“THE EFFECTIVENESS OF NUMBERED HEADS TOGETHER TECHNIQUE (NHT) ON STUDENTS’ READING ABILITY” (A Quasi-experimental Study at the Second Grade of SMPN 2 Tangerang Selatan)”
By: MerinaYuliAstuti 109014000159
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
“THE EFFECTIVENESS OF NUMBERED HEADS TOGETHER TECHNIQUE (NHT) ON STUDENTS’ READING ABILITY” (A Quasi-experimental Study at the Second Grade of SMPN 2 Tangerang Selatan)”
“A Skripsi” Presented to the faculty of Tarbiyah and Teachers’ Training In a partial Fulfillment of the Requirements For the Degree of Strata 1 (S1) in English Language Education
By: Merina Yuli Astuti 109014000159
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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ABSTRACT
Merina Yuli Astuti. 2014, The Effectiveness of Numbered Heads Together Technique (NHT) Toward Students’ Reading Ability on Descriptive Text A Quasi Experimental Study at the Second Grade of SMPN 2 Tangerang Selatan in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta. Keywords: Numbered Heads Together, Reading Ability and Descriptive Text The objectives of this study is to find out an empirical data, to see whether or not numbered heads together technique effective in improving students’ reading ability in descriptive text. This study was held in January to February 2014 at SMPN 2 Tangerang Selatan. The method used in this study was quantitative method in the design of quasi experimental study. The sampling technique used in this study was purposive sampling. The subject of this study is the second year students and the samples are VIII.1 as experiment class and VIII.2 as controlled class. Instrument that used in this study is reading test consist of Pre-test and Posttest. The result of this research shows that using numbered heads together technique is effective in improving students’ reading ability in descriptive text. It can be seen from mean of post–test in experimental class (68.33) is higher than controlled class (64.48). Also, mean of gained score in experimental class (13.58) is higher than controlled class (5.38). The data analyzed by using T-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (2.48 > 1.99). Therefore, it proves that alternative hypothesis (Ha) which states there is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text, is accepted.
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ABSTRAK
Merina Yuli Astuti. 2014, Keefektifitasan Teknik Numbered Heads Together (NHT) Terhadap Kemampuan Membaca Teks Deskriptif; Sebuah Penelitian Kuasi Eksperimen di Kelas II di SMPN 2 Tangerang Selatan pada tahun akademik 2013/2014. Skripsi jurusan Pendidikan Bahasa Inggris Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta. Kata Kunci: Numbered Heads Together, Kemampuan Membaca and Teks Deskriptif Tujuan penelitian ini adalah untuk mendapatkan data-data empiris, untuk mengetahui apakah teknik numbered heads together efektif dalam meningkatkan kemampuan membaca siswa pada teks deskriptif. Penelitian ini dilakukan pada Januari sampai Februari 2014 di SMPN 2 Tangerang Selatan. Metode yang digunakan pada penelitian ini adalah kuantitatif dengan desain penelitian kuasi eksperimen. Teknik dalam pengambilan sampel adalah purposive sample. Subjek pada penelitian ini adalah murid kelas 2 dan sampel adalah kelas VIII.1 sebagai kelas eksperimen dan VIII.2 sebagai kelas kontrol. Instrumen pada penelitian ini adalah tes membaca yang terdiri dari pre-test dan post-test. Hasil dari penelitian ini menunjukan bahwa penggunaan teknik numbered heads together dapat meningkatkan kemampuan membaca dalam teks deskriptif. hal ini dapat dilihat dari hasil rata-rata post-test pada kelas eksperimen (68.33) lebih besar dari kelas kontrol (64.48). Dan, hasil rata-rata nilai peningkatan pada kelas eksperimen (13.58) lebih besar dari kelas kontrol (5.38). Data dianalisa dengan rumus T-test. Hasil perhitungan menunjukan bahwa dengan taraf signifikansi 5% hasil t-test (to) > t-table (tt) (2.48 > 1.99). Oleh karena itu, hal ini membuktikan hipotesis alternatif (Ha) yang menyatakan bahwa terdapat kemajuan signifikan dengan menggunakan teknik numbered heads together dalam meningkatkan kemampuan membaca siswa dalam teks deskriptif, diterima.
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ACKNOWLEDGEMENT
In the name of Allah, the Most Beneficent and the Most Merciful
All
praise be to Allah, the Lord of the Worlds. The Almighty God for his
blessing, mercy, guidance and help that has given to the writer until she could finish
this slcripsi entitles The Effectiveness of Numbered Heads Together Technique (NHT) on students' Reading Ability. Peace be upon our prophet Muhammad SAW, his family and his followers.
First of all, the writer would like express her deepest gatitude, appreciate and
honor to
all family
members, especially
for her beloved parents, Sudarwati
and
Parmin, for their supports, motivations and valuable players that never stop given to the writer. Also, her brothers, Eko Prasetyo and Fathah Hurahmad
Al
Zuhri, for their
support and help to the writer anytime.
Next, the writer would like to express her special thanks to her advisor, Dr.Fahriany, M.Pd and zaharil Anasy, M.Hum
for their
patience, guidance,
encouragement, support, correction and suggestion for completing this slcripsi. The writer also wants to express her gratitude to all people who has contribute
to her study among others; 1.
A1l the lectures of English Education Department who have already taught
and educated the writer during her study at UIN syarif Hidayatullah Jakarta. 2. Drs. Syauki, M.Pd., the head of English Education Department.
vil
J.
Zaharil Anasy, M.Hum., the secretary of English Education Department.
4.
Nida Husna, M.Pd., M.A. TESOL, the writer's academic advisor for her support, caring and motivation during studying
in English Education
Department. 5.
Dra. Nurlena, M.A, Ph.D., the dean of Faculty of Tarbiyah and Teachers' Training of Islamic State University Jakarta.
6.
Drs. H. Antasa, M.M.Pd, the headmaster of SMPN 2 Tangerang Selatan who has permitted the writer did the research.
7.
Mrs. Syarifah, S.Pd
8.
Al1 her friends (Sartika Sari, Annisa Ulfah, Annisa Purwaning, and others
as the English teacher
of SMPN 2Tangerung Selatan.
D class members for sharing their knowledge, happiness, care, time, help and support) and especially for her special friend, Indra Putra Pratama. 9.
Everyone who cannot mentioned one by one for their contribution to the
writer during finishing this slvipsi. The words are not enough to say her appreciation for their help.
The writer realizes there are still some mistakes in this slcripsi and it is still far being perfect. Therefore,
it is pleasure for her to accept the critics and suggestions to
correct the mistakes and weakness from her writing. She also expects that this slcripsi can be beneficial for her and for those who are interested in it.
Iakarta,l|i4:arch2014
The writer
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TABLE OF CONTENTS TITLE ....................................................................................................
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APPROVAL ..........................................................................................
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ENDORSEMENT SHEET ...................................................................
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SURAT PERNYATAAN KARYA SENDIRI .........................................
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ABSTRACT ...........................................................................................
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ABSTRAK ..............................................................................................
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ACKNOWLEDGEMENT ....................................................................
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TABLE OF CONTENTS .....................................................................
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LIST OF TABLE .................................................................................
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LIST OF APPENDICES ......................................................................
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CHAPTER I : INTRODUCTION .......................................................
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A. Background of the Study ...................................................................
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B. The Identification of Problem ............................................................
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C. The Limitation of Problem .................................................................
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D. The Formulation of the Problem ........................................................
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E. The Objective of the Study .................................................................
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F. The Significance of the Study .............................................................
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CHAPTER II : THEORETICAL FRAMEWORK ...........................
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A. The Nature of Reading .......................................................................
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1. The Definition of Reading ..............................................................
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2. The Objective of Reading ...............................................................
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3. The Kinds of Reading .....................................................................
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B. The Nature of Descriptive Text ..........................................................
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1. The Definition of Descriptive Text .................................................
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2. The Purpose of Descriptive Text ....................................................
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3. The General Structure of Descriptive Text ....................................
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4. the Grammatical Features of Descriptive Text ..............................
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C. The Nature of Numbered Heads Together ........................................
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1. The Definition of Numbered Heads Together ...............................
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2. The Advantages of Numbered Heads Together .............................
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3. The Steps in Numbered Heads Together ........................................
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D. Previous Related Studies ...................................................................
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E. Theoretical Thinking .........................................................................
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F. Research Hypothesis ..........................................................................
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CHAPTER III : RESEARCH METHODOLOGY ............................
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A. Place and Time of the Research ........................................................
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B. Method and Design of the Research ..................................................
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C. Population and Sample ......................................................................
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D. Technique of Collecting the Data ......................................................
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E. Internal Validity Control ....................................................................
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F. Technique of Data Analysis ................................................................
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G. The Hypothesis of the Research ........................................................
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CHAPTER VI : RESEARCH FINDINGS..........................................
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A. Description of the Data ......................................................................
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B. Analysis of Pre-test and Post-test .......................................................
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1. Normality of the Data......................................................................
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2. Homogenity of the Data ..................................................................
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C. Hypothesis Testing .............................................................................
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D. Interpretation of the Data ...................................................................
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CHAPTER V : CONCLUSION AND SUGGESTION ......................
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A. Conclusion..........................................................................................
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B. Suggestion ..........................................................................................
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REFERENCES ......................................................................................
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APPENDICES .......................................................................................
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LIST OF TABLES
Table 4.1
The Students’ score of VIII.1 (experimental class)
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Table 4.2
The Frequency of Pretest of Experimental class
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Table 4.3
The Frequency of Posttest of Experimental class
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Table 4.4
The Students’ score of VIII.2 (controlled class)
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Table 4.5
The Frequency of Pretest of Controlled class
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Table 4.6
The Frequency of Posttest of Controlled class
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Table 4.7
The result calculation of post – test of experimental class
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Table 4.8
The result calculation of post – test of controlled class
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LIST OF APPENDICES
Appendix 1 Validity Test ............................................................................... 44 Appendix 2 The Result of Validity Test ........................................................ 49 Appendix 3 Lesson Plan ................................................................................ 50 Appendix 4 Kisi-kisi Soal .............................................................................. 98 Appendix 5 Reading Test ............................................................................... 99 Appendix 6 Calculation of Pre-test Normality in Experimental Class ......... 103 Appendix 7 Calculation of Post-test Normality in Experimental Class ........ 104 Appendix 8 Calculation of Pre-test Normality in Controlled Class .............. 105 Appendix 9 Calculation of Post-test Normality in Controlled Class ............ 106
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CHAPTER I INTRODUCTION
A. Background of the Study English is an international language and it is used to communicate and interact with other people in the world that has different background nation and language. That is the reason why English has important roles in every life aspect. This also affects the education in Indonesia. English became one of foreign languages taught in Indonesian school. Indeed, English is a subject taught from kindergarten to university. The Indonesia government has a priority in English to be developed and learned. They establish the objective in learning English based on the students’ grade. Based on the curriculum KTSP 2006, “the purposes of English in SMP/MTs such as students are able to develop their competence in communication in written and oral way to achieve the functional literacy; they also have an awareness of the nature and importance of English to improve the nation's competitiveness in the global society; develop their understanding of the interrelationships between language and culture”.1 To achieve those teaching English purposes above, students were taught four basic language skills in English like listening, speaking, reading, and writing. In this research, the writer focuses in reading skill. Being able to read English is important because there are many kinds of books and information on the internet in English. By reading, students are not only get the information or pleasure but also can get new vocabularies that can be used in writing, speaking and listening. According to Harmer, “reading is an exercise dominated by the eyes and the brain. The eyes receive messages and the brain then has to work out the significance of these
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Depdiknas, Kurikulum KTSP 2006 Standar Isi Satuan Pendidikan Dasar dan Menengah, (Jakarta: Badan Standar Nasional Pendidikan, 2006), p.124.
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messages”.2 In other word, reading is a process transferring information from the text then our brain will process it and conclude what the text tells about. Based on the syllabus, the aims of teaching reading in second grade of junior high school is, “understanding the meaning of written functional text and simple short essay in descriptive and recount that relating to the environment.” It can be said the text taught at the second grade of junior high school in the first semester is descriptive text and recount text. The writer focuses on the descriptive text. According to Ploeger, “description is a development method used to depict physical items or objects that have concrete, touchable feature.”3 In other word, description is a writer’s way to explain something which apparent and can be held and usually has characteristics like color, shape, weight, size, taste and etc. Nevertheless, sometimes students get confuse in reading descriptive text because the unfamiliar vocabularies and the difficulty of structure used in the text. So they often use a dictionary. It makes their reading activity slowly meanwhile the learning time is limited. Furthermore, sometimes the teachers teach students to read aloud. It can be useful for beginner language learner to know how to pronounce words in English text but it cannot be used to understand the meaning of the text. This kind of problem has been found by the researcher when she did Praktek Profesi Keguruan Terpadu (PPKT) during the teaching of descriptive text in classroom. Therefore, she wants to use numbered heads together technique to improve students’ reading ability. Numbered heads together is one of the techniques in cooperative learning. According to Jolliffe, “cooperative learning requires pupils to work together in small groups to support each other to improve their own learning and that of others. However, it is not quite so simple, because there are variations on cooperative learning and some fierce arguments amongst academics as to the value of each.”4 In 2
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996),
p.190. 3
Katherine M. Ploeger, Simplified Paragraph Skills, (Illinois: NTC Publishing, 1999), p.241. Wendy Jolliffe, Cooperative Learning in the Classroom Putting It into Practice, (London: Paul Chapman Publishing, 2007), p.3. 4
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another word, cooperative learning is a group working to help the group member to understand the material about. Then, numbered heads together is a teaching technique by using group that consists of four students. The rules of numbered heads together are teacher will divide class into several groups that consist of four students, teacher ask a question based on the text, students in each group put their heads together and discuss the answer, and teacher calls number randomly. The student with that number gives and explains their group’s answer. This activity not only about practice reading in group but also train the student to socialize and help each other. Based on the explanation above, the researcher is interested in conducting the research under the title “the effectiveness of numbered heads together technique on students’ reading ability at SMPN 2 Tangerang Selatan”. The researcher wants the students practice to read descriptive text by using numbered heads together technique.
B. The Identification of the Problems In this research, the writer identified some problems in SMPN 2 Tangerang Selatan, those problems are; 1.
Students are difficult to understand the text because many unfamiliar vocabularies so they often used dictionary. It makes their reading activity slowly meanwhile the learning time is limited.
2.
Students are difficult to understand the meaning of the text because the difficulty of the structure that used in the text.
3.
The researcher found sometimes teachers taught reading by reading aloud, as the researcher knows that technique is good for elementary to practice reading and also practice how to pronounce the word, but not for understanding the meaning of the text in junior high school.
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C. The Limitation of the Problem Based on the identification of the problems above, the writer limits the study on the effect of using numbered heads together technique in improving students’ reading ability in descriptive text at the second grade students of SMPN 2 Tangerang Selatan.
D. The Formulation of the Problem From the statement above, the writer formulates the problem: “Is numbered head together technique effective in improving the students’ reading ability in descriptive text at SMPN 2 Tangerang Selatan?”
