SILABUS PEMBELAJARAN

46 Apendix 1

PERANGKAT PEMBELAJARAN

SILABUS PEMBELAJARAN Mata Pelajaran Kelas/Semester Nama Guru Sekolah

: Bahasa Inggris : VIII/2 :Nikwati, S.Pd : MTs Naba’ul Ulum Pati

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

47 SILABUS PEMBELAJARAN Sekolah : MTs Naba’ul Ulum Pati Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Merespo 1. Percakapan 1. Eliciting 1. n makna yang kosakata yang terkait topik memuat terdapat yang akan ungkapandalam dibahas ungkapan percakapan berikut: (noun, verb, 2. transaksional Contoh : adjective, (to get things adverb) A: Do you done) dan 2. Menentukan mind interpersonal makna kata lending me (bersosialisas dan some i) pendek menggunak 3. sederhana money? annya secara dalam B: No Problem akurat, kalimat /I lancar, dan want to, but 3. Mendengark berterima an guru dan ... untuk

Indikator Pencapaian Kompetensi Merespon ungkapan meminta, memberi, menolak jasa Merespon ungkapan meminta,me mberi, menolak barang Merespon ungkapan meminta, memberi, mengingkari informasi

Penilaian Teknik Tes tertulis

Bentuk Instrumen 1. Isian singkat

Contoh Instrumen

1.Listen to the expression and write your response to it. Tes lisan 2. Jawaban singkat 2.Listen to the expression Tes tulis 3. Pilihan and ganda give your response to it. 3.Listen to

Alokasi Waktu

Sumber Belajar

2 x 40 menit

1. Rekaman percakapa n 2. CD 3. gambar 4. Benda sekitar

48

Kompetensi Dasar

Materi Pembelajaran


berinteraksi menirukan 4. A: Can I have dengan ungkapana lingkungan ungkapan bit terdekat terkait B: Sure, here yang materi you melibatkan 4. Mendengark are tindak tutur: an 5. meminta, A:Here’s some percakapan memberi, money for tentang menolak you materi jasa, terkait B: I can’t take meminta, this, 5. Menjawab memberi, berbagai sorry menolak informasi A: Do you like barang, dan yang it? meminta, terdapat memberi dan B: Yes I do dalam mengingkari A: Have you percakapan informasi, done 6. Merespon meminta, it? ungkapanmemberi, ungkapan dan menolak B: Sorry, I yang terkait haven’t pendapat, materi dan -A: Do you menawarkan think / menerima / it’s menolak good? sesuatu B: I think so /

Indikator Pencapaian Kompetensi Merespon ungkapan meminta,me mberi, menolak pendapat Merespon ungkapan meminta,me nerima, menolak tawaran

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

the dialogue and choose the right answer.

1 Buku teks yang relevan

49

Kompetensi Dasar

Materi Pembelajaran


Indikator Pencapaian Kompetensi

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sorry, I can’t say anything A: Would you like some... B: Yes, please / No, thanks

Tes lisan Merespon ungkapan

2. Tata Bahasa Do you mind ....? Present Perfect 3. Kosa kata Kata terkait tema Merespo 1. Tanya dan jenis teks n makna jawab 4. Ungkapan yang berbagai hal Baku terdapat terkait - No Problem dalam tema/topik percakapan yang akan - Sorry transaksional dibahas - Yes, Please (to get things - No, Thank 2. Mendaftar done) dan kosakata

1. Merespon ungkapan Tes lisan Merespon Listen to the meminta,me ungkapan expressions mberi and give your persetujuan response to 2. Merespon them. Tes tulis Melengkapi ungkapan percakapan pernyataan Listen to the 3. Merespon dialogue and ungkapan complete the Pilihan memberi text ganda perhatian terhadap Listen to the pembicara dialogue and 4. Mengawali,

2 x 40 menit

Sumber Belajar 2 Script percakapan 3 Rekaman percakapan 4 Tape recorder 5 Gambar yang relevan

50

Kompetensi Dasar

Materi Pembelajaran

interpersonal you (bersosialisas i) pendek 1. Percakapan sederhana yang memuat secara ungkapanakurat, ungkapan lancar, dan berikut: berterima - A: What if it I untuk do it berinteraksi again. dengan B: Fine, with lingkungan me. terdekat yang - A:I have to go melibatkan now. tindak tutur: B:Do you have meminta, to? memberi persetujuan, - A: .......... B: Right / I see merespon / pernyataan, memberi Hm...m. perhatian terhadap pembicara, - Hello, excuse mengawali, me ..... memperpanj - Did you? / Were ang, dan menutup


3.

4.

5.

6.

7.

yang digunakan dalam percakapan Menentukan makna 5. kosakata dalam daftar Menggunak an kosakata dalam kalimat Tanya jawab menggunak an ungkapan – ungkapan terkait Menirukan ungkapan yang diucapkan guru Mendengark an percakapan

Indikator Pencapaian Kompetensi memperpanja ng an menutup percakapan Merespon ungkapan mengawali, memperpanja ng dan menutup percakapan telepon

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen choose the best answer Listen to the dialogue and choose the best answer

Alokasi Waktu

Sumber Belajar

51

Kompetensi Dasar percakapan, dan mengawali, memperpanj ang, dan menutup percakapan telepon

Materi Pembelajaran


you ? 8. Menjawab pertanyaan - Thanks/ Bye.../ tentang See percakapan you. - Could I speak to .... please? - Well, I’m calling to.... - Nice talking to you 2. Tata Bahasa - Have / Has to - Could I ...? - Past form of be 3. Kosa kata Kata terkait tema dan jenis teks


