere was a frog who lived in the middle of a swamp. His entire family had lived in that swamp for generations, but this particul ecided that he had had quite enough wetness to last him a lifetime. He decided that he was going to find a dry place to live instead. The only thing that separated him from dry land was a swampy, mu ddy, swiftly flowing river. But th e river was home to all sorts of slippery, slittering snakes that loved nothing better than a good, plump frog for dinner, so Frog didn't dare try to swim across. The snakes hissed and jeered at him, daring h im to com r, but he refused. Occasionally they would slither closer, jaws open to attack, but the frog always leaped out of the way. But no matter h ow far upstream he searched or how far downstream, the frog wasn't able to find a way across he water. The frog sighed in frustration and sat to sulk in the rushes. Suddenly, he spotted two big eyes staring at him fro m the water. The giant log-shaped animal opened its mouth and asked him, "What are you doin g, Frog? Surely ere are enough flies right there for a meal." The frog croaked in surprise and leaped away from the crocodile. That creature could swallow him whole in a mo ment without thinking a out it! Once he was a satisfied that he was a safe distance away, he answere . "I'm tired of living in swampy waters, and I want to travel to the other side of the river. But if I swim across, the snakes will eat me." The crocodile harrump hed in agreement and sat, thinkin while. "Well, if you're afraid of the snakes, I could give you a ride a ," he suggested. "Oh no, I d on't think so ," Frog answered quickly. "You'd eat me on the way over, or go underwater so the snakes could get me!" "Now why wo uld I let the snakes get you? I think they' a terrible nuisance with all their hissing and slithering! The river would be m better off without them altogether! Anyway, if you're so worried that I might eat you, you can ride on m y tail." The frog considered his offer. He did want to get to d ground very badly, and there didn't seem to be any other way across the river. He looked at the cro codile from his short, squat buggy eyes and wondered about th crocodile's motives. But if he rode on th e tail, the croc couldn't eat him anyway. And he was righ t about the snakes--no self-respecting crocodile would give a meal e sn akes. "Okay, it sounds like a good plan to me. Turn around s
can hop on your tail."
The crocodile flopped his tail into the marshy mud and et the frog climb on, then he wadd led out to the river. But he couldn't stick his l into the water as a rudder because the frog was o n it -- and if he put his tail i the water, the snakes would eat the frog. They clumsily floated downstream for a ways, until the crocodile said, "Hop onto my back so I can steer straight with my tail The frog moved, and the journey smoothed out. From where he was sitting, the frog couldn't see much except the back of Crocodile's head. "W hy don't you hop up on my head so ou can see everything around us?" Crocodile invited. "But I don't want to se ything else," the frog
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Little Red Riding Hood
Once upon a time there lived in a certain village a li e co untry girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good woman h a little red riding hood made for her. It suited the girl so extremely well tha everybody called her Little Red Riding Hood. One day her mother, having m ade some cakes, said to her, "Go, my dear, and see how your grandmother is doing, for I hear she has been very ill. Take her a cake, and this little pot of butter." Little Red Riding Hood set out immed iately to go to he grandmother, who lived in another village. As she was going through the wood, she met with a wolf who had a very great mind to eat her up, but he dared no t, because of some cutters working nearby in the forest. He asked her where she was going. The poor child, who did not know that it was dangerou s to stay and talk to a w f, said to him, "I am going to see my grandmother and carry her a cake and a littl pot of butter from my mother." "Does she live far off?" said the wolf "Oh I say," answered Little Red Riding Hood; "it is be ond that mill you see there, at the first h ouse in the village." "Well," said the wolf, "and I'll go and see her too. I ll go this way and go you that, and we shall see who will be there first." The wolf ran as fast as he cou ld, taking the shortest ath, and the little girl took a roundabout way , entertaining herself by gathering nuts, running after butterflies, and gathering bouquets of little flowers. It was not l g before the wolf arrived at the old wom an's house. He knocked at the door: tap, tap. "Who's there?" "Your grandchild, Little Red Riding Hood," replied the wolf, counterfeiting her voice; "who has brought you a cake and a little pot of butter sent you by mother." The good grandmother, who was in bed, because she was omewhat ill, cried out, "Pull the bobbin, and the latch will go up."
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The wo lf pulled the bobbin, and the door opened, and then he immediately fell upon the good woman and ate her up in a moment, for it been more than three days sin ce he had eaten. He then shut the door an d got into the grandm other's bed, ex pecting Little Red Riding Hood, who came some time afterwards and knocked at the door: tap, tap. "Who's there?" Little Red Riding Hood, hearing the big voice o f the wolf, was at first afraid; but believin g her grandmother had a cold and was hoarse, a swered, "It is your grandchild Little Red Riding Hood, who has brought you cake and a little pot of butter m other sends you." The wolf cried out to her, softening his voice as much as he could, "Pull the bobbin, and th e latch will go u p." Little Red Riding Hood pulled the bobbin, and the door opened. The wo lf, seeing her come in , said to her, hiding hims f under the bedclothes, "Put the cake and th e little pot of butter upon the stool, and come get into bed with me." Little Red Riding Hood took off her clothes and got in bed. She was greatly amazed to see how her grandmother looked in her nightc othes, and said to h er, "Grandmother, what big arms you have!" "All the better to hug you with, my dear." "Grandmother, what big legs you have!" "All the better to run with, my child." "Grandmother, what big ears you have!" "All the better to hear with, my child." "Grandmother, what big eyes you have!" "All the better to see with, my child." "Grandmother, what big teeth you have got!" "All the better to eat you up with." And, saying these words, this wicked wolf fell u pon Little Red Riding Hood, and
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ate her all up.
Beauty and the Beast Once upon a time . . . as a merchant set off for m arket, he asked each of his three daughters what she would like as a present on his return. The first daughter wanted a brocade d ress, the second a pearl necklace, b the third, whose name was Beauty, the youngest, prettiest and sweetest of th m all, said to her father: "All I'd like is a rose you've picked specially for me!" When the merchant had finished his business, he set off for home. However, a sudden storm blew up, and his horse could hardly make eadway in the howling gale. Cold and weary, the merchant had lost all hope of reaching an inn when he suddenly noticed a bright light shining in the middle a wood. As he drew near, he saw that it was a castle, bathed in light. "I hope I'll find shelter there for the night," he sai to h imself. W hen he reached the d oor, he saw it was open, but though he shouted, n ody came to greet him. Plucking up courage, he went inside, still calling out to attract attention. On a table in the main hall, a splendid dinner lay already served The merchant lingered, still shouting for the owner of the castle. But no one came, and so the starving merchant sat down to a hearty meal. Overcome by curiosity, he ventured upstairs, where the corridor led into magnificent rooms an d halls. A fire crackled in the fi room and a soft bed looked very inviting. It was now late, and the m erchan could not resist. He lay down on the bed and fell fast asleep. When he woke nex morning, an unknown hand had placed a mug of steaming coffee and some frui y his bedside. The merchant had breakfast and after tidying himself up, went downstairs to thank his generous host. But, as on the evening before, ther was nobody in sight. Shaking his head in wonder at the strangeness of it al e went towards the garden where he had left his horse, tethered to a tree. Sudde ly, a large rose bush caught his eye. Remembering his promise to Beauty, h e ben t down to pick a rose. lnstantly, out of the rose garden, sprang a horrible beast, wearing splendid clothes. Two bloodshot eyes, gleaming angrily, glared at him and a deep, terrifying voice growled: "Ungrateful man! I gave you shelter, you ate at my tab e and slept in my own bed, but now all the thanks I get is the theft of my favourite flowers! I shall put you to death for this slight!" Trembling with fear, the merch nt fell on his knees before the Beast. "Forgive me! Forgive m e! Don't kill me! I'll do anythi g you say! The rose wasn't for me, it was for my daughter Beauty. I promised to b ng her back a rose from my journey!" The Beast dropped the paw it had clamped the unhappy
13
merchant. "I shall spare yo ur life, but on one condition, that y u bring m e your daughter!" The terror-stricken merchant, faced with certain death f he did not obey, promised that he would do so. When he reached hom e in tears, hi three daughters ran to greet him. After he had to ld them of his dreadful ad venture, Beauty put his m ind at rest im mediately. "Dear father, I'd do anything for you! Don't worry, you'll be able to keep your promise and save your life! Take me to the castle. I'l stay there in your place!" The merchant hugged his d aughter. "I never did doubt your love for me. For the mom ent I an only thank you for saving my life." So Beauty was led to the castle. The east, however, had quite an unexpected greeting for the girl. Instead of menacing doom as it had done with her father, it was surprisingly pleasant. In the begin ning, Beauty was frightened of the Beast, and shuddered at the sight of it. Then she found that, in spite of the monster's awful head, her ho rror of it was gradually fading as time went by. She had one of the finest roo ms in the Castle, and sat for hours, embroidering in front of the fire. nd the Beast would sit, for hours on end, only a short distance away, silently gazing at her. Then it started to say a few kind words, till in the end, Beauty was amazed to discover that she was actually enjoying its conversation. The days passed, and Beauty and the Beast became good friends. Then one day, the Beast asked the rl to be his wife. Taken by surprise, Beau ty did not know wh at to say. Marry such an ugly monster? She would rather die! But she did not want to h urt the feelings of one who, after all, had been kind to her. An d she remembered too that she owed it her own life as well as h er father's. "I really can't say yes," she began shakily. "I'd so m interrupted her with an abrupt gesture.
h like to . . ." The Beast
"I quite und erstand! And I'm not offended by yo ur refusal!" Life went on as usual, and nothing further was said. One day, the Beast presented Beauty with a magnificent magic mirror. When Beauty peeped into it, he could see her family, far away. "You won't feel so lonely now," were the words that accompanied the gift. Beauty stared for hours at h er distant family. Then she began l worried. One day, the Beast found her weeping beside the magic mirror. "What's wrong?" he asked, kindly as always. "My father is gravely ill and close to dying! Oh, how wish I could see him again, before it's too late!" But the Beast only shook its head.