E. The Objectives of the Study Based on the formulation above, the objectives of this study is to find out an empirical data, to see whether or not numbered heads together technique is effective in improving students’ reading ability in descriptive text and how can numbered heads together effective in improving the students’ reading ability in descriptive text at SMPN 2 Tangerang Selatan.
F. The Significance of the study The result of the study hopefully can be useful for: 1.
Students, the result of this study will give many benefits to students because they are not only can improve their understanding in reading descriptive text and improve their vocabulary but also can make them socialize and active, work together to help each other and make them unified.
2.
Future teachers, colleagues, and many others to help them more understand about the use numbered heads together technique in teaching reading descriptive text. They will know if numbered heads together
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technique not only good for teaching reading descriptive but also good for students’ behavior.
CHAPTER II THEORETICAL FRAMEWORK
A.
The Nature of Reading Ability
1.
The Definition of Reading Ability A number of people never overlook reading like magazine, newspaper, article
or advertisement everyday while doing their activities. Everyone can do it because it is quite simple and easy. Whereas, most of them only read the text without understanding what is the meaning from the text. Actually, reading is not only about how to pronounce the words or explain it but the most important thing is understands the meaning of the text or what the writer conveyed about. As Nuttall stated, “reading is not about decode decipher identify or articulate speak pronounce but focus on understanding interpret meaning sense”.1 In addition, Harmer stated that, “reading is useful for language acquisition. Reading also has a positive effect on students’ vocabulary knowledge, on their spelling and on their writing”.2 In another word, reading is beneficial activity because students not only get the information from the text but also can increase their English ability indirectly. However, Grellet said, “reading is an active skill; it constantly involves guessing, predicting, checking and asking oneself questions”.3 It can be said that reading is an active activity because before the readers read the text, theyhave to suppose what the writer will talk about by seeing the title, picture, clues, or the first and last paragraph, skimming the text to check their hypotheses and to get the information what they are looking for, revision then reread the text for more detail.As 1
Christine Nutall, Teaching Reading Skills in a Foreign Language, Marion Geddes and Gill Sturtridge (ed), Practical Language Teaching, (Heinemann, 1983), p.2. 2 Jeremy Harmer, How to Teach English, (Kuala Lumpur: Pearson Education Limited, 2007), p.99. 3 Francoise Grellet, Developing Reading Skills A practical Guide to Reading Comprehension Exercise, (New York: Cambridge University Press, 2010), p.8.
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Snow stated, “the best way to understand reading is therefore to see it as a process of active guessing in which readers use a variety of different kinds of clues to understand a text and to take what they need or want from it, generally as quickly as possible”.4 From those explanations above, it can be concluded that reading is an active activity because the readers not only read those printed words in the text but they must understand what is the message that conveyed by the writer from the text. Before reading, the readers can guess what the writer will talk about by seeing the title, picture, clues, or the first and last paragraph, skimming the text to check their hypotheses and to get the information what they are looking for, revision then reread the text for more detail.There are many purposes in reading, beside the readerscan get many informations from the text, they will improve their english ability indirectly because they not only practice how to pronounce the words, but also find new vocabularies and those new vocabularies can be applied in their speaking and writing. Furthermore, Allington and Strange stated, “reading ability is a complex skill and many issues surround its measurement. Most assessment of reading ability consider both word-identification abilities, and the understanding or comprehension of the message”.5Then, Alderson said, “reading ability is not only abilities in learning new knowledge, but also abilites to process information”.6 Meanwhile, according to Harmer, students need to be able to scan the text for particular bits of information they are searching for. They also need to be able to skim
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Don Snow, From Language Learner to Language Teacher, (Virginia: TESOL Teachers of English to Speakers of Other Language, Inc, 2007), p.133. 5 Richard Allington and Michael Strange, Learning Through Reading In The Content Areas, (Toronto: D. C. Heath and Company, 1980), p.5. 6 J. Charles Alderson and Lyle F. Bachman, Assessing Reading, (New York: Cambridge University Press, 2000), p.48.
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a text – as if they were casting their eyes over its surface – to get a general idea of what it is about.7 In another word, reading ability is capability of the readers in understanding the meaning of the text.Also, they must be able in understanding and applying the reading technique in order to adjust with the text and their reading purpose. If their reading purpose is to find the unfamiliar vocabulary in dictionary, they must be able read the text in scanning technique but if their purpose is to seek the general idea of the text, they must be able read the text in skimming technique.
2.
The Objective of Reading The objective of reading is based on what text that read by reader such as novel,
newspaper, textbook, magazine, article, dictionary and many more.Anything what reader read, they want to get the information from it. Although reader will get pleasure when they read novel or magazine, their first aim is to know the information how the story of the novelor hot news of some actress and actors in magazine. Likely, when they read textbook, newspaper and others, their purpose is to get the information. As Nutall stated, “you read because you wanted to get something from the writing: facts, ideas, enjoyment, even feelings of family community (from a letter): whatever it was, you wanted to get the message that the writer had expressed”.8 In addition, Jordan said that, students can have different purposes in their reading; these will include;
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To obtain information (facts, data, etc.)
To understand ideas, or theories, etc.
To discover authors’ viewpoints
Harmer,op. cit., p.100. Nutall, op. cit., p.3.
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To seek evidence for their own point of view (and to quote) all of which may be needed for writing their essays, etc.9
Then,Williams in McDonough and Shaw stated that, usefully classifies reading into (a) getting general information from the text; (b) getting specific information from a text; and (c) for pleasure or for interest.10 3.
The Kinds of Reading Technique There are many kinds of reading technique, to understanding a text easily and
quickly, the reader mustadjust the technique with the kind of text. They cannot read telephone directory in the same way as the textbook. According to Harmer, the kinds of reading technique are extensive and intensive reading.Extensive reading refers to reading which students do often (but no exclusively) away from the classroom. Intensive reading refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classroom.11 Meanwhile, Grellet divided four main ways of reading are skimming, scanning, extensive and intensive reading. Skimming is quickly running one’s eyes over a text to get the gist of it; scanning is quickly going through a text to find a particular piece of information; extensive reading is reading longer texts, usually for one’s own pleasure. This is a fluency activity, mainly involving global understanding; intensive reading is reading short texts, to extract specific information. This is more an accuracy activity involving reading for detail.12 It can be said thatintensive reading is reading activity that usually in the classroom to read the specific information in short text like textbook, article etc. Extensive reading is reading activity at the out class to practice reading fluently to get the pleasure like novel, comic, article etc.Scanning and skimming are the reading 9
R. R. Jordan, English for Academic Purposes, (New York: Cambridge University Press, 1997), p.143. 10 Jo McDonough and Christopher Shaw, Materials and Methods in ELT a teacher’s guide, (Oxford: Blackwell Publisher, 1993), p.102. 11 Harmer.loc. cit. 12 Grellet.loc.cit.
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techniques to read faster, scanning to search the phone number, dictionary, television program; skimming to search the general idea in short text.
B.
The Nature of Descriptive Text
1.
The Definition of Descriptive Text Descriptive text is a text that describes the characteristic of something like
person, place or thing. Before talked about descriptive text, it is necessary to know what the text itself.According to Anderson, text is when words are put together to communicate a meaning, a piece of text is created. Texts consist of spoken or written words that have the purpose of conveying a message.13 It can be said text is words that has a function to communicate which created by speaker or writer to inform a message. Furthermore,Dietsch stated, “description is a recording of concrete details that you see, hear, smell, taste or touch”.14In another word, description is a process of describing about something that people feel by using their five senses, it can be what people see like someone, place or thing; what people taste like food, drink or potion; what people hear like music, sound, or noise; what people smell like aroma of food or scent of rubbish; what people touch like soft, coarse, brisk, etc. Then Buscemi and Smith stated, “description makes for diversity. The people, place, and things described in the six selections that follow vary as widely as the distinctive style and perpectives of their authors. Nonetheless, each essay is a potrait sketched in details that are at once concrete, spesific, and vivid”.15 It can be said that description is the writer’s way to describe about people, place and things which appropriate with what they see in a real subject.
13
Mark Anderson and Kathy Anderson, Text Types in English 3, (Sellanor: Macmillan Education Australia PTY LTD, 1998), p.2. 14 Betty Mattix Dietsch, Reasoning & Writing Well 4ed, (New York: McGraw-Hill, 2006), p.140. 15 Santi V. Buscemi and Charlotte Smith, 75 Readings plus 8ed, (New York: McGraw-Hill, 2007),p.37.
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Descriptive text can be different based on the writer’s opinion. It can be happened in subjective description, for example descriptive text about the writer’s mother. Meanwhile in objective description, the writer cannot put their personal opinion in descriptive text. As Pharr stated, “descriptive comes in two basic forms: objective and subjective. Objective description is used in the science, in business, and in technology; in this approach, the writers describe their subject without including their personal responses. Subjective description allows the writer to show personal connection to his or her subject”.16
2.
The Purpose of Descriptive Text Each text has different purpose. Based on the definition of descriptive above
descriptive text is a text that describe about something so it can be for expressing, entertaining and informing about the object that people see, taste, feel, hear and touch. As Clouse stated, “there are five purposes of description such as to entertain; to express feelings; to relate experience; to inform (for a reader unfamiliar with the subject) or to inform (to create a fresh appreciation for the familiar) and to persuade (to convince the reader that some music videos degrade women)”.17 In addition, Dietsch said that, “description has three general purposes like to create imagery, a mood, or an aura of a place; to stimulate understanding and convince; and to urge the listeners to action”.18It can be said the purposes of descriptive text are to inform the specific features of the subject that can also to entertain and to influence the reader. For instance there is a picture of actress used pink dress with the animal print motif; her hair is red and curly; she used a necklace and bracelet and she also used pink wedges. The example of descriptive text above, it can give the information about the actress, it can entertain the reader and influence them to imitate what their favorite actress used. 16
Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw-Hill, 2005),
p.137. 17
Barbara Fine Clouse, The Student Writer, (New York: McGraw-Hill, 2008), p.154. Dietsch.loc. cit.
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3.
The General Structure of Descriptive Text General structure is the part of explaining the descriptive text to identify the
object. In descriptive text, the first general structure is introduction and the second is description. In introduction, the writer introduces the object briefly, and then they describe the features of the object in description part. In addition, Anderson said, “a typical description has an opening paragraph introducing the subject of the description, followed by a series of paragraphs each describing one feature of the subject. There can also be a final concluding section that signals the end of the description”.19 It can conclude that descriptive consist of two general structures which are introduction to introduce the object and description to explain the features of the object one by one and the last is make a summary about the object.
4.
The Grammatical Features of Descriptive Text In descriptive text, the writer can describe about person, place, and things.
According to Buscemi, she divided the grammatical features of descriptive text into two types; (a) in describing place and things; using proper noun, using effective verbs, and including action and people in the description of a place. (b) in describing people; using physical appearance, action, behaviour and the writer also need to ask someone about the subject’s personality, lifestyle, morals, disposition and so on.20Then Anderson stated, “there are three grammatical features of descriptive like; verbs in the present tense; adjectives to describe the feature of the subject and topic sentences to begin paragraphs and organize the various aspects of the description”.21 To sum up, the grammatical features that the writer used for describing person, place and things are effective verb, proper and specific noun, adjective and action 19
Anderson, op. cit., p.26. Santi V. Buscemi, A Reader for Developing Writers, (New York: McGraw-Hill, 2002), p.267-307. 21 Anderson.,loc. cit. 20
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verb especially in describing behavior or personality for person and they writes all features by using present tense.
C.
The Nature of Numbered Heads Together
1.
The Definition of Numbered Heads Together Numbered Head Together is one of techniques in cooperative learning.
Cooperative learning is teaching technique which the teacher taught the students in group that usually consists of four students to discuss about the topic together. The aim of cooperative learning is not only to make students active but also to train them to socialize, work together and help each other. As Richards states, “with cooperative learning, students work together in groups whose usual size is two to four members. However, cooperative learning is more than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members”.22 Cooperative learning has several techniques. Based on Slavin, some techniques in cooperative learning are Students Teams-Achievement Division (STAD), TeamsGames-Tournament (TGT), Team Accelerated Instruction (TAI), Cooperative Integrated Reading and Composition (CIRC), Numbered Heads Together, ThinkPair-Share and many more. Then, Olsen and Kagan in Richards and Rodgers stated, the following example in cooperative learning activities likesThree-step interview, Roundtable, Think-Pair-Share, Solve-Pair-Share, Numbered Heads Together.23 The writer focuses on Numbered Heads Together as the technique that used in this research.
Jack C. Richards – Willy A. Renandya, Methodology in Language Teaching: AnAnthology of Current Practice, (New York: Cambridge University Press, 2002), p.52. 23 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 2001), p.198. 22
14
Numbered heads together technique is a group working which usually consists of four students, and each student has number 1 until 4, when teacher ask a question, they put their heads off together to discuss about the answer. Then teacher will call number randomly to answer the question. As Stone stated that, “numbered heads together (NHT) is a simple four-step structure. Its main strengths are in building mastery and in reviewing previously learned information”.24 Moreover, Slavin said that, “numbered heads together is basically a variant of group discussion; the twist is having only one student represent the group but not informing the group in advance whom its representative will be”.25 Numbered heads together is a cooperative learning strategy in which students work together to ensure that each member of a group knows the correct answer to problem or question asked by the teacher.26 It can be said that numbered heads together is a group working which not only consider about the group comprehension in answering or explaining the answer but also focus on the comprehension of each member of the group. So,each member in the group has a responsibility in certifying that each member knows the right answer.
2.
The Advantages of Numbered Heads Together According to Richard and Renandya, “Numbered Head Together encourages
successful group functioning because all members need to know and be ready to explain their group’s answer(s) and because, when students help their group mates, they help themselves and their whole group, because the response given belongs to the whole group, not just to the group member giving it”.27 Then, Based on ACELT Journal, the advantages of numbered heads together are:
24
Jeanne M. Stone, KaganCooperative Learning Reading Activities, (San Clemente: Kagan publishing, 2000), p.74. 25 Robert E. Slavin, Cooperative Learning Theory, Research, and Practice 2ed, (Massachusetts: Allyn and Bacon, 1995), p.132. 26 Webb.nmu.edu/webb/ArchievedHTML/UPCED/mentoring/docs/teachingstrategies.pdf 27 Richard and Renandya.loc. cit.
15
numbered heads together can encourage positive interdependence because themembers depend on each other to arrive at a good answer and to help each member to be able to explain the answer. Individual accountability is also emphasized because everyone needs to be ready to represent the team and to help the others be ready. Simultaneous interaction is fostered because once the teacher announces the questions, all the members will join their heads together. Equal participation can take place since all the members have the chance to be called as the teacher calls the numbers (1,2,3,4) at random using a number wheel or any other device that can be improvised by the teacher.28 In addition, this structure facilitates positive interdependence, while promoting individual accountability. It also gives confidence to lower achievers because they know they will have the correct answer to give to the class.29 It can be concluded that numbered heads together give many advantages to students, because when they work together in group, each member of the group must know the correct answer so they must help each other. The students never know what the number will be called by the teacher so they must be ready and concrentration. It also can improve students’ confidence in explaining the answer especially for lower students who usually ashamed in class. This also can make students active and enthusiastic in learning process.