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

52

Kompetensi Dasar

Materi Pembelajaran



 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

53 SILABUS PEMBELAJARAN Sekolah : MTs Naba’ul Ulum Pati Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Mendengarkan 2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan recount untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

Materi Pembelajaran 1.Teks fungsional pendek berbentuk: - Notices - Iklan 2. Tata Bahasa - Kalimat perintah - kalimat ajakan 3.Kosa kata



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

1. Eliciting 1. Mengiden Tes tulis Melengkapi Listen to the kosakata tifikasi rumpang dialogue and terkait topik berbagai complete the yang akan informasi following text. dibahas dalam teks (noun, verb, fungsional adjective, pendek adverb) Benar / Listen to the - Notices dialog and Salah 2. menentukan - Iklan decide makna kata 2. Mengiden whether the dan tifikasi tujuan statements menggunaka komunikatif are True or nnya dalam teks fungsional False kalimat. pendek 3. Mendengarka n guru dan

Alokasi Waktu

Sumber Belajar

2 x 40 menit

1. Buku teks yang relevan 2. Script teks fungsion al pendek 3. Contoh teks fungsion al 4. Gambar yang

54

Kompetensi Dasar

Materi Pembelajaran



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

menirukan ungkapanungkapan terkait materi 4. Mendengarka 4.Ungkapan n teks Baku fungsional - Be ware 5. Menjawab berbagai 1.Teks monolog informasi pendek yang terdapat berbentuk : dalam teks. Tes tulis - narrative 6. Menentukan Pilihan makna teks - recount ganda Listen to the Merespon fungsional 2. Tata Bahasa makna yang text and yang Simple past terdapat dalam choose the diperdengark 1. Mengidentifi monolog pendek tense an. kasi berbagai Melengkapi right answer -Past sederhana secara informasi rumpang Continuous tense akurat, lancar, dalam teks Listen to the 1. Tanya jawab dan berterima 3. Kosa kata monolog text and berbagai hal untuk - kata terkait narative dan complete the terkait berinteraksi tema dan recount. bellow tema/topik dengan jenis teks sentences yang akan lingkungan dibahas. 1. Ungkapan 2. Mengidentifi sekitar dalam Baku 2. Mendaftar kasi tujuan teks berbentuk kosakata komunikatif It’s terrific ! narrative dan

Alokasi Waktu

- terkait tema dan jenis teks

Sumber Belajar relevan

4 x 40 menit

1. Buk u teks yang relevan 2. Scrip t cerita naratif 3. Reka man cerita

55

Kompetensi Dasar recount

Materi Pembelajaran -

It’s wonderful

Kegiatan Pembelajaran yang digunakan dalam percakapan 3. Menentukan makna kosakata dalam daftar. 4. Mendengarka n teks narrative / recount yang dibacakan guru. 5. Tanya jawab berbagai informasi tentang teks yang dibaca guru. 6. Mendengarka n teks narrative / recount lainnya. 7. Menjawab pertanyaan tentang teks

Indikator Pencapaian Kompetensi teks naratif dan recount

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

56

Kompetensi Dasar

Materi Pembelajaran



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

narrative / recount yang didengar secara lisan.


5.

57 SILABUS PEMBELAJARAN Sekolah : MTs Naba’ul Ulum Pati Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Berbicara 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

Materi Pembelajaran



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

9.1.Mengungkap 1.Percakapan 1. Mengemban 1.Bertanya dan Unjuk kan makna singkat memuat gkan menjawab kerja dalam ungkapan – kosakata tentang percakapan ungkapan : terkait meminta,me transaksional Contoh : dengan jenis mberi,menola (to get things -.A: Do you mind ungkapan k jasa done) dan dan 2.Bertanya dan lending me interpersonal tema/topik menjawab some money? (bersosialisas yang terkait tentang B: No, problems i) pendek 2. Tanya jawab meminta,me sederhana tentang mberi,menola dengan -.A: Can I have a berbagai hal k barang menggunaka bit? menggunaka 3.Bertanya dan n ragam n ungkapan B: Sure, here menjawab bahasa lisan you are. terkait tentang secara akurat, materi/topik. meminta,me

Uji petik berbicara, Bermain peran

Create a dialogue based on the role cards and perform it in front of the class

Alokasi Waktu

Sumber Belajar

4 x 40 menit

1.Buku teks yang relevan 2.Gambar yang relevan 3. Bend a sekitar 4. Role cards

58

Kompetensi Dasar

Materi Pembelajaran



lancar, dan -.A: Here is some tema yang di mberi dan berterima money for pillih mengingkari untuk you. informasi 3. Menirukan berinteraksi B: Sorry, I can’t ungkapan4.Bertanya dan dengan take this. ungkapan menjawab lingkungan terkait tentang terdekat yang materi yang meminta,me melibatkan -.A: Do you like diucapkan mberi dan tindak tutur: it ? guru menolak B: Yes, I do. meminta, pendapat 4. Latihan memberi, bertanya dan menolak jasa, -.A: Have you menjawab meminta, done it? menggunaka 5.Bertanya dan memberi, n ungkapan B:No, I haven’t. menjawab menolak yang telah tentang barang, dipelajari menawarkan, -.A: Do you think meminta, secara menerima,me memberi dan it’s good? berpasangan nolak sesuatu mengingkari B: I think it is / 5. Bermain informasi, Sorry I can’t peran meminta, say any thing melakukan memberi, dan percakapan menolak -.A: Would you berdasarkan pendapat, dan like some .....? situasi yang menawarkan diberikan / menerima / B: Yes, please / No, Thanks menolak sesuatu

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

59

Kompetensi Dasar

Materi Pembelajaran



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Unjuk kerja

Uji petik berbicara Create a Bermain dialogue peran based on the role cards and perform it in front of the class.