14
"No! Yo u will never leave this castle!" And off it stalked in a rage. However, a little later, it returned and spoke solemnly to the girl. "If you swear that you will return here in seven days me, I'll let you go and visit your father!" Beauty threw herself at th e Beast's feet in delight. "I swear! I swear I will! How kind you are! You've mad a loving daughter so happy!" In reality, the merchant had fallen ill from a broken heart at knowing his daughter was being kept prisoner. When he embraced her again, he was soon on the road to recovery. Beauty stayed beside him for hours on end, describing her life at the Castle, and explaining that the Beast was ly good and kind. The days flashed past, and at last the merchant was able to lea is bed. He was completely well again. Beauty was happy at last. However, she had failed to notice that seven days had gone by. Then one night she wo ke from a terrible nightmare. She had dreamt that the Beast was dying and calling for her, twisting in agony. "Come back! Come back to me!" it was pleading. The sol made drove her to leave home immediately.
promise she had
"Hurry! Hurry, good horse!" she said, whipping her ste onward s towards the castle, afraid that she might arrive too late. She rus ed up the stairs, calling, but there was no reply. Her heart in her mouth, Beauty ran into the garden and there crouched the Beast, its eyes shut, as though dead. Beauty threw herself at it and hugged it tightly. "Don't die! Do n't die! I'll marry you . . ." At these s, a miracle took place. The Beast's ugly snout turn ed magically into the face of a andsome young man. "How I've b een longing for this moment!" he said. "I was suffering in silence, and couldn't tell my frightful secret. An evil witch turne me into a mon ster and only the love of a m aiden willing to accept me as I was, could transform me back into my real self. My dearest! I'll be so happy if you'll m me . . ." The wedding took place shortly after and, from th at d ay on, the young Prince would have nothing but roses in his gardens. And that' why, to this day, the castle is known as the Castle of th e Rose.
THE M ONKEY AND THE CROCODILE
Once there lived a monkey in a jamun tree by a river. e m onkey was alone - he had no friends, no family, but he was happy and conten e jamun tree gave him plenty of sweet fruit to eat, and shade from the sun a d shelter from the rain.
15
One day a cro codile came swimming up the river and cli bed on to the bank to rest under the monkey's tree. 'Hello', called the monk , who was a friendly animal. 'Hello', replied the crocodile, surprised. 'Do you know where I can get some food?' he asked. 'I haven't had an ything to eat all d ay - there ju st don't seem to be any fish left in the river.' 'W ell,' said the monkey, 'I don't eat fish so I wouldn know - but I do have plenty of ripe purple jamuns in my tree. W ould you like to try some?' He threw some down to the crocodile. The crocodile was so hungry that he ate up all the jamuns even though crocodiles don't eat fruit. He loved the s et tangy fruit and shyly asked whether he co uld have some m ore. 'Of course', replied the monkey generously, throwing down more fruit. 'Come back whenever you feel like m ore fruit', he added when the crocodile had eaten his fill. After that the crocodile would visit the monkey every ay. The two animals soon became friends - they would talk and tell each other s es, and eat as much of the sweet jamuns as they wanted. The monkey would throw down all the fruit the crocodile wanted from his tree. One day the crocodile began talking about his wife and family. 'Why didn't you tell me earlier that you had a wife?' asked the monkey 'Please take some of the jamu ns for her as well when you go back today.' The crocodile thanked him and took some of the fruit for his wife. The crocodile's wife loved the jamuns. She had never eaten anything so sweet before. 'Imagine', she said, 'how sweet would be the creature who eats these jamu ns every day. The monkey has eaten these every day of his life - his flesh would be even sweeter than the fruit.' She asked her h band to invite the monkey for a meal - 'and then we can eat him up' she said hap ily. The crocodile was appalled - how could he eat his friend? He tried to explain to his wife that he could not possibly eat the monkey. 'He is my only true friend', he said. But she would not listen - she must eat th e monk . 'Since when do crocodiles eat fruit and spare anim als?' she asked. Wh n the crocodile would not agree to eat th e monkey, she pretended to fall very si k. 'Only a monkey's heart can cure me', she wailed to her husban d. 'If you love e y ou will get your friend the monkey and let me eat his heart.' The poor crocodile did not know what to do - he did not want to eat his friend, but he could not let his wife die. At last he decided to b ng the monkey to his wife. 'O dear friend', he called as soon as reached the jamun tree. ' My wife insists that you come to us for a meal. She is grateful for all the fruit that you have sent h er,
16
and asks that I bring you home with me.' The monkey wa flattered, but said he could not possibly go because he did not know how to s m. 'Don't worry about that', said the crocodile. 'I'll carry you on my back.' The monkey agreed and jumped onto the croco dile's back. The cro codile swam with him out into the deep wide river. W hen they were far away from the bank and the jamun tree, he said, 'My wi is very ill. The only thing th at will cure her is a monkey's h eart. So, dear friend, this will be the end of you and of our friendship.' The m onkey was ho rrified. hat could he do to save himself? He th ought quickly and said 'Dear friend, I am very sorry to hear of your wife's illness and I am glad that I will be able to help her. But I have left my heart behind on the jamun tree. Do you think we could go bac so that I can fetch it for your wife?' The crocodile believed the monkey. He turned and swam uickly to the jamun tree. The m onkey leaped off his back and into the safety of his tree. 'False and foolish friend,' he called. 'Don't you know that we carry our hearts within us? I will never trust you again or ever give you fruit from my tree. Go away and don't come back again.' The crocodile felt really foolish - he had lost a friend and a supply o f good sweet fruit. The mon key had saved himself because he had thought qu ickly. He realized that a monkey and a crocodile could never be true frie ds - crocodiles preferred to eat monkeys rather than be friends with them .
The Ant and the Grass hopper
17
Once there lived an ant and a grasshopper in a grassy meadow. All day long the ant would wo rk hard, collecting grain of wheat from the farmer's field far away. She would hurry to the field every morning, as soon as it was light enough to see by, and toil back with a heavy grain of wheat balanced on her head. She would put the grain of wh eat carefully away in her larder, and then hurry back to the field for another one. All day long she would w k, witho ut stop or rest, scurrying back and forth from the field, collecting th
ins of wheat and storing
them carefu lly in her larder. The grasshopper would look at her and lau gh. 'Why do y ant?' he would say. 'Come, rest awhile, listen to my s
so hard, dear
g. Summ er is here, the days
are long and bright. Why waste the sunshine in labour and toil?' The ant wo uld ignore him, and head bent, would just hurry to the field a little faster. This would make the grasshopp er laugh even louder. 'W hat a silly little ant you are!' he would call after her. 'Come, come and dan
with me! Forget about
work! Enjoy the summer! Live a little!' And the grassh
per would hop away
across the m eadow, singing and dancing merrily. Summer faded into autumn, and autumn turned into winter. The sun was hardly seen, and the days were short and grey, the nights lon and dark. It became freezing cold, and snow began to fall. The grasshopper didn't feel like singing any more. He was cold and hungry . He had nowhere to shelter from the snow, and nothing to eat. he meadow and the farmer's field were covered in snow, and there was no ood to be had. 'Oh what shall I do? Wh ere shall I go?' wailed th e grasshopper. Suddenly he remembered the ant. 'Ah - I shall go to the ant and ask her for food and shelter!' declared the grasshopper, perking u p. So off he went to the ant's h
e and knocked at her
door. 'Hello ant!' he cried cheerfully. 'Here I am, to sing for you, as I warm m yself by your fire, while you get me som e food from that larder o f yours!' The ant looked at the grasshopper and said, 'All summ er long I worked hard while you made fun of me, and sang and danced . You should have thought of winter then! Find som ewhere else to sing, grasshopper! There is no warmth or food for you here!' And the ant shut the door in the grasshopper's face. It is wise to worry about tomorrow today.
