THE EFFECTIVENESS OF RECIPROCAL TECHNIQUE TOWARDS STUDENTS’ READING COMPREHENSION ON REPORT TEXT (A Quasi-Experimental Study of Eleventh Grade Students of SMA N 3 South Tangerang in the Academic Year 2014/2015)
By: LULU WALIDAINI 1111014000077
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
ABSTRACT Lulu Walidaini. 1111014000077. “The Effectiveness of Reciprocal Technique towards Students’ Reading Comprehension on Report Text” (A QuasiExperimental Study of Eleventh Grade Students of SMAN 3 South Tangerang in the Academic Year 2014/2015). Skripsi, The Department of English Education, Faculty of Tarbiyah and Teachers’ Training. Syarif Hidayatullah State Islamic University Jakarta, 2015. Advisor I : Dr. Fahriany, M.Pd. Advisor II : Teguh Khaerudin, M.App.Ling. Key words : Reciprocal Technique, Reading Comprehension, Report Text The objective of the research was to get empirical evidence of the effectiveness of reciprocal technique on students’ reading comprehension on report text at the eleventh grade students’ of SMAN 3 South Tangerang in academic year 2014/2015. The method that used in the research was quasi-experimental method which divided two different classes. The classes were designed as experiment class and control class. Both of the classes were given different treatment. Experimental class was taught by reciprocal technique and the controlled class was taught without reciprocal technique. The students’ populations of eleventh grade at SMAN 3 South Tangerang are 259 students, and the samples are 58 students (29 students for experiment class and 29 students for controlled class). The sampling technique that was used was purposive sampling. Moreover, this research was conducted through the following procedures: giving pre-test, applying treatments, and giving post-test. The data analyzed in this research was gathered through test and questionnaire for experimental class. The test forms are 25 items of multiple choices. The questionnaire consists of five questions. The data analyzed by statistic formula of T-test. The result that was gained from the research proved the difference between students’ score in learning reading comprehension by reciprocal technique and without using reciprocal technique. According to the statistical calculation result, to=4,287 and with df 56 in 5% significance level ttable=1.673. it means that t0>ttable. So, the Halternative is accepted. Moreover, the result of the questionnaire shows that the students in experiment class give the positive respond. In addition, the reciprocal technique is effective in teaching reading comprehension on report text in students grade eleventh of SMAN 3 South Tangerang academic year 2014/2015.
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ABSTRAK Lulu Walidaini. 1111014000077. “The Effectiveness of Reciprocal Technique towards Students’ Reading Comprehension on Report Text” (A QuasiExperimental Study of Eleventh Grade Students of SMAN 3 South Tangerang in the Academic Year 2014/2015). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan. Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015. Pembimbing I : Dr. Fahriany, M.Pd. Pembimbing II : Teguh Khaerudin, M.App.Ling. Kata Kunci : Teknik Reciprocal, Pemahaman Membaca, Teks Report Tujuan penelitian ini adalah untuk membuktikan secara empiris keefektifan penggunaan teknik reciprocal pada kemampuan membaca siswa terhadap teks report pada siswa kelas XI SMAN 3 Tangerang Selatan tahun akademik 2014/2015. Teknik reciprocal mencakup empat strategi yaitu, memprediksi teks bacaan, membuat pertanyaan, mengklarifikasi dan menyimpulkan. Metode yang digunakan oleh penulis disini adalah metode eksperimen semu dimana menggunakan dua kelas yang didisain sebagai kelas percobaan atau eksperimen dan kelas kontrol. Kedua kelas tersebut mendapat perlakuan yang berbeda. Kelas eksperimen menggunakan teknik reciprocal dan kelas kontrol diajarkan tanpa menggunakan teknik reciprocal tersebut. Populasi siswa kelas XI di SMA N 3 Tangerang Selatan terdiri dari 259 siswa, dan sampel yang diambil sebanyak 58 siswa (29 siswa untuk kelas eksperimen dan 29 siswa untuk kelas kontrol). Teknik pengambilan sample yang dilakukan dalam penelitian ini menggunakan teknik purposive sampling. Pada teknik pengumpulan data penelitian ini dilaksanakan melalui langkah-langkah berikut: pemberian pre-test, pemberian treatment, dan post-test. Bentuk tes yang diberikan berupa pilihan ganda yang terdiri dari 25 soal dan kuisioner atau angket untuk kelas eksperimen. Kemudian teknik analisis data menggunakan statistik dan rumus penghitungan t-test. Hasil yang didapat dalam penelitian ini membuktikan bahwa ada perbedaan nilai antara hasil belajar siswa dalam memahami teks report menggunakan reciprocal teknik dan siswa yang tidak menggunakan reciprocal teknik. Berdasarkan hasil perhitungan statistik, dapat diketahui bahwa nilai tobservasi sebesar 4,287, sedangkan ttable untuk derajat kebebasan 56 pada signifikansi 5% diperoleh sebesar 1,673. Dengan demikian to>ttable, maka Halternative diterima atau dapat dikatakan teknik reciprocal efektif. Selain itu angket yang diberikan pada siswa untuk mengetahui respon mereka terhadap teknik reciprocal pun menunjukan respon yang positif. Maka dapat disimpulkan bahwa teknik reciprocal dapat dengan efektif digunakan untuk mengajarkan pemahaman membaca teks report terhadap siswa kelas XI SMA N 3 Tangerang Selatan.