3.
The Steps in Numbered Heads Together According to Jacobs, this technique involves four steps, they are: (1) each
student in a group of four gets a number: 1, 2, 3, or 4, (2) the teacher or a student asks a question based on the text the class is reading, (3) students in each group put their heads together to come up with an answer or answers. They should also be ready to supply support for their answer(s) from the text and/or from other knowledge, (4) the teacher calls a number from 1 to 4. The person with that number gives and explains their group’s answer.30 28
Eleonor C. Cayabyab and George M. Jacobs, Making Small Groups Work Via Cooperative Learning, (The ACELT Journal, Vo.3, No.2, October 1999), p.30. 29 www.learnnc.org/Ip/pages/4772 30 Ibid., 52
16
So, there are some steps in doing numbered heads together technique such as firstly, teacher divided class into some groups that consist of four students, each student has a number 1,2,3 and 4; next, teacher asks a question based on the descriptive text which given by teacher; then students put their heads together to discuss about the answer, each student has responsibility to make sure all members in their group know the answer; the last, teacher called a number randomly and the student with that number must answered it with the explanation.
D.
Previous Related Studies The first study is conducted by Hadi (2011) under the title“Using Numbered
Heads Together to Improve the Reading Ability of the eight grade of MTs Al-Amin Mojokerto”. This research used a classroom action research. The data obtained from one class of the grade eight, VIII-B. The class consisted of 25 students. He did the numbered heads together technique to improve students’ reading ability in narrative text. The result of the research showed that the use of NHT technique has given positive influence in teaching narrative text. It can be seen from preliminary study (pre-test), ten (40%) out of 25 students got score below 70, the minimum degree of achievement. In post test, only one student (4%) out of 25 students achieved score below 70. Besides, in preliminary study, only three out of 25 students were active or gave positive responses toward the teaching reading activities, while in Cycle 1, 20 students were active and 24 (96%) students gave positive response toward the implementation of NHT in reading class. They were interested, motivated, confident, and cooperative with their classmates. The second study is conducted by Afrilia (2012) under the title “The Effect of Numbered Heads Together Technique on Reading Comprehension Achievement of The Eighth Grade Students at SMP Negeri 2 Tamanan Bondowoso in the 2011/2012 academic year”. This research used experimental study. This research covered the stages of administering homogeneity test; determining two classes as the experimental group and the control group; giving treatment that was teaching reading
17
by NHT technique to the experimental group, while control group were taught by using lecturing technique as usually applied by the teacher. The result of t-test analysis on the students’ reading comprehension achievement test scores that the statistical value of the t-test was higher than that of the value of t-table with significant level of 5% (2.78 >1.99). The degree of relative effectiveness was 12.7%. It means that the use of NHT technique was 12.7% more effective in teaching reading comprehension than without applying NHT technique that was lecturing technique. The third study is conducted by Seken (2013) under the title “The Effect of Numbered Head Together and Question Answer Relationship Techniques on Students’ Reading Comprehension: A Comparative Study. The objectives of the study was, first, to investigate whether there is a significant effect of numbered head together and question answer relationship technique on students’ reading comprehension; second to compare the effect of NHT and that of QAR on reading comprehension. This research was conducted at the eighth grade students of MTs Birrul Walidain NW Rensing in the school year of 2012-2013. The sample used was obtained by cluster random sampling technique. The total number of sample was 66 students, divided into three groups; NHT, QAR and conventional technique groups. In conclusion NHT is likely higher in effectiveness than the other techniques in improving the reading comprehension. From those experiments that ever had, they were using numbered heads together technique as a technique to teach English. This study concerned in teaching reading on descriptive text by using numbered heads together (NHT). They are similar with this study which using numbered heads together technique. The differences among the three studies are the place to conduct it, the English material and theresearch design. The first study used classroom action research, the second study used experimental study and the third used comparative study. This study uses experimental study and conducted using numbered heads together technique in teaching reading on descriptive text at the second grade of SMPN 2 Tangerang Selatan.
18
E.
Theoretical Thinking Based on those definitions above, it can be concluded that numbered heads
together is a technique in group working came from cooperative learning that usually consist of four students. Each student has a number 1-4, then teacher asked a question or problem, and students will put their heads together to discuss about the answer, then teacher asked a number randomly and students with that number must to answer the question. It is used to make students easier in understanding the meaning of descriptive text. Teaching reading descriptive text need an extra time because many students get confuse in understandingdescriptive text because the lack of vocabulary and also the structure used in the text. So they often used a dictionary, it makes reading slowly while the learning time is limit. In this occasion, the researcher used numbered heads together in teaching reading descriptive text. This technique can improve students’ reading ability because they do not have to use dictionary, they will receive an assist from their friends, they also can discuss about the answer or unfamiliar words together. Then, sometimes the teachersteach students to read aloud. It can be useful for beginner language learner to know how to pronounce words in English text but it cannot be used to understand the meaning of the text.Numbered heads together can help the students in understanding the meaning of the text because they will help each other in group; the higher and middle students help the lowest students. It also can encourages the lowest students to speak confidently. This technique also train them to socialize, active and help each other.
F.
Research Hypotheses The research is to answer the question of, “is numbered head together technique
effective in improving the students’ reading ability in descriptive text at SMPN 2 Tangerang Selatan?”
19
To get the answer above, the research suggest the alternative hypothesis, there is a significant effect in using numbered heads together technique to improve the students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan. It means that numbered heads together technique is effective in teaching reading descriptive text at SMPN 2 Tangerang Selatan. Then null hypothesis, there is no significant effect in using numbered heads together to improve the students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan. It means that numbered heads together technique is not effective in teaching reading descriptive text at SMPN 2 Tangerang Selatan.
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research This research was conducted at SMPN 2 Tangerang Selatan which is located at Cirendeu Raya No.2 Ciputat Timur Kota Tangerang Selatan 15419. The writer has done the research from January 20th 2014 until February 7th 2014. She did the research for four meetings and each meeting is about 2 hours.
B. Method and Design of the Research In this research, the method that was used is quantitative method in the design quasi-experiment. The writer used quasi-experiment as the design of the research to see the effectiveness of numbered heads together to improve students’ reading ability on descriptive text. As stated by Muijs that, “quasi-experimental research is especially suited to looking at the effects of an educational invention, such as a school improvement program, a project to improve a specific element.”1 Also, Wiersma and Jurs stated that, “a quasi-experiment is an approximation of a true experiment that uses groups that have not been formed randomly. Such research can make valuable contributions, but it is important that the researcher be especially cautious about interpreting and generalizing result.”2 The purpose of this method is to determine cause and effect.3 To conduct this research, the writer took two classes of the second grade students of Junior High School on the second semester as the experiement class and controlled class to see the effectiveness of numbered heads together by looking pre-test and 1
Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publications Ltd, 2004), p.27. 2 William Wiersma and Stephen G. Jurs, Research Methods in Education 9th ed, (America: Pearson International Edition, 2009), p.165. 3 James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry th 6 ed, (Boston: Allyn and Bacon, 2006), p.24.
20
21
post-test measurement and comparing the gained scores between both classes. The effectiveness can be seen from the improvement of students’ score of experiment classs in post test after they had been given some treatments and from the comparation of both classes. The experiment class was given the technique by using numbered heads together and the controlled class without numbered heads together.
C. Population and Sample The population of this research is the entire students of the eight grade of SMPN 2 Tangerang Selatan. There are 360 eight grade students that divide into nine classes from VIII.1 to VIII.9. Each class consists of 40 students. Because there are many eight grade students at this school, it is not possible if the researcher take all the students as the samples. She used purposeful sampling in taking samples. McMillan stated that: Purposeful sampling refers the selecting particular elements from the population that will be representative or informative about the topic of interest. In quantitative studies, the emphasis is more on relying on the judgment of the researcher to select a sample that is representative of the population or that includes subjects with needed characteristics.4 In another word, purposeful sampling is the sampling technique which the researcher chooses some samples from many samples at the population that appropriate with her research. The researcher has already done the pre-test to the nine classes to seek two classes which have equal ability and reading score. From that pre– test, the researcher obtained samples are VIII.1 as the experiment class and VIII.2 as the control class. Both VIII.1 and VIII.2 class have similar ability in reading test. There are 40 students in both classes. When the researcher did the pre – test and posttest, there is one students in both classes who did not come in class, so the researcher only took 39 students as the sampel.
4
McMillan,op. cit., p.126.
22
D. Technique of Collecting Data In collecting data, the instrument that the researcher used is reading test about descriptive test. There are two tests, pre-test and post-test. Pre-test is used to measure the students’ understanding in reading descriptive text before teacher used numbered heads together as teaching technique. Then, post-test is used when the treatment had been done. It is to find out the influence of numbered heads together technique that the researcher used in teaching reading descriptive text in experiment class. She wants to know whether the numbered heads together technique effective or not in improving students’ reading ability in descriptive text. There are 20 items of multiple choices in reading test. Both experiment and control classes were given the same test.
E. Internal Validity Control The instrument of this research is a test. Before the researcher used this instrument to the students as the sample of the research, she tested the instrument to the eight grade students of SMP Muhamadiyah 17 Rempoa. She tested the VIII B class. In this class, there are 30 students but 5 students were sick. So there only 25 students who did the validity test. The instrument used for pretest and posttest. This step is needed to see the validity of this instrument before it will be applied to the sample of research. The researcher analyzed this instrument to know the validity by using the formula of item analysis in test. The validity could be seen from the result of calculation in index of difficulty (ID) and discriminating power (DP) of each answer of question. After the researcher analyzed the calculation of this test, there were 10 itemswere poor, 10 items were mediocre and 10 items were excellent. In order to make the researcher easier to calculate the data, she eliminated 10 items of poor questions and revised10 items of mediocre questions. So, the final pretest and posttest used in this research was a test consisted of 20 items of multiple choice about descriptive text.
23
F. Technique of Data Analysis As the writer have explained, the samples in this research were 39 students. It means that she used big sampels. So she must be used t-test for two big sampels who have not correlation. The formula of T-test was expressed as follows:5
Mx = Mean of Variable X My = Mean of variable Y SE = Standard Error In order to get the calculation of T-test, there are several steps to be taken, they are as follows: 1. Determining Mean of variable X, with formula: ∑
2. Determining Mean of variable Y, with formula: ∑
3. Determining Standard of Deviation Score of Variable X, with formula: √∑ N
5
∑ (N)
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006),
p. 314.
24
4. Determining Standard of Deviation Score of Variable Y, with formula: √∑
∑
N
(N)
5. Determining Standard Error Mean of Variable X, with formula: √
6. Determining Standard Error Mean of Variable Y, with formula: √
7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: √
8. Determining to with formula:
9. Determining Degrees of Freedom (df), with formula:
25
G. The Hypothesis of the research The hypotheses of research can be formulated as follows: a. Verbal hypothesis 1. Null Hypothesis (Ho) There is no significant progress in using numbered heads together technique in improving students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan. 2. Alternative Hypothesis (Ha) There is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang Selatan. b. Statistical hypotheses Ho : p = q Ha : p = q
CHAPTER IV RESEARCH FINDINGS
A. Data Descriptions As the researcher explained in the previous chapter, she took the data by using reading test about descriptive text. After conducting the research, she obtained two kinds of data, the score of pre–test and post–test from both experimental and controlled class are described in the following table: Table 4.1 Students’ score of VIII.1 (experimental class)
Students
Pretest (X1)
Postest (X2)
Gained score (X)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
60 70 65 50 45 45 70 45 50 45 40 50 55 65 45 75 50 40 40 40
65 80 70 60 70 60 80 50 70 70 50 75 70 70 60 90 55 60 45 70
5 10 5 10 25 15 10 5 20 25 10 25 15 5 15 15 5 20 5 30
26
27
Students
Pretest (X1) 55 55 60 50 65 60 45 80 60 65 60 45 55 60 55 40 60 65 55
Posttest (X2) 80 80 75 50 75 80 75 80 75 80 65 55 65 65 65 75 65 70 70
Gained Score (X) 25 25 15 0 10 20 30 0 15 15 5 10 10 5 10 35 5 5 15
∑X1 =2135
∑X2 =2665
∑X = 530
Mean: 2135/39 = 54.74
Mean: 2665/39 = 68.33
Mean: 530/39 = 13.58
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39
N = 39
1. Statistical Data of Pretest of Experimental Class
Range: H – L 80 – 40 = 40
Class
= 1 + 3.3 log n = 1 + 3.3 log 39 = 1 + 3.3 (1.59) = 6.25 = 6
Interval = R = 40 = 6.66 = 7 K
6
28
Table 4.2 Frequency of Pretest of Experimental class
Interval score 40 – 46
Frequency
Percentage
12
30%
47 – 53
5
12%
54 – 60
13
33%
61 – 67
5
12%
68 – 74
2
5%
75 – 81
2 N= 39
5%
2. Statistical Data of Posttest of Experimental Class
Range: H – L 90 – 45 = 45
Class
= 1 + 3.3 log n = 1 + 3.3 log 39 = 1 + 3.3 (1.59) = 6.25 = 6
Interval = R = 45 = 7.5 dibulatkan 8 K
6
Table 4.3 Frequency of Posttest of Experimental class
Interval score
Frequency
Percentage
45 – 52
4
10%
53 – 60
6
15%
61 – 68
6
15%
69 – 76
15
38%
77 – 84
7
17%
85 – 92
1
2%
N = 39
29
The tables above describe the students’ pre–test and post–test of the experiment class. Based on the table 4.1, from 39 students in the class, the researcher got mean of pre–test was 54.74 and mean of post–test was 68.33. From table 4.2, it could be seen that there were 12 students who got the smallest score in the interval 40-46 and only two students who got the highest score in the interval 75-81. After giving technique of numbered heads together, the researcher gave them post–test. The data can be seen in table 4.3, the smallest score in the interval 45-52 and the highest score in the interval 85-92.