18
1
APPENDIX 8 KISI - KISI SOAL PRE -TEST CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 20 10/2011
Kelas
: XI
Semester
: II
Mata Pelajaran
: Bahasa Inggris
Nama Sekolah
: SMK Nusan tara
KOMP ETENSI
STANDAR KOMP ETENSI
DASAR
SKILLS
INDIKATOR
JENIS
NOMOR
JUMLAH
SOAL
SOAL
SOAL
2
Berkomunikasi
Memahami
nuansa Grammar
lisan dan tertulis
makna
dan
langkah -
menggunakan
langkah
pen gembangan
Ragam bahasa
rotorika
didalam
yan g sesuai
tertulis
berbentuk
den gan lan car dan
narrative,
procedure,
akurat dalam
spoof/recount,
wacana
dan news item.
interaksional dan /atau mono log terutama berkenaan dengan wacana berbentuk naratif, prosedur, poof/recount, report d an news item . (Tema disesuaikan den gan jenis teks yan g sedang dibahas dan tingkat kemampuan
teks
report,
Menggunakan bentuk Verb 2 (baik regular mau pun irregular) dalam kalimat Simple Past Tense. Menggunakan
“ to
be”
Fill in
1, 3, 4, 6, 7, 8, 10 , 11, 12, 13, 15
yang
berb entuk p ast dengan tepat.
15
2 ,5 ,9, 14
Membuat kalimat dalam bentuk Simple Past Ten se
(po sitive,
negative, dan interrogative)
31, 32, 33, 34, 35
5
3
Memahami nuansa makna dan
Reading
Menemukan gagasan utama (main
langkahlangkah
idea).
pen gembangan
Menemukan
retorika d i dalam teks
Menemukan
naratif, prosedur,
(exp licit)
dan news item.
gagasan
pend ukung
16 17, 29
20, 22, 27
(supportin g idea).
tertulis berben tuk
spoof/recoun t, report,
MC
Menentukan top ik/jud ul.
Menemukan
informasi
tersurat
19, 28
informasi
spesifik
18, 23,
(Details). Menafsirkan makna kata.
15 21, 26
Mengidentifikasi jen is teks.
24
Mengidentifikasi pron oun reference.
25
Menentukan tujuan dari sebuah teks 30
4
Mengungkapkan
Writing
Membu at
cerita
atau
karangan
nu ansa makna dengan
dengan menggunakan Simple
langkah-langkah
Past Tense.
pen gembangan retorika y ang benar d i
Menggunakan tata bahasa, kosa
dalam teks tertulis
kata, tanda baca, dan ejaan
berbentuk naratif,
dengan akurat.
pro sed ur, spoof/ recount , d an report
Essay
Minimum
40 words
5
KISI - KISI SOAL POST-TEST I CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 20 10/2011
Kelas
: XI
Semester
: II
Mata Pelajaran
: Bahasa Inggris
Nama Sekolah
: SMK Nusan tara
KOMP ETENSI
STANDAR KOMP ETENSI
DASAR
SKILLS
INDIKATOR
JENIS
NOMOR
JUMLAH
SOAL
SOAL
SOAL
6
Berkomunikasi
Memahami
nuansa Grammar
lisan dan tertulis
makna
dan
langkah -
menggunakan
langkah
pen gembangan
Ragam bahasa
rotorika
didalam
yan g sesuai
tertulis
berbentuk
den gan lan car dan
narrative,
procedure,
akurat dalam
spoof/recount,
wacana
dan news item.
interaksional dan /atau mono log terutama berkenaan dengan wacana berbentuk naratif, prosedur, poof/recount, report d an news item . (Tema disesuaikan den gan jenis teks yan g sedang dibahas dan tingkat kemampuan
teks
report,
Menggunakan bentuk Verb 2 (baik regular mau pun irregular) dalam kalimat Simple Past Tense. Menggunakan
“ to
be”
Fill in
1, 3, 4, 6, 7, 8, 10, 11, 12, 13, 15
yang
berb entuk p ast dengan tepat.
15 2, 5, 9, 14
Membuat kalimat dalam bentuk Simple Past Ten se
(po sitive,
negative, dan interrogative)
31,32,33,34,3
5
5
7
Memahami nuansa makna dan
Reading
Menemukan gagasan utama (main
langkahlangkah
idea).
pen gembangan
Menemukan
retorika d i dalam teks
Menemukan
naratif, prosedur,
(Details).
dan news item.
gagasan
pend ukung
16 23
17, 19, 25,
(supportin g idea).
tertulis berben tuk
spoof/recoun t, report,
MC
Menentukan top ik/jud ul.
Menemukan
informasi
spesifik
18, 26
informasi
tersurat
22, 27, 29
(exp licit) Menafsirkan makna kata.
24, 28
Mengidentifikasi jen is teks.
21
Mengidentifikasi pron oun reference.
20
Menentukan tujuan dari sebuah teks 30
15
8
Mengungkapkan
Writing
Membu at
cerita
atau
karangan
nu ansa makna dengan
dengan menggunakan Simple
langkah-langkah
Past Tense.
pen gembangan retorika y ang benar d i
Menggunakan tata bahasa, kosa
dalam teks tertulis
kata, tanda baca, dan ejaan
berbentuk naratif,
dengan akurat.
pro sed ur, spoof/ recount , d an report
Essay
Minimum
40 words
9
KISI - KISI SOAL POST-TEST II CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 20 10/2011
Kelas
: XI
Semester
: II
Mata Pelajaran
: Bahasa Inggris
Nama Sekolah
: SMK Nusan tara
KOMP ETENSI
STANDAR KOMP ETENSI
DASAR
SKILLS
INDIKATOR
JENIS
NOMOR
JUMLAH
SOAL
SOAL
SOAL
10
Berkomunikasi
Memahami
nuansa Grammar
lisan dan tertulis
makna
dan
langkah -
menggunakan
langkah
pen gembangan
Ragam bahasa
rotorika
didalam
yan g sesuai
tertulis
berbentuk
den gan lan car dan
narrative,
procedure,
akurat dalam
spoof/recount,
wacana
dan news item.
interaksional dan /atau mono log terutama berkenaan dengan wacana berbentuk naratif, prosedur, poof/recount, report d an news item . (Tema disesuaikan den gan jenis teks yan g sedang dibahas dan tingkat kemampuan
teks
report,
Menggunakan bentuk Verb 2 (baik regular mau pun irregular) dalam kalimat Simple Past Tense. Menggunakan
“ to
be”
Fill in
1, 2, 3, 5, 6, 7, 9, 10, 12, 13, 14
yang
berb entuk p ast dengan tepat.
4, 8, 11, 15
15
Membuat kalimat dalam bentuk Simple Past Ten se
(po sitive,
negative, dan interrogative)
31,32,33,34,3
5
5
11
Memahami nuansa makna dan
Reading
Menemukan gagasan utama (main
langkahlangkah
idea).
pen gembangan
Menemukan
retorika d i dalam teks
Menemukan
naratif, prosedur,
(Details).
dan news item.
gagasan
pend ukung
16 17, 25
18, 20,
(supportin g idea).
tertulis berben tuk
spoof/recoun t, report,
MC
Menentukan top ik/jud ul.
Menemukan
informasi
spesifik
22, 27
informasi
tersurat
19, 29
(exp licit) Menafsirkan makna kata. Mengidentifikasi jen is teks. Mengidentifikasi pron oun reference.
15 21, 26 24 23, 28
Menentukan tujuan dari sebuah teks 30
12
Mengungkapkan
Writing
Membu at
cerita
atau
karangan
nu ansa makna dengan
dengan menggunakan Simple
langkah-langkah
Past Tense.
pen gembangan retorika y ang benar d i
Menggunakan tata bahasa, kosa
dalam teks tertulis
kata, tanda baca, dan ejaan
berbentuk naratif,
dengan akurat.
pro sed ur, spoof/ recount , d an report
Essay
Minimum
40 words
13
KISI - KISI SOAL POST-TEST III CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 20 10/2011
Kelas
: XI
Semester
Mata Pelajaran
: Bahasa Inggris
Nama Sekolah : SMK Nusan tara
KOMP ETENSI
STANDAR KOMP ETENSI
DASAR
SKILLS
INDIKATOR
: II
JENIS
NOMOR
JUMLAH
SOAL
SOAL
SOAL
14
Berkomunikasi
Memahami
nuansa Grammar
lisan dan tertulis
makna
dan
langkah -
menggunakan
langkah
pen gembangan
Ragam bahasa
rotorika
didalam
yan g sesuai
tertulis
berbentuk
den gan lan car dan
narrative,
procedure,
akurat dalam
spoof/recount,
wacana
dan news item.
interaksional dan /atau mono log terutama berkenaan dengan wacana berbentuk naratif, prosedur, poof/recount, report d an news item . (Tema disesuaikan den gan jenis teks yan g sedang dibahas dan tingkat kemampuan
teks
report,
Menggunakan bentuk Verb 2 (baik regular mau pun irregular) dalam kalimat Simple Past Tense. Menggunakan
“ to
be”
Fill in
1, 3, 4, 6, 7, 8, 9, 10, 12, 13, 14
yang
berb entuk p ast dengan tepat.
