THE EFFECTIVENESS OF NUMBER HEAD TOGETHER (NHT) TECHNIQUE ON STUDENTS’ READING ABILITY OF NARRATIVE TEXT (A Quasi-Experimental Study at the Second Grade Students of MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang)
By FITHIAWATI NIM. 109014000147
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF NUMBER HEAD TOGETHER (NHT) TECHNIQUE ON STUDENTS’ READING ABILITY OF NARRATIVE TEXT (A Quasi-Experimental Study at the Second Grade Students of MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang) “Skripsi” Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree of Strata-1 (S.Pd.) in English Language Education
By FITHIAWATI NIM. 109014000147
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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ABSTRACT Fithiawati (NIM. 109014000147). The Effectiveness of Number Head Together (NHT) Technique on Students’ Reading Ability of Narrative Text: A Quasi-Experimental Study at the Second Grade Students of MTs. Nur AsySyafi’iyah Rempoa, South Tangerang. Skripsi of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. Advisors: 1. Dr. Alek, M.Pd. 2. Devi Yusnita, M.Pd. Keywords: Students’ Reading Ability, Narrative Text, Number Head Together (NHT) Technique. The objective of this study was to know the effectiveness of Number Head Together (NHT) technique on students’ reading ability of narrative text at the second grade students of MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang academic year 2013/2014. Population of the research was all of the second grade students. Number of students at the second grade were 50 students that consist of two classes VIII.1 and VIII.2. Because all of the population used as a sample, this research used purposive sampling technique. As Number Head Together (NHT) technique consists of four steps: numbering each students, asking questions, head together, and answering questions. The method of the research was quasi-experimental study. There were two classes namely experimental class and controlled class. The research conducted into six meetings. Before the research did, the instrument had tested at the second grade students of SMPN 3 South Tangerang. There were 25 questions that used in this research. In the first meeting, the pre-test was given before the teaching and learning activity in those classes. Then, in the second up to fourth meeting, the students in the experimental class were given treatment by using Number Head Together (NHT) technique and the students in the controlled class were given Grammar Translation Method. Finally, in the sixth meeting, the students in those classes were given post-test. The research result shown that in the pre-test, those two classes had similar score. The mean of the experimental class was 61,44 and the mean of the controlled class was 61,44 too. After the treatment did, the post-test result shown that the mean of experimental class was 83,84 and mean of the controlled class was 71,68. It means, the students’ score in the experimental class was higher than the students’ score in the controlled class. To know the effectiveness of this technique, statistical hypothesis was used by using ttest formula. The result was tobservation score was 12,42 and ttable was 2,01 (12,42 > 2,01). It means, tobservation was higher than ttable. So, the alternative hypothesis (Ha) was accepted. Based on the result, it can be concluded that Number Head Together (NHT) technique was effective on students’ reading ability of narrative text.
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ABSTRAK Fithiawati (NIM. 109014000147). Keefektifan Teknik Number Head Together (NHT) terhadap Kemampuan Membaca Siswa dalam Teks Naratif: Eksperimen Semu Pada Siswa Kelas Dua MTs. Nur Asy-Syafi’iyah Rempoa, Tangerang Selatan. Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Advisors: 1. Dr. Alek, M.Pd. 2. Devi Yusnita, M.Pd. Kata Kunci: Kemampuan Membaca Siswa, Teks Naratif, Teknik Number Head Together (NHT). Penelitian ini bertujuan mengetahui keefektifan teknik Number Head Together (NHT) terhadap kemampuan membaca siswa dalam teks naratif pada siswa kelas dua MTs. Nur Asy-Syafi’iyah Rempoa, Tangerang Selatan tahun akademik 2013/2014. Populasi penelitian adalah seluruh siswa kelas dua yang berjumlah 50 siswa. Siswa di bagi menjadi 2 kelas yaitu kelas VIII.1 yang berjumlah 25 siswa dan kelas VIII.2 yang berjumlah 25 siswa. Semua populasi digunakan sebagai sampel dengan menggunakan teknik purposive sampling. Sebagaimana teknik Number Head Together (NHT) terdiri dari empat tahap: penomoran, mengajukan pertanyaan, berfikir bersama, dan menjawab pertanyaan. Penelitian ini menggunakan metode eksperimen semu. Siswa di bagi ke dalam dua kelas yaitu kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa pilihan ganda dengan menggunakan 25 soal yang telah di uji terlebih dahulu di SMPN 3 Tangerang Selatan. Pada pertemuan pertama, kelas eksperimen dan kelas kontrol sama-sama diberikan tes awal sebelum proses belajar mengajar dengan menggunakan teknik Number Head Together (NHT) dilaksanakan. Pada pertemuan kedua sampai pertemuan keempat, di kelas eksperimen di berikan perlakuan dengan menggunakan teknik Number Head Together (NHT) dan di kelas kontrol menggunakan metode Grammar Translation Method. Pada pertemuan keenam, siswa di kelas eksperimen dan kelas kontrol diberikan test akhir. Hasil Penelitian menunjukkan bahwa hasil test awal pada kelas eksperimen dan kelas kontrol memiliki nilai rata-rata 61,44. Setelah dilakukan perlakuan selama empat kali pertemuan, dari test akhir menunjukkan bahwa nilai rata-rata pada kelas eksperimen adalah 83,84 dan nilai rata-rata kelas kontrol adalah 71,68. Berarti, nilai siswa pada kelas eksperimen lebih tinggi di bandingkan dengan nilai siswa pada kelas kontrol. Untuk mengetahui keefektifan teknik, peneliti menggunakan hipotesis statistik dengan menggunakan uji “t”. Hasil “thitung” adalah 12,42 dan “ttabel” adalah 2,01 (12,42 > 2,01). Jadi, hipotesis alternatif (Ha) di terima. Berdasarkan hasil penghitungan tersebut, dapat disimpulkan bahwa teknik NHT efektif terhadap kemampuan membaca siswa dalam teks naratif.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful Praised be to Allah, Lord of the world, who has given mercy and blessing to the writer in finishing this skripsi. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. This skripsi is presented to the Departement of English Education, the Faculty of Tarbiyah and Teacher’s Training Syarif Hidayatullah State Islamic University Jakarta as partial fulfillment of the requirements for the degree of S.Pd. in the Departement of English Education. In this occasion, the writer would like to thank to her beloved parents H. Asmat Kaelani and Hj. Siti Julfah, her grandparents H. Soleh and Hj. Sawiyah, and her sisters Hernawati, Teti Lidiyawati, Yusniawati for their praying, understanding, support, and motivation. The writer also would like to address her great honor and attitude to her advisors, Dr. Alek, M.Pd. and Devi Yusnita, M.Pd. who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care guidance, and valuable advices during the writer arranging this skripsi. The writer’s sincere gratitude also goes to: 1. All lecturers of the Departement of English Education who have taught the writer useful knowledge and skills. 2. Drs. Syauki, M.Pd., the Head of the Departement of English Education. 3. Nida Husna, M.Pd., MA TESOL as the writer’s academic advisor for her support and motivation for the writer during finishing this skripsi. 4. Moh. Husni Thamrin, S.Sos., the Headmaster of MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang. 5. Yuli Ambar Utami, S.Pd., as the English Teacher at MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang. 6. Her friends in D-Class academic year 2009 who helped the writer in giving idea and spirit in doing this skripsi.
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7. For her lovely friends in the rent-house such as Restie Maya Puspita Hidayati, Ii Suryani, Tri Pujiati Dewiningsih who have accompanied and motivated the writer in finishing this skripsi. 8. To any other people whose are named cannot be mentioned one for their contribution to the writer during finishing her skripsi. The writer admits that her writing is still far from being perfect, therefore she hopes some suggestions and criticizes from the reader for this skripsi and it will be so valuable for her and for a better thing in the future.
Jakarta, September 2nd 2014
The Writer
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TABLE OF CONTENTS TITLE ............................................................................................................. i APPROVAL ................................................................................................... ii SURAT PERNYATAAN KARYA SENDIRI .............................................. iii ENDORSEMENT SHEET ........................................................................... iv ABSTRACT ................................................................................................... v ABSTRAK ..................................................................................................... vi ACKNOWLEDGMENT ............................................................................... vii TABLE OF CONTENTS .............................................................................. ix LIST OF TABLES ........................................................................................ xii LIST OF APPENDICES ............................................................................... xiii
CHAPTER I.
INTRODUCTION .............................................................. 1 A. Background of the Study .............................................. 1 B. Limitation of the Problem............................................. 5 C. Formulation of the Problem .......................................... 5 D. Objective of the Study .................................................. 5 E. Significance of the Study .............................................. 5
CHAPTER II. THE ORETICAL FRAMEWORK .................................. 6 A. Reading ......................................................................... 6 1. Understanding of Reading ....................................... 6 2. Purpose of Reading .................................................. 9 3. Types of Reading ..................................................... 12 4. Principles in Teaching Reading .............................. 12 5. Reading Ability ........................................................ 13 B. Narrative Text ............................................................... 14 1. Understanding of Narrative Text ............................. 14 2. Purpose of Narrative Text ........................................ 15 3. Features of Narrative Text ...................................... 16 ix
4. Types of Narrative Text ........................................... 17 C. Number Head Together (NHT) .................................... 18 1. Understanding of Number Head Together (NHT) Technique ......................................................... 18 2. Purpose of Number Head Together (NHT) Technique ..................................................... 21 3. Technique of Number Head Together (NHT) Technique ..................................................... 22 4. Advantages of Number Head Together (NHT) Technique ........................................................ 22 D. Grammar Translation Method ...................................... 23 1. Understanding of Grammar Translation Method ..... 23 2. Principal Characteristics of Grammar Translation Method ..................................................................... 24 3. Technique of Grammar Translation Method ........... 25 E. Relevant Study .............................................................. 27 F.
Conceptual Framework................................................. 29
G. Theoretical Hypothesis ................................................. 31
CHAPTER III. RESEARCH METHODOLOGY ..................................... 32 A. Place and Time of the Research.................................... 32 B. Method and Design of the Research ............................. 32 C. Population and Sample ................................................. 32 D. Instrument of the Research ........................................... 32 E. Technique of Collecting Data ....................................... 33 F.
Technique of Data Analysis.......................................... 33
G. Statistical Hypothesis ................................................... 34
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION ..... 36 A. Research Findings ......................................................... 36 B. Testing the Analysis Requirement and the Hypotheses 37 x
1. Normality of the Data ............................................ 37 2. Homogeneity of the Data ...................................... 37 3. Testing Hypothesis ................................................ 38 C. Interpretation ................................................................ 39
CHAPTER V. CONCLUSION AND SUGGESTION .............................. 41 A. Conclusion .................................................................... 41 B. Suggestion .................................................................... 41 BIBLIOGRAPHY .......................................................................................... 43 APPENDICES ............................................................................................... 45
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LIST OF TABLES Table
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Table 3.1: Index of Difficulty ......................................................................... 32 Table 3.2: Discriminating Power .................................................................... 32
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LIST OF APPENDICES Page Appendix 1 Test Instrument ............................................................................
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Appendix 2 Lesson Planning ..........................................................................
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Appendix 3 Calculation of the Research .........................................................
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Appendix 4 Tabel Distribusi Probabilitas Normal Baku ................................ 100 Appendix 5 Tabel Lilyfors .............................................................................. 101 Appendix 6 Tabel Distribusi Sebaran F .......................................................... 102 Appendix 7 Tabel Distribusi Probabilitas t-Student ....................................... 103
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CHAPTER I INTRODUCTION
This chapter presents the general account of the present resesarch. It covers background of the study, limitation of the study, formulation of the problem, objective of the study, and significance of the study. A. Background of the Study Reading English text is necessary since many texts are written in English. Many people learn to understand English text because they need it whether to their education or for their profession that the sources are written in English. In the field of education, students from different country need to read English text because English as a language of international education. Students need to learn English text to get the knowledge. Therefore, reading ability became very important because the success of students in studying depends on the greater part of their ability to read. As McDonough and Shaw stated, “Reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject but may never actually have to speak the language; such cases are often referred to as „ English as a library language‟.1 The important of English related to the position of English in Indonesia as a foreign language. English is as one of subjects that is stated in Indonesian education curriculum. In learning English, there are four language skills namely listening, reading, speaking, and writing. Listening and reading referred to as receptive skills and speaking and writing referred to as productive skills.2 From four skills above, this research only focuses on reading skill because reading text provides opportunities to learn other language skills and other language components such as writing, speaking, listening, vocabulary, and grammar.
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Jo McDonough and Christopher Shaw. Materials and Methods in ELT; A Teacher’s Guide. Cambridge: Blackwell Publishers, 1993, p. 101. 2 Jeremy Harmer, The Practice of English Language Teaching-New ed., (New York: Longman Publishing), p. 16.
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Reading is one of the competences that should be learnt by the students of Junior high school. In Kurikulum Tingkat Satuan Pendidikan (KTSP), the purpose of learning reading in eighth grade is “to comprehend the meaning of short functional text and essay in the form of narrative text and recount text in the context of daily life activities and to access knowledge”.3 It means that the students in Junior High School should be able to comprehend narrative and recount text that related to their life. Narrative text is a text focusing specific participants which tells an interesting story. Its social function is to tell stories or past events and entertain or amuse the readers. There are three generic structures of narrative text: orientation (Introducing the participants and informing the time and the place), complication (Describing the rising crises which the participants have to do with), and resolution (Showing the way of participant to solve the crises, better or worse). By understanding narrative text, the students can learn the event that did in the past. Although reading is one of ways to increase knowledge and to practice language, many students of MTs. Nur Asy-Syafi‟iyah who still did not understand the English text in the form of narrative text. Based on the observation, there are some problems that effect the students of MTs. Nur Asy-Syafi‟iyah in uderstanding reading text. The students‟ problem in understanding English reading text influence by the students‟ mastery of English vocabulary. Mastery vocabulary related to the students‟ understanding of the text contain. As Allington and Strange stated that word-identification abilities and understanding the massage is a way of measure reading ability and this ability is definitely complex.4 It is related what Harmer had stated before that learning reading is a good model for language components such as learning vocabulary but is is become a problem when the students did not understand what the word means.
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Badan Standar Nasional Pendidikan (BSNP), Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta: 2006), p. 132. 4 Richard Allington, & Michael Strange, Learning through Reading in the Content Areas, (Canada: D.C. Heath and Company, 1980), p. 5.
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Next, the students‟ problem in understanding reading text is affecting by the way of teaching reading. Teaching reading is related to the other language skills and language components such as vocabulary and grammar but in teaching reading the main focus is how to make students understand the text. The English teacher of MTs. Nur Asy-Syafi‟iyah used Grammar Translation Method in teaching reading. In the teaching process, she asked each students to bring their own dictionary and they they could find difficult vocabulary in the dictionary. When the teaching reading is focus on transleting difficult vocabulary, this teaching process will take a lot of time. Finding difficult vocabulary in dictionary is not a good way in understanding the text because the students will focus on finding each word and not all students bring their dictionary. When some students brought their dictionary and the other did not bring it, the students who bring the dictionary focused on finding the word means and the students who did not bring it made noise. This activity makes teaching process is not effective. Furthermore, in teaching and learning activity, the students listen to the teacher‟s explanation and they did the exercise individually. In fact, not all of students did the exercise well because some of the students understand the material and the other did not understand the material. In this problems, the teacher needs to make the students work cooperaively in order the students who understand the material easily can help the students who difficult to understand the material. Reading is an active process, in understanding the text is also an active process. As Sofan and Ahmadi stated that “Kurikulum Tingkat Satuan Pendidikan (KTSP) demand the students to be active. So, the learning process is students center, teacher as a motivator and facilitator.”5 The students not only hear what the teacher has explained but also they should have the ability to interpret it or answer the questions based on the text. In reading class, the students not only as a reader but also as a listener, writer, and speaker. This ability is related to one and others. 5
Sofan Amri and Iif Khoiru Ahmadi, Konstruksi Pengembangan Pembelajaran: Pengaruhnya terhadap Mekanisme dan Praktik Kurikulum, (Jakarta: Prestasi Pustaka Publisher, 2010), p. 89.