Table 4.4 Students’ score of VIII.2 (controlled class)
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Pretest (Y1) 70 60 70 60 80 70 65 45 65 40 45 65 80 50 55 80 55 60 40 55 45 70
Posttest (Y2) 75 70 75 60 70 75 80 60 65 45 75 65 75 60 70 65 65 55 45 40 65 75
Gained score (Y) 5 10 5 0 -10 5 15 15 0 5 30 0 -5 10 15 -15 10 -5 5 -15 20 5
30
Students 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39
N = 39
Pretest (Y1) 50 50 80 65 45 45 60 45 55 80 60 70 55 55 50 70 55
Posttest (Y2) 65 60 80 60 55 55 70 55 60 55 55 85 60 70 70 70 60
Gained Score (Y) 15 10 0 -5 10 10 10 10 5 -25 -5 15 5 15 20 10 5
∑Y1 =2315
∑Y2 =2515
∑Y =210
Mean: 2315/39 = 59.36
Mean: 2515/39 = 64.48
Mean: 210/39 = 5.38
1. Statistical Data of Pretest of Controlled Class
Range: H – L 80 – 40 = 40
Class
= 1 + 3.3 log n = 1 + 3.3 log 39 = 1 + 3.3 (1.59) = 6.25 = 6
Interval = R = 40 = 6.66 = 7 K
6
31
Table 4.5 Frequency of Pretest of Controlled class
Interval score 40 – 46
Frequency
Percentage
8
20%
47 – 53
4
10%
54 – 60
12
30%
61 – 67
4
10%
68 – 74
6
15%
75 – 81
5 N= 39
12%
2. Statistical Data of Posttest of Controlled Class
Range: H – L 85 – 40 = 45
Class
= 1 + 3.3 log n = 1 + 3.3 log 39 = 1 + 3.3 (1.59) = 6.25 = 6
Interval = R = 45 = 7.5 dibulatkan 8 K
6
Table 4.6 Frequency of Posttest of Controlled class
Interval score
Frequency
Percentage
40 – 47
3
7%
48 – 55
6
15%
56 – 63
8
20%
64 – 71
13
33%
72 – 79
6
15%
80 – 87
3
7%
N = 39
32
The table 4.4 showed the students’ pre–test and post–test score of the controlled class. From 39 students, mean of pre–test was 59.36 and mean of post– test was 64.48. Meanwhile in table 4.5 showed the smallest pre–test score in the interval 40-46 and the highest score in the interval 75-81. In table 4.6 described the smallest post–test score in the interval 40-47 and the highest score in the interval 80-87. From those tables above, it could be said mean of pre–test in controlled class (59.36) is higher than pre–test in experimental class (54.74). In the other side, mean of post–test in controlled class (64.48) is lower than in experimental class (68.33). Then mean of gained score in controlled class (5.38) is also lower than mean of gained score in experimental class (13.58). However, further calculation is needed to see whether there is significant difference between experimental class and controlled class or not. B. Analysis of Pre-test and Post-test 1.
Normality of the Data Before analyzing the hypothesis, the researcher had to analyze the normality
of the data. This analysis is used to see whether or not the data got in the research has been normally distributed. She 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 Tmax to Ttable. The criteria of hypothesis: H1: T > Ttable Ho: T < Ttable Hypothesis: Ho: Data of X is normally distributed. H1: Data of X is not normally distributed.
33
Criteria of the test: In the significant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(39) = 0.161 (Because n = 39 is not mentioned in the table of Lillyfors, the writer used the closer value to n = 30) H1: T > 0.161 Ho: T < 0.161 The result of pre-test normality in experiment class showed that Tmax < Ttable 0.134 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in experiment class showed that Tmax < Ttable (0.099 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of pre-test normality in controlled class showed that Tmax < Ttable (0.135 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in controlled class showed that Tmax < Ttable (0.109 < 0.161). Conclusion: In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed.
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 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.
34
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: 1.028 n1-1 = 39-1 = 38 n2-1 = 39-1 = 38 F0.05(n1-1, n2-1) = 1.84 (Ftable) From the calculation, it can be seen that F < Fα (n1-1, n2-2) (1.028 < 1.84). Based on the criteria, it can be conclude that Ho is accepted. It means that the sample in experiment class and controlled class were homogenous.
C.
Hypothesis Testing The researcher calculated the data to test the hypothesis that whether there is
significant different between students’ reading ability in descriptive text in experiment class which given the technique of numbered heads together and students’ reading ability in descriptive text in controlled class without given the technique of numbered heads together. Two classes were compared, the experiment class was X variable and the controlled class was Y variable. She used the result of post–test of experimental class and controlled class. She used statistic calculation of the t-test formula with degree significance 5% in the following table: 1
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p.160
35
Table 4.7 The result calculation of post – test of experimental class
Score
F
X
X
fx
x2
fx2
45 – 52
4
48.5
3
12
9
36
53 – 60
6
56.5
2
12
4
24
61 – 68
6
64.5
1
6
1
6
69 – 76
15
72.5
0
0
0
0
77 – 84
7
80.5
-1
-7
1
7
85 – 92
1
88.5
-2
-2
4
4
∑
N = 39
∑
= 21
= 67
Based on the table above, the researcher would like to establish the mean, standard deviation and standard error of variable X. The calculation will be described in the following steps: ∑
1.
= 72.5 + 8 (21) = 76.80
(N)
2.
√∑
– ∑
N
3. SEmx = SDx √
x–
39
(N)
=
9.55
1
√
= 8√ 39
–
= 9.55 (39)
= 9.55 = 1.550 6.16
36
Table 4.8 The result calculation of post – test of controlled class
Y 3
Fy 9
y2 9
fy2
3
Y 43.5
48 – 55
6
51.5
2
12
4
24
56 – 63
8
59.5
1
8
1
8
64 – 71
13
67.5
0
0
0
0
72 – 79
6
75.5
-1
-6
1
6
80 – 87
3
83.5
-2
-6
4
12
Score
F
40 – 47
∑
N = 39
27
∑
=
2
= 77
17
∑
= 67.5 + 8 (17) = 71.02
(N)
√∑
– ∑ N
6. SEmy = SDy √
y–
(N)
=
10.68
1
√
7. SEmx-my = √
8. to =
39
= 8√
– 39
(39)
= 10.68 = 1.733 6.16
=√
=
= 10.68
= 2.488
= 2.323
37
9. Determining t-table in significance 5% with degree of freedom (df). df = (N1 + N2) – 2 = (39+39) – 2 = 76 from the t table (tt), df = 76 with the degree of significance 5% is 1.992. 5% = to > ttable = 2.488 > 1.992 10. The Testing of Hypothesis The statistical hypothesis of this research can be seen as: Ho: There is no significant progress in using numbered heads together technique in improving students’ reading ability in descriptive text. Ha: There is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text. 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 (the null hypothesis) is accepted. D.
Interpretation of the data In the description of data, the researcher described the data which had
already taken in the both classes clearly. The table 4.1 showed the students’ reading score in experiment class. From 39 students, mean of pre–test is 54.74 and mean of post–test is 68.33. Then in table 4.2 and 4.3 showed the interval score and frequency of students’ reading pre-test and post-test score in experiment class. There were 12 students got the smallest score in the interval 40-46 and only two students got the highest score in the interval 75-81. Then, there were 4 students got the smallest score in the interval 45-52 and 8 students got the highest score in the interval 77-92. Next, in table 4.4 showed the students’ reading score in controlled class. From 39 students, mean of pre–test is 59.36 and mean of post–test is 64.48. In table 4.5 and 4.6 showed the interval score and frequency of students’ reading
38
pre-test and post-test score in controlled class. There were 8 students got the smallest pre–test score in the interval 40-46 and 5 students got the highest score in the interval 75-81. Then, there were 3 students got the smallest score in the interval 40-47 and 3 students got the highest score in the interval 80-87. So the researcher can be summarized mean of pre–test in controlled class (59.36) is higher than pre–test in experimental class (54.74). Whereas mean of post–test in controlled class (64.48) is lower than in experimental class (68.33). And mean of gained score in controlled class (5.38) is also lower than mean of gained score in experimental class (13.58). Before analyzing the hypothesis, the researcher had to analyze the normality of the data. This analysis is used to see whether or not the data got in the research has been normally distributed. The result of normality can be seen by comparing the value of Tmax to Ttable. The result showed that both the data pre-test and posttest in experiment class were distribute normally. According to criteria of the test, it can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.134 and 0.099 < 0.161). Both the data of pre-test and post-test in controlled class also showed that they were distributed normally. According to criteria of the test, it can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.135 and 0.109 < 0.161). It means that all the data in both pre-test ad post-test of experimental and controlled class were distributed normally. The next analyzing is analyzing homogeneity of data. The purpose is to see whether the data or sample in both classes was homogenous or heterogonous. The researcher did the calculation of homogeneity. The result showed F < Fα (n1-1, n2-2) (1.028 < 1.84). Based on the criteria, it means that the sample in experiment class and controlled class were homogenous. The last calculation was testing the hypothesis. This was the main calculation to answer the problem formulation of this research that whether there is significant different between students’ reading ability in descriptive text in experiment class which given technique numbered heads together and controlled
39
class without technique numbered heads together. The researcher used T-test formula in the significance degree (α) of 5%. The result showed that t-test (to) > ttable (tt) (2.48 > 1.99). It means that t-test was higher in the value 2.48 than ttable. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that there is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text.
CHAPTER V CONCLUSION & SUGGESTION
A.
CONCLUSION Based on the interpretation of data, it can be concluded that the technique of
numbered heads together is effective in improving students’ reading ability on descriptive text at the second grade of SMPN 2 Tangerang Selatan. It can be seen that after four meetings treatment of both experiment and controlled class, the result showed that the mean of gained score in experiment class which was given numbered heads together technique is 13.58. Meanwhile the mean of gained score in controlled class without the numbered heads together technique is 5.38. It means that the mean of gained score in experiment class is higher than controlled class. In addition, the result also can be seen from T-test in the significance degree (α) of 5%. The result showed that t-test (to) > t-table (tt) (2.48 > 1.99). It means that t-test was higher in the value 2.48 than t-table. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis (Ha) is accepted that there is a significant progress in using numbered heads technique in improving students’ reading ability in descriptive text.
B.
SUGGESTION Based on this research, the researcher would like to give some suggestion
for english teacher especially in teaching reading: 1. The teacher should be creative in teaching reading. They should use different technique in teaching to avoid students feel bored in class. One of technique that the researcher suggest is numbered heads together. Because it can make students active, enthusiasticand help each other in class.
40
41
2. The teacher should not used reading aloud to measure the reading ability in junior high school. It is only useful for beginning learners who want to practice spelling vocabulary but cannot make them understand about the text. It is not appropriate with the objective of teaching reading in eight grade of junior high school. 3. The teacher should make the students ready before the reading class begin such as giving question and answer or discussion about the news that related the material, such as descriptive, recount, and narrative text.
BIBLIOGRAPHY Alderson, J. Charles and Bachman, Lyle F. Assessing Reading. New York: Cambridge University Press, 2000. Allington, Richard and Strange, Michael.Learning Through Reading in the Content Areas.Toronto: D. C. Heath and Company, 1980. Anderson, Mark and Anderson, Kathy.Text Types in English 3. Sellanor: Macmillan Education Australia PTY LTD, 1998. Buscemi, Santi V. and Smith, Charlotte.75 Readings plus 8ed. New York: McGraw-Hill, 2007. ________________ and Pharr, Donald, Writing Today. New York: McGraw-Hill, 2005. ________________. A Reader for Developing Writers. New York: McGraw-Hill, 2002. Cayabyab, EleonorC. and Jacobs, George M. Making Small Groups Work Via Cooperative Learning. The ACELT Journal, Vo.3, No.2, October 1999. Clouse, Barbara Fine. The Student Writer.New York: McGraw-Hill, 2008. Depdiknas, Kurikulum KTSP 2006 Standar Isi Satuan Pendidikan Dasar dan Menengah. Jakarta: Badan Standar Nasional Pendidikan, 2006. Dietsch, Betty Mattix. Reasoning & Writing Well 4ed. New York: McGraw-Hill, 2006. Grellet, Francoise. Developing Reading Skills A practical Guide to Reading Comprehension Exercise. New York: Cambridge University Press, 2010. Harmer, Jeremy. How to Teach English. Kuala Lumpur: Pearson Education Limited, 2007. _____________. The Practice of English Language Teaching.New York: Longman, 1996. Jolliffe, Wendy. Cooperative Learning in the Classroom Putting It into Practice. London: Paul Chapman Publishing, 2007. Jordan, R. R. English for Academic Purposes. New York: Cambridge University Press, 1997. M. Ploeger, Katherine. Simplified Paragraph Skills.Illinois: NTC Publishing, 1999.