2, 5, 11, 15
15
Membuat kalimat dalam bentuk Simple Past Ten se
(po sitive,
negative, dan interrogative)
31, 32, 33, 34, 35
5
15
Memahami nuansa makna dan
Reading
Menemukan gagasan utama (main
langkahlangkah
idea).
pen gembangan
Menemukan
retorika d i dalam teks
Menemukan
naratif, prosedur,
(Details).
dan news item.
gagasan
pend ukung
16 17, 25
18, 20
(supportin g idea).
tertulis berben tuk
spoof/recoun t, report,
MC
Menentukan top ik/jud ul.
Menemukan
informasi
spesifik
22
informasi
tersurat
19, 27, 29
(exp licit) Menafsirkan makna kata. Mengidentifikasi jen is teks. Mengidentifikasi pron oun reference.
15 21, 26 24 23, 28
Menentukan tujuan dari sebuah teks 30
16
Mengungkapkan
Writing
Membu at
cerita
atau
karangan
nu ansa makna dengan
dengan menggunakan Simple
langkah-langkah
Past Tense.
pen gembangan retorika y ang benar d i
Menggunakan tata bahasa, kosa
dalam teks tertulis
kata, tanda baca, dan ejaan
berbentuk naratif,
dengan akurat.
pro sed ur, spoof/ recount , d an report
Essay
Minimum
40 words
17
1
APPENDIX 9 PRE-TEST Complete the sentences , put the verbs in the parenthes s into the correct form of the Simple Past Tense !
My neighbor _________ (build) a new house four months ago. They _ ________ (be) sad because they missed the m atch y esterday. Ms. Rose __________ (finish) the work yesterday.
Last week my uncle ____________ (buy) a magazine. I _____________ (be) nervous to meet the headmaster.
He __________ (borrow) my dictionary last Friday. My brothers __________ (watch) the match between Manchester United V s. Arsenal last night.
My mother ___________ __ (sweep) the floor this morning. Mirza _________ (be) very h appy last night. Mr. Reza _________ (put) th e newspaper beside the shelf two days ago.
She __________ (enjoy) the party very much last night. Yesterday the farmers ____________ (go) to the rice fi d early.
2
The clerk __________ (count) the money carefully.
We ____________ (be) in Lia's house when you came to m y house. They __________ __ (spend) three weeks in Bali last year.
Read the passage bellow and answer the questions ! Once, in a certain lake, there lived a turtle and a pair o f swans. The turtle and the swans were friends. They would spen d al their free time together telling each other stories, and exchanging news and gossip. The tu rtle especially loved to talk and chatter, and always had something to say. One year, the rains did not come, and the lake began t
dry up. The
swans became worried. S upposing it did not rain at all and the lake dried up completely? Where would they live in that case? But the turtle had a plan. She suggested that the swans fly in search of a lake that till had plenty of water. Once they found such a lake, all three of them could move there. The swans agreed and flew off. After flying for several hours they fou nd the p erfect lake. They returned to the turtle with the problem arose: the new lake was too far for the turtle
ws. But now another walk. How was the turtle
to get there? The swans d id not want to leave their friend behin d. The turtle thought for a while and came up with anothe plan. She asked the swans to fin d a strong stick that they could hold n their beaks. The turtle
3
would then hang on to the stick with her mouth, and the swans could fly with her to the n ew lake. The swans liked the idea, though they were worried that th e turtle might begin ta lking and fall off the stick. 'You must be car
not to open your mouth
while we are flying with you,' they warned her. 'Do you th ink you will be able to be quiet for such a lon g time?' 'Of course,' said the turtle. 'I will be careful - I k
w when to stop
talking.' So the swans did as she asked. They fo und a strong sti
a nd each swan held one
end of it in its beak. The turtle held on to the midd l with her mou th, and away they flew, all three of them. I t was th e most exciting thing that had ever ha ppened
the turtle. She
was amazed at the way the world looked so far above the ground. She was longing to say something, but remembered in time to ke
et.
At last they reached the lake the swa ns had found. I t large and blue, with plenty of water. 'Oh look!' the t remembering much too late to keep quiet. The stick sli
as a beautiful lake,
tle began in excitement, from her mouth a nd
down she fell from the sky onto the rocks below. The swans were sad to see the end of their friend - th e turtle did not live to enjoy the lake, only because she did not know when to stop talking. QUESTIONS: Wh at is the appropriate title for the passage above …? The Dry Lake
C. The swans
The Talkative Tu rtle
D. The turtle
Wh at is the main idea of the second paragraph
4
The swans became worried because there is no rain. The lake began to dry up. The swan must search a new lake. The turtle had a plan to move to another lake. Wh y did the lake become dry up …? Because the water was gone . Because of the dry season . Because of the disaster. Because there is no rain . Wh at is the character of the turtle …?
Talkative Quiet
C. Calm D. Lazy
Wh at is the turtle plan to reach the new lake? She would hold to the swan during flying. She used a stick and hang on it. She would fly with the swans. She would fly on the swan's body Wo rd “plen ty” in the secon d paragraph has the same meaning with… A little
C. Enough
5
Much
D. Full
This sentence is true accord ing the text, except…? The swans fou nd a beautiful lake for them. The turtle found a beautiful lake for them. The turtle will join the swans move to other lake. The turtle and the swans will move to lake by flying. How did they go to the new lake …? By walking By swimming
C. By flying D. By crawling
What kind of text is it… ? Argu mentation Description
C. Explanatory D. Narration
… she fell from the sky on to the rocks … (in the last paragraph) the word “she” refers to…. The swan
C. The swans and the turtle
The turtle
D. The swans
She was amazed at the way the world… (Eighth paragraph) th e underline word has a same meaning with… Wondered Fun Wh y did the turtle fall…?
C. Excited D. Enjoyed
6
Because the stick was broken . Because sh e looked to the ground. Because the swans were not strong enough to hold her Because sh e cannot keep quiet. Was th e turtle quiet during flying with the swans…? Yes, she was Yes, she were No, she wasn't No, she weren't Wh at does the last paragraph talk about …?
They reached the lake that the swans had found before. The swans were sad to see the turtle fall. The turtle fell into the ground because she could not stop talking. The lake was so beautiful, large and blue . Wh at is the mo ral value from the text above …? Friendship is everything We have to talk to everyone. Too much talk is dangerous. We have to careful during the fly. Change the following s tatements into negative and interrogative forms .
7
The students were ready for examination yesterday.
Bella did not eat lu nch with her friends last Tuesday. She was not happy with her birthday party. Did his uncle teach in the Elementary School last year?
I saw you in the library two days ago.
Write your own las t activities (yesterday, last week, etc) minimum 40 words ! ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________
8
______ _________________________________________________________ ______ ________________________________________________
1
POST-TEST 1 Complete the sentences , put the verbs in the parentheses into the correct for of the Simple Past Tense! I _________ ___ (read) an interesting article in the newspaper yesterday. They __________ _ (be) late yesterday. Ms. Dilla _________ ___ (drink) a cup of tea this morning. We _____________ (sing) a Dangdut so ngs last Tuesday.
Yesterday I ___________ (be) very happy b ecause my father bought me a new bag. My teacher ___________ (sit) beside me two weeks ago. The children _________ ___ (draw) th e ducks in the garden yesterday.
Last night m y mother ___ _________ (tell) a fairy tale.
He ____________ (be) angry with his sister last night. My maid ____________ (wash) clothes last week. My uncle ___________ (paint) his house three days ago.
He _____________ (see) my cat behind his house this afternoon. David's plane ____________ (arrive) on time yesterday.
2
The farmer ______ ______ (be) tired after planting rice this m orning.
Last year I and my sister __ __________ (visit) my gran mother's house in Semarang.
Ans wer the questions based on the pas sage below! Once, as a lion lay sleeping in his den, a na ughty lit le mouse ran up his tail, and onto his back and up his mane and danced and jumped on his head so that the lion woke up. The lion grabbed the mouse and, holding him in his large claws, roared in anger. 'How dare you wake me up! Don't you know that I am King of the Beasts? Anyone who disturbs my rest deserves to die! I shall kill you and eat you!' The terrified mouse, shaking and trembling, begged the lion to let him go. 'Please do n't eat me Your Majesty! I did not mean o wake you, it was a mistake. I was only playing. Please let me go - and I promise I will be your friend forever. Who knows but one day I could save your life?' The lion loo ked at the tiny mo use and laughed. 'You save my life? What an absurd idea!' he said scornfully. 'But you h ave made me laugh, and put me into a good mood a gain, so I shall let you g o.' And the lion opened his claws and let the mou se go free. 'Oh thank you, your majesty,' s
th e mouse, and
scurried away as fast as he could. A few days later the lion was caught in a hunter's snare. Struggle as he
3
might, he couldn't break free and became even more ent
ed in the net of
ropes. He let ou t a roar of anger that shook the forest. Every animal heard it, inclu din g the tiny mouse. 'My friend the lion is in trouble,' cried the mouse. He ran as fast as he could in the direction of the lion's roar, and soon found the lion trapped in the hunter's snare. 'Hold still, Your Majesty,' squeaked t
mouse. 'I'll have you out
of there in a jiffy!' And without further delay, the m
began nibbling through
the ropes with his sharp little teeth. Very so on the l on was free. 'I did not believe that you cou ld be of use to me, lit le mouse, but today you saved my life,' said the lion humbly. 'I t was my t
to help you, Sire,'
answered the mouse. Even the weak and small may be of help to those much m ghtier than themselves. QUESTIONS: What is the appropriate title o f the passage above…? The King Lion The Angry Lion The Lion and The Mouse The Little Mouse What did the mouse do to the lion…? He asked the lion to dance with him. He had joke with the lion. He jumped on the lion's head. He disturbed the lion's sleep.