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Generally, in one class, there are different types of students. The smart students can understand the material easily and learn independently. The weak students sit in isolation as they lose confidence in their ability to learn English. Working in groups is believed can solve this problem. Shy students who do not like to speak in a large class are more comfortable speaking out in smaller groups. So, in this case, cooperative learning can be applied in the teaching and learning process. Cooperative learning contributes to high levels of motivation is in the proacademic attitudes that it fosters among group members. The students in cooperative-learning groups felt more strongly than other students that their group-mates wanted them to come to school every day and work hard in class. Cooperative learning is a strategy that is now widely recognized as one of the most promising practices in the field of education. Several types of cooperative learning are Jigsaw, Number Head Together (NHT), Think-Pair-Share and Picture, Problem Solving, and Problem Posing. Each type has its advantages and disadvantages. In this research, the writer uses Number Head Together (NHT) technique. Number Head Together (NHT) is one of cooperative learning models that as alternative to the traditional teaching. Number Head Together firstly designed by Spenser Kagen as an alternative to the traditional classroom structure. “Number Head Together (NHT) involve more students analyze materials in a lesson and check their understanding to the content the materials about”.6 Based on the explanation above, the writer is interested in finding out the effectiveness of Number Head Together (NHT) technique on students‟ reading ability of narrative text at the second grade students of MTs. Nur Asy-Syafi‟iyah Rempoa, south Tangerang.
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Trianto, Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta: Prestasi Pustaka, 2007), p. 62.
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B. Limitation of the Problem To avoid misunderstanding and to clarify the study, the making of limitation of the study should be made. The writer limits the study on the effectiveness of Number Head Together (NHT) technique on students‟ reading ability of narrative text.
C. Formulation of the Problem Based on limitation of the problem above, the formulation was as follows: Is there any effectiveness of Number Head Together (NHT) technique on students‟ reading ability of narrative text?
D. Objective of the Study The objective of the study was to get the empirical evidence about the effectiveness of using Number Head Together (NHT) technique on students‟ reading ability of narrative text.
E. Significance of the Study The result of the study is expected useful for the teachers, students, and the other researchers. 1. For teachers, in order to use various technique in teaching English. 2. For students, this research result can make students increase their score and their understanding in reading everything. 3. For other researchers, this research finding is expected to get useful information in leading them to further research on different aspects in the same field of study.
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CHAPTER II THEORETICAL FRAMEWORK
This chapter discusses theoretical framework which consists of four main topics: Reading, Narrative Text, Number Head Together (NHT), and Cooperative Learning. A. Reading 1. Understanding of Reading The term of reading has many interpretations. Different people use the term reading in different ways. It is because people have different purposes, different basic knowledge, and different importance when they are reading. For that reasons, reading would be described and defined in various way. In the field of language teaching, reading has been interpreted in several ways. The differences of how reading is interpreted are reflective in the following group of words: “1) decode, decipher, identify. 2) articulate, speak, pronounce. 3) understand, interpret, meaning, sense”.1 Teachers who agree with group one (decode, decipher, identify) usually put their special emphasis on teaching the first thing of all about reading to their early reading level students. The key task for teachers here is to help learners to recognize the written words. Words in group two (articulate, speak, pronounce, etc.) are another idea used by the teachers whose students are early readers as well; they are already able to recognize printed, but they still get difficulty in sounding them. Accordingly, the teaching activity is concerned on reading aloud. Those whose ideas belong to what is stated in group three (Understand, respond, meaning, etc.) would see reading as the purposes of understanding. To them, reading activity would not mean anything if the students could tell nothing about the text they read. Therefore, their fundamental goal in teaching reading is to make students comprehend what is being read. 1
Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Heinemann Educational Books Ltd., 1982), p. 2.
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Furthermore, Reading is not only understanding the word means, the sentence structure, or the word pronunciation but also reading is a process of getting an information and building understanding. Vocabulary, structure, and pronunciation are ways to develop the understanding of text. The person called reading if he or she can understand what he or she has read.2 So, reading is related to the other language components such as vocabulary, structure, and pronunciation. Those language components help the reader to understand the text. The reader is a person who understand what he or she has read from the printed or written text. Allington and Strange stated that “Reading is an active cognitive process that does indeed require using graphic (letters) and phonic (sounds) information; but for fluent readers particularly, the language based cues – semantic (meaning) and syntactic (grammar)-seem far and away more important than graphic and phonic cues”3. For beginner reader, reading activity focused on reading aloud because reading required letters and sounds. It same with Nuttal explanation that reading is decode and pronounce the word. And for fluent reader, reading activity focused on understanding of the text contents whether on meaning or structure of the sentences. In reading process, not only use the eyes which decode the print symbols but also use the brain to create an understanding. 4 The eyes have a function to see the printed or written text. The process of reading not only see the printed or written text because many people see the text in the way but he or she does not read it. So, the reading process is seeing the printed or written text and trying to understand the text that he or she has read. Then, Ahuja stated that “Reading is both a sensory and a mental process. It involves use of the eye and the mind. Reduced to word calling-which is not reading, it becomes only a sensorial activity which only takes into account the work of the eye without taking into consideration the brain mechanism. Reading is
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Pramila Ahuja and G.C. Ahuja, How to Increase Reading Speed - Procedures and Practices, (Kuala Lumpur: Syenergy Books International, 1995), pp. 9 - 10. 3 Richard Allington, & Michael Strange, Learning Through Reading in the Content Areas, (Canada: D.C. Heath and Company, 1980), p. 16. 4 Jeremy Harmer, The Practice of Language Teaching, (Essex: Longman, 1991), p. 153.
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a visual and mental phenomenon”.5 It means that reading is a process between eyes and brain. The eyes which see the text and the brain which understand the text and connect the information from the text with the information that has saved in the brain. According to McDonough and Shaw, “traditionally, the reader was seen as the „recipient‟ of information or as an „empty vessel‟ who brought nothing to the text. this notion of „text as object‟ is now frequently discredited in reading circles as readers are not entirely passive”.6 Before the reading process, the reader has an empty place in his or her brain to receive the information from the text. after the reading process, the reader has the information. The information that has got by the reader is usefull to communicate with other people. To use the information that the reader has got from the text, the reader interpret the text by using his or her own language. So, the reader is an active process because the reader activelly understand and interpret the text contents. The understading of reading ability can be developed by the reader‟s responding to the text that he or she has read. As Staiger stated that “reading has been defined as the act of responding to printed symbols so that the meaning is created. Any definiton of the reading process, therefore, must include interpretation and evaluation of meaning as well as construction of meaning. 7 It means, reading is a process of responding to the text content. The responding process by giving the reader‟s own interpretation or reader‟s own understanding. And also evaluating the understanding by constructing or analyzing the text content. Related to the result of reading process, Cashdan stated that “reading is an activity that one does; comprehension is understanding something that one does. For instance, a reader who understands what he has read can answer questions about it or he can reproduce the gist of it in the form of a written or spoken
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Ahuja, op. cit., p. 5. Jo McDonough and Christopher Shaw, Materials and Methods in ELT; A Teacher’s Guide. (Cambridge: Blackwell Publishers, 1993), p. 104. 7 Ralph C. Staiger, The Teaching of Reading, (Massachusetts: Xerox Education Company, 1973), p. 45. 6
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summary”.8 So, after reading process, the reader is not only can understand but also can interpret the text content by using his own word either written or spoken. For a good reader, this process happen once reading. The receptive written language skill is called reading. It is the skill of a reader or a group of reader to interpret information transferred by a writer. This skill is also realized by the ability of the reader(s) to identify the rules of the language used by the writer to transfer the information s/he puts in the language she or he is writing. The ability s/he has includes the identification of all the correct grammatical aspects of the language the writer is writing, the types of the information s/he is transferring, and the rhetoric s/he is conducting is a communicative event.9 It means that reading is a receprive skill because the reader is recepting the information from the text. And the reader also should interpret the text that has been transfered by the writer. The reading ability is the ability to identify the language rules such as grammatical structure, information types, and rhetoric that used by the writer as a sender of information. It can be concluded that reading is a process of decoding the written symbols, pronounce the words, and understanding the text contain. For beginner, reading is a process of decoding the symbols and pronouncing the words. And for a good reader, reading is a process of understanding and interpreting of the text that he has read. Reading is an active process. The reader not only receive the information writtenly but also he should able to interpret it by using their own language eirther written or spoken. So, the reader became a new being after they have read the text.
2. Purpose of Reading People read because they have purpose. The purpose in reading is not only to get an information but also to have enjoyment while reading. As McDonough and Shaw stated that “the essential purpose of all reading generally is to get new information and/or for pleasure, not to go over what is known already or what is inconsequential to the reader in the first place”.10 8
Asher Cashdan, Language, Reading, and Learning, (Baltimore: University Park Press, 1979), p. 65. 9 Sanggam Siahaan, The English Paragraph, (Yogyakarta: Graha Ilmu, 2008), p. 3. 10 McDonough and Shaw, loc. cit.
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Moreover, Grallet explained that “reading for pleasure and reading for informatrion (in order to find out something or in order to do something with the information you get)”.11 So, eventhough the reader reads comic or novel just for spending time, the reading process still has a purpose. In this case, the purpose of reading is to waste a time or for pleasure. It is different when the reader reads a textbook or recipe. The reader reads this text because s/he needs information. In this case, the purpose of reading is to get information. Furthermore, Harmer divided the purpose of reading into two general purposes. “First, reading for pleasure. People reading the material is interesting, such as comics, novels, or magazines. Second, reading for usefulness of the text. People read because they need the information contained in the text, such as book, encyclopedia, newspaper, and article”.12 It means, different purpose of reading related with different kinds of text that is being read by the reader. Reading for pleasure means that the reader reads the text because the text is interesting. And reading for usefullness means that the reader wants to get information from the text such as news or idea. Then, Nuttal stated reason for reading: First, reading in different ways for different purposes. Next, authentic reasons for reading. You read because you wanted to understand the language (how to pronounce and how its grammatical structures used) and to get something from writing: facts, ideas, enjoyment, even feelings of family community: whatever it was, you want to get the message that the writer had expressed. The last, People read FL because to learn to read it.13 It means that the purpose of reading is related to reader reads the text. If the purpose of the reader is to find specific information such as the telephone number, the reader uses scanning technique. And if the purpose of the reader is to find general idea from the article, the reader uses skimming technique. Then, learning structure, pronunciation, or learning other subjects also become a purpose in reading something. By reading, people will get the ideas, fact, or enjoyment. In
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Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises, (Cambridge: Cambridge University Press, 1981), p. 4. 12 Harmer, op. cit., p. 182. 13 Nuttal, op. cit., pp. 2 - 3.
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another word, learning foreign language is a purpose of why people read the English text. As many indonesian students who read English text in form of novel, article, or essay because they have a purpose to learn it wherher to understand the language or to get the information. In detail, Richards and Ranandya stated the purpose of reading: First, many foreign language students often have reading as one of their most important goals. They want to be able to read for information and pleasure, for their career, and for study purposes. Second, written texts serve various pedagogical purposes. Good reading texts also provide good models for writing, and provide opportunities to introduce new topics, to stimulate discussion, and to study language (e.g. vocabulary, grammar, and idioms).14 It means that the purpose of reading as a goal for foreign language students. Because by reading, the students not only can get the ideas or information but also they can learn the language such as grammatical structure, new vocabulary, or even idiom. So, reading is important because it is useful for the students to get success in their education and for general people to get success in their career. Alderson stated that “different readers read texts with different purposes. If all you wish to do is get a general idea of text content, you will pay less attention to the detail of the text, and you may well read in very different ways than if you are studying a text in order to identify key information. And so you may well need different skills suited to these different purposes”.15 It means, reader needs different skill for different purpose. To sum up, specifically, purpose of reading is divided into two: reading for information and reading for pleasure. In getting the information, People can read book, article, newspaper, essay, letter, and journal. And for pleasure, people can read novel, magazine, and comic. The purpose of reading is affecting the reader in reading a text. So, the reader needs different skill in different purpose.
14
Jack C. Richards and Willy A. Ranandya, Methodology in Language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 273. 15 J. Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2000), p. 50.
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3. Types of Reading According to Grellet, the main ways of reading are as follows: Skimming, scanning, extensive reading, and intensive reading16 Skimming is the way of reading to get general understanding and skimming is the way of reading to get specific information. Extensive reading is the reading activity that is done outside the classroom and intensive reading is the reading activity that is done in the classroom. Nuttal stated that “Intensive reading involves approaching the text under the guidance of a teacher or a task which forces the student to focus on the text. The aim is to arrive at an understanding, not only of what the text means, but of how the meaning is produced”.17 In conclusion, intensive reading is how the reader can understand the detail information and the teacher guides the students in understanding the text. Nuttal also stated that ”the students need an extensive reading programme that will actively promote reading out of class.18 So, extensive reading is done out of the teaching and learning process that happen in the class. It can be done in everywhere. In conclusion, intensive reading is related to the scanning technique. its purpose is to find specific information by the teacher‟s guide. It means, intensive can be done in the classroom or when the teaching of learning process. And Extensive reading related to the skimming technique. its purpose is to find general understanding. The reader can use this technique outside of the classroom or without the teacher‟s help. Whether scanning or skimming technique, it can be practiced in teaching and learning reading process.
4. Principles in Teaching Reading According to Harmer, the principles behind the teaching of reading are: (1) Reading is not a passive skill. (2) Students need to be engaged with what they are reading. (3) Students should be encouraged to respond to the 16
Grellet, loc. cit. Nuttal, op. cit., p. 23. 18 Ibid.
17
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content of a reading text, not just to the language. It is especially important that they should be allowed to express their feelings about the topic-thus provoking personal engagement with it and the language. (4) Prediction is a major factor in reading.(5) Match the task to the topic. (6) Good teachers exploit reading texts to the full.19 In conclusion, because reading is an active skill, it should be engaged with the students when the learning process. Not only receive the information about the text contain and understand the technique that has been used by the teacher, the readers or students also can interpret it by using their own language. In this case, the students actively give a respond to the text. Before the reading process, the teacher can guide the students to predict what the text will talk about. Then, match the prediction to the topic to improve students‟ understanding.
5. Reading ability Reading ability is the ability to recognise words rapidly and accurately. The ability to make inferences becomes defined as the ability to answer a question relating to meanings not directly stated in text. According to Alderson, “readers not only have knowledge, but also abilities: abilities not only to learn new knowledge, but also abilities to process information”.20 Related to the abilities in processing information, Allington and Strange stated several skills used in learning to read: “(1) Basic visual skills. (2) Sight recognition of words. (3) Word analysis. (4) Structural analysis. (5) Contextual analysis. (6) Use of the dictionary”.21 It means that the ability of reading starts from the basic visual skill. After the students can recognize the symbols, they also learn how to analyze the words and structure. The meaning of the text does not come from the text it self without connect it to the context. So, the reader also should be able to analyze the context of the text about. Finally, using dictionary is helpful in understanding the text and finding strange words. But if using dictionary just takes time, it is useless of reading process. 19
Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching, (Essex: Longman, 1998), pp. 70 - 71. 20 Alderson, op. cit., p. 48. 21 Allington and Strange, op. cit., pp. 17 - 22.
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Actually, fluent readers have the ability to extract message from the text. according to Allington and Strange, “reader must be actively involved with the reading process-predicting upcoming words, evaluating incoming information, and thinking. Without comprehension, reading does not occur”.22 It means that the reader should have the ability to predict the text content before s/he reads the text. the prediction did to make the reader background knowledge with the information in the text. then, the evaluation did to know the reader‟s understanding of the text and the thinking did to analyze and critique the information and to develop the reader‟s understanding. The ability to read the text in any form will give a great deal of advantages in our life. But, mastering English reading is not easy because reading comprehension is remarkably complex. This activity is not only to show the symbols but there are many skills which are needed by the readers to comprehend the material which they have read. The readers try to make the symbols that they found meaningful for them.
B. Narrative Text 1. Understanding of Narrative Text According to Pharr, “The narrative is the oldest structured form of human communication. The ability to process the standard elements of a narrative seems to be genetically hardwired into the human system”.23 Then, Anderson stated, “A narrative is a text that tells a story and in doing so, entertains the audience. The purpose of a narrative, other than providing entertainment, can be to make the audience think about an issue, teach them a lesson, or excite their emotions”.24 Moreover, Farris stated that “narrative text enable students to make connections as they read in three different ways. First, they may see similarities
22
Ibid., p. 16. Donald Pharr, Writing Today: Contexts and Options for the Real World Brief Edition, (New York: McGraw-Hill Companies, Inc., 2004), p. 174. 24 Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: National Library of Australia, 1998), p. 3. 23
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between the text and their own lives. A second connection is making links between the text they are presently reading and another text they have previously read. Lastly, students may see connections between the text and the real world”.25 In conclusion, narrative is a kind of text that related to the human life. It connects with the story or past event. By reading narrative text, students can learn something from the text and connect it with their daily activity, also they can practice their critical thinking because they can connect their experience with the story that they are reading.