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McDonough, Jo and Shaw, Christopher. Materials and Methods in ELT a teacher’s guide.Oxford: Blackwell Publisher, 1993. McMillan, James H. and Schumacher, Sally. Research in Education EvidenceBased Inquiry 6thed.Boston: Allyn and Bacon, 2006. Muijs, Daniel. Doing Quantitative Research in Education. London: SAGE Publications Ltd, 2004. Nutall, Christine. Teaching Reading Skills in a Foreign Language, Marion Geddes and Gill Sturtridge (ed), Practical Language Teaching. Heinemann, 1983. Richards, Jack C. and Renandya, Willy A. Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press, 2002. _______________ and Rodgers, Theodore S. Approaches and Methods in Language Teaching. New York: Cambridge University Press, 2001. Slavin, Robert E. Cooperative Learning Theory, Research, and Practice 2ed. Massachusetts: Allyn and Bacon, 1995. Snow, Don. From Language Learner to Language Teacher. Virginia: TESOL Teachers of English to Speakers of Other Language, Inc, 2007. Stone, Jeanne M. Kagan Cooperative Learning Reading Activities. San Clemente: Kagan publishing, 2000. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2006. Susetyo, Budi. Statistika Untuk Analisis Data Penelitian. Bandung: PT Refika Aditama, 2010. Wiersma, William and G. Jurs, Stephen. Research Methods in Education 9thed. America: Pearson International Edition, 2009. Webb.nmu.edu/webb/ArchievedHTML/UPCED/mentoring/docs/teachingstrategie s.pdfaccessedon March, 9th 2014 www.learnnc.org/Ip/pages/4772 accessed on March, 9th 2014
44
Appendix 1
READING TEST Name :
Class :
This text is for question 1 to 10 Borobudur Temple The Borobudur temple is one of the historical remains in Sriwijaya era. Its king was Samaratunnga. King Samaratungga was descendant from king Sailendra embraced Budha. It was built in the ninth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia. The temples of Budha located in Magelang among others are Mendut, Pawon, and Borobudur. This Borobudur is the biggest and the most magnificent among all the temples. Several descendants like: Dieng, Gebang, Sambisari, and Prambanan. Generally the temples in Indonesia were the tomb of the king families, but the temples were built by the king embraced Buddhism used for the worship. The attractive power of temples is not only the beauty, but also the ornaments decorated on them, a lot of the relief on the walls including the statues. The statues were made of rock and bronze. Nowadays most of the bronze statues were lost. We can find the relief although some of the parts got damage. Thus the government has rehabilitated them to preserve the temples, the attraction and their beauty. The temples have become the income resources out of the oil and gas, because many foreign and domestic tourists visit them. 1. When was Borobudur temple built? a. In the sixth century c. In the fifth century b. In the Ninth century d. In the seventh century 2. Where is the location of the Borobudur temple? a. In Yogyakarta, Central Java c. In Malang, West Java b. In Jakarta d. In Magelang, Central Java 3. There are also the temples of Budha located in Magelang, except …. a. Mendut temple c. Borobudur Temple b. Pawon temple d. GunungKawi Temple 4. Which of the objective of temples is not true according to the text? a. For historical building c. For tourism place b. For Buddhism to worship d. For tomb the kings families 5. Thus the government has rehabilitated them to preserve the temples ... (line 13) The word ‘them’ refers to …. a. Temples c. Statues b. Relief d. Damage 6. The statues of temple were made of … a. Plastics b. Gold c. rock
d. glass
45
7. Where is the identification from the text? a. Borobudur is located in Magelang, Central Java, Indonesia. b. It was built in the ninth century under Sailendra dynasty of ancient Mataram kingdom. c. The Borobudur temple is one of the historical remains in Sriwijaya era. d. The temples of Budha located in Magelang among others are Mendut, Pawon, and Borobudur 8. What is the text about? a. The weather in Magelang b. The history of Borobudur temple
c. The description about Borobudur temple d. The location of Borobudur temple
9. What is the purpose of the text? a. To persuade readers to go to Borobudur Temple b. To describeabout Borobudur Temple c. To explain how to build temple d. To inform the way Buddhism worship 10. These are description part about Borobudur temple, except … a. The Borobudur temple is one of the historical remains in Sriwijaya era. b. This Borobudur is the biggest and the most magnificent among all the temples. c. The statues were made of rock and bronze. d. Borobudur is located in Magelang, Central Java, Indonesia. This text is for question number 11 to 20 My Uncle Joko My Uncle Joko is my mother's elder brother. He is my favorite among my mother's brothers. He is a very interesting man. He lives quite near us with my Aunt Siska and my cousins Dian and Rendy. I often go to his house. He is about 45 with grey hair. He is still quit good-looking. He is tall and well-built. He has blue eyes and a strong face. He wears glasses. He is short sighted. He takes them off when he doesn't work. Uncle Joko is a textile engineer. He works for a big firm in the city. He travels widely in his job. He is an expert in solving problems with machines. At present, he is in the United States. He is visiting the firm's customers there. He is very fond of the sea. He has a boat at the seaside. He goes there every weekend in summer to sail it. I sometimes stay with my cousins at their house on the coast. When Uncle Joko is at home he usually takes us out in the boat. 11. Where is Uncle Joko live? a. He lives far away with his wife and his children b. He lives in my house c. He lives quite near with us
46
d. He lives with his aunt and his cousin 12. ….. He takes them off when he doesn’t work. (line 5) The underline word refers to … a. Eyes c. Sighted b. Glasses d. Strong face 13. What is Uncle Joko’s job? a. Traveller b. Employer at the big firm
c. Mechanics d. Textile engineer
14. How many children does Uncle Joko have? a. Only one c. one son and two daughter b. Three daughter d. one daughter and one son 15. What is the purpose of the text? a. To persuade reader to be textile engineer b. To explain how to sail by boat c. To describe uncle Joko d. To inform uncle Joko’s hobby 16. Where is the identification of the text? a. Paragraph 1 c. Paragraph 3 b. Paragraph 2 d. Paragraph 4 17. Who is Siska? a. She is my cousin b. She is my mother
c. she is my mother’s elder brother d. she is my uncle’s wife
18. Which is the description from the text? a. My Uncle Joko is my mother's elder brother b. He is about 45 with grey hair c. He is my favorite among my mother's brothers d. He is a very interesting man. 19. What is he doing in United States? a. He is going to the sea c. He is visiting his customers b. He is traveling d. He is solving problem of machines 20. He goes there every weekend in summer to sail it. (line 11) The word ‘it’ refers to … a. Boat c. Coast b. Seaside d. Fish
47
This text is for question number 21 to 30 Giraffe This is the giraffe, one of the tallest and most interesting animals in the zoo. It is male and it is about six meters tall. The giraffe has big brown eyes which are protected by very thick leashes. The lashes are important source of protection. They can also cover the giraffe's nostrils in order to protect its nose. It has brown spots on the skin and this coloring helps protect the giraffe. The giraffe also has two short horns on its head. Like the camel, the giraffe can go for a long time without drinking water. One source of water is the leaves which the giraffe eats from trees. Since it is so tall, the giraffe can reach the tender leaves at the top of the tree. The giraffe lives in small herds and often feed with other animals. A baby giraffe is two meters tall at birth. It can stand up by itself within a few minutes after birth and can run well in about two days. The giraffe has two methods of self protection. If something frightens an adult giraffe, it can gallop away at about fifty kilometers per hour or stay to fight with its strong legs. 21. How tall a giraffe is? a. Less than six meters b. More than six meters
c. About six meters d. more than seven meters
22. What is the giraffe’s eyes color? a. brown c. red b. yellow d. black 23. These are the facts of important giraffe’s leashes, except… a. The lashes are important source of protection b. The leashes cover the giraffe's nostrils in order to protect its nose c. The giraffe also has two short horns on its head d. The giraffe has big brown eyes which are protected by very thick leashes. 24. …. It has brown spots on the skin and this coloring helps protect the giraffe (line 4) What does the word ‘it’refer to? a. Leashes c. Nose b. Giraffe d. Eyes 25. Which the identification of the text? a. The giraffe can go for a long time without drinking water. b. This is the giraffe, one of the tallest and most interesting animals in the zoo. c. The giraffe has big brown eyes which are protected by very thick leashes. d. The giraffe has two methods of self protection. 26. What is giraffe’s feed? a. Tree c. Leaves b. Water d. Meat
48
27. When does the baby giraffe start running well? a. A few minutes after birth c. About two months b. About two weeks d. About two days 28. What the adult giraffe will do when getting something frightens? a. They gallop away at about fifty kilometers per hour b. They jump into the highest tree c. They drink a water and spray it to their enemy d. They stay and hide behind the tree 29. … It can stand up by itself within a few minutes after birth (line 9) The word ‘itself’ refers to …. a. Baby giraffe c. Baby giraffe’s feet b. Adult giraffe d. Giraffe’s feet 30. The writer’s purpose of writing the text is … a. To persuade readers to live like giraffe. b. To describe giraffe’s feature and habit. c. To explain how giraffegetting something frightens. d. To inform readers how to giraffe feed.
49
VALIDITY PRE-TEST
Appendix 2
SMP Muhamadiyah 17 Rempoa Notes NO
Group
1
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
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
Key B
Option A 2
B 7 5
D D A B
2 1 7 5 2 5
C C
1
C B A
3
2 1 2
2 2 4 3 7 5 2 2
C B D
1 3
6 5 1
D
D B
4 3 1 1 4
C
A
2 7 6
D C
1
B C D A C B
3 3
2 2 2 7 5 1 2
6 2
1 1 3 5 7 4
5 5 4 7 7 5 5 6
D
7 5 7 4
1
1 1
2 2
5 4 7 3 2
1 1
2 1 2 1
D C
1 2 2 7 5 4 1 7 4
4 7 5
C A
C
7 5 1
7 5 1 6 5
5 6 4 1
6 4
1 1
3 2 2 3
2
4 4
2 1 2 3
1
ID
DP
0.85
Remark ID
DP
0.28
VE
M
0.85
0.28
VE
M
0.78
0.42
ME
E
0.85
0.28
VE
M
0.14
0.28
VeDi
M
0.85
0.28
VE
M
0.35
0.42
MoDi
E
0.78
0.42
ME
E
0.85
0.28
VE
M
0.21
0.42
VeDi
E
0.85
0.28
VE
M
0.78
0.14
ME
P
0.64
0.14
MeDi
P
0.71
0.57
ME
E
0.85
0.28
VE
M
0.5
0.14
MoDi
P
0.85
0.28
VE
M
0.57
0.57
MeDi
E
0.85
0.28
VE
M
0.71
0.28
ME
M
0.78
0.14
ME
P
0.92
0.14
VE
P
0.14
0
VeDi
P
0.35
0.42
MoDi
E
0.78
0.42
ME
E
0.28
0
VeDi
P
0.21
0.42
VeDi
E
0.85
0.28
VE
M
0.21
0.14
VeDi
P
0.57
0
MeDi
P
ID
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
DP
E = Excellent G = Good M = Mediocre P = Poor W= Worst
1.0 - 0.40 0.30 - 0.39 0.20 - 0.29 0.00 - 0.19 < -0.01
50
Appendix 3
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.1/ 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-1)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive.
Karakter yang diharapkan a. Rasa hormat dan perhatian (respect) b. Tekun (diligent) c. Aktif (active) dan berani (courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
51
3. Model dan MetodePembelajaran
Model pembelajaran : Cooperative Learning
Metode pembelajaran : Numbered Heads Together
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
Descriptive Text about person
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasai siswa yakni teks berbentuk descriptive.
B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok yang terdiri dari 4 siswa.
Setiap siswa pada satu kelompok berhitung 1 sampai 4.
Siswa mendapatkan teks descriptive yang berjudul “My Best Friend Lenka”
Elaborasi Dalam kegiatan elaborasi:
52
Mereka diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Setiap kelompok akan diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan descriptive text “My Best friend Lenka”.
Guru akan memanggil salah satu siswa dalam suatu kelompok untuk menjawab pertanyaan yang berkaitan dengan teks descriptive tersebut.
Konfirmasi Dalam kegiatan konfirmasi:
Guru mengevaluasi hasil siswa dengan memberikan umpan balik
Guru memberikan motivasi kepada peserta didik yang belum mengerti.
Guru melakukan sesi tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
1. Mengidentifikasi berbagai informasi yang terkait pada teks descriptive 2. Mengidentifikasi langkah retorika teks descriptive 3. Mengidentifikasi cirri kebahasaan pada teks descriptive
Teknik
Bentuk
Instrument
Penilaian
Instrument
Soal
Tes Tulis
Isian
Terlampir
53
a. Pedoman penilaian No.
Uraian
Skor
1
Jawaban isian yang benar
100
Tidak menjawab
0
b. Kunci Jawaban (terlampir) My best friend Lenka
I would like to talk about my best friend Lenka. I am so lucky to have her. Without her I would not be as happy as I am now. I have known her for my whole life. We are neighbors so I see her often. Lenka is small and quite slim. She has got an oval face with bright blue eyes and a big mouth. She has long brown wavy hair but she usually wears it in a ponytail. She is quite beautiful, especially when she smiles. She always seems to be in a good mood. We have nearly the same hobbies and sometimes the same opinions. She always brings out the best in me by being positive and cheerful. She is like a part of my family. I trust her as much as I trust my close family member. I find her very honest; she always says what she thinks. It can be useful sometimes .For example when we go shopping she tells me frankly what fits me and what not. We are really close to each other; she can tell if I'm lying even if I am keeping a straight face! I don't know how she does it! I don't know how it is possible but I am never bored with her. Sometimes she tends to be stubborn, she never admits her fault. But she is stubborn only with her parents, but we have never argued. I hope our friendship will be long and won't ever end.
1.Which one the identification from that passage? 2. Where does Lenka live? 3. Please describe Lenka’s face?
54
4. Does Lenka have straight hair? 5. Why the writer can often see Lenka? 6. … but she usually wears it in a ponytail. It refers to? 7. What is the purpose of Lenka’s honest? 8. Explain the descriptions about Lenka? (at least 5 sentences) 9. Why does the writer never argue with Lenka’s stubborn? 10. What is the writer’s purpose write the text?
Kunci Jawaban: 1. Identification:I would like to talk about my best friend Lenka. I am so lucky to have her. Without her I would not be as happy as I am now. I have known her for my whole life. We are neighbors so I see her often. 2. She lives near the writer’s house 3. She has got an oval face with bright blue eyes and a big mouth 4. No, she doesn’t. 5. Because they are neighbors 6. It refers to Lenka’s hair 7. The purpose is when they went to the shopping, Lenka told the writer frankly what fits her and what not. 8. Lenka is small and quite slim. She has got an oval face with bright blue eyes and a big mouth. She has long brown wavy hair but she usually wears it in a ponytail.She is very honest, she always say what she think. Sometimes she tends to be stubborn. 9. Because she is stubborn only with her parents 10. The purpose is for describing about her bestfriend Lenka, about her characteristics (physical), her attitude and etc.
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
55
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team. Tangerang: CV Pustaka Surya.
http://www.essayforum.com/writing-feedback-3/best-friend-lenkadescription-person-16612/
Cirendeu, 22 Januari 2014
Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.pd
Merina Yuli Astuti
NIP 1961 06 14 1983032007
NIM 109014000159
56
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.1/ 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-2)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive.
Karakter yang diharapkan a. Rasa hormat dan perhatian (respect) b. Tekun (diligent) c. Aktif (active) dan berani (courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
57
3. Model dan MetodePembelajaran
Model pembelajaran : Cooperative Learning
Metode pembelajaran : Numbered Heads Together
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
Descriptive Text about animal “jelly fish” dan “snowy owl”
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasi siswa yakni teks berbentuk descriptive.
B. KegiatanInti Eksplorasi Dalamkegiataneksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok siswa, setiap kelompok mendapatkan teks descriptive berjudul “Jelly fish”
Setiap siswa pada satu kelompok berhitung 1 sampai 4.
Mereka diberi waktu untuk membaca dan memahami teks descriptive tersebut.
58
Guru bertanya mengenai generic structure, language feature dan informasi yang spesifik mengenai teks descriptive “Jelly fish” kepada salah satu siswa pada setiap kelompok dengan menyebutkan nomer siswa.
Elaborasi Dalam kegiatan elaborasi:
Masing-masing siswa akan membentuk kelompok yang terdiri dari 4 siswa.
Setiap kelompok akan diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan descriptive text “Snowy owl”.
Guru akan memanggil salah satu siswa dalam suatu kelompok untuk menjawab pertanyaan yang berkaitan dengan teks descriptive tersebut.
Konfirmasi Dalam kegiatan konfirmasi:
Guru mengevaluasi hasil siswa dengan memberikan umpan balik
Guru memberikan motivasi kepada peserta didik yang belum mengerti.
Guru melakukan sesi Tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
1. Mengidentifikasi berbagai informasi yang terkait pada teks descriptive
Teknik
Bentuk
Instrument
Penilaian
Instrument
Soal
Tes Tulis
Isian
Terlampir
59
2. Mengidentifikasi langkah retorika teks descriptive 3. Mengidentifikasi ciri kebahasaan pada teks descriptive
a. Pedoman penilaian No.
Uraian
Skor
1
Jawabanisian yang benar
100
Tidakmenjawab
0
b. Kunci Jawaban (terlampir) Snowy Owl
The snowy owl is covered in snow-white feathers. This large species of owl is mainly found in Arctic tundra areas. The snowy owl can rotate its head up to 270 degrees giving it an extremely wide range of vision.While the male is almost purely white, the female's feathers are streaked with shades of black or brown. The female is also bigger than the male meaning that, unlike other owls, the snowy owl's sex can be easily distinguished. Unlike most other owls, the snowy owl is active during daylight hours. Summer in the Arctic circle features nights of "midnight sun", and the snowy owl, living in open areas such as tundras, grasslands, wetlands, or rocky areas, must hunt for prey from an elevated point with maximum vision of the area. For this reason, snowy owls are often very active during the day, even though hunting is commonly done in the mornings or evening. Their prey consists mostly of small rodents, but they occasionally feed on other birds too.