Alokasi Waktu

Sumber Belajar

2.Tata Bahasa - Do you mind .... - Present perfect tense 3. Kosa kata - Kata terkait tema dan jenis teks 4. Ungkapan Baku - No Problem - Sorry - No, thanks - Yes, Please 1. Teks percakapan 9.2.Mengungkap memuat kan makna ungkapan berikut: dalam percakapan Contoh : transaksional - A: what if I do (to get things it again? done) dan B: Fine with interpersonal

1. Bertanya dan menjawab tentang 1.Tanya jawab meminta,me menggunakan mberi berbagai persetujuan kosakata dan 2. Bertanya dan ungkapan menjawab yang telah tentang dipelajari

2 x 40 menit 1. Buk u teks yang relevan 2. Gam bar yang relevan 3. Bend a sekitar 4. Kart u peran

60

Kompetensi Dasar

Materi Pembelajaran

(bersosialisas me. i) pendek sederhana - A: I Must go dengan now menggunaka B: Do you have n ragam bahasa lisan to? secara akurat, lancar, dan Right. berterima I see. untuk Hm...m yeah berinteraksi dengan lingkungan Hello,excuse terdekat yang me melibatkan Did you? / tindak tutur: Were you? meminta, Thanks/ Bye / memberi see you persetujuan, merespon Could I speak pernyataan, to ..? memberi Well,I’m perhatian calling to ...? terhadap Nice talking to pembicara, you. mengawali, memperpanja ng, dan



2.Mendengarka merespon n yang pernyataan memuat 3. Bertanya dan ungkapanmenjawab ungkapan tentang yang telah memberi dipelajari perhatian 3.Menjawab terhadap pertanyaan lawan bicara tentang isi percakapan 4. Mengawali,m 4.Menjawab emperpanjang pertanyaan menutup tentang percakapan makna dan fungsi ungkapan 5. Mengawali,m terkait emperpanjang 5.Menggunaka menutup n ungkapan – percakapan ungkapan telepon terkait berdasarkan konteks 6.Bermain peran mengunakan ungkapan

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

61

Kompetensi Dasar

Materi Pembelajaran

menutup 2. Tata Bahasa percakapan, - Past form of be serta mengawali, memperpanja 3. Kosa kata - Kata terkait ng, dan tema dan jenis menutup percakapan teks telepon 4. Spelling and intonation



Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

yang telah dipelajari


4.

62

SILABUS PEMBELAJARAN Sekolah : MTs Naba’ul Ulum Pati Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar

Materi Pembelajaran

10.1 Mengungka 1.Teks pkan makna fungsional dalam teks pendek : lisan - Notices fungsional - Iklan pendek sederhana 2. Tata Bahasa dengan menggunak - Imperatives an ragam - Comparison bahasa lisan secara 3. Kosakata akurat, lancar dan - Kata terkait

Kegiatan Pembelajaran 1. Review kosakata dan ungkapan yang digunakan dalam teks fungsional pendek terkait materi 2. Membuat kalimat sederhana


Penilaian Teknik

1.Mengungkap Unjuk kan secara kerja lisan teks fungsional : Pengumuman - Undangan - Pesan singkat 2.Bertanya dan menjawab secara lisan berbagai info dalam teks

Bentuk Instrumen

Contoh Instrumen

Uji petik 1. Give berbicara suitable notices based on the pictures 2. Make simple advertism ents based on the pictures

Alokasi Waktu

Sumber Belajar

4 x 40 menit

1. Buk u teks yang relevan 2. Gam bar terkait materi dan topik 3. Ben da sekit ar 4. Teks

63

Kompetensi Dasar

Materi Pembelajaran

berterima tema dan jenis untuk teks berinteraksi dengan 4. Ungkapan lingkungan baku sekitar - attention, please

Kegiatan Pembelajaran untuk: - Memberi


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

pengumuman , undangan, pesan singkat

bentuk khusus: - undanga n - pengum uman - pesan singkat

perhatian (Notice) - Menarik seseorang membeli /

10.2 Mengungka 1.Teks monolog p kan berbentuk makna

menggunakan produk terten-tu 3. Membahas gambitgambit yang sering muncul dalam teks fungsional terkait 4. Membuat - Melakukan monolog pendek secara sederhana dalam lisan:

Sumber Belajar

Unjuk kerja

Uji Petik berbicara

8 x 40 menit

1. Tell us briefly

64

Kompetensi Dasar

Materi Pembelajaran



dalam recount dan bentuk narrative - Notice monolog narrative. dan recount - Iklan pendek sederhana 2.Ciri-ciri 1. Review dengan kebahasaan teks kosakata menggunak narrative dan dan tata an ragam recount. bahasa bahasa lisan terkait jenis secara teks recount 3.Langkah akurat, dan lancar, dan retorika teks narrative berterima narrative dan dngan tema recount. untuk yang dipilih berinteraksi 2. Membuat dengan 4. Tata Bahasa kalimat lingkungan - Simple Past sederhana sekitar tense secara lisan dalam teks Past continuous terkait ciriberbentuk tense ciri recount kebahasaan temporal dan teks recount narrative conjuntions dan - Connective narrative words - Adverbs - simple - Adjectives past - past 5.Kosa kata

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen what you did yesterday 2. Retell a story that you know very well. 3. Tell a story based on the series of a pictures given.