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ACKNOWLEDGEMENT In the name of Allah, the Beneficent and the Merciful
All praise be to Allah, Lord of the world, for the health and the strength that Allah has given to the writer in writing this “research paper”. Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers. In this occasion, the writer also would like to express her greatest appreciation, honor, and gratitude to her beloved parents, H. Amin Aziz, M.Pd. and Hj. Kusneri who always never stop teaching their precious meaning of life, giving their knowledge, giving their time and for financially support to finish this study. Also her beloved brothers Ilham Habiburahman and Hasbi Ash-Shidiqq who always support her, she gives many thank you. Secondly, the writer would like to address her thank and great gratitude to Dr. Fahriany, M.Pd. and Mr. Teguh Khaerudin, M.App.Ling. as the writer’s advisors, who give consultation with full of patience, help and guidance as valuable advice during developing this research paper. May Allah SWT respond to their kindness much better. Thirdly, the writer thought that she would never finish this research paper fluently without their supports and their helps. Her gratitude also goes to: 1. Prof, Dr. Ahmad Thib Raya, M.Pd., as the Dean of Faculty of Tarbiyah and Teachers Training. 2. Drs. Alek, M.Pd., as the Head of The Department.of English Education 3. Zaharil Anasy, M.Hum., as the secretary of The Department.of English Education 4. H. P. A. Sopandy, M.Pd., as the Headmaster of SMAN 3 Tangerang Selatan for giving permission to the writer to conduct the research.
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5. Hj. Tati Erayati, M.Pd., as the English Teacher at SMAN 3 Tangerang Selatan, for all sincere help, time and guidance. 6. The students of eleventh grade of SMAN 3 Tangerang Selatan for being participants in this research. 7. Imam Bukhari, S.Kom, M.M., as the writer’s best partner who always gives support and many contributions and also helps whenever needed. 8. All beloved friends of “EED B 2011”, especially the writer’s best friend; Afni Amalia, Siti Khafidoh, Safitri O., Trihanifa A., and Asih Wulandhini who have accompanied the writer’s life during the study in the university. 9. All of the sisters in the “KOSAN SAHAL”, Titin Supartin, Ade Faridah, Rakhil Ichwan, Firda Amalia, Tavia Tur Rahmah, S.Pd., Melia Rahmah, Dewi Astuti, S.H., etc. who always support me and support me in happy and sad conditions. 10. A big family of HMI KOMTAR and my lovely LAPENMI (Lembaga Pendidikan Mahasiswa Islam) HMI Ciputat , thank you for all of the supports. 11. To all of people whose name cannot be mentioned for their contribution to the writer during finishing this research. Finally, the writer admits that her writing is still far from being perfect. Therefore she hopes some suggestions and criticism from the reader for this paper. Hopefully this research paper will have some values for her and the reader.