4
Where did the lion have a rest? In the forest In the cave In the pen In the den This sentence is true according the text, except…? The mouse disturb ed the lion's sleeping. The mouse made the lion laugh. The lion saved the mouse. The mouse saved the lion.
… he said scornfully … (in the fourth line), the underline word refers to…. The mouse
C. the author
The lion
D. The hunter
What kind of text is it…? Descriptive Narrative Exposition Argumentation Why was the lion angry? Because the mouse woke him u p.
5
Because he could not eat the mouse. Because he could not kill the mouse. Because the mouse was naughty. What is the main idea of the fourth paragraph? The mouse made the lion laugh. The mouse saved the lion's life. The lion let the mou se free. The mouse put the lion into good mood.
…The lion looked at the tiny mouse… the word “tiny” has a same meaning with … Small
C. Big
Very small
D. Very big
Why did the lion let the mouse go? Because the mouse saved his life. Because the mouse promised him to be his friend . Because the mouse woke him u p. Because the mouse made him laugh. How did the mouse make the lion out fro m the snare…? By sho oting the hunter By opening the snare By cuttin g the snare's rope
6
By nibbling the snare Did the mouse success to save the lion life…? Yes, he did No, he did not Yes, he does No, he does not … the mouse beg an nibbling throug h (sixth paragraph) … W hat is the meaning of the underline word …?
C. Biting
Cutting Eating
D. Opening
How did the mouse know that the lion is in the trouble? He heard fro m other animals. He heard the lion's roar. He knew from the hunter. He knew from the lion. What is the moral value from the text above …? We have to help the small and weak one. Small and weak is useless. Do not look the things from its physic, although it is The small thing is weak.
all an d weak.
7
Change the following s tatements to negatives and inter ogative form!
She came to the class last Tuesday. Did my sister stay at home this evening? Dim as was not late for English class yesterday.
We were busy last week. My friend did not borrow my English book.
Write your own las t activities (yesterday, last week, etc) minimum 40 words ! ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________
8
______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ ___________________________________________________
1
POST-TEST 2 Complete the sentences , put the verbs in the parenthes s into the correct form of the Simple Past Tense !
I ___________ (sleep) very well last night.
Yesterday morning he ____________ (go) to visit his family in Sem arang. My classmate ___________ (call) me last Frid ay. Mr. Ali __________ (be) sick, so he did not teach last week.
She ___________ (plant) rose and orchid yesterday morn g. They __________ __ (play) volley ball in the yard last Tuesday.
The mechanic ____________ (fix) some cars and motorcyc es yesterday. Two days ago Jacob's brother ____________ (be) angry with m e.
I and my sister _ ____________ (run) to the school last week.
Gaby ____________ (win) the English debate last month. We ____________ (be) sad last night, because our team lost the game.
Last year my father ___________ _ (work) in the embassy. Edward ___________ (take) a tax i to the airport yesterday. She ___________ _ (find) a kitten beside the road two w
ks ago.
2
Aisya and Nita ___ _________ (be) happy last summ er.
Read the passage bellow and answer the questions !
3
Once, there were three fishes lived in a pond. One eve ng, some fishermen passed by the pond an d saw the fishes. 'This pond is full of fish', they told each other excitedly. 'We have never fished here before. We must come back tomorrow morning with our nets and catch these fish!' So saying, the fishermen left. When the eldest of th e three fishes heard this, he was troubled. He called the other fishes together a nd said, 'Did you hear what the fishermen said? We must leave this pond at o nce. The fishermen will return tomorrow and kill us all!' The second of the three fishes agreed. 'You are right', he said. 'We must leave the pond.' But the youngest fish laughed. 'You are wo rrying without reason', he said. 'We have lived in this pond all our lives, and no fisherman has ever come here. Why should these men return? I am no t going anywhere - my lu ck will keep me safe.' The eldest of the fishes left the pond that very eveni
with his entire family. The
second fish saw the fishermen coming in the distance e the pond at once with all his family. The third fish r
y next morning and left ed to leave even then.
The fish ermen arrived and caught all the fish left in he pond. The third fish's luck did not help him - he too was caught an d killed. The fish who saw trou ble ahead and acted before it arr ed as well as the fish who acted as soon as it came both survived. But the fi
who relied o nly on luck
and did nothin g at all died. So also in life.
QUESTIONS Wh at is the appropriate title for the passage above …? The Fisherm an
C. The Three Fishes
4
The Pond
D. The Fisherman and the Fishes
Wh at is the main idea of the first paragraph? The fishermen want to catch the fishes . There were three fishes live in the pond There were fishermen passed by the pond and saw the fi hes. The will come b ack to the pond tomorrow to catch the fishes. Wh y did the younger fish refu se to leave the pond ? Because he believed in his luck . Because he was not afraid to the fishermen . Because he worried about the fisherm en . Because the fishermen wou ld not return to the pond . Wh at is the character of the youngest fish …? Wise Arrogant
C. Calm D. Lazy
This sentence is true accord ing the text, except…? The fishermen will come back again to catch the fishes. The youngest fish would stay in the pond. The elder and second fish will not do something. The fish's luck could not save him from the fishermen.
5
Wo rd “return” in the fourth paragraph has the same meaning with… Leave
C. Go
Come
D. Come Back
Wh en did the fishes leave the pond …? In the afternoon
C. In the morning
In the night
D. In the evening
… The third fish's luck did not help him … (in the last paragraph) the word “she” refers to…. The eldest fish The younger fish
C. The fisherman D. The seco nd fish
What kind of text is it… ? Narration
C. Explanatory
Description
D. Argumentation
Wh at is the main idea of the fifth paragraph…? The third fish refused to leave the pond . The second fish saw the fishermen coming. The second leaved the pond with his entire family. The eldest fish leaved the pond in the early m orning. The fish who saw trouble ahead and acted … (last p aragraph), the underline word has a same meaning with… Problem
C. Difficulty
6
Dangerous
D. Confuse
Wh at did th e third fish feel when the eldest fish ask him to leave the pond …? Smiled Laughed
C. Worried D. Scared
… 'You are right', he said… the word “he” in the third paragraph refers to… The youngest fish The second fish The elder fish The fisherman Did the you ngest fish save from the fishermen …? Yes, he did No, he did not Yes, he was No, he was not Wh at is the mo ral value from the text above …? We have to rely on the luck . We have to do something and not to rely on the luck.
The fish who relied only on luck and did nothing at all ied . Luck is important than effort.
7
Change the following s tatements into negative and inte rogative forms . The farmers planted rice two months ago . Were they bored y esterday?
Mr. Reza did not give m oney last week. Did his uncle arrive here last morning? She drew a beautiful beach yesterday mo rning.
Write your own las t activities (yesterday, last week, etc) minimum 40 words ! ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________
8
______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ ________________________________________________
1
POST-TEST 3 Complete the sentences , put the verbs in the parenthes s into the correct form of the Simple Past Tense ! The garden er ___________ (sweep) the yard two hours ago . Last week Simo n _________ ___ (be) sad because he got a bad score. They __________ ___ (come) to my cousin's house yesterd y. Mrs. Sari ____________ (fry ) the eggs last morning.
We ___________ (be) in the library when you arrived he
esterday.
Yesterday the policemen _____________ (catch) the robber.
My mother and I ______________ (cut) the grass last Sunday. Genie _ __________ (take) English course in Central Jakarta last month.
He ____________ (invite) me to come to his wed ding last year.
Last night m y neighbor ________ ___ (help) me to bring my The students __ __________ (be) happy because they pass
the final test last
week.
Mr. David ____ _________ (wash) his new car two days ago. A m onth ago I ____________ (speak) English with a fore gn tourist in Bali.
2
Tika and Riska _ ___________ (bring) a big su itcase last Th ursday.
My lecturer _____ _______ (be) angry with us last meeting.
Read the passage bellow and answer the questions !
3
Once there lived an ant and a grasshopper in a grassy
adow. All day long the
ant would work hard, collecting grains of wheat from t
farmer's field far away.