2. Purpose of Narrative Text The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes/social opinions. Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. According to Clouse, “the purpose of narrative are to entertain, to express feelings, to relate experience, to inform (to explain what happens when a person is arrested), to inform (to teach a lesson), to persuade (to convince the reader that community service should be required in high school)”.26 Furthermore, people read narrative text might be basically for enjoyment and pleasure; to gain a reader interest. It means, they like enjoying themselves to read any kinds of stories because they may posses similar feelings or find themselves in like situations. This is in line with Anderson‟s statement “the purpose of narrative other than providing entertainment, can be to make the audience think about an issue, teach them a lesson, or excite their emotions”.27 So, the purpose of narrative text is the readers as if involve within story to get the pleasure.
25
Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: The McGraw-Hill Companies, Inc. 2004), p. 492. 26 Barbara Fine Clouse, The Student Writer Seventh Editon, (New York: McGraw-Hill Companies, Inc., 2008), p. 186. 27 Anderson, loc. cit.
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To sum up, the purpose of narrative text is to entertain the reader. The moral value that include in the text makes the reader learns and connect it with his life experience.
3. Features of Narrative Text The steps for constructing a narrative text based on Anderson are: “Orientation, complication, Sequence of events, resolution, coda”.28 In orientation, the narrator tells the audience who is in the story, when it is happening, where it is happening and what is going on. In complication, the narrator tells about something that will begin a chain of events. These events will affect one or more of the characters. The complication is the trigger. Then, Sequence of events means where the narrator tells how the characters react to the complication. It includes their feelings and what they do. The events can be told in chronological order (the order in which they happen) or with flashback. The audience is given the narrator‟s point of view. In resolution, the complication is sorted out or the problem is solved. The last is coda. In this part, the narrator includes a coda if there is a moral or message to be learned from the story. The features above show the elements that contains in the narrative text. By knowing these features, the reader can understand the narrative text easily. And the reader also can compare one of the text of narrative and the other texts of narrative. So, the narrative text helps reader in understanding the life. According to Ploeger, there are four elements of narrative text: “ Point of view, characters, action, and dialogue”.29 Point of view can be first-person (I), second-person (you), or third-person (he, she, it). For most personal narratives, the first-person point of view is used. Characters of narrative uses real people in real conflicts, with real feelings, needs, and fears. Next, action (conflict). Every narrative has one major action or event. All discussion leads up to the final, climatic scene, the final explosion or insight. The last, Dialogue. Recording 28
Ibid. Katherine M. Ploeger, Simplified Paragraph Skills, Richmond: NTC Publishing Group, 2000), pp. 261 - 262. 29
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dialogue between characters-or having the character talk to himself or herselfbrings the story alive for the reader. Acccording to Anderson, narrative usually include the following grammatical features: a. Nouns that identify the specific characters and places in the story. b. Adjectives that provide accurate descriptions of the characters and settings. c. Verbs that show the actions that occur in the story. d. Time words that connect events, telling when the occured.30 The grammatical features above are identify the narrative text. so, the reader knows the features of narrative text by knowing its grammatical features such as nouns, adjectives, verbs, and time word.
4. Types of Narrative Text Narrative text have some types. The types of narrative text according to Anderson are: “Myths, fairytales, aboriginal dreaming stories, science fiction, historical fiction, and romance novels”.31 It means that the types of narrative based on Anderson is a text that tells about the story whether this story happened or did not happen in the past. Moreover, types of narrative are tale (a story about things that happened long ago, or things that may not have really happened), myth (a very old story about gods, magical creatures, etc.), legend (an old story about brave people or magical events), and fable (a traditional story that teaches a moral lesson). These types of narrative text are telling about the story in the past event. It is related to the human life. By reading different types of narrative text, students can increase their understanding by comparing it with other people‟s experience. Different types of narrative text generally tells about the story. Whether the story happened or did not happened in the past. By this kind of story, the students have the ability to read an English text. 30 31
Anderson, loc. cit. Ibid.
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C. Number Head Together (NHT) 1. Understanding of Number Head Together (NHT) According to Kagan, “Number Head Together (NHT) is a simple four-step structure. Its main strengths are in building mastery and in reviewing previously learned information”.32 It means that NHT has four steps in implemeting the technique. The purpose of Number Head Together (NHT) is to develop the students‟ understanding and to review the material that has been learned. Huda stated that “numbered heads together gives the students chance to share ideas and discuss the best answer. Then, numbered head together also can improve students‟ motivation, and it can be used in all materials and all students‟ level”.33 It means, Number Head Together technique facilitate the students to share the idea with their friends to find the corect answer. This technique also can motivate the students to learn and to compete positively with their friends in the other groups. Then, Number Head Together can be implemented in any kind of material and any students level. Moreover, Numbered Heads Together is a cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.34 It means that in cooperative learning class, each student has his/her own understanding. By using his/ her own understanding, the student can share the idea. Then, after the students share their idea or their
32
Spencer Kagan and Miguel Kagan, Kagan Kooperative Learning, (San Clemente, California: Kagan Publishing, (Kagan Publishing, 2000), p. 74. 33 Miftahul Huda, Cooperative Learning: Metode, Teknik, Struktur dan Model Penerapan, (Yogyakarta: Pustaka Pelajar, 2011), p. 138. 34 https://www.teachervision.com/group-work/cooperative-learning/48538.html., 22 September 2014.
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answer to their friends in group, each student adds his/her own understanding. In another word, each student in group has a chance to give his/her idea. According to Rahayu that stated by Ahsan, Number Head Together is a model of learning that consider as most to the students activity in searching, processing, and reporting the information from different sources. 35 It means that Number Head Together technique facilitates the students to be an independent learner. The students find, understand, and evaluate the information to be their own udenrstanding. This learning process makes the students have a critical thinking. So, Number Head Together is one of techniques of cooperative learning that can be applied in any kind of material. This technique can motivate students in learning and increase their understanding because it has a simple four-step structure. Then, It develops team-building skills and also provides a safe risktaking environment. Group members must arrive at a consensus in terms of the answer. This situation is less threatening for students who are shy or have diffi culty speaking orally. Number Head Together technique is one of cooperative learning method. Cooperative learning activities provide an ideal vehicle for teachers to structure the environment for successful peer interactions and to provide students with the coaching and support they need to develop their social and emotional skills and understanding. According to Slavin, “cooperative learning refers to a variety of teaching methods in which students work in small group to help one another learn academic content”.36 It means that cooperative learning is an alternative to the teaching method. In cooperative learning class, the students divide into groups. And this method help the students to learn the content of the material. Cruickshank, et.all., stated that “cooperative learning is the term used to describe instructional procedures whereby learners work together in small groups
35
Arfiyadi Ahsan. “Model Pembelajaran Number Head Together (NHT)”, http://modelpembelajarankooperatif.blogspot.com, 22 September 2014. 36 Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice Second Edition, (Needham Heights, Massachusetts, 1995), p. 2.
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and are rewarded for their collective accomplishments”.37It means that in cooperative learning, the students get the reward collectively. This technique make the students to have social principle. When co-operative groups function well, students learn from one another, and come to like and respect one another, yet at the same time they learn to think for themselves and to explain the reasons for their opinions. Shy students can become contributors to the group, assertive students can learn to solicit the opinions of others, and all group members deepen their understanding of what it means to collaborate, negotiate, and compromise to achieve fairness for everyone. Cooperative learning has been viewed as the solution for educational problems: it can promote students‟ academic achievement and thinking skills, enhance positive learning attitudes and learning motivation, increase higher – order learning, serve as an alternative to grouping, remediation, or special education, improve interpersonal relations, and prepare students for collaborative work. In cooperative classrooms, students are expected to help each other, to discuss and argue with each other, to assess each other‟s current knowledge and fill in gaps in each other‟s understanding. According to Slavin, “cooperative work rarely replaces teacher instruction, but rather replaces individual seatwork, individual study, and individual drill. When properly organized, students in cooperative groups work with each other to make certain that everyone in the group has mastered the concepts being taught”.38 It means that in cooperative learning class, the teacher also has his/her rules. The teacher‟s rule is as a guide who facilitate the students to understand the material. This technique makes the teaching and learning process dynamic. Furthermore, Kagan stated that “the most important tool for understanding the positive impact of cooperative learning is the four basic principles, symbolized by the acronym PIES (Positive Interdependence, Individual Accountability, Equal
37
Donald R. Cruickshank, Deborah Bainer Jenkins, and Kim K. Metcalf, The Act of Teaching, (New York: The McGraw-Hill Companies, Inc., 2006), p. 238. 38 Slavin, op. cit., p. 2.
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Participation, and Simultaneous Interaction)”.39 Positive interdependence creates mutual support among students, creates peer norms favoring achievement, and increases the frequency and quality of peer tutoring. Next, individual accountability dramatically increases student participation and motivation to achieve. Then, in equal participation, students who otherwise would not participate or who would participate very little become engaged when we equalize participation. The last, simultaneous interaction. The amount of participation per student and our efficiency in teaching and managing the classroom are increased enormously when we use simultaneous rather than sequential structures. The purpose of cooperative learning according to Slavin are “to increase student achievement, as well as such other outcomes as improved intergroup relations, acceptance of academically handicapped classmates, and increased selfesteem, another reason is the growing realization that students need to learn to think, to solve problems, and to integrate and apply knowledge and skills, and that cooperative learning is an excellent means to that end.40 In conclusion, the purpose of cooperative learning is to increase students outcomes. Whether academic outcomes or social outcomes. It means that, by appliying cooperative leaning method, the teacher not only can help the students to be more understand about the material but also he can help the students to build their social skill.
2. Purpose of Number Head Together (NHT) Number Head Together of cooperative larning model has been developed to achieve at least three important instructional objectives such as academic achievement, improved race relation, and cooperative problem solving skills. 41 a. Academic achievment is improving student performance on important academic tasks. The belief is that the model cooperative incentive structure raises the value placed on academic learning and change the norm associated 39
Spencer Kagan and Miguel Kagan, Kagan Kooperative Learning, (San Clemente, California: Kagan Publishing, 2009), p. 4. 40 Slavin, op. cit., pp. 2 - 3. 41 Richard I. Arend, Learning to Teach, (New York: McGraw-Hill, 1986), pp. 407 – 408.
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with achievement. In addition, to change norm associated with achievement, cooperative learning can benefit low achieving and high achieving students who work on academic material together. High achievers tutors low achievers. In the process, high achievers gain academically because serving as a tutor requires thinking deeply about the relationship and the meaning of particular subject. b. Improve race relation is the students have wider tolerance and acceptance of people who are different by virtue of the race, culture, social class and ability. c. Cooperative problem and solving skills is that the students learn skills of cooperation and collaboration. These are important skills in a society where much adult work is carried out in large, independent organization and where communities become more global in their orientation.
3. Technique of Number Head Together (NHT) According to Kagan, the method of Number Head Together are: “In step one, the students in each team number off from one to four. Step two, the teacher then asks a high consensus question. In step 3, the students put their heads together, discuss the correct answer, and make sure that everyone knows the answer. In step 4, the teacher calls a number and those students raise their hands to respond.42 It means, in step one, the teacher give the students their number. Each students has his/her number from 1 to 4 or 5. The teacher can give the number randomly. In step two, the teacher asks a questions to make the students predict about the material. In this step, the teacher also can give the students text with its question and the students do the task by him/herself. In step three, the students discuss the answer. The students who understand the material easily help the students who difficult in understanding the material. And in step four, the teacher calls the students by using their numbers. This technique make the students to keep their concentration because they do not know which number that will be called by the teacher.
42
Kagan, loc. cit.
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4. Advantages of Number Head Together (NHT) There are some advantages of Number Head Together (NHT) technique: a. Number Head Together (NHT) can improve students‟ academic achievement and be applied to almost all subject areas. According to Slavin (1995), quoted by Richard) cooperative learning strategies including NHT technique is helpful in fostering the four language skills, strengthening grammar and vocabulary power, and improving English competence. b. Number Head Together (NHT) can increase students‟ engagement. c. Number Head Together (NHT) decreases dominance from clever students so that students‟ equal participation will be apparent. Since students have to answer the questions, all students including the shy or weak ones should participate in reporting the answer. d. Number Head Together (NHT) motivates students to learn. NHT can motivate students since the technique has the sense of competition and fun for students. Besides, students will be motivated because they are helped by their teammates. Being motivated, students will participate actively during the lesson. e. Number Head Together (NHT) encourages peer tutoring from smart students who know the answer to other team members who do not. Having to tutor peers and receive peer tutoring readers the exchange of information much more dynamic than rote memorization and individual textbook work. 43
D. Grammar Translation Method 1. Understanding of Grammar Translation Method The Grammar Translation Method is not a new method. It used by language teachers for many years. Long time ago, it called a classical method since it had used in the teaching of the classical language, such as Latin and Greek. Earlier in this century, this method used for the purpose of helping students to read and appreciate foreign language literature. It was also hoped that, through studying grammar of target language, students would become more familiar with the 43
Arend, op.cit., p.349
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grammar of their native language and that his familiarity would help them to speak and write their native language better. The Grammar Translation dominated European and foreign language teaching from the 1840s to the 1940s and modified from it continues to be widely used in the same part of the world today. Although the Grammar Translation method often makes the students frustration, it makes few demands on teachers. It is still used in situation where understanding literary texts is the primary focus of foreign language study and there is little need for a speaking knowledge of the language. The Grammar Translation method instructs students in grammar and provides vocabulary with direct translations to memorize. By mastering grammar rules and memorizing vocabularies, students will be able to comprehend several texts without misinterpretation. Moreover, if the students have mastered grammar rules and vocabularies, they are able to comprehend and translate the target language into their native language; they will be able to write a text in the target language correctly. From the statement above we know that Grammar Translation Method is not a new method. It was called classical method and used in teaching Latin and Greek. It was widely used in several countries. Grammar Translation Method stresses in structure and vocabularies. The teacher‟s role in this method is to teach students patterns in grammar, give students vocabularies, list and ask them to memorize the vocabularies.
2. Principal Characteristics of Grammar Translation Method According to Richards and Rodgers, the principal characteristics of Grammar Translation Method divided into seven points: 1. The goal of foreaign language study is to learn a language in order to read its literature or in order to benefit from the mentall discipline and intellectual development that result from foreign-language study. 2. Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening. 3. Vocabulary selection is based solely on the reading texts used, and words are taught through bilingual word lists, dictionary study, and memorization. 4. The sentence is the basic unit of teaching and language practice.
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5. Accuracy is emphasized. 6. Grammar is taught deductively – that is, by presentation and study of grammar rules, which are then practiced through translation exercises. 7. The students‟ native language is the medium of instruction.44 It can be conclude that the Grammar Translation Method is focus on the learning the language such as grammar and vocabulary. The major skills are reading and writing. This method uses the native language as medium of instruction or communicatio between the teacher and the students.
3. Technique of Grammar Translation Method There are some useful techniques associated with the Grammar Translation Method. Below is an expanded description about some of these techniques.45 a. Translation of a literary passage Students translate a reading passage from the target language into their native language. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the passage are studied in subsequent lessons. The passage may be excerpted from some work of the target language literature, or a teacher may write a passage carefully which designed consist of particular grammar rules and vocabulary. The translation may be written or spoken. Students should not translate idiom, but rather in a way that shows that they understand it meaning.
b. Reading comprehension question Students answer the questions in the target language based on their understanding of the reading passage. The questions are sequenced so that the first part of questions asks for information contained within the reading passage. In order to answer the second part of questions, students will have to make inferences based on their understanding of the passage. It means that they will
44
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching; A Description and Analysis, (New York: Cambridge University Press, 1992), p. 3 – 4. 45 Diane Larsen Freeman, Technique and Principles..........(New York: Oxford University Press, 2000), p. 19 – 20.