Answer the questions below! 1. Which one the identification from the passage? 2. What are the differences between snowy owl and the other owl? 3. Where does snowy owl live?
60
4. … head up to 270 degrees giving it an extremely wide range of vision. It refers to? 5. Why does snowy owl active during the day? 6. What are the snowy owl’s preys? 7. Explain the descriptions about snowy owl? (at least 5 sentences) 8. Does female snowy owl have purely white feather? 9. What is the writer’s purpose write the text? 10. What are the differences between female snowy owl and male?
Kunci Jawaban: 1. Identification: The snowy owl is covered in snow-white feathers. This large species of owl is mainly found in Arctic tundra areas. 2. The differences between snowy owl and the other owl are the snowy owl's sex can be easily distinguished and the snowy owl is active during daylight hours it is different with the other owl which is active in the night. 3. Snowy owl is living in open areas such as tundra, grasslands, wetlands, or rocky areas. 4. It refers to snowy owl. 5. Because summer in the Arctic Circle features nights of "midnight sun", and the snowy owl, living in open areas such as tundras, grasslands, wetlands, or rocky areas, so snowy owl must hunt for prey from an elevated point with maximum vision of the area. 6. Snowy owl’s prey mostly consists of small rodents, but they occasionally feed on other birds too. 7. The snowy owl can rotate its head up to 270 degrees. The snowy owl male is almost purely white, the female's feathers are streaked with shades of black or brown. The female is also bigger than the male. The snowy owl is active during daylight hours. The snowy owl is living in open areas such as tundras, grasslands, wetlands, or rocky areas. 8. No, it doesn’t. 9. The purpose is for describing snowy owl characteristics, habit and place.
61
10. The differences between male and female are the feather and size. Male is almost purely white, the female's feathers are streaked with shades of black or brown. The female is also bigger than the male
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 6077. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team. Tangerang: CV Pustaka Surya.
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptivetext-snowy-owl.html
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptivetext-jellyfish.html
Cirendeu, 23 Januari 2014
Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.Pd
Merina Yuli Astuti
NIP 1961 06 14 1983032007
NIM 109014000159
62
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.1/ 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-2)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive.
Karakter yang diharapkan a. Rasa hormat dan perhatian (respect) b. Tekun (diligent) c. Aktif (active) dan berani (courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
63
3. Model dan Metode Pembelajaran
Model pembelajaran : Cooperative Learning
Metode pembelajaran : Numbered Heads Together
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
Descriptive Text about place
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru Tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasi siswa yakni teks berbentuk descriptive.
B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok siswa, setiap kelompok mendapatkan teks descriptive berjudul “Jaya Ancol Dream land”
Elaborasi Dalam kegiatan elaborasi:
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
64
Setiap kelompok akan diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan text.
Guru akan memanggil salah satu siswadalam suatu kelompok untuk menjawab pertanyaan yang berkaitan dengan teks descriptive tersebut.
Konfirmasi Dalam kegiatan konfirmasi:
Guru mengevaluasi hasil siswadengan memberikan umpan balik
Guru memberikan motivasi kepada pesertadidik yang belum mengerti.
Guru melakukan sesi Tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
1. Mengidentifikasi berbagai informasi yang terkait pada teks descriptive 2. Mengidentifikasi langkah retorika teks descriptive 3. Mengidentifikasi ciri kebahasaan pada teks descriptive
Teknik
Bentuk
Instrument
Penilaian
Instrument
Soal
Tes Tulis
Isian
Terlampir
65
a. Pedoman penilaian No.
Uraian
Skor
1
Jawaban isian yang benar
100
Tidak menjawab
0
b. Kunci Jawaban (terlampir) Jaya Ancol Dream Land
Jaya Ancol Dream Land is the largest and most popular recreation centre in the country. Its area is 137 hectares. It is a recreation park not only for children but also for adults. There are three areas which are popular to the visitors. They are oceanorium, swimming area, and fantasy world. Gelanggang Samudra Ancol (oceanorium) presents the show of dolphins, sea lions and other various animal attractions. Gelanggang Renang Ancol (swimming area) is an ideal attraction for the whole family. There is a separated pool for children, a pool with a current like that of a 150 metre long river, a pool with waves reaching one metre high like sea waves and a pool with sliding fibre-glass facility. Dunia Fantasy (fantasy world) presents some shows from five continents in the world except Australia.
Answer the questions below! 1. Which one the identification of that passage? 2. How many hectares this area wide? 3. Does this recreation only for children? 4. What are the popular areas in this place? 5. What kinds of pool at the Gelanggang renang Ancol? 6. What is the oceanorium present? 7. Does fantasy world present the Australia show? 8. Describe about Jaya Ancol Dreamland? (at least 5 sentences) 9. What is the purpose of this passage? 10. Its area is 137 hectares. Its refers to?
66
Kunci Jawaban: 1. The identification : Jakarta is the capital city of Indonesia. It is centrally located within the country on the northwest coast of Java Island at the mouth of the mouth of the Ciliwung River …. (Paragraph one) 2. This area is 137 hectares. 3. No, it doesn’t 4. The popular areas in this place are oceanorium, swimming area, and fantasy world. 5. There is a separated pool for children, a pool with a current like that of a 150 metre long river, a pool with waves reaching one metre high like sea waves and a pool with sliding fibre-glass facility. 6. Oceanorium presents the show of dolphins, sea lions and other various animal attractions. 7. No, it doesn’t 8. Gelanggang Samudra Ancol (oceanorium) presents the show of dolphins, sea lions and other various animal attractions. Gelanggang Renang Ancol (swimming area) is an ideal attraction for the whole family. There is a separated pool for children, a pool with a current like that of a 150 metre long river, a pool with waves reaching one metre high like sea waves and a pool with sliding fibre-glass facility. Dunia Fantasy (fantasy world) presents some shows from five continents in the world except Australia. 9. The purpose is to describe about Jaya Ancol Dreamland. 10. Jaya Ancol Dreamland
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 6077. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team. Tangerang: CV Pustaka Surya.
http://edukasiguru.blogspot.com/2012/07/short-functional-text-descriptive.html
67
Cirendeu, 29Januari 2014
Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.Pd
Merina Yuli Astuti
NIP 1961 06 14 1983032007
NIM 109014000159
68
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.1/ 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-4)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatifteks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive. Karakter yang diharapkan a. Dapat dipercaya (trust worthiness) b. Tekun (diligent) c. Aktif (active) dan berani (courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
69
3. Model dan Metode Pembelajaran
Model pembelajaran : Cooperative Learning
Metode pembelajaran : Numbered Heads Together
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru Tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa yakni teks berbentuk descriptive.
B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok siswa, setiap kelompok mendapatkan teks descriptive berjudul “Ragunan Zoo”
Setiap siswa pada satu kelompok berhitung 1 sampai 4.
Elaborasi Dalam kegiatan elaborasi:
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Setiap kelompok akan diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan descriptive text “Ragunan Zoo”.
70
Guru bertanya mengenai generic structure, language feature dan informasi yang spesifik mengenai teks descriptive “Ragunan Zoo” kepada salah satu siswa pada setiap kelompok dengan menyebutkan nomer siswa.
Konfirmasi Dalam kegiatan konfirmasi:
Guru mengevaluasi hasil siswa dengan memberikan umpan balik
Guru memberikan motivasi kepada peserta didik yang belum mengerti.
Guru melakukan sesi Tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
Teknik Penilaian
1. Mengidentifikasi
Tes Tulis
berbagai informasi yang terkait pada teks descriptive 2. Mengidentifikasi langkah retorika teks descriptive 3. Mengidentifikasi ciri kebahasaan pada teks
Bentuk Instrument Isian
Instrument Soal Terlampir
71
descriptive
a. Pedoman penilaian No.
Uraian
Skor
1
Jawaban isian yang benar
100
Tidak menjawab
0
b. Kunci Jawaban (terlampir) Ragunan Zoo
Ragunan zoo in South Jakarta is a popular place to visit, particularly during holidays. Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city. Laid out in a lush tropical setting, such indigenous animals as the Komodo lizard, tapir, anoa, Java tiger, banteng, wild ox and brightly colored birds are given ample room to be in this green foliage. The new primates are centered at Ragunan Zoo. It's a worldclass facility and guaranteed to entertain and educate both the young and young at heart. According to its history, Taman Margasatwa Ragunan, or Ragunan Wildlife Reserve, was first set up by a Dutch flora and fauna lovers organization. The organization, the Vereneging Plantenen Dierentuin at Batavia, set up the park on a 10hectare plot of land in Cikini Raya Street 2, South Jakarta in 1864. The park, Plantenen Dierentuin, was moved to the present location in 1964 to accommodate the city's development plan. In the new location, the park was given a 10-hectare plot of land, but now it occupies 135 hectares of land. This zoo was located at Cikini until 1964, when the site was no longer large enough to accommodate its rapid expansion. Reopened in 1966, the zoo now exhibits 550 species of tropical plants and animals from Indonesia and around the world. Endangered species bred here include the Sumatran tiger, Komodo dragon, dwarf buffalo and bird of paradise. 1. Where is Jakarta’s zoo located now? 2. Which one the identification of the passage? 3. What is the function of Ragunan zoo?
72
4. What is the organization that set up the Ragunan zoo first? 5. …. but now it occupies 135 hectares of land. It refers to …. 6. Mention some indigenous animals in Ragunan that describe in the passage? 7. Explain the descriptions of Ragunan zoo? (at least 5 sentences) 8. What is the writer’s purpose write the passage? 9. How many species of tropical plants and animals in the zoo? 10. Where was Jakarta’s zoo located at 1864?
Kunci Jawaban: 1. Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city 2. The identification of that passage is Ragunan zoo in South Jakarta is a popular place to visit, particularly during holidays. 3. The function of Ragunan zoo is for entertaining and educating both the young and young at heart. 4. The Vereneging Plantenen Dierentuin at Batavia 5. It refers to the park. 6. Some indigenous animals like komodo lizard, tapir, anoa, Java tiger and banteng. 7. Descriptions; Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city. Laid out in a lush tropical setting, such indigenous animals as the Komodo lizard, tapir, anoa, Java tiger, banteng, wild ox and brightly colored birds are given ample room to be in this green foliage. The new primates are centered at Ragunan Zoo. It's a worldclass facility and guaranteed to entertain and educate both the young and young at heart.In 1966, the zoo now exhibits 550 species of tropical plants and animals from Indonesia and around the world. 8. The writer’s purpose is for describing the Ragunan Zoo in Jakarta. 9. There are 550 species of tropical plants and animals in the zoo. 10. Jakarta’s zoo in 1864 was located in Cikini Raya Street 2, South Jakarta.
73
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 6077. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team. Tangerang: CV Pustaka Surya.
http://ardihirzan.blogspot.com/2010/04/description-text.html
http://www.englishdirection.com/2010/02/best-example-of-descriptive-textabout.html
Cirendeu, 30 Januari 2014
Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.Pd
Merina Yuli Astuti
NIP 1961 06 14 1983032007
NIM 109014000159
74
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.2 / 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-1)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive.
Karakter yang diharapkan a. Dapat dipercaya (trust worthiness) b. Tekun (diligent) c. Aktif (active) dan berani (courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
75
3. Model dan Metode Pembelajaran
Model pembelajaran : Grammar Translation Method
Metode pembelajaran : Ceramah
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
Descriptive Text about person
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru Tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus dikuasi siswa yakni teks berbentuk descriptive.
B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “My Best Friend Lenka”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Siswa menganalisa generic structure dan language features dalam teks descriptive tersebut.
Elaborasi Dalam kegiatan elaborasi:
76
Masing-masing siswa akan diberikan tugas untuk menerjemahkan descriptive text yang berjudul “My Best friend Lenka” ke dalam Bahasa Indonesia.
Perwakilan siswa maju untuk mempresentasikan hasil terjemahannya.
Setiap siswa diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan descriptive text “My Best friend Lenka”.
Konfirmasi Dalam kegiatan konfirmasi:
Guru memeriksa hasil tugas siswa
Guru mengevaluasi hasil siswa dengan memberikan umpan balik
Guru memberikan motivasi kepada peserta didik yang belum mengerti.
Guru melakukan sesi Tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
1. Mengidentifikasi berbagai informasi yang terkait
Teknik
Bentuk
Instrument
Penilaian
Instrument
Soal
Tes Tulis
Isian
Terlampir
Tes tulis
Terjemahan
Terlampir
pada teks descriptive 2. Mengidentifikasi langkah retorika teks descriptive 3. Mengidentifikasi ciri kebahasaan pada teks descriptive
77
a. Pedoman penilaian No.
Uraian
Skor
1
Jawaban isian yang benar
60
Terjemahan: Terjemahan yang benar
40
Terjemahan yang salah
30
Tidak menjawab
0
b. Kunci Jawaban (terlampir) My best friend Lenka
I would like to talk about my best friend Lenka. I am so lucky to have her. Without her I would not be as happy as I am now. I have known her for my whole life. We are neighbors so I see her often. Lenka is small and quite slim. She has got an oval face with bright blue eyes and a big mouth. She has long brown wavy hair but she usually wears it in a ponytail. She is quite beautiful, especially when she smiles. She always seems to be in a good mood. We have nearly the same hobbies and sometimes the same opinions. She always brings out the best in me by being positive and cheerful. She is like a part of my family. I trust her as much as I trust my close family member. I find her very honest; she always says what she thinks. It can be useful sometimes .For example when we go shopping she tells me frankly what fits me and what not. We are really close to each other; she can tell if I'm lying even if I am keeping a straight face! I don't know how she does it! I don't know how it is possible but I am never bored with her. Sometimes she tends to be stubborn, she never admits her fault. But she is stubborn only with her parents, but we have never argued. I hope our friendship will be long and won't ever end.
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Kunci jawaban: Terjemahan: Aku ingin menceritakan tentang sahabatku Lenka. Aku sangat beruntung dapat mengenalnya. Tanpa dia, saya tidak akan sebahagia sekarang. Saya sudah mengenalnya diseluruh hidupku. Kita bertetangga sehingga aku sering bertemu dengannya. Lenka memiliki badan kecil dan sangat kurus. Dia memiliki wajah oval dengan mata biru dan mulut yang besar. Dia memiliki rambut keriting berwarna coklat namun dia biasanya mengepangnya. Dia sangat cantik, khususnya ketika dia tersenyum. Dia selalu terlihat memiliki suasana hati yang baik. Kita memiliki kesamaan hobi dan kadang kesamaan opini. Dia selalu membawa yang terbaik kepadaku dengan sikapnya yang positif dan kegembiraannya. Dia telah menjadi bagian dari keluargaku. Saya percaya dia seperti saya mempercayai keluarga dekat saya. Saya melihat dia sangat jujur; dia selalu berbicara dengan apa yang dia pikirkan. Itu terkadang akan sangat berguna. Contohnya ketika kita pergi berbelanja, dia akan berterus-terang memberitahukan apa yang cocok denganku dan apa yang tidak. Terkadang dia cenderung keras kepala, dia tidak pernah mengakui kesalahannya. Tetapi dia keras kepala hanya kepada orang tuanya, tetapi kita tidak pernah berdebat mengenai hal ini. Aku berharap persahabatan kita akan lama dan tidak akan berakhir.