Ciputat, 12th October 2015
The Writer
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TABLE OF CONTENTS
APPROVAL SHEET .......................................................................................... i ENDORSEMENT SHEET ................................................................................ ii ABSTRACT ...................................................................................................... iii ABSTRAK......................................................................................................... iv ACKNOWLEDGMENT.................................................................................... v TABLE OF CONTENTS ................................................................................. vii LIST OF TABLE .............................................................................................. ix LIST OF APPENDICES .................................................................................... x
CHAPTER I : INTRODUCTION ................................................................... 1 A. The Background of the Study ............................................... 1 B. The Identification of the Problem ......................................... 4 C. The Limitation of the Problem ............................................. 4 D. The Formulation of the Problem........................................... 5 E. The Objective of the Study .................................................. 5 F. The Significance of the Study ............................................... 5
CHAPTER II : THEORITICAL FRAMEWORK ........................................... 6 A. Reading ............................................................................... 6 1. The Definition of Reading ................................................ 6 2. The Purpose of Reading ................................................... 8 3. Kinds of Reading ............................................................. 8 B. Report Text ........................................................................ 10 1. The Definition of Report Text ........................................ 10 2. The Purpose of Report Text............................................ 10 3. The Feature of Report Text ............................................ 11 C. Reciprocal Technique ......................................................... 12 1. The Definition of Reciprocal Technique ......................... 12 2. The Purpose of Reciprocal Technique ............................ 12
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3. The Strategy of Reciprocal Technique ............................ 13 D. Relevant Previous Studies .................................................. 14 E. Thinking Framework .......................................................... 16 F. Hypothesis .......................................................................... 17
CHAPTER III : METHODOLOGY ............................................................... 18 A. The Place and the Time of the Study .................................. 18 B. The Method and Research Design ...................................... 18 C. The Population and Sample of the Research ....................... 19 D. The Instrument of The Research......................................... 20 E. Technique of Data Analysis ................................................ 21 F. Statistical Hypothesis.......................................................... 24
CHAPTER IV : THE RESEARCH FINDING AND DISCUSSION ............. 25 A. Description of the Data ...................................................... 25 1. The Scores of Experimental Class .................................. 25 2. The Scores of Controlled Class ...................................... 27 3. The Calculating Scores of Experimental and Controlled Class ............................................................. 29 4. Data Testing ................................................................... 31 5. The Analysis of the Data ................................................ 33 B. Discussion.......................................................................... 38 CHAPTER V : CONCLUSION AND SUGGESTION .................................. 43 A. Conclusion ......................................................................... 43 B. Suggestion ......................................................................... 43
BIBLIOGRAPHY ............................................................................................ 45 APPENDICES .................................................................................................. 48
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LIST OF THE TABLE
Table 3.1 Design of the Research ...................................................................... 19 Table 4.1 The Score of Pre-test, Post-test and Gained Score of Experimental Class ....................................................................... .....25 Table 4.2 The Score of Pre-test, Post-test and Gained Score of Controlled Class ................................................................................ 27 Table 4.3 The Comparison of Students’ Score in the Experimental Class and Controlled Class .......................................................................... 29 Table 4.4 The Normality Test of The Pre-test.................................................... 31 Table 4.5 The Normality Test of The Post-test .................................................. 32 Table 4.6 The Homogeneity Test of The Pre-test............................................... 32 Table 4.7 The Homogeneity Test of The Post-test ............................................. 33 Table 4.8 The Questionnaire Result .................................................................. 37
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LIST OF APPENDICES Appendix 1. English Subject Syllabi on 11th Grade of SMAN 3 South Tangerang ........................................................... 48 Appendix 2. Kisi-kisi Soal ............................................................................... 69 Appendix 3. Pre-test and Post Test Intrument ................................................... 71 Appendix 4. Answer Key ................................................................................. 86 Appendix 5. The Questionnaire ........................................................................ 87 Appendix 6. The Questionnaire Result Description of XI MIA 3 ...................... 88 Appendix 7. The Lesson Plan ......................................................................... 101 Appendix 8.
L-table ...................................................................................... 116
Appendix 9.
F-table ...................................................................................... 117
Appendix 10. t-table........................................................................................ 118 Appendix 11. Surat Pengesahan Proposal Skripsi ............................................ 119 Appendix 12. Surat Bimbingan Skripsi ........................................................... 120 Appendix 13. Surat Permohonan Izin Penelitian.............................................. 121 Appendix 14. Surat Keterangan Penelitian dari Sekolah .................................. 122 Appendix 15. References Examination Paper .................................................. 123
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CHAPTER I INTRODUCTION
This chapter covers the general preview of the present study. It consists of the background of the study, the problem identification of the study, the problem limitation, the formulation of the study, the objective of the study and the significance of the study.
A. The Background of The Study Reading is a prominent aspect in educational area. It is also one of the skills that should be mastered by the students in learning English subject. Students learn four English skills: listening, speaking, reading, and writing. According to Harmer we can divided these skills in two kinds, the productive and receptive skill. The productive skills are speaking and writing. Then the receptive are listening and reading.
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In mastering the reading skill, English teacher has big responsibility.
They should make the student reach good score. This receptive skill will give many benefits in our life. Through reading activity, students can earn much information. They can read and comprehend the English text in book, magazine, newspaper, novel, etc. Meanwhile, in learning reading skill, students often get some problems. First, teacher dominated the class (teacher centered). Every teacher has different style in teaching. There are some teachers who teach creatively and attractively. But the others teacher cannot be attractive or cannot interact with their students. Mostly, they use lecturing method. That method is conventional enough (like teacher read aloud and student only listen or repeat it). There are no chances for the students to interact with other students or to ask the question also to respond the text. It will set the class condition to be very serious and only focus to the teacher. Sometimes, with this situation students will feel bored or sleepy. Second, the text is not interesting and sometimes was too long. Third, students’ lack of vocabulary
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Jeremy Harmer, The Practice of English Language Teaching, (New Edition), (New York: Longman, 1991), p. 181.