Alokasi Waktu

Sumber Belajar

1.Buku teks yang relevan 2.Gambar yang relevan 3.Benda sekitar 4. Buku cerita dalam bahasa Inggris

65

Kompetensi Dasar

Materi Pembelajaran - kata terkait tema dan jenis teks 6.Ungkapan baku - Really? - That’s terrible - How Then ?

Kegiatan Pembelajaran continuou s - temporal conjunctions - connectiv e words - adverbs - adjectives 3. Melakukan percakapan terkait kegiatan yang dialami atau cerita populer di kotanya menggunaka n gambitgambit yang sesuai. Contoh: Really? That’s terrible!, How then?,


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

66

Kompetensi Dasar

Materi Pembelajaran



First,...., then...., finally... 4. Menceritaka n kembali kegiatan / pengalaman atau teks narative yang pernah didengar Menceritaka n berdasarkan foto atau Gambar cerita populer.  Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) Rasa hormat dan perhatian ( respect ) Tekun ( diligence )

Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

67 SILABUS PEMBELAJARAN Sekolah : MTs Naba’ul Ulum Pati Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Membaca 5.Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar 11.1 Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang

Materi Pembelajaran


1.Teks Essai berbentuk narrative / recount 2.Ciri kebahasaan Teks Essai berbentuk narrative / recount 3.Tujuan komunikatif teks essai narratif / recount

1. Tanya jawab mengembang kan kosakata berdasarkan gambar / cerita popular 2. Tanya jawab menggali informasi dalam cerita berdasarkan gambar 3. Mendengarka n teks narrative / recount yang


Penilaian Teknik

Tes lisan Membaca nyaring dan bermakna teks essai berbentuk narrative / recount Tes tulis Mengidentifik asi berbagai makna teks narrative / recount

Bentuk Instrumen

Contoh Instrumen

Membaca Read the story nyaring aloud.

Pilihan ganda

Choose the right answer based on the text.

Alokasi Waktu

Sumber Belajar

4 x 40 menit

1.Buku teks yang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait cerita 4. Rekaman cerita

68

Kompetensi Dasar berkaitan dengan lingkungan sekitar 11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

Materi Pembelajaran 4.Langkah retorika narrative / recount 5. Spelling, stress, intonation


4.

5.

6.

7.

dibaca guru Membaca nyaring teks narrative / recount dengan ucapan dan intonasi yang benar Menjawab berbagai pertanyaan tentang informasi dalam teks yang di baca Menentukan tujuan komunikatif teks narrative / recount yang di baca Menentukan langkah retorika dari teks narrative /


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

Tes Tulis Isian singkat Complete the following sentences using the information from the text.

Mengidentifik asi tujuan komunikatif teks narrative / recount Tes Tulis Mengidentifik asi langkah retorika dan ciri kebahasaan teks narrative / recount

Pertanyaan Answer the tertulis following questions based on the text.

1.Buku teks yang relevan

69

Kompetensi Dasar

Materi Pembelajaran


recount yang di baca 8. Menentukan ciri kebahasaan teks narrative / recount yang di baca 9. Membaca teks 1.Teks fungsional narrative / : recount - undangan lainnya pengumuman 11.3 Merespon makna dan - pesan 1. Mencermati langkah - iklan teks retorika dalam fungsional esei pendek pendek terkait 2.Tujuan sederhana materi secara akurat, komunikatif 2. Menyebutkan lancar dan jenis teks berterima 3.Ciri kebahasaan fungsional yang yang berkaitan dicermati dengan 3. Membaca lingkungan nyaring teks sekitar dalam fungsional


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Tes tulis PG

4 x 40 menit

Tes tulis Mengidentifik asi berbagai Tes tulis informasi dalam teks fungsional

Mengidentifik asi tujuan komunikatif teks fungsional Mengindentifi kasi ciri kebahasaan teks

Jawaban singkat

Choose the best option, a,b,c or d

Jawaban singkat

Answer the following questions Give short answers !

Sumber Belajar 2.Contoh teks fungsion al 3.Gambar terkait materi dan topik 4.Benda sekitar

70

Kompetensi Dasar teks berbentuk recount dan nararative

Materi Pembelajaran

Kegiatan Pembelajaran terkait materi 4. Menjawab pertanyaan tentang informasi yang terdapat dalam teks 5. Menyebutkan ciri-ciri teks fungsional yang dibaca 6. Membaca teks fungsional pendek lainnya dari berbagai sumber

Indikator Pencapaian Kompetensi fungsional


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Alokasi Waktu

Sumber Belajar

71 SILABUS PEMBELAJARAN Sekolah : MTs Naba’ul Ulum Pati Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar 12.1. Mengungk apkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunak an ragam bahasa tulis secara akurat, lancar dan

Materi Pembelajaran 1. Teks fungsional : - Notices - iklan


1. Review tujuan komunikatif dan ciri-ciri kebahasaan teks 2. Tata bahasa fungsional pendek - Imperratives terkait - Getting attention materi - Comparison 2. Menulis kalimat 3. Kosa kata sederhana Kata terkait untuk tema dan jenis memberi teks himbauan


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen

Menulis teks Tes tulis Essay 1. Write fungsional pendek sentences berbentuk : based on the - Notices situation Completion given. - Iklan 2. Compl ete the text using Product Penugasan suitable word/words. 3. Write notices related to certain places 4. Write

Alokasi Waktu

Sumber Belajar

4 x 40 menit

1.Buku teks yang relevan 2.Contoh teks fungsional 3.Gambar terkait materi dan topik 4.Benda sekitar

72

Kompetensi Dasar

Materi Pembelajaran

berterima untuk 4. Tanda baca, berinteraksi Spelling dengan lingkungan sekitar

12.2. Mengungk ap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunak an ragam bahasa tulis secara akurat, lancar dan berterima



Penilaian Teknik

Bentuk Instrumen

/ peringatan mengikl an-kan sesuatu Menulis teks Tes 3. Melengkapi pendek dan tertulis teks sederhana dalam fungsional bentuk recount / pendek narrative dengan 4. Menulis teks langkah retorika fungsional yang benar pendek

1. Teks Essai narrative / recount 2. Ciri kebahasaan teks narrative / recount 1. Review ciri 3. Langkah kebahasaan retorika teks teks narrative / narrative/ recount recount 4. Tatabahasa 2. Membuat - Simple past kalimat - Past sederhana continuous terkait teks narrative/ 5. Kosakata recount - Kata terkait tema dan jenis 3. Mengembang

Sumber Belajar

an advertisemen t promoting a certain product.