Answer the questions below! 1.Where does Lenka live? 2. Please describe Lenka’s face? 3. Why does the writer never argue with Lenka’s stubborn? 4. … but she usually wears it in a ponytail. It refers to? 5. What is the writer’s purpose write the text? 6. Does Lenka have straight hair?
Kunci Jawaban: 1. She lives near the writer’s house. 2. She has got an oval face with bright blue eyes and a big mouth.
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3. Because Lenka is stubborn only with her parents. 4. It refers to Lenka’s hair. 5. The purpose is for describing about Lenka, about her characteristics (physical), her attitude and etc. 6. No, she does not.
Identification: I would like to talk about my best friend Lenka. I am so lucky to have her. Without her I would not be as happy as I am now. I have known her for my whole life. We are neighbors so I see her often. (Paragraph one) Descriptions: Lenka is small and quite slim. She has got an oval face with bright blue eyes and a big mouth. She has long brown wavy hair but she usually wears it in a ponytail. ….. (Paragraph two, three, four, five and six)
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 6077. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team. Tangerang: CV Pustaka Surya.
http://www.essayforum.com/writing-feedback-3/best-friend-lenka-descriptionperson-16612/
Cirendeu, 20 Januari 2014 Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.pd
MerinaYuliAstuti
NIP 1961 06 14 1983032007
NIM 109014000159
80
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.2/ 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-2)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive.
Karakter yang diharapkan a. Dapat dipercaya (trustworthiness) b. Tekun (diligent) c. Aktif (active) dan berani(courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
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3. Model dan Metode Pembelajaran
Model pembelajaran : Grammar Translation Method
Metode pembelajaran : Ceramah
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
Descriptive Text about animal “jelly fish” dan “snowy owl”
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasi siswa yakni teks berbentuk descriptive.
B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “Jelly fish”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Siswa menganalisa generic structure dan language features dalam teks descriptive tersebut.
Elaborasi Dalam kegiatan elaborasi:
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Masing-masing siswa akan diberikan tugas untuk menerjemahkan teks descriptive yang berjudul “Snowy owl” kedalamBahasa Indonesia.
Perwakilan
siswa
maju
kedepan
untuk
mempresentasikan
hasil
terjemahannya.
Setiap siswa diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan teks descriptive “Snowy owl”.
Konfirmasi Dalam kegiatan konfirmasi:
Guru memeriksa hasil tugas siswa
Guru mengevaluasi hasil siswa dengan memberikan umpan balik
Guru memberikan motivasi kepada peserta didik yang belum mengerti.
Guru melakukan sesi Tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
1. Mengidentifikasi berbagai informasi yang
Teknik
Bentuk
Instrument
Penilaian
Instrument
Soal
Tes Tulis Isian
Terlampir
Tes tulis
Terlampir
terkait pada teks descriptive 2. Mengidentifikasi langkah retorika teks descriptive 3. Mengidentifikasi ciri kebahasaan pada teks
Terjemahan
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descriptive
a. Pedoman penilaian No.
Uraian
Skor
1
Jawaban isian yang benar
60
Terjemahan: Terjemahan yang benar
40
Terjemahan yang salah
30
Tidak menjawab
0
b. Kunci Jawaban (terlampir) Snowy Owl
The snowy owl is covered in snow-white feathers. This large species of owl is mainly found in Arctic tundra areas. The snowy owl can rotate its head up to 270 degrees giving it an extremely wide range of vision.While the male is almost purely white, the female's feathers are streaked with shades of black or brown. The female is also bigger than the male meaning that, unlike other owls, the snowy owl's sex can be easily distinguished. Unlike most other owls, the snowy owl is active during daylight hours. Summer in the Arctic Circle features nights of "midnight sun", and the snowy owl, living in open areas such as tundras, grasslands, wetlands, or rocky areas, must hunt for prey from an elevated point with maximum vision of the area. For this reason, snowy owls are often very active during the day, even though hunting is commonly done in the mornings or evening. Their prey consists mostly of small rodents, but they occasionally feed on other birds too.
Terjemahan: Burung hantu bersalju bulunya ditutupi dengan salju putih. Spesies besar burung hantu ini terutama ditemukan di daerah padang di kutub Arktik. Burung hantu bersalju dapat memutar kepalanya hingga 270 derajat yang memberikan jangkauan pandangan yang sangat luas. Sementara burung hantu bersalju laki-laki memiliki bulu yang putih,
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sedangkan bulu betina berwarna belang dengan nuansa hitam atau coklat. Burung hantu bersalju betina juga lebih besar dari laki-laki, tidak seperti burung hantu lain, jenis kelamin burung hantu bersalju dapat dengan mudah dibedakan. Tidak seperti kebanyakan burung hantu lain, burung hantu bersalju aktif pada siang hari. Musim panas di wilayah Arktik pada malam "midnight sun", dan burung hantu bersalju, yang tinggal di daerah terbuka seperti padang di kutub, padang rumput, lahan basah, atau daerah berbatu, harus berburu mangsa dari titik tinggi dengan visi maksimum daerah. Untuk alasan ini, burung hantu bersalju seringkali sangat aktif di siang hari, meskipun perburuan biasanya dilakukan di pagi hari atau sore hari. Mangsa mereka sebagian besar terdiri dari tikus kecil, tetapi mereka kadang-kadang memakan burung lain juga
Identification: The snowy owl is covered in snow-white feathers. This large species of owl is mainly found in Arctic tundra areas. Description: The snowy owl can rotate its head up to 270 degrees giving it an extremely wide range of vision. While the male is almost purely white, the female's feathers are streaked with shades of black or brown. The female is also bigger than the male meaning that, unlike other owls, the snowy owl's sex can be easily distinguished ….
Answer the questions below! 1. What are the differences between snowy owl and the other owl? 2. Where does snowy owl live? 3. … head up to 270 degrees giving it an extremely wide range of vision. It refers to? 4. Why does snowy owl active during the day? 5. Does female snowy owl have purely white feather? 6. What is the writer’s purpose write the text?
Kunci Jawaban: 1. The differences between snowy owl and the other owl are the snowy owl's sex can be easily distinguished and the snowy owl is active during daylight hours it is different with the other owl which is active in the night.
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2. Snowy owl is living in open areas such as tundra, grasslands, wetlands, or rocky areas. 3. It refers to snowy owl. 4. Because summer in the Arctic Circle features nights of "midnight sun", and the snowy owl, living in open areas such as tundras, grasslands, wetlands, or rocky areas, so snowy owl must hunt for prey from an elevated point with maximum vision of the area. 5. No, it doesn’t. 6. The purpose is for describing snowy owl characteristics, habit and place.
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 6077. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptivetext-jellyfish.html
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptivetext-snowy-owl.html
Cirendeu, 22 Januari 2014 Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.Pd
Merina Yuli Astuti
NIP 1961 06 14 1983032007
NIM 109014000159
86
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.2/ 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancer dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-3)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive.
Karakter yang diharapkan a. Dapat dipercaya (trustworthiness) b. Tekun (diligent) c. Aktif (active) dan berani(courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
87
3. Model dan Metode Pembelajaran
Model pembelajaran : Grammar Translation Method
Metode pembelajaran : Ceramah
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
Descriptive Text about place
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasi siswa yakni teks berbentuk descriptive.
B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “Jakarta City”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Siswa menganalisa generic structure dan language features dalam teks descriptive tersebut.
Elaborasi Dalam kegiatan elaborasi:
88
Masing-masing siswa akan diberikan tugas untuk menerjemahkan teks descriptive yang berjudul “Jakarta City” ke dalam Bahasa Indonesia.
Perwakilan
siswa
maju
kedepan
untuk
mempresentasikan
hasil
terjemahannya.
Setiap siswa diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan teks descriptive “Jakarta City”.
Konfirmasi Dalam kegiatan konfirmasi:
Guru memeriksa hasil tugas siswa
Guru mengevaluasi hasil siswa dengan memberikan umpan balik
Guru memberikan motivasi kepada peserta didik yang belum mengerti.
Guru melakukan sesi Tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
Teknik Penilaian
1. Mengidentifikasi
Tes Tulis
berbagai informasi yang terkait pada teks descriptive 2. Mengidentifikasi langkah retorika
Bentuk Instrument Isian
Instrument Soal Terlampir
89
teks descriptive 3. Mengidentifikasi
Tes tulis
Terjemahan
Terlampir
ciri kebahasaan pada teks descriptive
a. Pedoman penilaian No.
Uraian
Skor
1
Jawaban isian yang benar
60
Terjemahan: Terjemahan yang benar
40
Terjemahan yang salah
30
Tidak menjawab
0
b. Kunci Jawaban (terlampir) JAKARTA CITY Jakarta is the capital city of Indonesia. It is centrally located within the country on the northwest coast of Java Island at the mouth of the mouth of the Ciliwung River. Jakarta dominates Indonesian's administrative, economy, cultural activities, and is a major commercial and transportation hub within Asia. With a population of about 9 million, Jakarta has more people than any other cities in Indonesia. The climate is hot and humid year-round. Rainfall occurs throughout the year, although it is the heaviest from November to May. The average annual precipitation in Jakarta is 1,790 mm. The city lies on a flat, low plain and is prone to flooding during periods of heavy rainfall. Kota is the city's oldest commercial area. It is located south of the old SundaKelapaharbour. Glodok, the south of Kota is a banking, retail and residential neighborhood with a large Chinese population. Merdeka Square with Monas (The National Monument) dominates the city's central district. Surrounding the square are Istana Merdeka, the presidential palace, the National Museum, and the Istiqlal Mosque.
90
Terjemahan: Jakarta adalah ibukota Indonesia. Terletak di pusat dalam negeri di pantai barat laut Pulau Jawa di mulut muara Sungai Ciliwung. Jakarta mendominasi administrasi, ekonomi, kegiatan budaya Indonesia, dan merupakan pusat komersial dan transportasi utama di Asia. Dengan populasi sekitar 9 juta, Jakarta memiliki lebih banyak orang dari pada kota-kota lain di Indonesia. Iklim yang sepanjang tahun panas dan lembab. Curah hujan terjadi sepanjang tahun, meskipun itu, hujan terlebat dari November sampai Mei. Curah hujan rata-rata tahunan di Jakarta adalah 1.790 mm. Kota ini terletak di dataran rendah dan rawan banjir selama periode hujan lebat. Kota adalah daerah komersial kota tertua. Kota ini terletak di sebelah selatan Sunda Kelapa pelabuhan tua. Glodok, selatan Kota adalah perbankan, ritel dan lingkungan perumahan dengan populasi Cina yang besar. Merdeka Square dengan Monas (Monumen Nasional) mendominasi distrik pusat kota. Sekitar alun-alun adalah Istana Merdeka, istana presiden, Museum Nasional, dan Masjid Istiqlal.
Identification: Jakarta is the capital city of Indonesia. It is centrally located within the country on the northwest coast of Java Island at the mouth of the mouth of the Ciliwung River …. (Paragraph one) Description:The climate is hot and humid year-round. Rainfall occurs throughout the year, although it is the heaviest from November to May. The average annual precipitation in Jakarta is 1,790 mm …. (Paragraph two and three)
Answer the questions below! 1. How many populations in Jakarta city? 2. When did rainfall happen in Jakarta? 3. … althoughit is the heaviest from November to May. It refers to … 4. Why Jakarta prone to flooding during periods of heavy rain? 5. What is the writer’s purpose write the passage? 6. What is the effect of Jakarta as the capital city of Indonesia?
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Kunci Jawaban: 1. The population of Jakarta is about 9 million. 2. Rainfall occurs throughout the year, although it is the heaviest from November to May. 3. It refers to rainfall. 4. Because the average annual precipitation in Jakarta is 1,790 mm. The city lies on a flat and low plain. 5. The writer’s purpose is for describing the capital city of Indonesia, Jakarta. 6. The effect of Jakarta as the capital city of Indonesia is Jakarta dominates Indonesian's administrative, economy, cultural activities, and is a major commercial and transportation hub within Asia.
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 6077. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team. Tangerang: CV Pustaka Surya.
http://edukasiguru.blogspot.com/2012/07/short-functional-text-descriptive.html
Cirendeu, 29 Januari 2014 Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.Pd
Merina Yuli Astuti
NIP 1961 06 14 1983032007
NIM 109014000159
92
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
: SMPN 2 TANGERANG SELATAN
Mata Pelajaran
: Bahasa Inggris
Kelas/ Semester
: VIII.2 / 2
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
Alokasi Waktu
: 2 x 40 Menit (pertemuan ke-4)
1. Tujuan Pembelajaran a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks. b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text. c. Siswa mampu menentukan language feature dalam descriptive.
Karakter yang diharapkan a. Dapat dipercaya (trust worthiness) b. Tekun (diligent) c. Aktif (active) dan berani (courage)
2. Materi Pembelajaran a. Generic structure of descriptive text b. Language features of descriptive text c. Specific information of descriptive text
93
3. Model dan Metode Pembelajaran
Model pembelajaran : Grammar Translation Method
Metode pembelajaran : Ceramah
4. Alat dan bahan
Buku siswa
Lembar Kerja Siswa (LKS)
Descriptive Text about place
5. Proses belajar mengajar A. Kegiatan Pendahuluan Apersepsi :
Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa
Guru Tanya jawab mengenai teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive yang berkaitan dengan lingkungan sekitar.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang harus dikuasi siswa yakni teks berbentuk descriptive.
B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “Ragunan Zoo”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Elaborasi Dalam kegiatan elaborasi:
94
Siswa menganalisa generic structure dan language features dalam teks descriptive tersebut.
Kemudian siswa diberikan tugas untuk menjawab beberapa pertanyaan yang berkaitan dengan teks descriptive “Ragunan Zoo”.
Konfirmasi Dalam kegiatan konfirmasi:
Guru memeriksa hasil tugas siswa
Guru mengevaluasi hasil siswa dengan memberikan umpan balik
Guru memberikan motivasi kepada peserta didik yang belum mengerti.
Guru melakukan sesi tanya jawab dengan siswa untuk meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan
C. Kegiatan Penutup Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian Indikator
1. Mengidentifikasi berbagai informasi yang terkait pada teks descriptive 2. Mengidentifikasi langkah retorika teks descriptive
Teknik
Bentuk
Instrument
Penilaian
Instrument
Soal
Tes Tulis
Isian
Terlampir
95
a. Pedoman penilaian No.