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always happened and makes the students dislike reading activity. Fourth, it is because their opportunity to read the English text only during English class. Most of the Indonesia students practice to read the English text only in the class. But the case is their reading activity is only read the text. There are no guarantee whether the students understands the text or not. Whereas, the main reading activity goal is the reader can understand what they read, comprehension reading. But the most difficult problem that often happened to our students’ in comprehending the reading text. Some problems here can be caused by the teacher factors and also by the students’ factor. Teacher who is not creative, lazy, and less of technique in teaching; students’ ability also their condition are some reason why those problems appeared. As the writer said above, the most difficult and crucial problem is students’ skill in comprehending the text. It will be very serious problem because in Senior High School especially in Indonesia based on the National education curriculum 2013, they will find many texts. The texts are descriptive, recount, narrative, procedure and also report. Thus, the students have to have the ability in reading and comprehend the content of the text.2 Based on the reality, many English tests that the writer found are contained of some reading texts. Then the text will measure students’ skill to comprehend the text by answering the tests item correctly. It means, if the students do not understand the content of the texts, they will fail in answering the test correctly. In this case, the writer looks at the test items of National Examination of English subject of Senior high school in year 2014 1st packet. There, some texts are found in some genres like recount, narrative, descriptive and report text.3 Furthermore, students must have a good reading skill especially in comprehension skill to answer it. However, this situation can be faced by the teacher through an appropriate technique. One of the techniques in teaching reading skill that teacher can use is reciprocal teaching techniques. 2
None, Silabus Bahasa Inggris Kelas X, XI, dan XII SMAN Kurikulum 2013 Kemendikbud RI, (Jakarta: Badan Standar Nasional Pendidikan, 2015), p. 14. 3 None, Ujian Naisonal SMA Mata Pelajaran Bahasa Inggrin Tahun 2014 Paket, (Jakarta: Pusat Penelitian Pendidikan-Balitbang-Kemdikbud, 2015), pp. 10—18.
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Reciprocal technique is a technique which design to get the comprehension of middle school students who could decode but had difficulty comprehending text effectively. This technique was developed by Annemarie Pallinscar and Ann Brown in 1984. In other word, this technique was specially designed to the middle school students or we can say in Indonesia like Junior or Senior High School students.4 Another statement from Willis Reciprocal is the activity which provide students have an opportunity to take the role of leader in the group after someone read some part of the text, another student as a volunteer give the oral summarization, and another group add information, then group members give the prediction and the last give the questioning.5 In this activity, students will be grouped and leaded by a leader. Reciprocal itself based on the journal which written by Howard, it is not only students’ activities. Here, teacher and students have the same role. They will contribute in this activity and help each other.6 Teacher help student to accomplish their comprehension skill in reading, and student help the teacher to make her teaching goal success. The advantages of this text are it engaged student and the teacher, it make all of students have same portion role in the class to comprehend, and it can guide the students to do the activity that can improve the comprehension skill. In Malaysia, there was a research about Reciprocal teaching technique which conducted in 2011. It researches whether Reciprocal strategy can help the lowproficiency students to improve their reading skill and also see what the effect (respond) of the students is. The results of this research are it can help the low proficiency students and the effect that gotten is good respond from the students. This research will has the same result if it is adapted in Indonesia. This thinking
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Janette K. Klingner, Sharon Vaugh, et al., Teaching Reading Comprehension to Students with Learning Difficulties, (New York: The Guilford Publication, Inc., 2007), p. 131. 5 Judy Willis, M.D., Teaching the Brain to Read, (Alexandria: ASCD, 2008), p. 143. 6 Mohammad Reza Ahmadi, Reciprocal Teaching Strategy as an Important Factor of Improving Reading Comprehension, Macrothink Intitutes Journal of Studies in Education,Vol.2 No. 4, 2012, p. 163.
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comes because Indonesia’s students and Malaysia’s students is same as the Malay people. Based on the background above, the writer would like to take a research study under the title, “The Effectiveness of Reciprocal Strategy towards Students’ Reading Comprehension on Report Text”. In this research, the writer will use report text to show whether it is effective towards students’ comprehension. In Indonesia itself, there are some studies about reciprocal technique before. They are from Nurulia Dwi Febriani, the students of UIN Jakarta and also Rizki Maulana Sahab from Indonesia University of Education. The writer chooses the report text to differentiate with the previous studies. The writer also decides to do this research through students in senior high school. Meanwhile, those previous studies use narrative text and descriptive text. And both of them do the research on junior high school.
B. The Identification of The Problem Based on the background above, there are some problems that be related with this research. The problem can be identified as follows: 1.
Teacher in Indonesia often use the conventional method.
2.
Students somewhat interesting with the text.
3.