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have to answer questions about the passage even though their answers are nor exist in the passage itself. The third part of questions requires students to relate the passage to their own experience.
c. Antonyms/ Synonyms Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words. Or students might be asked to define a set of words based on their understanding of the passage they read in the reading passage. Other exercises that ask students to work with the vocabulary of the passage are also possible.
d. Cognates Students are taught to recognize cognates by learning the spelling or sound patterns that correspond to the languages. Students are also asked to memorize several words that look like cognates but have meanings in the target language that are different from those in the native language. This technique would only be useful in languages that share cognates.
e. Deductive application of rule Grammar rules are presented with examples. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples.
f. Fill-in-the-blanks Students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses.
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g. Memorization Students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize grammatical rules and grammatical paradigms such as verb conjunctions.
h. Use words in sentences In order to show that students understand the meaning and using of new vocabularies item, they make up sentences in which using the new words.
i. Composition The teacher gives the students a topic to write about in the target language. The topic based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a precise reading passage.
From those lists of techniques which is used in Grammar Translation Method, the writer briefs that this method only focus on the development of reading and writing skills in the context of translation, while very little attention was place on any productive aspects of the language.
E. Relevant Study There are some research that have conducted by other researchers related to this research. First, the study was done by Ahmad Marzuki by the title: Improving Students‟ Reading Comprehension of Narrative Text through Number Head Together (NHT) Technique. The objective of this study is to know students‟ improvement in reading comprehension of narrative text through NHT technique. This research had carried out about three months. The subject of the research were students of XIth grade of Islamic class at MAN 11 Jakarta, academic year 2012/2013. The number of students consist of 27. The method of the study is used Classroom
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Action Research. The data is taken by using inteview, questionnaire, observation, and test. The finding of this research are: from the interview result, it could be known that the students reading comprehension in term of narrative text has improved and also assisted the teacher in finding the appropriate strategy in teaching reading narrative text. Related to the questionnaire result, there was 77,34% of students have a good improvement in learning reading of narrative text after implementing NHT technique. And observation result shows that the students were more active and interested in learning reading activity in the classroom. The result of the post test shows that there are 81,48% or 22 students passed the KKM from 27 students.46 Second research was done by Akhmad Japar by the title Improving the Students‟ Reading Comprehension through Number Head Together (NHT) technique. This research was designed to improve the students‟ reading comprehension through NHT technique. the subject of this study were second grade students at MTs N Model Samarinda. The design of this research was Classroom Action Research (CAR) The research result show that using NHT technique could increase students motivation and help students in understanding the text. Besides, the finding also showed that NHT technique was effective in enhancing the students‟ participation especially in raising their hands competitively to answer the questions during the answerchecking session.47 Third, the study was conducted by Jep Lesmana by the title: The Effectiveness of Using Number Head Together (NHT) Technique in Teaching Reading Narrative Text. This study took place at second year students of SMPN 1 Tangerang Selatan. The objective of this study was to know a significant
46
Ahmad Marzuki, “Improving Students‟ Reading Comprehension of Narrative Text through Numbered Heads Together (NHT) Technique: A Classroom Action Research in the XI th Grade of Islamic Class at MAN 11 Jakarta”, Skripsi of English Education Department, Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2013. 47 Akhmad Japar, “ Improving the Students‟ Reading Comprehension through Number Head Together Technique“, Thesis of English Language Education, State Islamic University of Malang, Malang, 2008.
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difference between students‟ achievement scores learning reading narrative ability through NHT technique. The method of this research was experimental study. From 323 students as population, the researcher took two classes as sample. Each class consist of 20 students that chose randomly. The instrument of this research was test (pre-test and post-test) that consist of 20 multiple choice question. The research result showed that NHT technique was effective by comparing t-value and t-table. tvalue was higher than t-table. The t-table result was 2,02 in significant 5% and 2,70 in significant 1%. And t-observation result was 3,03. So, 3,03 > 2,02/2,70. It means, Ho was rejected and NHT technique was effective. 48 The relevant study above have similarities and differences with this study. The study that had conducted by Marzuki, Japar, and Lesmana had the same technique with this resesarch. The technique that used was Number Head Together (NHT) technique. And this research also study about using NHT technique in understanding reading skill of narrative text. If Marzuki and Japar studied to know students‟ improvement in reading skill of narrative text, this research aimed to know the effectiveness of NHT technique in reading ability of narrative text. It was same with Lesmana‟s research. The subjects of this research was students of second grade students of junior high school level. It was same with Japar and Lesmana‟s research but it was different with Marzuki‟s research.
F. Conceptual Framework Reading is one of the language skills that students need to be acquired, because reading can develop their knowledge and their language skill. When students read a text, they have to comprehend and interpret the ideas from the text, so they can get the information and message from the writer. One of problems in understanding reading text is difficult vocabulary. In fact, vocabulary is one factor in understanding written text. The aim of learning 48
Jep Lesmana, “The Effectiveness of Using Number Head Together (NHT) Technique in Teaching Reading Narrative Text: An Experimental Study at the Second Year Students of SMPN 1 South Tangerang”, Skripsi of English Language Department, Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2013.
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English text in Junior high school, students should understand main idea and spesific information related to the text. if the technique in teaching reading by translating word by word, reading activity will take a lot of time and students feel bored. Because the teaching process just happens one way communication. So, if using the translation technique always makes students passive, teacher needs different technique in order students will have participation and active in the class. In order to solve the students‟ problem, teachers may use Number Head Together (NHT) technique in reading activity; it may provide the students to develop their reading skill. Number Head Together (NHT) technique is one of activities where students work cooperatively to solve the problem when they read a foreign language. In a group, students can share ideas and exchange their knowledge or information each other. It is useful to make them enjoy in the class. If they find strange word in the text, they can share with their friend in group. The implementation of NHT technique, 1. Think Time. Everyone thinks how to answer the question. No talking. 2. Asking question/Write Answer. The teacher ask general question to the students and the students try to answer the question individually or Everyone privately writes his/her own answer on his/her own sheet of paper or response board. 3. Heads Together. Teammates put their heads together and share their answers. They reach consensus on a team answer and discuss and teach if necessary so every knows the answer or knows how to solve the problem. 4. Who Answers? Using the game‟s Student Selector spinner, one student on each team is selected. All selected students stand, ready to answer independently. They may no longer consult with teammates. 5. Answer Question. The teacher decides how to have students answer the question. Here are some options: Standing students all show their response boards, teacher calls on one standing student to share answer aloud, teacher calls on multiple standing students to share, students use response cards or fingers for True/False or Multiple Choice questions, teacher has the selected team representative solve a similar problem.
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G. Theoretical Hypothesis Based on the theories were elucidated above, it can be made a theoretical hypothesis. A hypothesis to this research was: NHT technique was effective in understanding narrative text at the second grade students of MTs. Nur AsySayfi‟iyah.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents place and time of the research, method and design of the research, population and sample, instrument of the research, technique of collecting data, technique of data analysis, and statistical hypothesis. A. Place and Time of the Research This research took place in an Islamic junior high school called Madrasah Tsanawiyah Nur Asy-Syafi’iyah. It is located in Rempoa-Tangerang Selatan. The research held in 22 April to 22 May 2014. B. Method and Design of the Research The method used in this study was quasi-experimental study; there were two different classes: Experiment class and control class. There were two times of test namely pre-test and post-test. Pre-test was given before teaching and learning process and post-test was given after teaching and learning process. C. Population and Sample 1. Population The population of this study was all the second grade students of MTs. Nur Asy-Syafi’iyah year 2013/2014 that consist of 50 students.
2. Sample All of the population was used as a sample. All students have same chance to be sample in this research. So, this research used purposive sampling technique. It means, there is no ramdom sampling because the limitation amount of population.
D. Instrument of the Research The instrument used in this research is test. The test is an objective test which is multiple-choice type. The reason was the multiple-choice type can be scored objectively and can measure learning outcome directly. There are 40 questions of multiple choice are tested in SMPN 3 Tangerang Selatan to know the validity of 32
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the test. The instruments were analyzed by using the formula of item analysis in test to see the validity of this instruments. The validity could be seen from the result of calculation in index of difficulty (ID) and discriminating power (DP) of each answer of question. The criteria of index of difficulty can be seen in table 3.1 and discriminating power in table 3.2. Table 3.1 Index of Difficulty VE = Very Easy
>0.80
ME = Moderately Easy
0.71 – 0.80
MeDi = Medium Difficult
0.51 – 0.70
MoDi = Moderately Difficult
0.31 – 0.50
VeDi = Very Difficult
0.00 – 0.30
Table 3.2 Discriminating Power E = Excellent
1.0 – 0.40
G = Good
0.30 – 0.39
M = Mediocre
0.20 – 0.29
P = Poor
0.00 – 0.19
W = Worst
< -0.01
After the instuments were analyzed, there were only 25 numbers of questions which were valid to be used as the test of this research. There were 15 questions eliminated from this test. So, the final test used in this research was a test consisted of 25 multiple choice questions.
E. Technique of Collecting Data The technique used in this study is the technique which consists of pre-test and post-test. Pre-test is a test arranged or designed to measure students’ abilities before beginning a program of learning to do. Post-test is a test to determine how far the basic competencies or indicators presented in the learning has been
34
mastered by learners. Post-test is to find out the differences that occur between tests conducted at the beginning of learning with tests after the lesson. Test instruments in the form of objective tests which is multiple choice test.
F. Technique of Data Analysis After getting the data, the scores are compared between experiment and control class. To find out the differences of students’ score which have taught by using different technique, Statistical calculation is used of the t-test with significant degree 5% and 1% as follow.1
But, before accounting the data using t-test, the procedure of calculation are follows: 1. Determining mean of variable X (Mx), with formula: ∑ 2. Determining mean of variable Y (My), with formula: ∑ 3. Determining standard deviation X (SDx), with formula: √∑
4. Determining standard deviation Y (SDy), with formula: √∑
5. Determining standard errors mean of variable X (SE MX), with formula:
1
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2005), p. 314.
35
∑ √
6. Determining standard errors mean of variable Y (SE MY), with formula: ∑ √
7. Determining standard errors different mean of variable X and mean of variable Y, with formula: √ After all data were calculated, the last procedure is determining df (degree of freedom) with formula: (
)
Where: M = the average of student score SD = standard deviation SE = standard errors X = experiment class Y = control class N = number of students df = degree of freedom
G. Statistical Hypothesis The statistical hypothesis of this research can be seen as:
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Ho: Null Hypothesis There is no difference in understanding narrative text by using Number Head Together (NHT) technique at the second grade students of MTs. Nur Asy-Syafi’iyah.
Ha: Alternative Hypothesis There is a difference in understanding narrative text by using Number Head Together (NHT) technique at the second grade students of MTs. Nur Asy-Syafi’iyah.
And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is rejected. It means that the rates of mean score of the experimental group are higher than the controlled group. It means, Number Head Together (NHT) technique is effective on students’ reading ability of narrative text. 2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (the null hypothesis) is accepted. It means that the rates of the means score of the experimental group are same as or lower than the controlled group. It means, Number Head Together (NHT) technique is not effective on students’ reading ability of narrative text.
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CHAPTER IV RESEARCH FINDING AND INTERPRETATION This chapter presents research finding (The students pre-test and post-test in experimental class and in controlled class), testing the analysis requirement and the hypothesis (It includes normality of the data pre-test and post-test in experimental and controlled class and testing hypothesis), and interpretation. A. Research Finding The data were framed into two tables which are from experimental and controlled class. Each table consists of students who have taken the tests that have been given by writer. The tables and the calculation can be seen in appendices. Based on the result of pre-test and post-test from the experimental class, it could be seen from 25 students in the experimental class, the mean of pre-test was 61,44 and the mean of post-test was 83,84. So, the average of gain score was 22,4. Before the treatment of using Number Head Together technique, the lowest score of pre-test was 32, the highest was 76. Then after the treatment, the lowest score of post-test was 68 and the highest score was 96. In this class, there were two students who passed the minimal scored (KKM=75) in the pre-test, then it increases become 23 students who passed the minimal scored in the post-test. Next, from to the result of pre-test and post-test from the controlled class, it could be seen from 25 students in the controlled class, the mean of pre-test was 61,44 and the mean of post-test was 71,68. So, the average of gain score was 10. Before the teaching process, the lowest score of pre-test was 40, the higher was 76. There are four students who passed the minimal score (KKM=75) and twenty one students have not passed the minimal score. Then after the teaching process, the lowest score of post-test was 60 and the highest score was 80. There are twelve students who passed the minimal score and and thirteen students who have not passed the minimal score.
37
38
Therefore, based on the both scores from experimental and controlled class, the average of scores from the students who got treatment using Number Head Together (NHT) technique was higher than the students from controlled class.
B. Testing the Analysis Requirement and the Hypotheses Before analyzing the hypothesis, the writer had to analyze the normality of the data. This analysis is used to see whether the data got in the research has been normally distributed or not. When it is normally distributed, its dissemination is also normal and can represent the population. The formula of normality test is taken from Susetyo. Because the object of this study belongs to little sample, it is recommended using Lillyfors. 1 The writer used the Lyllifors formula to test the normality. In this formula, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality can be seen by comparing the value of T max to Ttable. The criteria of hypothesis:
H1 : T > Ttable Ho : T < Ttable
1. Normality of the Data Hypothesis Ho
: Data of X is normally distributed.
H1
: Data of X is not normally distributed.
From the result of statistical calculation, it can be seen that normality of pretest is (0.0146), post-test (-0,012) in the experiment class, while T table = 0,173 and normality of pre-test (0,0058), post-test (0,0001) in the controlled class. Since those values Tmax are lower than Ttable (Tmax < Ttable), it means the dissemination of population is normally chosen, distributed normally.
2.
Homogeneity of the Data
Based on the calculation of normality, the result that all data in pre-test and post-test of both experiment class and controlled class have been distributed 1
Budy Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT. Refika Aditama), p. 148.
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normally. The next step of the calculation was finding the homogenity of the data. The purpose of this calculation was to see whether the data or sample in both classes was homogenous or heterogonous. Hypothesis: Ho: The condition of experiment class is not different from controlled class. H1: The sample of experiment class is different from controlled class. From the calculation, it can be seen that F < Fα (n1-1, n2-1) (1,428< 1,98). Based on the criteria, it can be concluded that Ho is accepted. It means that the sample in experiment class and controlled class were homogenous.
3. Testing Hypotheses From the hypothesis testing, it can be concluded that using Number Head Together (NHT) technique is effective in understanding narrative text. It can be proven from t-test formula as follows:
a. The Testing of Hypothesis The statistical hypothesis of this research can be seen: Ho
: There is no significant difference in understanding narrative text by using Number Head Together (NHT) technique and without Number Head Together (NHT) technique.
Ha
: There is a significant difference in understanding narrative text by using Number Head Together (NHT) technique and without Number Head Together (NHT) technique.
And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is rejected. 2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is accepted.
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The degree of freedom (df) = 48. -
The to with degree of freedom 48 at significant level 5% = 12,42.
-
The tt with degree of freedom 48 at significant level 5% = 2,01.
-
The tt with degree of freedom 48 at significant level 1% = 2,68.
Comparing t-observation (to = 12,42) and t-table (tt5% = 2,01), we know that to is higher than tt. The result is 12,42 > 2,01.
C. Interpretation Based on the calculation the students mean score, the interpretation of the data result among the pre-test and the post-test as following: Before the treatment, it can be seen that the mean of pre-test in the experimental class was 61,44. there were two students who passed the KKM (KKM=75) and the other students still failed to pass the KKM. In the controlled class, the mean of pre-test was 61,44. There were four students who passed the KKM and twenty one students who did not passed the KKM. From the mean score of the two classes, the pre-test of the experimental and controlled class had the similar mean score. The mean of post-test in the experimental class was 83,84. There were 24 students who passed the KKM and just one students who did not pass the KKM. in the controlled class, the mean of post-test was 71,68. There were twelve students who passed the KKM and there were thirteen students who did not pass the KKM. The gain score of experimental class was 22,4 and the gain score of controlled class was 10. The gain score of the experimental class was higher than the controlled class. Then to get t-observation, the gain score from the experimental class (22,4) minus the gain score from controlled class (10) then divided by determining standard error of different mean of variable X and mean of variable Y (0.998). The result is 12,42. On the other hand, the t-table (tt) of degree of freedom (df=48) in significance 5% is 2,01
and in significance 1% is 2,68 (see table of t-
distribution). It means that t-observation (to) is higher than t-table (tt) or (to= 12,42
41
> tt = 2,01/ 2,68), so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Hence, there is a significant difference between the students’ reading ability of narrative text score taught by using Number Head Together (NHT) technique and taught without using Number Head Together (NHT) technique.