She wou ld hurry to the field every morning, as soon as it was light enough to see by, and toil back with a heavy grain of wheat balan ced on her head. She would put the grain of whea t carefully away in her larder, a
then hurry back to the
field for another one. All day long she would work, wi out stop or rest, scurrying back and forth from the field, collecting the grains of wheat and storing them carefully in her larder. The grasshopper would look at her and lau gh. 'Why do y
work so hard, dear
ant?' he would say. 'Come, rest awhile, listen to my song. Summer is here, the days are lo ng and bright. Why waste the sunshine in labour and toil?' The ant would ignore him, and head bent, would just hurry to the field a little faster. This would make the grasshopper lau gh even lou
. 'What a silly little ant
you are!' he would call after her. 'Come, come and dan
with me! Forg et about
work! Enjoy the su mmer! Live a little!' And the grasshopper would hop away across the mea dow, singing and dancing merrily. Summer faded into autumn, and autumn turned into winter. The sun was hardly seen, and the days were sho rt a nd grey, the nights long and dark. I t became freezing cold, and snow began to fall. The grasshopp er didn't feel like singing any more. He
cold and hungry. He
had nowhere to shelter from the snow, and nothing to eat. The meadow and the farmer's field were covered in snow, and there was no
to be had. 'Oh what
shall I d o? Where shall I go? ' wailed the grasshopper. Suddenly he remembered the ant. 'Ah - I shall go to the an t and ask her for food an d shelter!' declared the grasshopper, perking up. So off he went to the ant's house and knocked at her door. 'Hello ant!' he cried cheerfully. 'Here I am, to sing for you, as I warm myself by your fire, while you get me some food from that lar
of yo urs!'
The ant looked at the grasshop per and sa id, 'All summe long I worked hard while you mad e fun o f me, and sang and danced. You should have thought of winter then ! Find somewhere else to sing, grasshop per! There is no warmth or food for yo u here!' And the ant shut the door in the grasshopper's face. It is wise to worry about tomorrow today.
4
QUESTIONS Wh at is the appropriate title for the passage above …? The Ant and the Grasshopper The Grasshopper
C. The Ant D. The Silly Ant
Wh at is the main idea of the first paragraph? The ant collecting grains o f wheat from the farmer's field . The ant collecting the grains of wh eat and storing them carefully in her larder. The ant wo uld work hard all day long. The an t would hurry to the field every morning, and toil back with a heavy grain of wheat balanced on her head . Wh y did the ant work so hard every day? Because sh e collecting grains of wheat from the farmer's field . Because sh e has thought about the winter. Because sh e worried about the grasshopper. Because sh e did not have food anymore.
Wh at is the character of the ant …? Calm
C. Arrogant
Diligent
D. Lazy
This sentence is true accord ing to the text, except…?
5
The grasshopper did not like to work hard . The ant saved the food for winter. The ant did not listen to the grasshopper and ignore h m . The grasshopper had m any foods for winter. Wo rd “ silly” in the third paragraph has the same meaning with… Diligent
C. Stupid
Lazy
D. Smart
Wh en did the ant work hard all day long …? In the winter
C. In the fall
In the autumn
D. In the summer
… he would call after h er … (in the third p aragraph) the word “her” refers to…. The ant The grasshopper
C. The farmer D. The author
What kind of text is it… ? Explanatory Description
C. Narration D. Argumentation
Wh at is the main idea of the fifth paragraph…? The meado w and the farmer's field were covered in snow. The grasshopper went to the ant's house. The grasshopper didn't feel like singing any more.
6
The grasshopper was cold and hungry during the winter.
… And the ant shut the door in … (last paragraph), the u nderline word has a same meaning with… Open
C. Close
Kno ck
D. Lock
Wh at did th e grasshopper feel when he did not have food and shelter for winter…? Angry Sad
C. Upset D. Regret
… You should have thought of winter the n! The word “you” in the last paragraph refers to… The reader
C. The ant
The author
D. The grasshopper
Did the ant allo w the grasshopper to come to her house…? Yes, she did
C. Yes, she was
No, she did not
D. No, she was not
Wh at is the mo ral value from the text above …? It is wise to worry about tomorrow. It is better to relax than to work. Work is very important thing. We have to work hard everyday and every time.
7
Change the following s tatements into negative and inte rogative forms . Dim as was nervous when he met me yesterday . She did not find her purse last week. Did your brother graduate fro m University last year?
Mrs. Brown sold th e flowers three days ago. Was Peter in his room last night?
Write your own las t activities (yesterday, last week, etc) minimum 40 words ! ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________
8
______ _________________________________________________________ ______ _________________________________________________________ ______ _________________________________________________________ ______ ________________________________________________
1
APPENDIX 10 KEY ANSWERS PRE-TEST 1.
Built
16.
B
2.
W ere
17.
B
3.
Finished
18.
D
4.
Bought
5.
W as
20.
B
6.
Borrowed
21.
D
7.
Watched
22.
B
8.
Swept
23.
C
9.
Was
24.
D
10.
Put
25.
B
11.
Enjoyed
26.
A
12.
Went
27.
D
13.
Counted
28.
C
14.
Were
29.
C
15.
Spent
30.
C
31.
A. The students were not ready for examination yesterd y
19.
A
B. Were the students ready for examination yesterd ay? 32.
A. Bella ate lun ch with her frien ds last Tuesday. B. Did Bella eat lunch with her friend s last Tuesday?
33.
A. She was happy with her birthday party. B. Was She happy with her birthday party?
34.
A. His uncle taught in the Elementary School last year. B. His uncle did not teach in the Elem entary School la
35.
A. I did not see you in the library two days ago.
ear.
2
B. Did I see you in the library two days ago?
KEY ANSWERS POST-TEST 1 1. Read
16.
C
2. Were
17.
D
3. Drank
18.
D
4. Sang
19.
C
5. Was
20.
B
6. Sat
21.
B
7. Drew
22.
A
8. Told
23.
C
9. Was
24.
B
10. Washed
25.
D
11. Pain ted
26.
D
12. Saw
27.
A
13. Arrived
28.
C
14. Was
29.
B
15. Visited
30.
C
31. A. She did not come to the class last Tuesday. B. Did she come to the class last Tuesday? 32. A. My sister stayed at home this evening. B. My sister did not stay at home this evening. 33. A. Dimas was late for English class yesterday. B. Was Dimas late for English class yesterday? 34. A. We were not busy last week. B. Were we busy last week?
3
35. A. My friend borrowed my English bo ok. B. Did my friend borrow my English book?
KEY ANSWERS POST-TEST 2 1. Slep t
16.
C
2. Went
17.
B
3. Called
18.
A
4. Was
19.
B
5. Plan t
20.
C
6. Play ed
21.
D
7. Fixed
22.
D
8. Was
23.
B
9. Run
24.
A
10. Won
25.
D
11. Were
26.
A
12. Worked
27.
B
13. Took
28.
C
14. Found
29.
B
15. Were
30.
B
31. A. The farmers did not plant rice two months ago. B. Did the farmers rice two months ago? 32. A. They were bo red yesterday. B. They were not bored yesterday. 33. A. Mr. Reza gave me money last week. B. Did Mr. Reza give me money last week?
4
34. A. His uncle arrived here last morning. B. His uncle not arrive here last morning. 35. A. She did not draw a beautiful beach yesterday morning. B. Did she did not draw a beautiful beach yesterday mornin g.
KEY ANSWERS POST-TEST 3 1.
Swept
16.
A
2.
Was
17.
C
3.
Came
18.
B
4.
Fried
19.
B
5.
Were
20.
D
6.
Caught
21.
C
7.
Cut
22.
D
8.
Took
23.
A
9.
Invited
24.
C
10.
Helped
25.
D
11.
Was
26.
C
12.
Washed
27.
D
13.
Spoke
28.
D
14.
Brought
29.
B
15.
Was
30.
A
31.
A. Dimas was not nervous when he met m e yesterday. B. Was Dimas nervous when he met me yesterday?
32.
A. She found h er purse last week. B. Did she found her p urse last week?
5
33.
A. Your brother graduated from University last year. B. You r brother did no t graduate from University last year.
34.
A. Mrs. Brown did not sell the flowers three days ago. B. Did Mrs. Brown sell the flowers three days ago?
35.