Students’ lack of vocabulary.
4.
Students have less interest in reading English text.
5.
The students are difficult in comprehending the text.
C. The Limitation of the Problem Based on the background of the study and the identification of the problem, the problem of this research was limited on the effectiveness of reciprocal technique towards students’ reading comprehension on report text.
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D. The Formulation of the Problem This study will be guided by the questions below: “Was there any significant effect before and after using Reciprocal technique towards students’ reading comprehension on report text at the eleventh grade students of SMAN 3 South Tangerang?”
E. The Objective of the Study The objective of this study was to get empirical evidence about the effectiveness of reciprocal technique towards students’ reading comprehension on report text.
F. The Significance of the Study The result of this study were hoped to give some significances, not only theoretically but also practically go to: -
For Students Theoretically, the students can understand the text that they read well. This technique also motivates the students to get higher quality in reading comprehension skill by applying this technique.
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For Teachers This study can help the teacher to teach reading skill in the class. It also helps the teacher to teach in new technique which is more interesting than using conventional technique.
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For Other Researchers This study may contribute to the further researcher who will conduct an experiment with a same topic. It may help them in getting some theories of their experimental variables and the result can be as the considerable one for choosing the next step in conducting the same field of the experiment.
CHAPTER II THEORITICAL FRAMEWORK
In this chapter, the researcher would like to describe some theories related to the study. The theories focus on the definition of reading, the purpose of reading, the kinds of reading, the definition of reciprocal technique, the technique of reciprocal, the relevant previous studies, the theoretical thinking, and the hypothesis of the research.
A. Reading 1.
The Definition of Reading Reading is one of the skills that the students learn in studying English.
According to Daiek reading is not a passive process, but active, and the process that enables a reader to think the thoughts of a writer.1 Reading also is a useful tool for other subjects in the curriculum and a useful element in real living. Another assumption from Lems, et al, reading is interactive process that takes place between the text and the reader’s background knowledge which collaborate with processing strategies; bottom up and top down strategies. The bottom up refers to the word-level skill for decoding process and the bottom up for analyzing the content of the book or refers to the comprehension process.2 Reading is not only source of information and joy but also a way to expand the reader knowledge.3 Meanwhile, Harmer said that 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 messages. 4 So, it can be concluded that to respond the stimulus well, the test takers should comprehend the content of those written text. 1
Debora B. Daiek and Nancy M. Anter, Critical Reading for College and Beyond, (New York: NcGraw-Hill, 2004), p. 5. 2 Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English Language Learners, (New York: The Guilford Press, 2010), p. 33. 3 Dr. M.F. Patel and Praveen M. Jain, English Language Teaching: Methods, Tools and Techniques, (Jaipur: Sunrise Publishers & Distributors, 2008), p. 114. 4 Jeremy Harmer, The Practice of English Language Teaching (New Edition), (New York: Longman, 1991), p. 190.
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Furthermore, to make the reading as a meaningful activity, the text must be comprehended. Serravalo stated that reading is at the heart of what it means to really read.5 And McGuinnes argues “reading comprehension is the end game of learning to read and necessarily involves everything that comes before it: a good vocabulary and good oral comprehension skills, plus accurate and fluent decoding skills.6 Here, it can be assumed that to get the comprehension, not only usual reading activity but also well vocabulary and good decoding process are needed. Moreover Willis stated that successful comprehension happen when students have practice with strategies for monitoring their understanding, increasing their interest to the text and also having goals or purpose when reading.7 There are many strategies that teachers use to force students’ reading comprehension. Start with motivating their students, let their students practice a lot and give the exercises will force the students to comprehend what they read. Teacher’s monitoring also give great effect. If the monitoring process finished smoothly it would be effective to find students who were low in comprehending the text. Monitoring can gives the description of the students’ condition. It makes the teacher know and can decide the next strategy which appropriate with the students. Teacher also should give the attention to the texts which they chose. The text level should match with students’ level. It will be bad if the text is too difficult and far from the students’ level or too easy and under students level. If the text too difficult, it will make the students feel hard and bored to read. But if the text is too easy, it cannot train the student to improve their reading skill. the last, teacher should be focus on goal or real purpose of reading the text. There are many various goals in reading activity. One of them is comprehends the text. If the comprehension is the goal, teacher should focus to make the students able in understanding what they read. The factors which support the students in comprehending the text should be taught and conveyed. Wallace and his friends stated that to achieve the comprehension the reader must 5
Jennifer Serravallo, Teaching Reading in Small Groups, (Pourthsmouth: Heinemann, 2010), p. 43. 6 Diane McGuinnes, Early Reading Instruction, (London: A Bradford Book,2004), p. 211. 7 Judy Willis, M.D., Teaching the Brain to Read, (Alexandria: ASCD, 2008), p. 128.