CHAPTER V CONCLUSION AND SUGGESTION After finding and interpretation the research result, the last step in this research is making conclusion and giving suggestion that related to the conclusion. A. Conclusion Based on the result of calculation, it was obtained that the value of tobservation (to) was 12,42 and degree of freedom (df) was 48. In the table of significance 5%, the value of degree of significance was 2,01. Comparing those values, the result was 12,42 > 2,01 which means t-observation (to) score was higher than t-table (tt) score. In other word, the Alternative Hypothesis (Ha) was accepted and the Null Hypothesis (Ho) was rejected. It can be concluded that Number Head Together (NHT) technique was effective to use in teaching reading ability of narrative text. It can be seen from the gain score of experimental class that was taught by using Number Head Together (NHT) technique wass higher (22,4) than that of controlled class (10).
B. Suggestion After making conclusion, there are some suggestions specially for the teacher as a person whose concern on the teaching learning in the classroom. There are some suggestions that can be given in relation to the writer’s conclusion. The suggestion are as follow: 1. Before entering the class, the teacher should have already prepared the material that must be taught. It is necessary for the teacher to find material from other sources, to get more and clear explanation. 2. The teacher should be able to select method which suitable with situation and condition of class. 3. Number Head Together can be alternative strategy in teaching English. It can be used in teaching reading narrative text, or it also can be used in teaching other language skills or other language components and other type of texts.
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4. The teacher should give positive motivation to the students, and manage the class creatively in order to the students really pay attention to what is being taught.
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BIBLIOGRAPHY
Allington, Richard & Michael Strange, Learning Through Reading in the Content Areas, Canada: D.C. Heath and Company, 1980. Anderson, Mark. Text Types in English. Chapel Street, South Yarra: Macmillan Education Australia PTY Ltd., 1998. Arend, Richard I., Learning to Teach, New York: McGraw-Hill, 1986. Cashdan, Asher. Language, Reading, and Learning. United States: Basil Blackwell, 1979. Cruickshank, Donald R. The Act of Teaching 4th Edition. New York: The McGraw-Hill Companies, Inc., 2006. Clouse, Barbara Fine. The Student Writer: Editor and Critic 7th Edition. New York: The McGraw-Hill Companies, Inc., 2007. Cohen, Elizabeth G., et.all., Teaching Cooperative Learning; The Challenge For Teacher Education, United States of America: State University of New York Press, 2004. Farris, Famela J. et.all. Teaching Reading; A Balance Approach for Today’s Classrooms. New York: The McGraw-Hill Companies, Inc., 2004. Grellet, Francoise. Developing Reading Skills; A Practical Guide to Reading Comprehension Exercises. Cambridge: Cambridge University press, 1981. Harmer, Jeremy. How to Teach English; An Introduction to The Practice of English Language Teaching. Edinburgh Gate: Pearson Educational Limited, 1998a. -------------------. How to Teach English: An Introduction to the Practice of English Language Teaching. Essex: Longman, 1998b. Huda, Miftahul. Cooperative Learning; Metode, Teknik, Struktur dan Model Penerapan. Yogyakarta: Pustaka Pelajar, 2011. Kagan, Spencer and Miguel Kagan. Kagan Cooperative Learning. San Clemente, California: Kagan Publishing, 2000.
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Larsen, Diane & Freeman, Techniques and Principles in Language Teaching, Great Clarendon Street, Oxford: Oxford University Press, 2000. McDonough, Jo. And Christopher Shaw. Materials and Methods in ELT; A Teacher’s Guide. Cambridge: Blackwell Publishers, 1993. Nuttal, Christine. Teaching Reading Skills in a Foreign Language. London: Heinemann Educational Books Ltd., 1982. Pharr, Donald. Writing Today: Contexts and Opinions for the Real World. New York: The McGraw-Hill Companies, Inc., 2005. Rusman. Model – Model Pembelajaran; Pengembangan Profesionalisme Guru. Jakarta: PT. Raja Grafindo Persada, 2011. Richards Jack C. and Theodore S. Rodgers, Approaches and Methods in Language Teaching; A Description and Analysis, New York: Cambridge University Press, 1992.
Slavin, Robert E. Cooperative Learning; Theory, Research, and Practice 2 nd Edition. Needham Heights, Massachusetts: Allyn and Bacon, 1995. Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT. RajaGrafindo Persada, 2012. Susetyo, Budi. Statistika untuk Analisis Data Penelitian (Dilengkapi Data Perhitungan SPSS dan Ms. Office Excel), Bandung: Refika Aditama, 2010. Trianto, Model Pembelajaran Inovatif Berorientasi Konstructivistik, Jakarta: Prestasi Pustaka, 2007. https://www.teachervision.com/group-work/cooperative-learning/48538.html.,
22
September 2014 Arfiyadi
Ahsan.
“Model
Pembelajaran
Number
Head
Together
http://modelpembelajarankooperatif.blogspot.com, 22 September 2014.
(NHT)”,
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Appendix 1 Test Instruments Read the text carefully and choose the best answer from a, b, c, or d! The Story of the Smart Parrot Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano. The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word. At the first, the man was very nice to the bird but then he got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word of Catano. One day, after he had been trying so many times to make the bird said Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner “You are as stupid as the chickens. Just stay with them” Said the man angrily. Then he continued to humble; “You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot”. After that he left the chicken house. The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; “Say Catano or I’ll kill you”. 1. The first paragraph of the text above is called …….. a. Orientation c. reorientation b. Resolution d. complication 2. From the text above, we know that the social function of the text is … a. to persuade c. to explain b. to describe d. to entertain 3. Why the man got so angry and tried to kill the Parrot? a. because the parrot could not say even one word b. because the parrot could not say Catano c. because the parrot hate the man d. because the parrot is stupid 4. What is Catano? a. the name of the Parrot b. the name of the man c. the name of the place where the parrot was born d. the name of the place where the man was born 5. What is the story about? a. A parrot and a cat c. A parrot and the owner b. A parrot and a chicken d. a parrot, the owner, and chickens
47 The Story of Smart Monkey and Dull Crocodile One day, there was a monkey. He wanted to cross a river. There, he saw a crocodile, so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then, the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “my father is very sick. He has to eat the heart of the monkey. So, he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then, he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back the bank of the river. As soon as, they reached the river bank, the monkey jumped off the crocodile’s back. Then, he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now, I am free and I have my heart.” 6. What is the form of text above …. a. Descriptive c. Recount b. Narrative d. Report 7. We know from the first paragraph that the monkey actually wanted …. a. to cross the river c. to meet a crocodile d. to count the crocodile b. to swim across the river 8. Why did the monkey ask the crocodile to swim back to the river bank ….. a. because he did not bring his heart b. because he wanted to back to the tree c. because he did not want to give his heart to the crocodile d. because he had a good idea
The Rabbit and The Bear Once upon the time, there lived a bear and the rabbit. The rabbit was a good shot. On the contrary, the bear was always clumsy and could not use the arrow to shoot. One day, the bear called over the rabbit and asked the rabbit to take his bow and arrows. Because he was afraid to arouse the bear’s anger, he did not refuse the challenge. He went with the bear and shot buffaloes. He shot and killed so many that there were lots of meats left after. However, the bear did not make the rabbit get any of the meat. Even he could not taste it. The poor rabbit went home hungrily after a day of hard work. Fortunately, the youngest child of the bear was very kind to the rabbit. His mother bear always gave him an extra-large piece of meat, but he did not eat it all. He took some outside with him and pretended to play ball with the meat. He kicked the ball of the meat toward the rabbit’s house. The meat flew into the rabbit’s house. In this way, the hungry rabbit got his meal. 9. The text tells the story of …. a. The rabbit b. The rabbit and the youngest child of bear
c. the rabbit and the bear d. the rabbit and his house
48 10. Paragraph 2 mainly tells …. a. The bear asked the rabbit to shot the animal c. the rabbit got a lot of meat b. The bear shot a lot of animal d. the bear help the rabbit to get the meat 11. “the bear did not make the rabbit get any of the meat ….” (Paragraph 3) What does the above sentence mean? a. The rabbit shot a lot of meat c. The bear did not get a lot of meat b. The rabbit got a lot of meat d. The rabbit did not get even a few meat The Legend of Prambanan Temple A long time ago, in Prambanan palace lived a king named Baka with his beautiful daughter called Roro Jonggrang. Many rules wanted to marry Roro, so they competed for her. When Bandung Bondowoso conquered Prambanan, he managed to kill King Baka in a battle. Bandung let Roro live, but she was supposed to marry Bandung. However, she refused to marry him voluntarily. Her refusal made Bandung humiliated and offended. Although Roro had tried to escape, her struggle was in vain. Finally, Roro agreed to marry Bandung, but on one condition. Bandung had to build her a big wonderful palace with one thousand statues in it. Also, the task must be completed before the sun rise. Bandung agreed he was so confident; he could complete the task easily. Bandung immediately called his invisible friends for help. They did what their master ordered. The work had started and it seemed the palace would be soon completed before dawn. Knowing it, Roro was worried. “What can I do?” Roro thought in panic. Suddenly, she had an idea. She awoke her maids and nannies, and then asked them to do their daily routines as if morning had come. They also made shadow as if there was a sun in the sky. Bandung was stunned. The sky looked red, the roosters started crowing, and the people pounded rice. Meanwhile, the job had not been finished yet. The evil spirits disappeared, because they were scared of light. They hurriedly left Bandung worked to build his palace and temples alone. When Bandung realized that Roro had used tricks, he was very angry. He then cursed her. He turned her into a stone, which completed the palace and temples. Even today, the statue of Roro Jonggrang remains in the temple. 12. What is the purpose of this text? a. To entertain c. to persuade b. To describe d. to retell 13. Who was Roro Jonggrang? a. Bandung Bondowoso’s wife c. King Baka’s daughter b. The Queen of Pengging d. The Queen of Prambanan 14. Why did Bandung turn Roro into a stone? a. because Roro agreed to marry him b. because the job has been finished c. because Roro turned into a statue d. because he thought that the morning had come The Story of Sangkuriang and Tangkuban Perahu Mountain One day, Dayang Sumbi asked her son to go to hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried, because he did not see any dear to be hunted. Then, he thought to shot his own dog. Then, he took the dog’s liver and carried home.
49 Soon, Dayang Sumbi found out that it was not deer liver, but Tumang’s her own dog. So, she was very angry and hit Sangkuriang’s head. In that incident, Sangkuriang got wounded and scar then cast away from their home. Years go by, Sangkuriang had travel many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, the woman looked at the wound in Sangkuriang’s head. It matched to her son’s wound that had left several years earlier. Soon, she realized that she felt in love with her own son. She could not marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung. 15. What kind of the text is about? a. narrative text c. descriptive text b. recount text d. procedural text 16. Who are the main characters of the story? a. Dayang Sumbi c. Tumang b. Sangkuriang and Dayang Sumbi d. Sangkuriang 17. What is complication of the story? a. Sangkuriang killed Tumang b. Sangkuriang did not see any dear to be hunted c. Sangkuriang wanted to marry his mother d. Sangkuriang failed to marry Dayang Sumbi
The Legend of Toba Lake Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. He did some gardening and fishing for his daily life. One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; "Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster". The man made the deal and they got married, lived happily and had a daughter. Few years later, this daughter would help bringing lunch to her father out in the fields. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broken his promise. Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir. 18. What is the purpose of the text above? a. to inform b. to entertain
c. to inform d. to describe
50 19. The third paragraph called ….. a. Orientation c. Coda b. Complication d. Reorientation 20. What did the man do in his daily life? a. gardening c. sailing b. fishing d. gardening and fishing 21. Why did the man say that his daughter is a daughter of a fish? a. he was angry because she had eaten his lunch b. he was angry because she gave the lunch late c. he was angry because the food was not delicious d. ha was angry because she did not eat his lunch Jack and the Beanstalk Once upon a time, there was a poor widow who had an only son named Jack. They were so poor that they did not have anything except a cow. When the cow had grown too old, his mother sent Jack to the market to sell it. On the way to the market, Jack met a butcher who had some beautiful beans in his hand. The butcher told the boy that the beans were of great value and persuaded the silly fad to sell the cow for the beans. Jack brought them happily. When he told his mother about this, his mother became so angry that she threw the beans out of the window. When Jack woke up in the morning, he felt the sun shining into a part of his room, but all the rest was quite dark and shady. So, he jumped to the window. What did he see? The beanstalk grew up quite close past Jack’s window. He opened the window, and jumped to the beanstalk which ran up just like a big ladder. He climbed and climbed till at last he reached the sky. While looking around, a saw a very huge castle. He was very amazed Then, Jack walked along the path leading to the castle. There was a big tall woman on the doorstep. Jack greeted her and asked for the giant mercy to give him breakfast, because he felt very hungry. Although the giant grumbled at first, she gave jack a hunk of bread and cheese and a jug of milk. Jack had not finished when the whole house began to tremble with the noise of someone’s coming. “Oh! It’s my husband!” cried the giantess. “What on earth shall I do?” Hastily, a giant opened a very big cupboard and hid Jack there. 22. Who is the main character of the text above …. a. Giant Mercy b. Giantess c. Jack 23. What is the form of the text above? a. Descriptive c. Narrative b. Recount d. Procedure 24. What is the main idea of the first paragraph? a. There was a poor widow who had sons b. There was a poor widow who had a son c. There was a widow who had a poor son d. There was a widow who had sons 25. What did the giant mercy give to the Jack? a. he did not give anything b. he gave some bread c. he gave a cup of coffee d. he gave a hunk of bread and cheese and a jug of milk.
d. beanstalk
Source: Tri Suwarsini, S.Pd. dan Sri Nuryani, S.Pd., Modul Bahasa Inggris VIII Tandas (Terampil dan Cerdas) Semester 2, Jakarta: PT. Pustaka Global Mandiri.
51 ANSWER KEY
1.
D
6. B
11. D
16. B
21. A
2.
B
7. A
12. A
17. D
22. C
3.
C
8. C
13. C
18. B
23. C
4.
C
9. C
14. D
19. B
24. B
5.
A
10. A
15. A
20. D
25. D
52 NAME: ANSWER SHEET
1
2
3
4
5
21
22
23
24
25
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
A B C D
A B C D
_______________________________________________________________________________________
NAME: ANSWER SHEET
1
2
3
4
5
21
22
23
24
25
A B C D
A B C D
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
53
KISI-KISI PENULISAN SOAL NARRATIVE TEXT Nama Sekolah Mata Pelajaran Kelas/Semester Jumlah Soal/Waktu Standar Kompetensi Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 (Genap) : 25/80 menit
Kompetensi Dasar
Indikator Soal
Merespon makna 1. Mengidentifikasi dan langkah tujuan komunikatif retorika dalam teks narrative. esay pendek 2. Mengidentifikasi sederhana secara langkah retorika akurat, lancar dan teks narrative berterima yang (Orientation, berkaitan dengan Complication, lingkungan Resolution). sekitar dalam teks 3. Mengidentifikasi berbentuk recount bentuk teks dan narrative. narrative. 4. Menentukan topik dan ide pokok teks narrative. 5. Menentukan informasi spesifik teks narrative. 6. Menentukan informasi tersurat teks narrative. 7. Menentukan informasi tersirat teks narrative.
Jenis Soal
Soal Nomor Jumlah
Multiple 1) 2, 12, 18 choices
3
2) 1, 17, 19.
3
3) 6, 15, 23.
3
4) 5, 9, 10, 24.
4
5) 4, 13, 20, 22.
4
6) 3, 7, 8, 25.
4
7) 11, 14, 16, 21.