A. Peter was in his room last night. B. Peter was not in his room last night.
1
APPENDIX 13
THE CALCULATION OF VALIDITY TEST
No
Tot
Items
1
2
3
4
5
6
7
8
9 1 0
1 0 1 1
1 1 0 1
1 2 1 1
1 3 1 1
1 4 1 0
1 5 1 0
1 6 1 0
1 7 1 0
1 8 1 1
1 9 1 1
2 0 1 0
2 1 1 0
2 2 0 0
2 3 0 0
2 4 0 1
2 5 0 1
2 6 1 1
2 7 0 0
2 8 1 0
2 9 1 0
3 0 0 0
3 1 1 1
3 2 1 1
3 3 0 1
3 4 1 1
3 5 1 0
3 6 1 1
3 7 1 1
3 8 0 1
3 9 1 0
4 0 0 0
1 2
0 0
1 1
0 1
1 1
1 1
1 1
0 1
1 1
27 23
3 4
0 0
0 0
0 0
0 0
1 1
0 0
0 0
0 0
1 1
0 0
0 0
1 1
1 0
1 1
0 0
0 1
1 1
1 1
1 1
0 1
0 0
0 0
0 0
1 0
0 0
0 1
0 0
0 0
0 0
0 0
0 0
0 0
1 0
0 1
0 0
1 1
0 0
0 0
0 0
0 0
11 12
5 6
1 0
1 1
0 0
1 1
0 1
1 1
0 0
1 1
1 1
1 1
0 0
0 1
1 1
0 0
1 1
1 1
0 1
1 1
0 1
1 1
0 1
1 0
1 0
1 0
1 0
1 1
0 0
0 1
0 1
0 0
1 1
1 1
1 0
1 1
0 1
1 1
1 1
1 0
0 0
1 0
25 25
7 8
0 1
1 0
0 0
1 0
0 1
1 0
0 0
1 0
0 1
0 0
0 0
0 1
1 0
0 1
1 0
1 1
1 1
1 1
1 1
1 1
0 0
1 1
1 0
0 1
1 0
0 1
0 0
0 0
0 0
0 1
1 0
1 0
0 1
0 1
0 0
1 1
1
1 0
0 0
1 0
20 17
9 10
1 0
0 1
0 1
0 1
1 1
0 1
0 1
1 1
0 1
0 1
1 1
0 1
0 1
0 1
1 1
0 1
0 1
0 1
0 1
0 1
0 1
0 0
0 0
0 1
0 1
1 1
0 0
0 0
0 1
0 0
0 1
0 1
0 1
1 1
0 1
0 1
1 1
0 1
0 1
0 0
8 33
11 12
0 1
0 1
1 1
0 0
0 1
0 1
0 1
0 0
1 0
1 0
0 0
0 1
1 0
0 1
1 0
0 1
0 1
0 1
0 1
0 1
0 0
0 1
0 0
0 1
0 0
0 1
0 0
0 0
0 0
0 1
0 0
0 1
0 1
0 1
0 0
0 1
0 0
0 0
0 0
0 0
5 21
13 14
1 0
0 1
0 0
0 1
1 1
0 1
0 0
0 1
1 1
0 1
0 0
1 1
0 1
0 0
0 1
0 1
0 1
1 1
1 1
0 1
0 1
0 0
0 0
0 0
0 0
1 1
0 0
0 0
0 0
1 0
0 1
0 1
0 0
1 1
0 0
1 1
0 1
0 0
0 1
0 0
10 23
15 16
0 0
0 0
0 0
1 1
0 0
1 1
0 0
0 0
1 1
1 0
0 0
0 0
0 1
1 1
0 1
0 0
0 1
1 1
1 0
0 1
0 0
0 0
0 0
1 0
1 0
1 1
0 0
0 0
0 0
0 0
1 1
0 0
1 0
1 1
0 0
1 1
0 0
1 0
0 0
0 0
15 13
17 18
1 1
1 0
0 1
1 0
0 1
1 1
0 0
1 0
1 0
1 0
0 1
0 0
1 1
0 1
1 1
1 1
0 1
0 1
0 1
1 1
0 0
0 0
0 0
0 0
0 0
1 1
0 0
0 0
0 0
0 0
1 0
1 0
0 0
1 1
0 0
0 1
1 0
0 0
0 0
0 0
16 16
19 20
0 1
1 1
0 1
0 0
0 1
1 1
0 1
1 0
1 0
0 1
0 1
1 1
1 1
1 1
1 0
0 1
1 1
0 1
0 1
0 0
0 0
0 0
0 0
0 0
0 0
0 1
0 0
0 0
0 0
0 1
0 0
1 1
0 0
0 1
0 0
0 1
1 0
0 0
0 0
0 0
11 20
21 22
0 0
0 0
0 1
0 0
1 1
0 1
0 0
0 0
0 0
0 0
1 1
1 0
0 1
0 1
0 1
1 1
1 1
1 1
1 1
1 1
0 0
1 1
0 0
1 1
0 0
1 1
0 0
0 0
0 0
1 0
0 0
0 0
1 1
1 1
0 0
1 1
0 0
0 0
0 0
0 0
15 18
2
23 24
0 0
1 1
0 0
1 1
1 0
1 1
0 0
1 1
1 0
1 1
0 0
1 0
1 1
0 0
1 1
1 0
1 1
1 1
1 1
1 1
1 1
0 1
0 1
0 0
0 0
1 0
0 0
0 0
0 0
0 0
1 1
1 1
0 0
1 0
0 0
1 1
1 1
0 0
1 1
0 1
23 20
25 26
0 0
1 1
0 0
1 0
0 1
1 0
0 0
1 0
0 1
1 1
0 0
0 0
1 1
0 1
1 1
0 1
1 1
1 1
1 1
0 1
0 0
0 0
0 0
0 0
0 0
1 1
0 0
0 0
1 0
1 0
1 0
1 1
0 0
1 1
1 0
1 1
1 0
0 0
0 0
0 0
19 16
27 28
0 0
1 0
1 0
0 0
0 1
1 0
1 1
0 0
0 1
0 0
0 0
1 1
0 0
0 0
1 0
1 1
1 0
1 0
1 1
1 0
0 0
1 0
0 0
1 0
0 0
1 1
0 0
0 0
0 0
1 0
0 0
1 0
1 0
1 1
0 0
1 0
0 0
0 0
0 0
0 0
19 8
29 30
1 1
0 1
0 0
1 1
1 0
1 1
0 0
0 1
1 1
1 0
0 0
0 1
0 1
0 0
1 0
0 1
0 1
1 1
1 1
0 1
0 1
0 1
0 1
0 0
0 0
0 1
0 0
0 0
1 1
1 0
1 1
0 1
0 0
0 1
1 1
1 1
0 1
0 0
0 1
0 1
14 26
31 32
0 1
1 0
0 0
1 0
0 1
1 0
0 0
0 0
1 0
0 0
0 1
1 1
1 0
0 0
0 0
1 1
1 1
1 1
1 1
1 1
1 0
0 1
0 0
0 1
0 0
1 1
0 0
0 0
0 0
0 1
1 0
1 0
0 1
1 1
0 0
1 1
0 0
0 0
1 0
0 0
18 16
33 34
0 1
1 1
0 1
0 0
1 0
0 1
0 1
0 1
1 0
1 1
0 1
0 0
1 1
1 0
1 0
1 1
1 1
1 0
1 1
1 1
0 0
0 0
0 0
0 0
0 0
1 1
0 0
0 0
0 0
0 1
0 0
1 1
0 0
1 1
0 0
1 0
0 1
0 0
0 0
0 0
16 18
35 36
0 0
0 1
0 0
0 0
1 1
0 0
0 0
0 1
1 1
0 0
0 0
1 0
0 1
1 0
1 1
1 1
1 1
1 1
1 1
0 1
0 0
0 1
0 1
0 1
0 1
0 0
1 0
0 0
0 1
0 1
0 0
0 1
0 1
0 0
0 1
1 1
0 1
0 1
0 0
0 1
11 24
37 38
1 0
1 1
1 0
0 0
0 1
1 0
1 0
0 1
0 1
0 0
0 0
0 1
1 1
0 0
1 1
1 1
1 1
1 1
1 1
1 1
0 0
1 1
0 1
1 0
0 1
1 1
0 0
0 0
0 1
1 1
0 0
1 1
1 0
1 1
0 1
1 1
0 1
0 1
0 0
0 1
20 25
39 40
0 1
0 1
0 1
1 1
0 1
1 0
1 1
1 1
1 1
0 1
0 1
1 0
1 1
1 1
1 1
1 1
1 1
1 1
1 1
1 1
1 1
0 1
0 1
0 1
0 1
1 1
0 1
0 1
1 0
0 1
1 1
0 1
0 1
1 1
1 0
1 1
1 1
0 1
1 0
0 1
23 35
1 4
2 4
1 1
1 8
2 5
2 5
1 0
1 9
2 6
1 8
1 0
2 2
2 8
1 7
2 6
2 9
3 1
3 4
3 4
2 8
1 0
1 4
7
1 4
8
3 2
2
3
9
1 4
1 8
2 4
1 4
3 2
9
3 4
1 9
8
8
7
73 5
1
Keterangan: No
R hit
T hit
T tab
Kesimpulan
1 2 3 4 5 6
0.0386546 0.6496897 0.2249276 0.5246896 0.0611339 0.3738186 0.3249414 0. 5819801 0. 0345857 0. 3296377 0. 1635912 0. 1994765 0. 46162 0. 020611 0. 2217551 0. 4618079 0. 3845861 0. 481012 0. 3505681 0. 554791 0. 6207502 0. 3560288 0. 4737352 0. 2827886 0. 5142966 0. 300815 0. 1647376 0. 469728 0. 4705661 0. 1281704 0. 5246896 0. 6496897 0. 2827886 0. 300815 0. 4705661 0. 481012 0. 5819801 0. 5142966 0. 4463706 0. 4737352
0.24 5.27 1.42 3.80 0.38 2.48 2.12 4.41 0.21 2.15 1.02 0.62 3.21 0.13 1.40 3.20 2.57 3.38 2.31 4.11 4.88 2.35 3.32 1.82 3.69 1.94 1.03 3.28 3.29 0.79 3.79 5.27 1.82 1.94 3.29 3.38 4.41 3.70 3.07 3.32
1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68 1.68
Invalid
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Valid
Invalid Valid
Invalid Valid Valid Valid
Invalid Valid
Invalid Invalid Valid
Invalid Invalid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid
Invalid Valid Valid
Invalid Valid Valid Valid Valid Valid Valid Valid Valid Valid Valid
1
APPENDIX 14 ANALISIS BUTIR SOAL PRE-TEST KELAS 2 RPL SM K NUSANTARA ACADEM IC YEAR 2 010/2011
Seluruh peserta (N)
: 40
Siswa Kelomp ok Tengah (MG) : 20
Siswa kelompok Atas (UG)
: 10
Siswa Kelomp ok Bawah (LG)
: 10
Jenis Soal: Fill in
NO SOAL 1 2 3 4 5 6 7 8 9 10 11 12 13
GROUP UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
JAWABAN RIGHT WRONG 5 5 6 4 5 5 1 9 8 2 8 2 6 4 2 8 4 6 1 9 10 0 6 4 8 2 4 6 3 7 0 10 8 2 5 5 6 4 3 7 10 0 9 1 9 1 5 5 9 1 3 7
DES (HG-LG)/n -0,1
DIF (HG+LG)/n 55%
REMARK
0,4
30%
USED
0
80%
DROPPED
0,4
40%
USED
0,3
25%
USED
0,4
80%
USED
0,4
60%
USED
0,3
15%
USED
0,3
65%
REVISED
0,3
45%
REVISED
0,1
95%
USED
0,4
70%
USED
0,6
60%
USED
DROPPED
2
14 15
UG LG UG LG
6 4 7 2
4 6 3 8
0,2
50%
REVISED
0,5
45%
USED