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know the vocabulary and syntax, form and work from a schema, generate images, summarize, draw inferences, and monitor the comprehension. 8 In sum up, reading is one of the skills in English language which engage some activities to get the goal of the reading. Then reading comprehension is the process to understand or getting the meaning what the writer wrote by relating with the reader background knowledge. 2.
The Purpose of Reading Generally based on Jeremy Harmer, reader will read because they have a
desire to do and some purpose to achieve. Or we can say reading for pleasure or to get the information.9 Grabe also divided the purpose of reading as followed: a.
Reading to search for simple information
b.
Reading to skim quickly
c.
Reading to learn from texts
d.
Reading to integrate information
e.
Reading to write
f.
Reading to critique texts
g.
Reading for general comprehension10
3.
The Kinds of Reading Based on reading material that we often see, Harmer divided the kinds of
reading into: a.
Reading to confirm expectation
b.
Reading to extract specific information
c.
Reading for communicative tasks
d.
Reading for general understanding
e.
Reading for detailed comprehension: information
f.
Reading for detailed comprehension: function and discourse11
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Jean Wallace, et al, Understanding Reading Problems (Eight Edition), (Boston: Pearson, 2012), pp. 98—99. 9 Harmer, op.cit, p. 188. 10 Grabe, op.cit., pp. 8—10. 11 Harmer, op.cit., pp. 190—208.
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Meanwhile according to Gebhard, the kinds of reading are: a.
Skimming Skimming is process of reading which the reader only read the main idea in
each paragraph. In this activity the reader does not allow to read all of the text. It is because the skimming activity make the reader know the content of a paragraph by read the main idea in the first sentence in each paragraph. b.
Scanning Scanning is an activity in reading the text for a few and only search for the
information that we need. It presses the reader to only read what they need to read. In other word, we can say that it refer to make the reader find out the information that they search for. c.
Reading for Thorough Comprehension Reading for comprehending means all of the kinds of activities that refer to
understand the text what they read. The real practice of this reading can be form in any strategies. The kind of strategies that usually used in this reading is reciprocal teaching, peer teaching, etc. d.
Critical Reading In this activity student lead to be able to criticize the text. There are three
stages in this kind. First, the reader should read the text to comprehend it. Next, the reader must make a judgment about what they read before. Do they agree with it or not. The last, the teacher ask the reader about their judgment. e.
Extensive Reading The purpose of this reading activity is to improve reading skill by processing
a quantity of materials that can be comprehended and pleasurable. The teacher’s role is as a guide the reader to the some materials that are comprehensible. Usually the reader should make a report to the teacher after read the book.
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f.
Computer Mediated Reading Computer mediated reading means all of the kinds of reading above are done
in the computer. 12
B. Report Text 1.
The Definition of Report Text In daily life, texts are often found. Text is words which are put together to
communicate a meaning. It can be created by a writer or a speaker. Thus, text has two forms, oral and written. Text has some types, likes descriptive, recount, narrative, report, procedure, etc. So, report text is one of the text types. According to Anderson, report text is a piece of texts that presents about subject with its fact.13 Meanwhile, report text is also a kind of text that describes things with a reference of natural, man-made, and social phenomena around of us. It presents only the facts.14
2.
The Purposes of Report Text Anderson said that the purposes of report text are:15
a.
To Classify The reader can read the report text for classifying something. Report text
itself can classify many things. They are about thing, natural phenomenon, animal, plants, human, social phenomenon, and so on which can be found in our environment. b.
To Describe In report text, the things will be described generally. That makes report text
different with descriptive text. For example, in report text we will write and
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Jerry G. Gebhard, Teaching English as a Foreign or Second Language (Second Edition), (Michigan: the University of Michigan, 2009), pp. 198—204. 13 Mark and Kathy Anderson, Text Types 3, (Malaysia: Macmillan Education Australia PTY LTD, 1998), p. 17. 14 Shyla K. Lande and Eka Mulya Astuti, Forward for Vacational School Grade XII, (Jakarta: Penerbit Erlangga, 2015), p. 91. 15 Anderson, loc.cit., p. 17.
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describe “Dog” generally, but when we write and describe “My Dog” we will talk specifically only on my dog area.
3.
The Features of Report Text Report text tells the reader about a non-fiction or facts of something inside.
Its structures are title, general classification and description. 16 Anderson said that there are three features which organize this text.17 a.
A General Opening
This part appears in the early of the text. Usually in this part, the writer will write a statement to tell the reader what the text going to be about. It can consist of a definition of the subject and the short description about the subject. This part called general statement in common. b.
A Series of Paragraphs about the Subject
This part usually will show some paragraphs. Each paragraph will talk about the features of the subject. These paragraphs build a description of the report subject. This part also called description. c.