Uraian

Penugasan Proyek

Contoh Instrumen

Alokasi Waktu

8 x 40 menit

Write a short recount/narrat ive text based on: a.Your experience happend to you b.The story You have ever read c. Series of pictures given.

1.Buku teks yang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait cerita

73

Kompetensi Dasar

Materi Pembelajaran

untuk teks berinteraksi 6. Tandabaca, dengan spelling lingkungan sekitar berbentuk recount dan narrative



kan langkah retorika teks recount dan narrative 4. Membuat draft teks recount dan narrative 5. Menulis teks recount dan narrative berdasarkan draft yang dibuat 6. Memajang hasil tulisan di dinding


Penilaian Teknik

Bentuk Instrumen

Contoh Instrumen Find 5 short texts of recount or narratives and expose them.

Alokasi Waktu

Sumber Belajar

74 Pati, 11 Agustus 2012 Mengetahui; Kepala MTs. Naba’ul Ulum

Hasan Manshur, S.Fil.I

Guru Mapel Bahasa Inggris,

Nikwati, S.Pd

75 Apendix 2 LESSON PLAN

School

: MTs Naba’ul Ulum Pati

Lesson/Subject : English Subject Matter : Writing Material

: Narrative text

Class

: VIII

Semester

: 2 (second semester )

Lesson Year

: 2012 / 2013

Time/Duration : 12 x 45 minutes (6 meeting)

This lesson plan is used for six meeting of english teaching learning procces. The steps are same in the six meeting because the writer teaches the students about writing narrative text by puppet show. But, the materials (narrative text) that given to the students are different in every meeting. A. Standard Competence Writing 12. To express the meaning of short functional text and and short simple essay in form of narrative text for interacting with surrounding environment.

B. Basic competence 12.2. To express the meaning of short functional text by using written language accurately, fluently, and acceptable for interacting with surrounding invironment.

C. Indicators Understanding the social function of the narrative text Understanding the generic structure Understanding the social function Understanding of language features of narrative text Using the right tenses in wrting narrative text

76 Writing narrative text well

D. PURPOSE OF THE TEACHING In the end of teaching learning process, the students are able to: Understand the social function of the narrative text Understand the generic structure Understand the social function Understand of language features of narrative text Use the right tenses in wrting narrative text Write narrative text well

E. Teaching material Monolog text : Narrative text The Legend of Surabaya

Orientation

Complication

Resolution

Complication

Resolution

A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in the sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up. It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are greedy! I had not eaten for two days!” Said sura days!” said Sura. Then Sura and Baya fought again. After several hours, they were very tired. Sura had a plan to stop their bad behavior. “I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya. Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This

77

Reorientation

is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura. Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their war as the symbol of Surabaya city. We can get the message from that story that we must keep our promise and never break the promise.

a. Social function To amuse, entertain and to deal with actual or vicarious experience in different ways; Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds resolution. b. Generic structure 1. Orientation

 (time, place, and characters)

2. Major complication  (the problem is raising) 3. Resolution

(solution of the problem)

4. Complication

 (the problem is raising)

5. Major resolution

 (the solution or ending)

6. Re-orientation

 (the message of the story)

c. Language features: -

Focus on specific individual participant.

-

Use simple past tense

-

Use temporal conjunction Simple past tense Past tense is used for expressing the past event. The pattern of past tense is explained below:

optional

78

Positive (+) Negative (-)

S S

Introgative (?)

To be/auxalary

V2 O/A/Adj Did not + O/A/Adj V1 S V1 O/A/Adj

Example: (+)  Brian danced hip hop last week. (-)  Brian did not dance hip hop last week. (?)  Did Brian dance hip hop last week?

VI Dance Play Study

Regular verb V2 Danced Played Studied

V3 Danced played Studied

VI Go Eat Think

Irregular verb V2 Went Ate Thought

V3 Gone Eaten Thought

F. Teaching method Four stages method ( BKOF, JCT, MOT, ICT)

G. STEPS OF THE TEACHING First meeting 1.

Pre teaching

10 minutes

Orientation  Greeting  Praying  Checking the attendance list  Giving question to students about story that students heard at home

79 Apperception  Giving question related to the material.  Teacher clarifies students’ answer. Motivation  Giving some advantages of studying narrative text. 2.

Whilst Teaching Exploration

20 minutes

 The teacher explains the material of narrative text. (social function, generic structure and language features)  The teacher explains about puppet show. Elaboration

60 minutes

 The teacher explains about puppet show by using the puppet of charracters in narrative text.  The students guess the charracters that the teacher made from the story.  The teacher explains the material of narrative text. (social function, generic structure and language features).  The teacher shows how to use puppet show.

Second meeting Confirmation

80 minutes

 The students show in front of class using puppet show to tell the story.  The other students listen and write the story from the puppet show. 3.