4
54 VALIDITY OF SMPN 3 KOTA TANGERANG SELATAN No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Group UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG UP LG
Option
Key
D B C C A B A
A 1 5 1 5
B
3
2 1 2
1 10 1 1 4 10 6
C
9 5
3 9 5
10 5 9 5
1
2
C
C A
1 4 4 10 1
D D
6 1 10 10
C D B B A B D
10 4
5
1 1 3
C A B
1
D
A C C
D D B
2 10 5 1
10 7
1 10 3 1 4
10 9 6 2
C
1 3 10 4
1
5 10 2
1 5
2
3 8 8
5 10 4 10
1 1 2
0,35
Remark ID
DP
0,2
MoDi
M
0,35
0,2
MoDi
M
0,375
0,25
MoDi
M
0,35
0,2
MoDi
M
0,275
0,45
VeDi
E
0,35
0,2
MoDi
M
0,4
0,2
MoDi
M
0,5
0
MoDi
P
0,325
0,25
MoDi
M
0,125
-0,15
VeDi
W
0,35
0,3
MoDi
G
0,275
0,45
VeDi
E
0,275
0,45
VeDi
E
0
0
VeDi
P
0,5
0
MoDi
P
0,35
0,3
MoDi
G
0,375
0,25
MoDi
M
0,35
0,3
MoDi
G
0,425
0,15
MoDi
P
0,025
-0,05
VeDi
W
0,35
0,3
MoDi
G
0,4
MoDi
E
0,325
0,25
MoDi
M
0,05
0,1
VeDi
P
2
9 3
0,025
0,05
VeDi
P
3
2
0,35
0,3
MoDi
G
6
4 10 4
0,25
0,5
VeDi
E
0,35
0,3
MoDi
G
0,475
0,05
MoDi
P
0,325
0,35
MoDi
G
0,375
0,25
MoDi
M
0,25
0,4
VeDi
E
0,375
0,25
MoDi
M
0,475
0,05
MoDi
P
0,325
0,35
MoDi
G
0,175
0,15
VeDi
P
0
0
VeDi
P
0,5
0
MoDi
P
0,475
0,05
MoDi
P
0,075
-0,15
VeDi
W
3 10 9
1 10 5 9 1
1
2
3
1 1 9 7
10 3 5 2 1 2 10 10
1 1 4 5
DP
0,3
6 4 1 4 10 5
ID
2 9 4 2
D A
6 10 1
1
1
10 9
3 10 10 1 6
1
3
B A
3 9 9
1
B
C
3
2
2 9 9 10 4
9 4 9 6 10 4 3
1
B A
2
2 6
D
A
D 9 5
3
9 5
ID
DP
Notes VE = Very Easy ME = Moderately Easy MeDi = Medium Difficult MoDi = Moderately Difficult VeDi = Very Difficult
> 0.80 0.71 - 0.80 0.51 - 0.70 0.31 - 0.50 0.00 - 0.30
E = Excellent G = Good M = Mediocre P = Poor W= Worst
0.40 - 1.0 0.30 - 0.39 0.20 - 0.29 0.00 - 0.19 < -0.01
55
Appendix 2 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :1
I.
Standar Kompetensi Memahami makna dalam teks tulis fungsional dan esay pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Menjelaskan pengertian teks narrative 2. Menyebutkan langkah retorika teks narrative 3. Penggunaan simple past tense dengan tepat IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Menjelaskan pengertian teks narrative. 2. Menyebutkan langkah retorika teks narrative. 3. Memahami penggunaan simple past dalam kehidupan sehari-hari. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran NHT (Number Head Together) Tanya Jawab
56 VII. Langkah–Langkah Pembelajaran A. Kegiatan Pendahuluan 1. Guru memberikan salam, berdoa, dan absensi 2. Guru menyampaikan tujuan pembelajaran 3. Guru menyampaikan bahwa metode pembelajaran yang akan digunakan adalah cooperative learning (Number Head Together) B. Kegiatan Inti Eksplorasi 1. Guru bertanya kepada siswa, “do you know the story of Malin Kundang/ Gunung Bromo/ Cinderella?” 2. Guru meminta beberapa siswa untuk menceritakan kembali cerita tentang Malin Kundang/ Gunung Bromo/ Cinderella sesuai dengan yang telah mereka ketahui. Elaborasi 1. Siswa menyimak penjelasan guru tentang teks narrative 2. Guru memberikan sebuah teks narrative berjudul The Legend of Prambanan Temple dan siswa diminta untuk membacanya. 3. Guru menjelaskan langkah retorika dalam teks narrative. 4. Siswa di bimbing guru untuk menemukan langkah retorika dari teks narrative berjudul The Legend of Prambanan Temple. 5. Siswa menyimak penjelasan guru tentang simple past tense yang merupakan ciri kebahasaan teks narrative. 6. Siswa siap dilatih untuk meningkatkan keterampilannya dalam memahami teks narrative melalui penerapan Number Head Together. 7. Siswa di bagi menjadi 5 kelompok. Setiap siswa dalam kelompok memiliki nomor dari 1 sampai 5. 8. Guru memberikan teks narrative berjudul The Creation of Mount Bromo kepada setiap siswa beserta soal yang berkaitan dengan teks tersebut. 9. Siswa secara sendiri – sendiri belajar memahami teks narrative dan menjawab pertanyaan terkait informasi didalam teks. 10. Siswa berdiskusi terkait informasi didalam teks. 11. Guru memanggil siswa secara bergantian sesuai nomor yang mereka miliki. Setiap siswa yang nomornya dipanggil berdiri dan siap menjawab pertanyaan yang sudah di diskusikan. 12. Siswa secara bergantian menjadi perwakilan dari setiap kelompoknya menjawab setiap pertanyaan yang ditanyakan oleh guru. Siswa yang tercepat menjawab pertanyaan akan mendapatkan poin untuk kelompoknya. Kegiatan ini diulangi sampai semua siswa dalam setiap kelompok dapat menjawab pertanyaan. Konfirmasi 1. Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah mereka pelajari.
57 C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar materi narrative text 2. Guru memberikan homework tentang narrative teks 3. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk memimpin doa setelah belajar VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - Buku paket bahasa inggris kelas VIII (EOS English on Sky 2) - LKS (Lembar Kerja Siswa) IX. Penilaian No Indikator 1 Menyebutkan langkah retorika teks narrative 2
4
Teknik Tes tulis
Menyebutkan informasi Tes Tulis terkait isi teks secara tersurat ataupun tersirat Penggunaan simple past Tes tulis tense dengan tepat
Bentuk Essay
Essay
Fill in the blank
Instrumen Calssify the generic structure of the text above! Answer the questions below based on the text Fill in the blanks with the suitable answer in the box!
Mengetahui, Guru Mata Pelajaran
Rempoa, 24th of April 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
58 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :2
I.
Standar Kompetensi Memahami makna teks tulis fungsional dan esay pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esay pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Mengidentifikasi generic structure dari teks narrative 2. Menemukan stated and unstated information dari teks narrative dengan tepat IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Mengidentifikasi generic structure teks narrative setelah diberikan contoh dalam bentuk cerita. 2. Menemukan stated and unstated information dari teks narrative setelah mengidentifikasi text. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran NHT (Number Head Together) Tanya Jawab
VII. Langkah–Langkah Pembelajaran A. Kegiatan Awal 1. Salam dan tegur sapa
59 2. Apersepsi: mengingat kembali pelajaran yang lalu dan meminta siswa untuk bersiap melakukan NHT (Number Head Together) teknik B. Kegiatan Inti Eksplorasi 1. Membahas homework secara bersama 2. Guru bertanya kepada siswa tentang perbedaan generic structure dalam teks narrative dan teks recount 3. Guru meminta beberapa siswa untuk menjawab perbedaan tersebut Elaborasi 1. Guru menjelaskan generic structure yang ada dalam teks narrative 2. Guru menjelaskan perbedaan generic structure yang ada dalam teks teks narrative dengan teks recount 3. Guru menjelaskan secara rinci mengenai stated and unstated information dan siswa mendengarkan dengan seksama 4. Guru menginstruksikan siswa untuk berkumpul kedalam kelompok awal sesuai pembagian kelompok yang telah dibentuk diawal pertemuan 5. Guru mendistribusikan potongan paragraph dari sebuah teks “The Golden Compass” pada setiap anggota kelompok dan setiap kelompok diminta untuk bekerjasama dalam menyusun paragraph tersebut menjadi sebuah teks atau cerita 6. Setelah semua kelompok selesai menyusun paragraph tersebut, perwakilan kelompok secara bergantian mengidentifikasi generic structure dari teks tersebut 7. Siswa secara berkelompok menjawab pertanyaaan yang berkaitan dengan teks (stated and unstated information) 8. Guru memanggil siswa secara bergantian sesuai nomor yang mereka miliki. Setiap siswa yang nomornya dipanggil berdiri dan siap menjawab pertanyaan yang sudah di diskusikan. 9. Siswa secara bergantian menjadi perwakilan dari setiap kelompoknya menjawab setiap pertanyaan yang ditanyakan oleh guru. Siswa yang tercepat menjawab pertanyaan akan mendapatkan poin untuk kelompoknya. Kegiatan ini diulangi sampai semua siswa dalam setiap kelompok dapat menjawab pertanyaan. 10. Guru memberikan reward bagi kelompok yang menjawab dengan benar dan memberikan semangat bagi kelompok yang belum berhasil Konfirmasi 1. Guru membimbing siswa untuk merangkum materi pelajaran C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar generic structure teks narrative
60 2. Guru memberikan tugas kepada siswa untuk latihan mengerjakan soal yang berhubungan dengan teks narrative 3. Guru menginformasikan materi selanjutnya 4. Guru mengucapkan salam VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - Buku paket bahasa inggris kelas VIII (EOS English on Sky 2) - LKS (Lembar Kerja Siswa) IX.
Penilaian Penilaian No Indikator 1 Mengidentifikasi generic structure dari teks narrative
2
Menemukan stated and unstated information dari teks narrative dengan tepat
Teknik tulis
tulis
Bentuk Jumble paragraph
Short answer question
Instrumen Arrange the paragraph into a good story and then identify the story Check your comprehension (answer the questions below based on the text)
Mengetahui, Guru Mata Pelajaran
Rempoa, 29th of April 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
61 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :3
I.
Standar Kompetensi Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Menemukan ide pokok dalam sebuah peragraph dengan benar 2. Penggunaan past continuous tense dengan benar IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Menemukan ide pokok dalam sebuah paragraph dengan benar dari sebuah teks narrative. 2. Memahami penggunaan past continuous tense dengan benar. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran NHT (Number Head Together) Tanya Jawab
VII. Langkah–Langkah Pembelajaran A. Kegiatan Pendahuluan 1. Salam dan tegur sapa
62 2. Apersepsi: mengingat kembali pelajaran yang lalu dan meminta siswa untuk bersiap melakukan NHT (Number Head Together) teknik. B. Kegiatan Inti Eksplorasi 1. Guru bertanya kepada siswa, “What is the recent book or the story that you have read?” 2. Guru menunjukkan gambar Malin Kundang dan Pinokio. 3. Siswa diminta untuk menyebutkan moral value dari cerita Malin Kundang dan Pinokio. Elaborasi 1. Siswa menyebutkan pengertian teks narrative 2. Guru meminta siswa untuk mengidentifikasi generic structure dan language feature dari teks narrative berjudul Cinderella 3. Guru menjelaskan secara rinci mengenai ide pokok dan siswa mendengarkan dengan seksama 4. Guru memberikan contoh ide pokok dari teks yang telah disediakan 5. Siswa menyimak penjelasan guru tentang past continuous tense 6. Guru memberikan sebuah teks narrative kepada setiap kelompok sebagai bahan diskusi 7. Siswa diminta untuk menuliskan ide pokok dan menjawab soal-soal yang berkaitan dengan teks tersebut 8. Guru memanggil siswa secara bergantian sesuai nomor yang mereka miliki. Setiap siswa yang nomornya dipanggil berdiri dan siap menjawab pertanyaan yang sudah di diskusikan. 9. Siswa secara bergantian menjadi perwakilan dari setiap kelompoknya menjawab setiap pertanyaan yang ditanyakan oleh guru. Siswa yang tercepat menjawab pertanyaan akan mendapatkan poin untuk kelompoknya. Kegiatan ini diulangi sampai semua siswa dalam setiap kelompok dapat menjawab pertanyaan. 10. Guru memberikan point bagi kelompok yang menjawab dengan benar dan memberikan semangat bagi kelompok yang belum berhasil Konfirmasi 1. Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah mereka pelajari. C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar materi narrative text 2. Guru menutup pembelajaran dengan berdoa setelah belajar
63 VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - Buku paket bahasa inggris kelas VIII (EOS English on Sky 2) - LKS (Lembar Kerja Siswa) IX. Penilaian No Indikator 1 Mengidentifikasi generic structure dan linguistic feature dari teks narrative 2 Menemukan main idea dalam sebuah peragraph dengan benar 3 Memahami penggunaan past continuous tense dengan benar
Teknik Tes tulis
Bentuk Essay
Instrumen Answer the question based on the text
Tes tulis
Essay
Write the main idea from each paragraph above!
Tes tulis
Essay
Answer the questions below using past continuous tense
Mengetahui, Guru Mata Pelajaran
Rempoa, 13th of May 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
64 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) EXPERIMENTAL CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :4
I.
Standar Kompetensi Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Menemukan stated and unstated information dari teks narrative dengan tepat. 2. Menyimpulkan teks dari setiap paragraph dengan benar IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Menemukan stated and unstated information dari teks narrative 2. Menyimpulkan text dari setiap paragraph setelah membaca teks narrative. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran NHT (Number Head Together) Tanya Jawab
VII. Langkah–Langkah Pembelajaran A. Kegiatan Pendahuluan 1. Salam dan tegur sapa 2. Apersepsi: mengingat kembali pelajaran yang lalu dan meminta siswa untuk bersiap melakukan NHT (Number Head Together) teknik
65 B. Kegiatan Inti Eksplorasi 1. Guru bertanya kepada siswa mengenai teks narrative yang telah mereka pahami. 2. Guru bertanya kepada siswa mengenai penggunaan past continuous tense yang sesuai dengan lingkungan sekitar Elaborasi 1. Guru menjelaskan secara rinci mengenai stated and unstated information dan siswa mendengarkan secara seksama. 2. Guru menjelaskan cara mendapatkan kesimpulan dari setiap teks narrative 3. Guru menjelaskan past continuous tense secara rinci sebagai language feature dari teks narrative. 4. Siswa secara sendiri – sendiri mengerjakan latihan menyimpulkan makna dari setiap paragraf dan latihan past continuous tense. 5. Siswa diminta untuk bertukan jawaban dan mengecek jawaban temannya 6. Guru membimbing siswa untuk menjawab latihan menyimpulkan makna dari setiap paragraph dan latihan past continuous tense 7. Guru menginstruksikan siswa untuk berkumpul ke dalam kelompok sesuai kelompok yang telah dibentuk dalam pertemuan sebelumnya 8. Guru membagikan teks narrative kepada setiap kelompok 9. Guru meminta setiap kelompok berdiskusi untuk menjawab pertanyaan yang berkaitan dengan teks 10. Guru memanggil siswa secara bergantian sesuai nomor yang mereka miliki. Setiap siswa yang nomornya dipanggil berdiri dan siap menjawab pertanyaan yang sudah di diskusikan. 11. Siswa secara bergantian menjadi perwakilan dari setiap kelompoknya menjawab setiap pertanyaan yang ditanyakan oleh guru. Siswa yang tercepat menjawab pertanyaan akan mendapatkan poin untuk kelompoknya. Kegiatan ini diulangi sampai semua siswa dalam setiap kelompok dapat menjawab pertanyaan. Konfirmasi 1. Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah mereka pelajari. 2. Siswa memberikan kesimpulan umum tentang materi past continuous tense yang telah mereka pelajari. C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar materi narrative text dan past continuous tense. 2. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk memimpin doa setelah belajar
66 VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - Buku paket bahasa inggris kelas VIII (EOS English on Sky 2) - LKS (Lembar Kerja Siswa) IX. Penilaian No Indikator 1 Menemukan stated and unstated information dari teks narrative dengan tepat. 2
Menyimpulkan text dari setiap paragraph dengan benar
Teknik Tes tulis
Bentuk Short answer question
Tes tulis
Essay
Instrumen Check your comprehension (answer the questions below based on the text) Conclude every paragraph of the text below!
Mengetahui, Guru Mata Pelajaran
Rempoa, 20th of May 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
67 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :1
I.