A Concluding Paragraph
This part is an optional part. The concluding paragraph signals the end of the text. It can summarize the report text and give the conclusion. Meanwhile, in common report text this part is rarely founded.
This is the example of report text: Galaxies A galaxy is a collection of stars and other GENERAL OPENING/
astronomical bodies, including planets, comets and asteroids, held together by gravity. Galaxies come in different shapes and sizes. These
DESCRIPTION
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include the spiral, barrel-spiral and elliptical. Our galaxy,
Th. M. Sudarwati and Eudia Grace, Siap Ujian Akhir Bahasa Inggris untuk SMA/MA Kelas XI, (Jakarta: Penerbit Erlangga, 2014), p. 57. 17 Anderson, op.cit., p. 18.
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called the Milky Way, is approximately 100 000 light year in width and contains over 100 billion stars. The centre of galaxies can contain many young, very hot stars as well as older stars. Swirling clouds that have been energized by magnetic forces also exist in the centre. A CONCLUSION
At this point in time, no one knows the exact number of galaxies in the universe. Astronomers are, however, learning more and more about them every day. 18
C. Reciprocal Technique 1.
The Definition of Reciprocal Technique Reciprocal technique was originally designed to improve comprehension for
middle school students who could decode but had difficulty comprehending text.19 In this strategy student will learn through four steps like prediction, summarization, questioning and clarifying. Students will learn in a group and the teacher will have the same role with the students during the activity. Another statement came from Farris, Reciprocal is a process in four steps activity (predicting, summarizing, questioning, and clarifying) in a group activity in primary school students.20 Each group must have a leader to lead all of the process above.
2.
The Purpose of Reciprocal Technique Mastering reading comprehension is one of some problems for students
who are low proficiency in reading comprehension skill. To solve this problem, teacher must realize what her students’ need. Based on Vigotzky’s theory, students actually have two typical of thoughtful improvement, a real improvement action and a
18
Anderson. op.cit., p. 19. Janette K. Klingner, Sharon Vaugh, et.al., Teaching Reading Comprehension to Students with Learning Difficulties, (New York: The Guilford Publication, Inc., 2007), p. 131. 20 Pamela J. Faris, et.al., Teaching Reading: A Balanced Approach for Today’s Classrooms, (New York: McGraw-Hill, 2004), p. 340. 19
13
capable improvement action. The real improvement action is the thoughtful action which shows the students can fix their problem by themselves; they do not need any helps. Meanwhile, the capable improvement action is the students’ thoughtful which want the helping of the teacher or other capable people to fix their problem.21 Reading text in foreign language makes some students get difficulties, hence some of them can do it well. The low achiever students’ must get more attention from the teacher. Actually it was because they need more treatment or helping. From this theory those students want or need some guidance. However, the guidance here, not always only come from the teacher. It also can come from the others students. Reciprocal is one of the techniques in teaching reading comprehension that offering the solution to solve the problem. Reciprocal technique will make students and teacher take turns or contribute in teachers’ role in leading discussion.22Thus, the main purpose of this technique is improving the students’ comprehension in reading texts.23 Ruddel also stated that reciprocal technique or we can called it ReQuest (Reciprocal Question, QAR (Question Answer Relationship), ReQAR (Reciprocal Question Answer Relationship) or VSS (Vocabulary Self Collection Strategy) is successfully used in teaching marginalized students with its four strategies.24
3.
The Strategy of Reciprocal Technique Understanding the strategy inside the Reciprocal is the important thing.
According to Klingner et al, reciprocal teaching has some steps: a)
Predicting Predicting involves finding clues in the structure and content of a passage that
might suggest what will happen next. The student will predict what they read based on their prior knowledge. Their prior knowledge then will be connected 21
Mohammad Reza Ahmadi, Reciprocal Teaching Strategy as an Important Factor of Improving Reading Comprehension, Macrothink Intitutes Journal of Studies in Education,Vol.2 No. 4, 2012, p. 163. 22 Nuar Atika, et.al., Using Reciprocal Teaching Technique in Improving Reading Comprehension, e-Jaournal of English Language Teaching Society (ELTS) Vol. 1 No. 1 2013ISSN 2831-18421, 2013, p. 3. 23 Klingner. op.cit, p. 131. 24 Martha Rapp Ruddel, Teaching Content Redaing and Writing, (New Jersey: John Willey & Sons, Inc) p. 384.