Post Teaching

10 minutes

 Giving home work to students to make a story and tell the story in front of the class by using puppet show.  Students are also remained about narrative text.  Giving motivation to students to study at home.  Closing the class with parting.

80

Third meeting 1.

Pre teaching

10 minutes

Orientation  Greeting  Praying  Checking the attendance list  Giving question to students about activity of students at home Apperception  Giving question related to the material.  Teacher clarifies students’ answer. Motivation  Giving some advantages of studying narrative text. 2.


20 minutes


60 minutes

 The students listen and write the features of narrative text from puppet show by thr teacher.  The teacher asks the students to discuss about the story from puppet show.

Fourth Meeting Confirmation

80 minutes

 The students show their story from the puppet show.  The students submit their writing based on story from puppet show. 3.

Post Teaching

10 minutes

81  Giving home work to students to write the story that they have ever heard.  Students are also remained about narrative text.  Giving motivation to students to study at home.  Closing the class with greeting

Fifth meeting 1.

Pre teaching

10 minutes

Orientation  Greeting  Praying  Checking the attendance list  Giving question to students about activity of students at home Apperception  Giving question related to the material.  Teacher clarifies students’ answer. Motivation  Giving some advantages of studying narrative text. 2.


20 minutes


60 minutes

 The teacher gives the students chance to ask the material about narrative text from the puppet show.  The students listen the story from the puppet show and write the story.

Sixth meeting

82 Confirmation

80 minutes

 The students construct the information about the story from puppet show in form of narrative text.  The students retell about narrative text. 3.

Post Teaching

10 minutes

 Giving home work to students to submit their narrative text.  Students are also remained about narrative text.  Giving motivation to students to study at home.  Closing the class with greeting

H. Source and materials  English book for junior high school VIII.  Student’s work sheet.  BSE for Eighth grade students of junior high school. I.

Assesment Written assesment  Correct the right tenses  Match the vocabulary with the meaning  Arrange the jumble paragraph into good order  Writing narrative text

J.

Scoring

Scoring Guidance: Aspects Relevancy assesment

Coherence

Achievement Level of Excellent do the assesment with the litle false unrelevant with the assesment do not do the assesment given Good coherence and cohesion Effective enough in writing Less communicative Less communicative

SCORE 21-25 16-20 11-15 0-10 21-25 16-20 11-15 0-10

83 Grammar (tenses)

Diction

Excellent grammar (right tenses) Some error in grammar Many errors in grammar Almost all errors in grammar Good diction Good enough Some errors diction Many errors diction Kudus,

21-25 16-20 11-15 0-10 21-25 16-20 11-15 0-10 January 2013

Approved by: English Teacher of

The Writer

MTs Naba’ul Ulum Pati

Nikwati, S.Pd NIP

Kartika Sekarningrum NIM. 2008-32-021

84

Students’ Worksheet Treatment 1 and 2 A. Match the words below with the meaning in the bracket! Shark Crocodile Line up Laugh

B.

Stick River fruits float across leg

Buaya tertawa sungai Berbaris Hiu kaki Menyebrang

tongkat buah Hanyut

Please correct the verb with the right form!

Example: Mouse deer (eat) the fruits yesterday. Mouse deer (ate) the fruits yesterday.

1. The crocodile (float) in the river last night. 2. Sura (is) a shark and Baya (is) a crocodile. 3. Last night (is) raining. 4. Sura and Baya (are) looking for some food. 5. It (is) cool last night.

Treatment 3 and 4 A. Arrange the jumble paragraph below into the right paragraph. a.

The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their war as the symbol of Surabaya city. We can get the message from that story that we must keep our promise and never break the promise.

b.

A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in the sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up.

85 c.

It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are greedy!

I

had

not

eaten

for

two

days!”

Said

sura.

Then Sura and Baya fought again. After several hours, they were very tired. Sura had a plan to stop their bad behavior. d.

Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura.

e.

“I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya.

f.

Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again.

Treatment 5 and 6 A. Please write the charracters from the story that you have heard from puppet show! No

Name

Charracters

86 B. Write the generic structure of the text from the story that you have heard from puppet show! TITLE orientation

complication

Resolution

C. Write the story that you have heard from puppet show by your own words! …………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………….. ………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………….. ………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

87 ……………………………………………………………………………………………………… ………………………..

………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………..

Pre-Test Please write story by your own words, you can choose one of title below! 1. Snow white 2. Malin Kundang 3. Mouse Deer and Snail Post Test Listen and watch carefully the story from the puppet show and then re-write the story by using your own words!