Uraian
Skor
1
Jawaban isian yang benar
100
Tidak menjawab
0
b. Kunci Jawaban (terlampir) Ragunan Zoo
Ragunan zoo in South Jakarta is a popular place to visit, particularly during holidays. Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city. Laid out in a lush tropical setting, such indigenous animals as the Komodo lizard, tapir, anoa, Java tiger, banteng, wild ox and brightly colored birds are given ample room to be in this green foliage. The new primates are centered at Ragunan Zoo. It's a worldclass facility and guaranteed to entertain and educate both the young and young at heart. According to its history, Taman Margasatwa Ragunan, or Ragunan Wildlife Reserve, was first set up by a Dutch flora and fauna lovers organization. The organization, the Vereneging Plantenen Dierentuin at Batavia, set up the park on a 10hectare plot of land in Cikini Raya Street 2, South Jakarta in 1864. The park, Plantenen Dierentuin, was moved to the present location in 1964 to accommodate the city's development plan. In the new location, the park was given a 10-hectare plot of land, but now it occupies 135 hectares of land. This zoo was located at Cikini until 1964, when the site was no longer large enough to accommodate its rapid expansion. Reopened in 1966, the zoo now exhibits 550 species of tropical plants and animals from Indonesia and around the world. Endangered species bred here include the Sumatran tiger, Komodo dragon, dwarf buffalo and bird of paradise. 1. Where is Jakarta’s zoo located now? 2. Which one the identification of the passage? 3. What is the function of Ragunan zoo? 4. What is the organization that set up the Ragunan zoo first? 5. …. but now it occupies 135 hectares of land. It refers to ….
96
6. Mention some indigenous animals in Ragunan that describe in the passage? 7. Explain the descriptions of Ragunan zoo? (at least 5 sentences) 8. What is the writer’s purpose write the passage? 9. How many species of tropical plants and animals in the zoo? 10. Where was Jakarta’s zoo located at 1864?
Jawaban: 1. Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city 2. The identification of that passage is Ragunan zoo in South Jakarta is a popular place to visit, particularly during holidays. 3. The function of Ragunan zoo is for entertaining and educating both the young and young at heart. 4. The Vereneging Plantenen Dierentuin at Batavia 5. It refers to the park. 6. Some indigenous animals like komodo lizard, tapir, anoa, Java tiger and banteng. 7. Descriptions; Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city. Laid out in a lush tropical setting, such indigenous animals as the Komodo lizard, tapir, anoa, Java tiger, banteng, wild ox and brightly colored birds are given ample room to be in this green foliage. The new primates are centered at Ragunan Zoo. It's a worldclass facility and guaranteed to entertain and educate both the young and young at heart.In 1966, the zoo now exhibits 550 species of tropical plants and animals from Indonesia and around the world. 8. The writer’s purpose is for describing the Ragunan Zoo in Jakarta. 9. There are 550 species of tropical plants and animals in the zoo. 10. Jakarta’s zoo in 1864 was located in Cikini Raya Street 2, South Jakarta. 7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 6077. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
97
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team. Tangerang: CV Pustaka Surya.
http://ardihirzan.blogspot.com/2010/04/description-text.html
http://www.englishdirection.com/2010/02/best-example-of-descriptive-textabout.html
Cirendeu, 3 Februari 2014 Mengetahui, Guru Pamong PBI
Peneliti
Syarifah, S.Pd
Merina Yuli Astuti
NIP 1961 06 14 1983032007
NIM 109014000159
98
Appendix 4
KISI – KISI SOAL PRETEST
Standard Competence: Understanding the meaning of written functional text and simple short essay in descriptive text and recount text hat relating to the environment. Based Competence: Responding the meaning and rhetorical in simple short essay accurately, fluently and acceptable relating to the environment in the form of descriptive text and recount text. No. 1.
Skill
Text
Reading
Descriptive
Theme Place
Person
Animal
TOTAL SOAL
Indicator a. Looking for specific information b. Find the referral word c. Find the descriptive text rhetorical d. Determine the type of the text e. Looking for the objective of descriptive text a. Looking for specific information
Number & form of question MC SA E
Total
1,2,3 4,6 5
5
7, 10
2
8
1
9
1
11,13 14,17 19 12, 20 16,18
5
b. Find the referral word c. Find the descriptive text rhetorical d. Looking for the 15 objective of descriptive text a. Looking for specific 21,22 information 23,26 28,27 b. Find the referral 24, word 29 c. Find the descriptive 25 text rhetorical d. Find the objective 30 of descriptive text
1
2 2
1 6
2 1 1 30
99 READING TEST Name :
Class :
This text is for question 1 to 9 Borobudur Temple The Borobudur temple is one of the historical remains in Sriwijaya era. Its king was Samaratungga. King Samaratungga was descendant from king Sailendra embraced Budha. It was built in the ninth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in Magelang, Central Java, Indonesia. The temples of Budha located in Magelang among others are Mendut, Pawon, and Borobudur. This Borobudur is the biggest and the most magnificent among all the temples. Several descendants like: Dieng, Gebang, Sambisari, and Prambanan. Generally the temples in Indonesia were the tomb of the king families, but the temples were built by the king embraced Buddhism used for the worship. The attractive power of temples is not only the beauty, but also the ornaments decorated on them, a lot of the relief on the walls including the statues. The statues were made of rock and bronze. Nowadays most of the bronze statues were lost. We can find the relief although some of the parts got damage. Thus the government has rehabilitated them to preserve the temples, the attraction and their beauty. The temples have become the income resources out of the oil and gas, because many foreign and domestic tourists visit them. 1. When was Borobudur temple built? a. In the Samaratungga dynasty b. In the Sailendra dynasty
c. In the Sriwijaya era d. In the ninety century
2. Where is the location of Borobudur temple? a. In Yogyakarta, Central Java c. In Malang, West Java b. In Semarang, Central Java d. In Magelang, Central Java 3. There are also the temples of Budha located in Magelang, except …. a. Mendut temple c. Borobudur Temple b. Pawon temple d. GunungKawi Temple 4. Which of the objective of temples is not true according to the text? a. For symbol of the Magelang city c. For tourism place b. For Buddhism to worship d. For tomb the kings families 5. Thus the government has rehabilitated them to preserve the temples …. (line 13) The word ‘them’ refers to …. a. Temples c. Statues b. Relief d. Damage
100 6. Where is the identification from the text? a. Borobudur is located in Magelang, Central Java, Indonesia. b. It was built in the ninth century under Sailendra dynasty of ancient Mataram kingdom. c. The Borobudur temple is one of the historical remains in Sriwijaya era. d. The temples of Budha located in Magelang among others are Mendut, Pawon, and Borobudur 7. What is the text about? a. The weather in Magelang b. The history of Borobudur temple
c. The description about Borobudur temple d. The location of Borobudur temple
8. What is the purpose of the text? a. To persuade readers to go to Borobudur Temple b. To describe about Borobudur Temple c. To explain how to build temple d. To inform the way Buddhism worship 9. These are descriptionspart about Borobudur temple, except … a. The Borobudur temple is one of the historical remains in Sriwijaya era. b. This Borobudur is the biggest and the most magnificent among all the temples. c. The statues were made of rock and bronze. d. Borobudur is located in Magelang, Central Java, Indonesia. This text is for question number 10 to 16 My Uncle Joko My Uncle Joko is my mother's elder brother. He is my favorite among my mother's brothers. He is a very interesting man. He lives quite near us with my Aunt Siska and my cousins Dian and Rendy. I often go to his house. He is about 45 with grey hair. He is still quit good-looking. He is tall and well-built. He has blue eyes and a strong face. He wears glasses. He is short sighted. He takes them off when he doesn't work. Uncle Joko is a textile engineer. He works for a big firm in the city. He travels widely in his job. He is an expert in solving problems with machines. At present, he is in the United States. He is visiting the firm's customers there. He is very fond of the sea. He has a boat at the seaside. He goes there every weekend in summer to sail it. I sometimes stay with my cousins at their house on the coast. When Uncle Joko is at home he usually takes us out in the boat. 10. Where is Uncle Joko live? a. He lives far away with his wife and his children b. He lives in my house
101 c. He lives quite near with the writer’s family d. He lives with his aunt and his cousin 11. …. He takes them off when he doesn’t work. (line 5) The underline word refers to … a. Eyes c. Sighted b. Glasses d. Strong face 12. What is the purpose of the text? a. To persuade reader to be textile engineer b. To explain how to sail by boat c. To describe uncle Joko d. To inform uncle Joko’s hobby 13. Where is the identification of the text? a. Paragraph 1 c. Paragraph 3 b. Paragraph 2 d. Paragraph 4 14. Who is Siska? a. She is my cousin b. She is my mother
c. she is my mother’s elder brother d. she is my uncle’s wife
15. What is he doing in United States? a. He is going to the sea c. He is visiting his customers b. He is traveling d. He is solving problem of machines 16. He goes there every weekend in summer to sail it. (line 11) The word ‘it’ refers to … a. Boat c. Coast b. Seaside d. Fish
This text is for question number 17 to 20 Giraffe This is the giraffe, one of the tallest and most interesting animals in the zoo. It is male and it is about six meters tall. The giraffe has big brown eyes which are protected by very thick leashes. The lashes are important source of protection. They can also cover the giraffe's nostrils in order to protect its nose. It has brown spots on the skin and this coloring helps protect the giraffe. The giraffe also has two short horns on its head. Like the camel, the giraffe can go for a long time without drinking water. One source of water is the leaves which the giraffe eats from trees. Since it is so tall, the giraffe can reach the tender leaves at the top of the tree. The giraffe lives in small herds and often feed with other animals. A baby giraffe is two meters tall at birth. It can stand up by itself within a few
102 minutes after birth and can run well in about two days. The giraffe has two methods of self protection. If something frightens an adult giraffe, it can gallop away at about fifty kilometers per hour or stay to fight with its strong legs. 17. …. It has brown spots on the skin and this coloring helps protect the giraffe (line 4) What does the word ‘it’refer to? a. Leashes c. Nose b. Giraffe d. Eyes 18. These are descriptions part about giraffe, except … a. The giraffe can go for a long time without drinking water. b. This is the giraffe, one of the tallest and most interesting animals in the zoo. c. The giraffe has big brown eyes which are protected by very thick leashes. d. The giraffe has two methods of self protection. 19. When doesthe baby giraffe start running well? a. A few minutes after birth c. About two months b. About two weeks d. About two days 20. What the adult giraffe will do when getting something frightens? a. They gallop away at about fifty kilometers per hour b. They jump into the highest tree c. They drink a water and spray it to their enemy d. They stay and hide behind the tree
103
Appendix 6
Calculation of Pre-test Normality in Experimental Class T= ф -
No.
X
f
fX
fX2
p = f/n
∑p
z = (Xi- ̅ )/s
Ф
1
40
5
200
8000
0.1282
0.1282
-1.436
0.0764
0.0518
2
45
7
315
14175
0.1795
0.3077
-0.949
0.1736
0.1341
3
50
5
250
12500
0.1282
0.4359
-0.462
0.3228
0.1131
4
55
6
330
18150
0.1538
0.5897
-0.025
0.4920
0.0977
5
60
7
420
25200
0.1794
0.7691
0.512
0.6950
0.0741
6
65
5
325
21125
0.1282
0.8973
1
0.8413
0.056
7
70
2
140
9800
0.0513
0.9486
1.487
0.9306
0.018
8
75
1
75
5625
0.0256
0.9742
1.975
0.9756
0.0014
9
80
1
80
6400
0.0256
1
2.461
0.9931
0.0069
∑X =
∑f =
∑fX =
∑fX =
540
39
2135
120975
Total
̅
2
∑
54.74 105.46
[
∑
]
10.26 [
0.1341
]
0.161 = 105.46 S=√
= 10.26
∑p
104
Appendix 7
Calculation of Post-test Normality in Experiment Class T= ф -
No.
X
F
fX
fX2
p =f/n
∑p
z =(Xi- ̅ )/s
Ф
1
45
1
45
2025
0.0256
0.0256
-2.3076
0.0107
0.0149
2
50
3
150
7500
0.0769
0.1025
-1.8131
0.0351
0.0674
3
55
2
110
6050
0.0513
0.1538
-1.3185
0.0951
0.0587
4
60
4
240
14400
0.1026
0.2564
-0.8239
0.2061
0.0503
5
65
6
390
25350
0.1538
0.4102
-0.3294
0.3745
0.0357
6
70
9
630
44100
0.2308
0.641
0.1652
0.5635
0.0775
7
75
6
450
33750
0.1538
0.7948
0.6597
0.7422
0.0526
8
80
7
560
44800
0.1795
0.9743
1.1543
0.8749
0.0994
9
90
1
90
8100
0.0256
1
2.1434
0.9838
0.0162
∑X =
∑f =
∑fX =
∑fX =
590
39
2665
186075
Total
̅
2
∑
68.33
∑
[
]
102.16 10.11
[
0.0994 0.161
= 102.16 S=√
= 10.11
]
∑p
105
Appendix 8
Calculation of Pre-test Normality in Controlled Class
z = (Xi-
X
f
fX
fX2
p = f/n
∑p
1
40
2
80
3200
0.0513
0.0513
-1.637
0.0516
0.0003
2
45
6
270
12150
0.1538
0.2051
-1.214
0.1131
0.092
3
50
4
200
10000
0.1025
0.3076
-0.791
0.2148
0.0928
4
55
7
385
21175
0.1794
0.487
-0.368
0.3594
0.1276
5
60
5
300
18000
0.1282
0.6152
0.054
0.4801
0.1351
6
65
4
260
16900
0.1025
0.7177
0.478
0.6808
0.0369
7
70
6
420
29400
0.1538
0.8715
0.901
0.8159
0.0556
8
80
5
400
32000
0.1282
1
1.747
0.9591
0.0409
∑X =
∑f =
∑fX =
∑fX =
465
39
2315
142825
Total
̅
59.35
̅ )/s
2
∑
[
∑
]
139.75 11.82
[
0.1351 0.161
= 139.75 S=√
=11.82
]
ф
T= ф -
No.
∑p
106
Appendix 9
Calculation of Post-test Normality in Controlled Class T= ф -
No.
X
f
fX
fX2
p = f/n
∑p
z = (Xi- ̅ )/s
Ф
1
40
1
40
1600
0.0256
0.0256
-2.457
0.0071
0.0185
2
45
2
90
4050
0.0512
0.0768
-1.955
0.0256
0.0512
3
55
6
330
18150
0.1538
0.2306
-0.951
0.1711
0.0595
4
60
8
480
28800
0.2051
0.4357
-0.449
0.3300
0.1057
5
65
6
390
25350
0.1538
0.5895
0.052
0.4801
0.1094
6
70
7
490
34300
0.1794
0.7689
0.554
0.7088
0.0601
7
75
6
450
33750
0.1538
0.9227
1.056
0.8531
0.0696
8
80
2
160
12800
0.0512
0.9739
1.558
0.9394
0.0345
9
85
1
85
7225
0.0256
1
2.060
0.9803
0.0197
∑X =
∑f =
∑fX =
∑fX2 =
575
39
2515
166025
Total
̅
∑
64.48
∑
[
]
99.38 9.96
[
0.1094 0.161 = 99.38 S=√
= 9.96
]
∑p