Standar Kompetensi Memahami makna dalam teks fungsional dan esay pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Menjelaskan pengertian narrative text 2. Menjelaskan langkah retorika teks narrative 3. Penggunaan simple past tense dengan tepat IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Memahami makna teks narrative. 2. Mengidentifikasi langkah retorika teks narrative. 3. Memahami penggunaan simple past dalam kehidupan sehari-hari. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran Ceramah Tanya Jawab
VII. Langkah–Langkah Pembelajaran A. Kegiatan Pendahuluan 1. Guru memberikan salam, berdoa, dan absensi
68 2. Guru menyampaikan tujuan pembelajaran B. Kegiatan Inti Eksplorasi 1. Guru bertanya kepada siswa, apakah mereka mengetahui cerita tentang Malin Kundang/ Gunung Bromo/ Cinderella? 2. Guru meminta beberapa siswa untuk menceritakan kembali cerita tentang Malin Kundang/ Gunung Bromo/ Cinderella sesuai dengan yang telah mereka ketahui. 3. Guru bersama dengan siswa menyimpulkan bahwa cerita tentang Malin Kundang/ Gunung Bromo/ Cinderella adalah salah satu contoh dari teks berbentuk narrative. Elaborasi 1. Guru menjelaskan kepada siswa contoh-contoh teks narrative. 2. Guru memberikan sebuah teks narrative berjudul The Legend of Prambanan Temple dan siswa diminta untuk membacanya. 3. Guru menjelaskan langkah retorika dalam teks narrative. 4. Siswa di bimbing guru untuk menemukan langkah retorika dari teks narrative berjudul The Legend of Prambanan Temple. 5. Guru menjelaskan Simple Past tense yang merupakan ciri kebahasaan teks narrative. 6. Siswa dilatih untuk memahami teks narrative dengan judul “The Legend of Mount Bromo” secara sendiri-sendiri. Konfirmasi 1. Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah mereka pelajari. C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar materi narrative text 2. Guru memberikan homework tentang narrative teks 3. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk memimpin doa setelah belajar VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - LKS (Lembar Kerja Siswa)
69 IX. Penilaian No Indikator 1 Menyebutkan langkah retorika teks narrative 2
4
Teknik Tes tulis
Menyebutkan informasi Tes Tulis terkait isi teks secara tersurat ataupun tersirat Penggunaan simple past Tes tulis tense dengan tepat
Bentuk Essay
Essay
Fill in the blank
Instrumen Calssify the generic structure of the text above! Answer the questions below based on the text Fill in the blanks with the suitable answer in the box!
Mengetahui, Guru Mata Pelajaran
Rempoa, 24th of April 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
70 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :2
I.
Standar Kompetensi Memahami makna teks tulis fungsional dan esay pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Mengidentifikasi generic structure dari teks narrative 2. Menemukan stated and unstated information dari teks narrative dengan tepat IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Mengidentifikasi generic structure teks narrative setelah diberikan contoh dalam bentuk cerita. 2. Menemukan stated and unstated information dari teks narrative setelah mengidentifikasi text. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran Ceramah Tanya Jawab
VII. Langkah–Langkah Pembelajaran A. Kegiatan Awal 1. Salam dan tegur sapa
71 2. Apersepsi: mengingat kembali pelajaran yang lalu B. Kegiatan Inti Eksplorasi 1. Membahas homework secara bersama 2. Guru bertanya kepada siswa tentang perbedaan generic structure dalam teks narrative dan teks recount 3. Guru meminta beberapa siswa untuk menjawab perbedaan tersebut Elaborasi 1. Guru menjelaskan generic structure yang ada dalam teks narrative 2. Guru menjelaskan perbedaan generic structure yang ada dalam teks teks narrative dengan teks recount 3. Guru menjelaskan secara rinci mengenai stated and unstated information dan siswa mendengarkan dengan seksama 4. Guru mendistribusikan potongan paragraph dari sebuah teks “The Golden Compass” pada setiap siswa dan setiap siswa diminta untuk menyusun paragraph tersebut menjadi sebuah teks atau cerita 5. Setelah semua siswa selesai menyusun paragraph tersebut, perwakilan siswa secara bergantian mengidentifikasi generic structure dari teks tersebut 6. Guru memberikan reward bagi siswa yang menjawab dengan benar dan memberikan semangat bagi siswa yang belum berhasil Konfirmasi 1. Guru membimbing siswa untuk merangkum materi pelajaran C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar generic structure teks narrative 2. Guru memberikan tugas kepada siswa untuk latihan mengerjakan soal yang berhubungan dengan teks narrative 3. Guru menginformasikan materi selanjutnya 4. Guru mengucapkan salam VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - Media text (jumble paragraph) - LKS (Lembar Kerja Siswa)
72 IX.
Penilaian Penilaian No Indikator 1 Mengidentifikasi generic structure dari teks narrative
2
Menemukan stated and unstated information dari teks narrative dengan tepat
Teknik tulis
tulis
Bentuk Jumble paragraph
Short answer question
Instrumen Arrange the paragraph into a good story and then identify the story Check your comprehension (answer the questions below based on the text)
Mengetahui, Guru Mata Pelajaran
Rempoa, 29th of April 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
73 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :3
I.
Standar Kompetensi Memahami makna teks tulis fungsional dan esay pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Menemukan main idea dalam sebuah peragraph dengan benar 2. Penggunaan past continuous tense dengan benar IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Menemukan ide pokok sebuah paragraf dalam teks narrative. 2. Menggunakan past continuous tense dengan benar. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran Ceramah Tanya Jawab
VII. Langkah–Langkah Pembelajaran A. Kegiatan Pendahuluan 1. Salam dan tegur sapa 2. Apersepsi: mengingat kembali pelajaran yang lalu.
74
B. Kegiatan Inti Eksplorasi 1. Guru bertanya kepada siswa, “What is the recent book or story you have read?, 2. Guru menunjukkan gambar Malin Kundang dan Pinokio. 3. Siswa diminta untuk menyebutkan moral value dari cerita Malin Kundang dan Pinokio. Elaborasi 1. Siswa menyebutkan pengertian teks narrative 2. Guru meminta siswa untuk mengidentifikasi generic structure dan language feature dari teks narrative berjudul Cinderella 3. Guru menjelaskan secara rinci mengenai ide pokok dan siswa mendengarkan dengan seksama 4. Guru memberikan contoh ide pokok dari teks yang telah disediakan 5. Siswa mnyimak penjelasan guru tentang past continuous tense 6. Guru memberikan sebuah teks narrative kepada setiap siswa 7. Siswa diminta untuk menuliskan ide pokok dan menjawab soal-soal yang berkaitan dengan teks tersebut 8. Siswa secara bergantian diberi kesempatan untuk menjawab pertanyaan dari guru berkaitan dengan ide pokok dari teks narrative. 9. Guru memberikan point bagi siswa yang menjawab dengan benar dan memberikan semangat bagi siswa yang belum bisa menjawab dengan benar. Konfirmasi 1. Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah mereka pelajari dan cara untuk mendapatkan ide pokok. C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar materi narrative text 2. Guru menutup pembelajaran dengan berdoa setelah belajar VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - LKS (Lembar Kerja Siswa) IX. Penilaian No Indikator 1 Mengidentifikasi generic structure dan linguistic feature dari teks narrative
Teknik Tes tulis
Bentuk Essay
Instrumen Answer the question based on the text
75 2
3
Menemukan main idea dalam sebuah peragraph dengan benar Memahami penggunaan past continuous tense dengan benar
Tes tulis
Essay
Write the main idea from each paragraph above!
Tes tulis
Essay
Answer the questions below using past continuous tense
Mengetahui, Guru Mata Pelajaran
Rempoa, 13th of May 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
76 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) CONTROLLED CLASS Nama Sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu Tema Skill Pertemuan ke
: MTs. Nur Asy-Syafi’iyah : Bahasa Inggris : VIII/2 : 2 x 40 menit : Narrative text : Reading :4
I.
Standar Kompetensi Memahami makna teks tulis fungsional dan esay pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Indikator 1. Menemukan stated and unstated information dari teks narrative dengan tepat. 2. Menyimpulkan teks dari setiap paragraf dengan benar. IV. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: 1. Menemukan stated and unstated information dari teks narrative 2. Menyimpulkan teks dari setiap paragraf dengan benar. V.
Materi Pelajaran Teks Narrative (lampiran)
VI.
Metode Pembelajaran Ceramah Tanya Jawab
VII. Langkah–Langkah Pembelajaran A. Kegiatan Pendahuluan 1. Salam dan tegur sapa 2. Apersepsi: mengingat kembali pelajaran yang lalu.
77 B. Kegiatan Inti Eksplorasi 1. Guru bertanya kepada siswa mengenai teks narrative yang telah mereka pahami. 2. Guru bertanya kepada siswa mengenai penggunaan past continuous tense yang sesuai dengan lingkungan sekitar Elaborasi 1. Guru menjelaskan secara rinci mengenai stated and unstated information dan siswa mendengarkan secara seksama. 2. Siswa berlatih untuk menjawab pertanyaan berkaitan dengan teks narrative 3. Guru menjelaskan cara mendapatkan kesimpulan dari setiap paragraf. 4. Guru membagikan teks narrative kepada setiap siswa 5. Siswa berlatih untuk menyimpulkan makna dari setiap paragraf 6. Perwakilan siswa di minta untuk menyebutkan hasil kerjanya 7. Siswa yang menjawab dengan benar akan diberikan reward dan siswa yang belum bisa menjawab dengan benar di berikan motivasi Konfirmasi Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah mereka pelajari. C. Penutup 1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar materi narrative text 2. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk memimpin doa setelah belajar VIII. Sumber Belajar - Interactive English Junior High School 2nd grade, 2009. - LKS (Lembar Kerja Siswa) IX. Penilaian No Indikator Teknik Bentuk 1 Menemukan stated and Tes tulis Short unstated information dari answer teks narrative dengan question tepat. 2 Menyimpulkan text dari Tes tulis Essay setiap paragraph dengan benar
Instrumen Check your comprehension (answer the questions below based on the text) Conclude every paragraph of the text below!
78 Mengetahui, Guru Mata Pelajaran
Rempoa, 20th of May 2014 Peneliti
Yuli Ambar Utami, S.Pd.
Fithiawati NIM: 109014000147
79 Lampiran RPP 1 MATERI AJAR
I.
A Narrative Text Narrative is a text which contains about story. Some examples of narrative are: tale (a
story about things that happened long ago, or things that may not have really happened), myth (a very old story about gods, megical creatures, etc.), legend (an old story about brave people or megical events), fable (a traditional story that teaches a moral lesson). The purpose of narrative text is to amuse or entertain people.
II. Generic Structure: Orientation: introduce the reader to the characters, the settings, and the conflict Complication: a crisis arises Resolution: the crisis is resolved, for the better or for worse
The Legend of Prambanan Temple
A long time ago, in Prambanan palace lived a king named Baka with his beautiful daughter called Roro Jonggrang. Many rules wanted to marry Roro, so they competed for her. When Bandung Bondowoso conquered Prambanan, he managed to kill King Baka in a battle. Bandung let Roro
ORIENTATION
live, but she was supposed to marry Bandung. However, she refused to marry him voluntarily. Her refusal made Bandung humiliated and offended. Although Roro had tried to escape, her struggle was in vain. Finally, Roro agreed to marry Bandung, but on one condition. Bandung had to build her a big wonderful palace with one thousand statues in it. Also, the task must be completed before the sun rise. Bandung agreed he was so confident; he could complete the task easily. Bandung immediately called his invisible friends for help. They did what their master ordered. The work had started and it seemed the palace would be soon completed before dawn. Knowing it, Roro was worried. “What can I do?” Roro thought in panic.
COMPLICATION
80 Suddenly, she had an idea. She awoke her maids and nannies, and then asked them to do their daily routines as if morning had come. They also made shadow as if there was a sun in the sky. Bandung was stunned. The sky looked red, the roosters started crowing, and the people pounded rice.
COMPLICATION
Meanwhile, the job had not been finished yet. The evil spirits disappeared, because they were scared of light. They hurriedly left Bandung worked to build his palace and temples alone. When Bandung realized that Roro had used tricks, he was very angry. He then cursed her. He turned her into a stone, which completed the palace
RESOLUTION
and temples. Even today, the statue of Roro Jonggrang remains in the temple. III. Language Features of Narrative Text are: 1. Use past tense: The simple past tense indicates that an activity or situation bagan and ended at a particular time in the past. -
Pattern: Subject + Verb 2
-
The forms of simple past tense are: Subject He, She, It
+
I, we, you, they Subject
Verb 2
Keterangan
went
to Bandung last week
Did not / didn’t
Verb 1
didn’t
go
He, She, It
-
I, we, you, they Did
?
Did
Subject
Verb 1
He, She, It I, we, you, they
go
REGULAR AND IRREGULAR VERBS Regular verbs: the simple past end in -ed Simple Form
Simple Past
Stop
Stopped
Listen
Listened
Work
Worked
Start
Started
Keterangan to Bandung last week Keterangan to Bandung last week?
81 Irregular verbs: the simple past do not end in –ed Simple Form
Simple Past
Come
Came
Break
Broke
Find
Found
Hit
Hit
Read
Read
Eat
Ate
Teach
Taught
Think
Thought
2. Use conjunction: one day, a week, once upon a time, long time ago, later, then, etc. 3. Use adjective: beautiful girl, long black hair, two red apples.
Read the following text below! The Legend of Mount Bromo This is a legend about the creation of Mount Bromo, a famous mountain in East Java, which is so famous with its beautifulness of sun rises panorama on its peak. Hundred years ago, during the reign of the last king of Majapahit (13-14 century AD), Brawijaya, one of the king’s wives gave birth to a girl, Roro Anteng. Later she got married to Joko Seger, from Brahman (priests) caste. Because of an unfortunate situation, they were forced to leave the kingdom. They settled in an area in the mountain, and named it “Tengger.” For years, they were unhappy because they did not have a child. They climbed the peak of the mountain, prayed to gods. Betara Bromo (God of Fire) promised them many children, but they have to sacrifice the youngest one. They finally got 25 children, and it was the time for them to sacrifice the youngest, Kesuma. Roro Anteng and Joko Seger did not want to do that and tried to hide him. But an eruption happened and Kesuma fell into the crater. Then his voice heard: “I have to be sacrificed so that you will all stay alive. From now on you should arrange an annual ceremony on the 14th of Kesodo.” Kesodo’s brothers and sisters held the offering ceremony every year by offering fruits, vegetables, and rice, and meats. This has been done until todayby Kejawen sects (the Javanese original religion that mixed with Islam).
82 Classify the generic structure of the text above! Title Orientation Complication Resolution
Answer these questions based on the text! 1.
Where did the story take place?
2.
When did the story happen?
3.
Why did the couple sad?
4.
What did Betara Bromo promise to the couple?
5.
Who was Kesuma?
6.
Why should Kesuma be sacrified?
7.
How did Kesuma die?
8.
What kinds of offerings the Tengger people give to the God?
9.
What is the purpose of the story?
10. What is the moral value of the story?
Fill in the blanks with the suitable answer in the box! - robbed - grabbed
- happened - screamed
- finished - pushed
- walked - took
- escaped
Once upon a time, two bandits (1) ..... an old lady. The robbery (2) ..... near the old bridge over the river. The old lady (3) ..... shopping and (4) ..... toward the bridge. When she saw near the bridge, two bandits (5) ..... toward her and (6) ..... her purse. She (7) ..... and they (8) ..... it. Then, they (9) .....
83 Lampiran RPP II MATERI AJAR
Generic structure: parts of narrative text The text consists of: 1. Orientation (beginning or introduction) Introduce main characters, setting, and time. The opening paragraph introduces characters/participants of the story and sets the scene (it answer the questions who, when, what, and where). 2. Complication (Middle) The problem happens among the characters. It is about the problems which involve the main characters in the story developed. 3. Resolution (Ending) The problem is dissolved. It is about how the problems in the story are solved (better or worse). Here, the main characters find ways to solve the problems.
Example:
The Fairy Tulip Once upon a time, there was an old woman who lived alone in a little house. Actually she had a bed in her beautiful striped tulip garden but she did not relize it. She care for her garden but Tulip can grow very well on it.
never
took
Orientation
One night, she was awakened by the sound of sweet singing and babies laughing. The sound seemed to come from the tulip bed but she could not see anything. On the following night, she was awakened again by the sweet singing and the babies laughing. She arose and walked quietly to the garden.