88 Apendix 3 The Name of the Students of VIII A MTs Naba’ul Ulum Pati In The Academic Year 2012/2013 No Name 1

Agung Kerismanto

2 3 4 5

Amaliya Maesaroh Aulia Afianti Aziz Syaefullaoh Dewi Syafaatun

6 7 8

Dian Fitria Sari Dwi Afriani Dwi Risma

9 10 11 12

Edi Aprianto Gianto Hesti Noor Ida Royani

13 14 15

Jabarto Leni Widia Moh. Nur Arifin

16 17 18

M. Fahrul Hidayah M. Sigit Noor Aziza

19 20 21 22

Noor Faiza Nunik Astutik Sherliyana Tiyas Sunthi Lambang Sari

23 24 25

Syafaatun Nurul Y Tri Rahmadani Wahyu Yuliarti

89 Apendix 4 The Data of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year 2012/2013 before being Taught by Using Puppet Show NO. Nama S1 S2 S3 S4 S5 Total 1 Initial VIII 1 No. 1 10 10 8 5 5 38 2 Initial VIII 1 No. 2 10 10 6 10 10 46 Initial VIII 1 No. 3 3 10 15 7 10 10 52 Initial VIII 1 No. 4 4 10 10 8 5 10 30 5 Initial VIII 1 No. 5 10 10 6 5 5 36 6 Initial VIII 1 No. 6 10 20 7 20 12 69 Initial VIII 1 No. 7 7 5 10 8 5 10 38 Initial VIII 1 No. 8 8 5 10 7 5 10 37 9 Initial VIII 1 No. 9 10 5 8 5 20 48 10 Initial VIII 1 No. 10 10 5 8 15 5 43 11 Initial VIII 1 No. 11 5 10 9 5 5 34 Initial VIII 1 No. 12 12 20 5 8 5 5 43 Initial VIII 1 No. 13 13 5 5 8 5 5 28 14 Initial VIII 1 No. 14 5 10 8 5 5 33 Initial VIII 1 No. 15 15 5 5 6 5 10 31 Initial VIII 1 No. 16 16 10 10 7 5 10 42 17 Initial VIII 1 No. 17 10 5 8 5 5 33 18 Initial VIII 1 No. 18 20 10 7 15 10 62 Initial VIII 1 No. 19 19 5 15 6 5 10 41 Initial VIII 1 No. 20 20 10 5 8 10 5 38 21 Initial VIII 1 No. 21 10 10 8 10 15 53 22 Initial VIII 1 No. 22 10 20 9 20 10 69 23 Initial VIII 1 No. 23 10 10 8 10 15 53 Initial VIII 1 No. 24 24 10 10 7 10 10 47 Initial VIII No. 25 25 10 15 8 15 5 53

90 Apendix 5 The Data of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year 2012/2013 after being Taught by Using Puppet Show No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Name Initial VIII 1 No. 1 Initial VIII 1 No. 2

S1

S2

S3

S4

S5

Total score

23

24

6

18

15

86

15

20

5

18

19

Initial VIII 1 No. 3 Initial VIII 1 No. 4 Initial VIII 1 No. 5 Initial VIII 1 No. 6

18 20 18

22 20 20

5 6 5

20 16 20

19 15 19

77 84 77 82

20

20

6

19

18

Initial VIII 1 No. 7 Initial VIII 1 No. 8 Initial VIII 1 No. 9

19 22

18 20

5 5

18 15

19 20

20

19

6

18

15


20 18 18

18 20 20

7 8 7

19 16 19

20 18 20

19

18

8

20

19


23 20

20 18

10 6

18 19

18 20

21

19

6

18

20


18 20

19 20

8 5

20 15

18 18

20

19

8

19

20


20 20 20

20 20 20

6 8 8

18 19 20

19 19 19

18

20

5

18

19

Initial VIII 1 No. 24 Initial VIII 1 No. 25

20 18

22 20

9 6

19 18

19 20

83 79 82 78 84 80 84 84 89 83 84 83 78 86 83 86 87 80 89 82

91 Apendix 6

The Calculation of Mean and Standard Deviation of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year 2012/2013 before being Taught by Using Puppet Show

Number of Interval (K)

= 1 + 3.3 log n = 1 + 3.3 log 25 = 1 + 3.3 (1.4) = 5. 62 =6

Width interval (i)

= = = = 6.83 =7

92 Score

F

x

132

3

6

9

18

56-62

1

59

59

2

2

4

4

49-55

4

52

208

1

4

1

4

42-48

7

45

315

0

0

0

0

35-41

6

38

228

-1

-6

1

6

28-34

5

31

155

-2

-10

4

20

25

291

1097

3

-4

19

52

= 44.4 Standard Deviation

52 SD 7 25

f(x'2)

66

Mean (average)

SD i

(x')2

fx'

2

=

b.

x'

63-69

∑

a.

fX

f .x ' 2

f .x '

N

N

4 25

2

SD 7 2.08 0.0256 SD= 10.03

2

93 Apendix 7 The Calculation of Mean and Standard Deviation of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year 2012/2013 after being Taught by Using Puppet Show

Number of Interval (K) = 1 + 3.3 log n = 1 + 3.3 log 25 = 1 + 3.3 (1.4) = 5. 62 =6 Width interval (i)

= = = =2

Score 87-89 85-86 83-84 81-82 79-80 77-78 ∑

F

x 3 3 9 3 3 4 25

fX 88 85.5 83.5 81.5 79.5 77.5 495.5

264 256.5 751.5 244.5 238.5 310 2065

x'

(x')2

fx' 2 1 0 -1 -2 -3 -3

6 3 0 -3 -6 -12 -12

4 1 0 1 4 9 19

f(x'2) 12 3 0 3 12 36 66

94 c.

Mean (average)

= = 80.80 d.

Standard Deviation

SD i

66 SD 2 25

f .x ' 2

f .x '

N

N

12 25

2

SD 2 2.64 0.230 SD= 3.10

2

95 Apendix 8 The calculation to find out T-test No. 1 2 3 4 5 6 7 8 9

Name/Initial Initial VIII 1 No. 1 Initial VIII 1 No. 2 Initial VIII 1 No. 3 Initial VIII 1 No. 4 Initial VIII 1 No. 5 Initial VIII 1 No. 6 Initial VIII 1 No. 7 Initial VIII 1 No. 8 Initial VIII 1 No. 9