ANALISIS BUTIR SOAL PRE-TEST KELAS 2 RPL SM K NUSANTARA ACADEM IC YEAR 2 010/2011
Seluruh peserta (N)
: 40
Siswa Kelomp ok Tengah (MG) : 20
Siswa kelompok Atas (UG)
: 10
Siswa Kelomp ok Bawah (LG)
: 10
Jenis Soal: M ultiple Choices NO SOAL 1 2 3 4 5 6 7 8 9 10 11 12
GROUP
PILIHAN
A UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG
0 2 0 1 0 1
9* 4 3 2 0 2 2 4 0 0 0 1 4 4 9* 6 1
B 10* 0 9* 7 0 2 0 2 5* 4 7* 4 5* 2 0 3 1 3 6* 2 0 2 0
C 0 4 1 1 0 3 0 2 1 3 0 2 2 2
10* 7 0 1 0 1 1 1 0
D 0 4 0 1
10* 5 1 2 1 1 3 2 1 2 0 0 9* 5 0 3 0 1 9*
DES (HG-LG)/n 1
DIF (HG+LG)/n 50%
REMARK
0,2
80%
USED
0,5
75%
USED
0,5
65%
USED
0,1
45%
REVISED
0,4
55%
REVISED
0,3
35%
REVISED
0,3
85%
USED
0,4
70%
USED
0,4
40%
USED
0,3
75%
REVISED
0,1
75%
REVISED
USED
3
LG 13 14 15
UG LG UG LG UG LG
2 2 3 0 2 0 4
0 1 0 0 0 0 2
1
5* 5 10* 6 10* 2
7 2 2 0 2 0 2
0
50%
DROPPED
0,4
80%
USED
0,8
60%
USED
1
APPENDIX 15
THE SCHOOL PROFILE
The Profile of SMK Nusantara Nusantara Vocational School is a schoo l which is overs aded in Aldiana Nusantara Foundation . Aldiana Nusantara is an educational foun dation which consists of Junior High School, Vocational School, and Tourism Institute. The foundation was founded on May 5th 1995 located in Jl. Tarumanegara Dalam No. 1 Pisangan, Ciputat, Sou th Tangerang. There are 6 Majors in Nusantara Vocational School: Technology and Information (TI) Hotel Accommo dation Tourism Business Pharmacy and Nursery Restaurant Business and Managemen t. The aims of the Fou ndation: Creating schools' reparation and developm ent. Gaining schools' development based on religion and soc ety d emands. Educating the stud ents in order to be able to give dedication in their societies. Taking a close relationship among societies.
20
2
Vis ion and M ission of SMK Nusantara Vis ion: Creating professional, responsible, smart, and go od moral students.
Mis sions : Creating an active, innovative, creative, and fun learn ing based on its own majo r. Integrating the knowledge with the national culture Implanting the values of honesty, polite behavior, and discipline. Implanting the knowledge, awareness, and apply religious values ased on the majo r. Preparing qualify, professional, responsible, have global knowledge, and fast learner human resourcing. Having partnership with some industries to develop students' competen cy in the work place. Giving each alumnus a good mental to compete in the wo k place.
3
4
The Teachers and Students of SMK Nusantara The Teachers The teachers in Nusantara Vocational School must be professional and discipline. The teachers graduated from some universities in Indon sia. There are 87 teach ers and they had good qualify in education. The number of the English teachers are 5. The profiles are below: Table 1 Englis h Teachers ' Profile of SMK Nusantara
MASUK NO 1.
NIK
NAMA GURU
2001005
Slam et Rujito, MM
L/P L
KERJA 21/7/2003
ALAM AT Kom p. Bukit Cirendeu No.3 Ciputat
2.
2007109
Issuenarimo, MM
L
10/12/2006
Jl. Benda Barat No. 7 Pamulang
5
3.
2007113
Sofwan, MM
L
16/7/2007
Kom p. IKPN C100, Bintaro
4.
2008145
Rini Ramdani Y, SE
P
17/7/2008
Jl. Delima III C4/6, Pamulang
5.
2005167
Husnul Ummah
P
9/12/2005
Kom p. UIN Jl. Ibnu Sina No. 44 Ciputat
The Students The numbers of the students of SMK Nusantara are 2.034 people. There are 785 students in Class I, 628 students in Class II, and 627 in Class III. The description is below:
Table 2 The Numbers of Students of SMK Nusantara
PROGRAM KEAHLIAN
NO
KELAS
JUM LAH
I
II
III
1
Akomodasi Perhotelan
194
168
182
544
2
Boga
62
30
35
127
3
Usaha Jasa Pariwisata
29
31
27
77
4
Bisnis dan Menejemen
276
226
254
756
5
Tehnik Informatika
109
82
45
236
6
Farmasi
115
96
84
295
6
785
JUM LAH
633
627
2035
Extracurricular Activities To improve the students' skills and talents, Nusantara Vocational School has many extracurricular activities, it can be use to apply som e skills which students have. Here is the list of the extracurricular activities:
Table 3 Extracurricular Activities of SMK Nusantara
NO
EXTRACURRICULAR
1
Computer
2
English Club
3
Sports
5
Music
6
Bulletin/ Students' Magazine
7
Religion (Rohis)
7
8
Scout
9
Palang Merah
10
Modern Dancing
Infrastructures In every Educational Institution infrastructure is a crucial factor in teaching learning process. The teaching learning process will not be success without infrastructure. Here is the list of infrastructure owned by Nusantara Vocational S cho ol.
Table 4 Infrastructures of SM K Nusantara NO
INFRASTRUCTURE
THE NUM BER
1
Mosqu e
1
2
Library
2
3
Hotel Laboratory
1
4
Mini Market Laborato ry
2
5
Computer Laboratory
2
6
Science Laboratory
1
7
Restaurant Laboratory
1
8
8
Language Laboratory
1
9
Clinic
1
10
Hall
1
11
Teachers' room
1
12
TU roo m
1
13
OSIS Office
1
14
Rokhis Office
1
15
Canteen
1
16
Parking Area
1
17
Toilet
4
1
Structure Organization of SMK Nusantara Figure 1 Structure Organization of SMK Nusantara D IN AS P E N D ID IKAN
IN D U S TRI
KE P ALA S E KOLA H D rs . F a i s a l B a k a r, SE
YAN D i r.P e n d i di k a n
KOMITE S E KOLA H
WK. KE P S E K M. Arie f N oor, S .pd, SE
B i d. KU RIKU LU M N. Herlina MPd
MAS YARAKAT
B i d. KE S IS WAAN B a h roz i h , S E , MM
B i d. KU RIKU LU M N. Herlina MPd
BP / BK KAJ U R AP H
KAJ U R UJP
S la m e t Ru dji t o, SE
Ka rt in i, SE
KAJ U R F AR
OS I S
1. Herliana, SPsi
Rizki
1. 2. Misnati, S.Psi Rahmatullah, I r.M.I m ra n , SAg ( A ) 3. Drs.H.Hudlori Ms i M,MPd 2. 4. Suma Mulyono, Hartadinata, ST SPd ( W B )A L I K E L A 5.S Dra.Kanaah
KAJ U R BM D ra . Ka n a a h D ja ma l, S E
Djamal,SE 6. M. Arief GU RU N ORMATI F , ADAP TI FSpd,, SE P RODU KTI F Noor,
S I S W A
KAJ U R TI S u ma H a rt a di n a t a , ST