Complication
To her surprise, she saw a little fairy mother crooning and rocking at the flower like a cradle. In each cup of the flower lay a little fairy baby playing and laughing. The old woman walked back to her house. From that time she made a promise to hersef that she will take care of her garden actually to the Tulip plant.
Resolution
84
Exercise: The paragraphs below have been made jumbled. However, originally they make up a story. Rearrange these sentences to reconstruct the story and answer the following question! The Golden Compass Lyra Belaqua, and her daemon Pantalaimon, had lived as an orphan in Jordan College for years. She just had an uncle as her relative. His named was Lord Asriel. He was a scientist and an adventurer. He always busy in doing his experment in North Pole. Therefore, Lyra was taken care by the Professors and Scholars of Jordan College because she had no other place to go.
One day Lyra overheard the conversation between her uncle and the Colege Senate. It was an extraordinary conversation about a microsco-pic particle, called Dust. This particle was said to unit different worlds, and was feared by many who want to destroy it forever. It was what Lord Asriel experimenting in the North. At the time, she did not know that this conversation would drag her into a dangerous adventure of her faith. Soon after that, her uncle was reported missing in the North. And Lyra had to leaved Jordan College to live under the care of a woman named Mrs. Coulter. At the beginning, she liked her new life, and learned many thing as a young girl. However, soon she discovered that Mrs. Coulter was the leader of the Gobbler. Gobbler had kidnapped many childrent to be sent away to the North. Lyra finally managed to escape from her and runaway with the Gypsies. They helped her went to the North to find Lord Asriel and freed the kidnapped children. During the journey, Lyra and her Gysies friends met lots of danger and interesting people. One of them was Lorek Birnisson, an armored bear. Lored and Lyra became best friend. He helped her freed the kidnapped children and faced Mrs. Coulter and her company. He also took her to her uncle whereabouts. Lyra had learned that Lord Asriel was actually her real father. At the end of her dangerous adventure, she managed to rejoin him and helped him with his experiment on Dust.
85
Check your comprehension. Answer the questions below! 1. What is the topic of the text? 2. The orientation a. Who was Lyra Belaqua? b. What was Lord Asriel’s occupation? c. Where did Lord Asriel do his experiment? 3. Complication a. What was Lord Asriel and College Senate talking about? b. Why did Lyra escape from Mrs. Coulter? c. How was Lyra’s journey in finding Lord Asriel? 4. What is the purpose of the story? 5. What is the moral value from the text above?
86 Lampiran RPP III MATERI AJAR
Once upon a time, there was a young girl named Cinderella. She lived with her step mother and two step sisters. The step mother and sisters were conceited and bad tempered. They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the family. The two step sisters, on the other hand, did not work about the house. Their mother gave them many cute dresses to wear. (Main Idea: A young girl named Cinderella who lived with her step mother and step sisters) One day, the two step sister received an invitation to the ball that the king’s son was going to give at the palace. They were excited about this and spent so much time choosing the dresses they would wear. At last, the day of the ball came, and away went the sisters to it. Cinderella could not help crying after they had left. Why are you crying, Cinderella? a voice asked. She looked up and saw her fairy godmother standing beside her, because I want so much to go to the ball said Cinderella. Well said the godmother, you have been such a cheerful, hardworking, uncomplaining girl that I am going to see that you do go to the ball. (Main Idea: There was an invitation and Cinderelle did not permit to go) Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. Now, Cinderella, she said; you must leave before midnight. Then away she drove in her beautiful coach. Cinderella was having a wonderfully good time. She danced again and again with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as she could. In her hurry, one of her glass slipper was left behind. (Main Idea: Cinderella went to the party by fairy godmother’s helping and she lost her glass slipper) A few days later, the king son proclaimed that he would marry the girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter
87 how hard they squeezed their toes into it. In the end, the king’s page let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper on. It fitted perfectly. (Main Idea: the king son found Cinderella by the glass slipper) Finally, she was driven to the palace. The king’s son was overjoyed to see her again. They were married and live happily ever after. (Main Idea: Cinderella married with the king son and live happily forever) Past Continuous Tense - The past continuous indicates an action which was going on at some time in the past. - Pattern: Subject + was/were + Verb-ing + object - The forms of past continuous tense are: Subject to be Verb-ing He, She, It was + cleaning I, we, you, they were He, She, It was not sweeping I, we, you, they were not
? ?
to be was were was Whwere
Subject He, She, It I, we, you, they He, She, It I, we, you, they
Object the room the floor
Verb-ing
Object
cleaning
the room?
sweeping
the floor?
- The usage of past continuous tense are: To talk about an action going on at a certain time in the past. Examples: - The Adams family was moving into a new house near the lake - What were you doing at 11.30 this afternoon? - Was her grandfather a war hero? - My sister and I were not coming to the party because of the rain. To say that a new action happened in the middle of a longer action (in the past). Examples: - I met my English teacher in the way, when I was going to the post office. - The milkman came while we were having breakfast in the kitchen this morning.
88 Exercise 1 Discuss this text below with your group ! The Story of Sangkuriang and Tangkuban Perahu Mountain One day, Dayang Sumbi asked her son to go to hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried, because he did not see any dear to be hunted. Then, he thought to shot his own dog. Then, he took the dog’s liver and carried home. Soon, Dayang Sumbi found out that it was not deer liver, but Tumang’s her own dog. So, she was very angry and hit Sangkuriang’s head. In that incident, Sangkuriang got wounded and scar then cast away from their home. Years go by, Sangkuriang had travel many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, the woman looked at the wound in Sangkuriang’s head. It matched to her son’s wound that had left several years earlier. Soon, she realized that she felt in love with her own son. She could not marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked the boat. It felt over and became the mountain of Tangkuban Perahu Bandung. Answer the following questions! 1. What kind of text is it? 2. What does the text tell us about? 3. Who are the main characters of the story? 4. What is complication of the story? 5. What is the moral value of the story? 6. Write the main idea from each paragraph above! a. Paragraph 1: b. Paragraph 2: c. Paragraph 3: d. Paragraph 4: Exercise 2 Answer the questions below using past continuous tense. Use the expression of place in the parentheses and add your own words. 1. A: Where was Andi last monday? (at the library) B: _____________________________________ 2. A: What was Selamet doing on Saturday? (work) B: _____________________________________ 3. A: Where were you going yesterday? (Prambanan temple) B: ____________________________________________ 4. A: Why were they going to Bandung last month? (study tour) B: _______________________________________________
89
Lampiran RPP IV
MATERI AJAR The Story of Smart Monkey and Dull Crocodile One day, there was a monkey. He wanted to cross a river. There, he saw a crocodile, so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then, the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “my father is very sick. He has to eat the heart of the monkey. So, he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then, he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back the bank of the river. As soon as, they reached the river bank, the monkey jumped off the crocodile’s back. Then, he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now, I am free and I have my heart.” A. Answer the questions based on the text above! 1. What does the text talk about? Answer: 2. What did the monkey want to do? Answer: 3. What is the main idea of paragraph three? Answer: 4. Why did the crocodile stop in the middle of the river? Answer: 5. Why did the monkey asked the crocodile to swim back to the river bank? Answer: 6. Where did the monkey leave his heart? Answer: 7. What did the monkey do after they reach the river bank? Answer: 8. Why did the monkey say that the crocodile is foolish? Answer: 9. What can we learn from the story above? Answer:
90
B. Mention the conclusion of each paragraph above! Paragraph
I
II
III
IV
V
Conclusion
91
Appendix 3 Table 4.1 Students’ Score of VIII.1 (Experimental Class) Students
Pretest (X1) Postest (X2)
Gained score (X)
1
68
76
8
2
32
92
60
3
60
88
28
4
60
80
20
5
64
88
24
6
64
80
16
7
60
88
28
8
68
76
8
9
76
96
20
10
68
88
20
11
72
72
0
12
60
68
8
13
68
96
28
14
56
80
24
15
40
88
48
16
68
80
12
17
76
88
12
18
52
88
36
19
68
76
8
20
56
84
28
21
52
76
24
22
60
84
24
23
68
96
28
24
56
76
20
25
64
92
28
N = 25
∑X1 =1536
∑X2 =2096
∑X = 560
Mean:61,44 Mean:83,84
Mean:22,4
92
Table 4.2 Students’ Score of VIII.2 (Controlled Class) Students Pretest (Y1)
Posttest (Y2)
Gained score(Y)
1
56
72
16
2
64
64
0
3
68
76
8
4
60
68
8
5
72
72
0
6
76
80
4
7
64
72
8
8
40
60
20
9
76
76
0
10
60
72
12
11
48
76
28
12
40
76
30
13
64
68
4
14
72
76
4
15
64
64
0
16
60
76
16
17
76
76
0
18
76
80
4
19
44
76
32
20
72
76
4
21
52
68
16
22
56
60
4
23
56
76
20
24
52
60
8
25
68
72
4
∑Y1 = 1536
∑Y2 = 1792
∑Y = 250
Mean:61,44
Mean: 71,68
Mean:10
N = 25
93
1. Normality of the Data a. Normality of Pre-test in the Experimental Class Hypothesis Ho : Data of X is normally distributed. H1 : Data of X is not normally distributed. Table 4.3 Calculation of Pre-test Normality in Experimental Class X
F
fX
fX2
p = f/n
Σp
z = (Xi- ̅ )/s
Φ
T = φ – Σp
32
1
32
1024
0,04
0,04
-2,967741935
0,0015
-0,0385
40
1
40
1600
0,04
0,08
-2,161290323
0,0154
-0,0646
52
2
104
5408
0,08
0,16
-0,951612903
0,1711
0,0111
56
3
168
9408
0,12
0,28
-0,548387096
0,2946
0,0146
60
5
300
18000
0,20
0,48
-0,14516129
0,4443
-0,0357
64
3
192
12288
0,12
0,60
0,258064516
0,5987
0,0013
68
7
476
32368
0,28
0,88
0,661290322
0,7454
-0,1346
72
1
72
5184
0,04
0,92
1,064516129
0,8554
-0,0646
76
2
152
11552
0,08
1
1,467741935
0,9279
-0,0721
2
ΣX
Σf
ΣfX
ΣfX
520
25
1536
96832
s= s2 = ̅= Tmax = Ttable =
∑
9,92 98,41 61,44 0,0146 0,173
∑ [ [
] ]
= 3873,28 – [61,44]2 = 3873,28 – 3774,87 = 98,41 s =√ Criteria of the test: In the significant degree of 0,05, the value in the table of Lillyfors shows: T (0,05)(25) = 0,173.
94
H1 = T > 0,173 Ho = T < 0,173 The result showed that Tmax < Ttable (0,0146 < 0,173), it means that the data is normally distributed.
b. Normality of Post-test in the Experimental Class Hypothesis Ho : Data of X is normally distributed. H1 : Data of X is not normally distributed. Table 4.4 Calculation of Post-test Normality in Experiment Class X
F
Fx
fX2
p = f/n
Σp
z = (Xi- ̅ )/s
Φ
T = φ – Σp
68
1
68
4624
0,04
0,04
-2,076015727
0,0192
-0,0208
72
1
72
5184
0,04
0,08
-1,551769332
0,0606
-0,0194
76
5
380
28880
0,20
0,28
-1,027522936
0,1539
-0,1261
80
4
320
25600
0,16
0,44
-0,50327654
0,3085
-0,1315
84
2
168
14112
0,08
0,52
0,020969855
0,5080
-0,0120
88
7
616
54208
0,28
0,80
0,545216251
0,7054
-0,0946
92
2
184
16928
0,08
0,88
1,069462647
0,8554
-0,0246
96
3
288
27648
0,12
1
1,593709043
0,9441
-0,0559
2
ΣX
Σf
ΣfX
ΣfX
656
25
2096
177184
s= s2 = ̅= Tmax = Ttable =
∑
7,63 58,21 83,84 -0,012 0,173
[
∑
[ [
] ] ]
√ Criteria of the test: In the significant degree of 0,05, the value in the table of Lillyfors shows: T (0,05)(25) = 0,173. H1 = T > 0,173
95
Ho = T < 0,173 The result showed that Tmax < Ttable (-0,012 < 0,173), it means that the data is normally distributed.
c. Normality of Pre-test in the Controlled Class Hypothesis Ho
: Data of Y is normally distributed.
H1
: Data of Y is not normally distributed. Table 4.5 Calculation of Pre-test Normality in Controlled Class
Y
F
FY
fY2
p = f/n
Σp
z = (Xi- ̅ )/s
Φ
T = φ – Σp
40
2
80
3200
0,08
0,08
-1,966972477
0,0250
-0,055
44
1
44
1936
0,04
0,12
-1,6
0,0548
-0,0652
48
1
48
2304
0,04
0,16
-1,233027523
0,1093
-0,0507
52
2
104
5408
0,08
0,24
-0,866055045
0,1949
-0,0451
56
3
168
9408
0,12
0,36
-0,499082568
0,3121
-0,0479
60
3
180
10800
0,12
0,48
-0,132110091
0,4483
-0,0317
64
4
256
16384
0,16
0,64
0,234862385
0,5902
-0,0498
68
2
136
9248
0,08
0,72
0,601834862
0,7258
0,0058
72
3
216
15552
0,12
0,84
0,968807339
0,8315
-0,0085
76
4
304
23104
0,16
1
1,335779817
0,9082
-0,0918
2
ΣY
Σf
ΣfY
ΣfY
580
25
1536
97344
s= s2 = ̅= Tmax = Ttable =
10,90 118,89 61,44 0,0058 0,173
∑
[ [
∑
] ]
= 3893,76 – [61,44]2 = 3893,76 – 3774,87 = 118,89 s =√
Criteria of the test: In the significant degree of 0,05, the value in the table of Lillyfors shows: T (0,05)(25) = 0,173.
96
H1 = T > 0,173 Ho = T < 0,173 The result showed that Tmax < Ttable (0,0058 < 0,173), it means that the data is normally distributed.
d. Normality of Post-test in the Controlled Class Hypothesis Ho
: Data of Y is normally distributed.
H1
: Data of Y is not normally distributed. Table 4.6 Calculation of Post-test Normality in Controlled Class
Y
F
fY
fY2
p = f/n
Σp
z = (Yi- ̅ )/s
Φ
T = φ - Σp
60
3
180
10800
0,12
0,12
-1,953177258
0,0256
-0,0944
64
2
128
8192
0,08
0,2
-1,284280936
0,1003
-0,0997
48
3
204
13872
0,12
0,32
-0,615384615
0,2709
-0,0491
72
5
360
25920
0,2
0,52
0,053511705
0,5199
0,0001
76
10
760
57760
0,4
0,92
0,722408026
0,7642
-0,1558
80
2
160
0,08
1
1,391304348
0,9177
-0,0823
ΣY
Σf
ΣfY
12800 ΣfY2
420
25
1792
129344
s= s2 = ̅= Tmax = Ttable =
5,98 35,74 71,68 0,0001 0,173
∑
[
∑
[
] ]
= 5173,76 – [71,68]2 = 5173,76 – 5138,02 = 35,74
s
=√
Criteria of the test: In the significant degree of 0,05, the value in the table of Lillyfors shows: T (0,05)(25) = 0,173. H1 = T > 0,173. Ho = T < 0,173.
97
The result showed that Tmax < Ttable (0,0001 < 0,173), it means that the data is normally distributed.
2. Homogeneity of the Data The criteria of the test: α = 0,05 Ho: Fα(n1-1, n2-2) < F < Fα(n1-1, n2-2) H1: F > Fα(n1-1, n2-2) The formula used can be seen as follows1:
or
The calculation can be seen as follows: 1,098 1,275 n1-1 = 25-1 = 24 n2-1 = 25-1 = 24 F0,05(n1-1, n2-1) / F0,05(24, 24) = 1,98 (Ftable)
3. Testing Hypothesis The calculation can be seen as follows: a. Determining Mean of variable X: ∑
b. Determining Mean of variable Y: 1
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p.160.
98
∑
c. Determining Standard of Deviation Score of Variable X: ∑
√
√
√
d. Determining Standard of Deviation Score of Variable Y: √
∑
√
√
e. Determining Standard Error Mean of Variable X: √
√
√
f. Determining Standard Error Mean of Variable Y: √
√
√
g. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:
√ √
h. Determining to with formula:
√
99
i. Determining Degrees of Freedom (df), with formula:
(
)
100
101
102
103