Pre-test 38 46 52 43 36 69 38 37 48

post-test 86 77 84 77 82 83 79 82 78

D 48 31 32 34 46 14 41 45 30

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Initial VIII 1 No.10 Initial VIII 1 No.11 Initial VIII 1 No.12 Initial VIII 1 No.13 Initial VIII 1 No.14 Initial VIII 1 No.15 Initial VIII 1 No.16 Initial VIII 1 No.17 Initial VIII 1 No.18 Initial VIII 1 No.19 Initial VIII 1 No.20 Initial VIII 1 No.21 Initial VIII 1 No.22 Initial VIII 1 No.23 Initial VIII 1 No.24 Initial VIII 1 No.25

43 34 43 28 33 31 42 33 62 41 38 53 69 53 47 53

84 80 84 84 89 83 84 83 78 86 83 86 87 80 89 82

41 46 41 56 56 52 42 50 16 45 45 33 18 27 42 29 D =960

D2 2304 961 1024 1156 2116 196 1681 2025 900 1681 2116 1681 3136 3136 2704 1764 2500 256 2025 2025 1089 324 729 1764 841 2 D = 40134

96 a. Calculate the t observation

to = 4.78

97 Table Significance at 5% and 1% Level of Significance Degree of freedom (df) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35 40 45 50 60 70 80 90 100 125

Value of “t” on the level of significant 5% 1% 12.71 63.66 4.3 9.92 3.18 5.84 2.78 4.6 2.57 4.03 2.45 3.71 2.36 3.5 2.31 3.36 2.26 3.25 2.23 3.17 2.2 3.11 2.18 3.06 2.16 3.01 2.14 2.98 2.13 2.95 2.12 2.92 2.11 2.9 2.1 2.88 2.09 2.86 2.09 2.84 2.09 2.83 2.08 2.82 2.07 2.81 2.07 2.8 2.06 2.79 2.06 2.78 2.06 2.77 2.05 2.76 2.05 2.76 2.04 2.75 2.04 2.72 2.03 2.71 2.02 2.69 2.02 2.68 2.01 2.65 2 2.65 1.99 2.64 1.99 2.63 1.98 2.63 1.98 2.62

98 150 200 300 400 500 1000

1.98 1.97 1.97 1.97 1.96 1.96

2.61 2.6 2.59 2.59 2.59 2.58

The calculation result in the level of significance of the research is 0.05 and degree of freedom which is counted from (N1 + N2) – 2 is 48, the writer finds that the t-table is 2.02 meanwhile the calculation result t-observation is 5.35. So, to compare t0 with t-table according the following criteria: If t0

>

t-table (on the level of significance of 5 %): It means that the Alternative

Hypothesis (Ha) is accepted and the Null Hypothesis (H0) is rejected. Based on the criteria above, show that the null hypothesis is rejected and the alternative hypothes is accepted because the value of the t-observation is higher than t-table (t0 = 5.35 > tt = 2.02).

99 Apendix 10 Students’ Worksheet Treatment 1 and 2 C. Match the words below with the meaning in the bracket!

Shark Crocodile Line up Laugh D.

Stick River fruits float across leg

Buaya tertawa sungai Berbaris Hiu kaki Menyebrang

tongkat buah Hanyut

Please correct the verb with the right form!

Example: Mouse deer (eat) the fruits yesterday. Mouse deer (ate) the fruits yesterday.

6. The crocodile (float) in the river last night. 7. Sura (is) a shark and Baya (is) a crocodile. 8. Last night (is) raining. 9. Sura and Baya (are) looking for some food. 10. It (is) cool last night. Treatment 3 and 4 B. Arrange the jumble paragraph below into the right paragraph. g.

The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their war as the symbol of Surabaya city. We can get the message from that story that we must keep our promise and never break the promise.

h.

A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in the sea. Actually, they were friends. But

100 when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up. i.

It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are greedy!

I

had

not

eaten

for

two

days!”

Said

sura.

Then Sura and Baya fought again. After several hours, they were very tired. Sura had a plan to stop their bad behavior. j.

Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura.

k.

“I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya.

l.

Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again.

Treatment 5 and 6 D. Please write the charracters from the story that you have heard from puppet show! No Name Charracters

101

E. Write the generic structure of the text from the story that you have heard from puppet show! TITLE orientation

complication

Resolution

F. Write the story that you have heard from puppet show by your own words! …………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………….. ………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………….. ………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………

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Pre-Test Please write story by your own words, you can choose one of title below! 4. Snow white 5. Malin Kundang 6. Mouse Deer and Snail Post Test Listen and watch carefully the story from the puppet show and then re-write the story by using your own words!

103 CURRICULUM VITAE

Kartika Sekarningrum was born on November 15, 1990 in Pati. She is the last daughter of Alm Mr. Tarmidjan and Mrs. Setiani. She has one brother, but she has 2 old sister. She got first formal education in SD Negeri 02 margorejo Pati and graduated in 2002. Then, she attended her study SMP Negeri 5 Pati and gratuated in 2005. After that, she entered to SMA Nasional Pati and gratuated in 2008. She continued her study in English Education Department, Teacher Training and Education Faculty of Muria Kudus University in 2008. She chooses this faculty because she wants to know how to speak English well, understand about English, and be an English teacher.

104 YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS UNIVERSITAS MURIA KUDUS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Kampus Gondangmanis Bae Kudus Po.Box 53 Telp/Fax. 0291-4438229 STATEMENT I, kartika sekarningrum (2008-32-021) state that my skripsi entitled:”The Achievement of Narrative Text of The Eighth Grade Students of M Ts.Naba’ul Ulum Pati in The Academic Year 2012/2013 Taught by Using Puppet Show” is indeed the work of mine, not that of others’. I just take some certain quotations from others’ scientific works as my references. I am just responsible for this statement.

Kudus,

maret 2013

Kartika Sekarningrum 2008-32-021

SILABUS PEMBELAJARAN

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