14
with the passage and it will determine if the prediction will were correct or not. Usually students predict what they will read by the title. b) Clarifying Clarifying make sure the text make sense to the reader. The teacher or the students gain the information as the clarification. They engage with the text and a discussion. c)
Summarizing In summarizing student make the statements in one-two sentences. It contain
of the most important ideas. The summary should use the students’ own words. Unimportant supporting details do not allow implying in the summary. d) Question Generating Questioning here means students should construct the question about the main idea. The question is to check the understanding of the text. Here, students can construct the question using words such who, when, where, and how. Students are taught to ask the main idea and it will be better if the answer is not in written in the text.25 Meanwhile, according to Palinscar and Brown which restated by I. S. P Nation, there are four step in reciprocal technique strategy. A procedure called reciprocal teaching which involved the training and use of four strategies which could be applied……: (1) prediction of the content of the paragraph before reading it; (2) making question focusing on the main idea of the paragraph; (3) summarizing what has just been read; and (4) seeking clarification on difficult points in the paragraph.26
D. Relevant Previous Studies In conducting this research, the researcher is guided by some sprevious studies in order to make it aimed. Some studies that relevant to this research are explained later as follow: 1.
An international journal “Effects of Reciprocal Teaching Strategies on Reading Comprehension” by Tan Oul Leng Chou et.al. 25 26
p. 37.
Klingner, op.cit., p.134. Nation, I. S. P., Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009),
15
The aim of the study was to know whether reciprocal teaching strategy can help low proficiency students in improving their reading comprehension and to know what the effect of this strategy is. The sample was taken from Sixth-form students in Malaysia. The sample consists of 68 low proficiency students from four Sixth-form, intact classes. The research design used was quasi-experimental design. This research divided the sample in control class and experiment class. The treatment of this strategy was given in experiment class. The researchers gave pre-test, post-test, and five question in an open ended questionnaire as the instruments. The findings from the independent t-test and paired sample t-test showed a significant difference, reveling the effectiveness of the strategies and the respondents from the experimental group gave positive feedback. There are some differentiations
2.
A skripsi “Improving Reading Comprehension Through Reciprocal Teaching Technique at MTs. Hidayatul Umam Cinere Depok” by Nurulia Dwi Febriani. The aim of the study was to improve students’ reading comprehension
through reciprocal technique. The sample was taken from the first year students of Mts. Hidayatul Umam Cinere Depok academic year 2011/2012. The sample consists of 37 students. The research design used was classroom action research which was adapted from Kurt Lewin model that included two cycles, i.e. planning, acing, observing and reflecting. The researcher was conducting two cycles for this research. The result of the study indicated that using reciprocal strategy can improve students’ reading comprehension and it also makes students more active in the class. It can be seen from the result percentage of cycle I is 40.68% to the cycle II was 57.73%. Both of the previous studies guide me to conduct a different study about reciprocal technique. Different from them, I had senior high school students as the sample when they had university and junior high school students. Then I used the text that they did not use, report text. Overall, my research design is far from
16
Nurulia’s but similar with Tan Oul. But of course in the detail step and instrument that I had, it was totally different.
E. Thinking Framework There are two variables. In this study, the writer decides that the independent variable is reciprocal Teaching and the dependent variable is students’ reading comprehension. This study will be focused on whether the reciprocal technique effective or not. Reading is one of the language skills that important enough. Reading is not only a skill. It can affect another subject or another part in our life. Reading also can support us in many areas. For example, reading can make the reader gain much information. Therefore, reading is not only reading. To get the actual and appropriate information there, the reader must understand the content of the discourse. That is why the reader should have the comprehension skill. By that skill, reading will be the meaningful activity. Report text is one of the text types in English which was learned by senior high school students. Report text described a subject with its fact. The subject can be human, animal, plants, natural phenomena, etc. Report text leads to a problem regarding on how students can master it appropriately. Reciprocal technique assumed as a technique which has significance effect in teaching reading comprehension on report text. It was designed to get the comprehension of middle school students who could decode but had difficulty comprehending text effectively. In other word, this strategy was specially designed to middle school students or we can say in Indonesia Junior or Senior High School students. This technique has four steps. Predicting – questioning – clarifying – summarizing. The students will be engaged in their team and will be led by a leader. They will interact with each other. So, if reciprocal technique is used in teaching reading comprehension, it will give a better reading comprehension skill for students.
17
F. Theoretical Hypothesis Based on theories which were elucidated above, it can be posed theoretical hypothesis. The theoretical hypothesis that will appear in this study were: H0 (Null hypothesis)
: There was no significant effect of reciprocal technique
towards
students’
reading
comprehension. Ha (Alternative hypothesis)
: There was a significant effect of reciprocal technique comprehension.
towards
students’
reading
CHAPTER III METHODOLOGY
This chapter presents the time and the place of the study, the research design of the study, the population and sample, the variable, the instrument, the technique of collecting data, the technique of data analysis, and the hypothesis of statistic.
A. The Place and the Time of the Research -
The Place of the Research This research was conducted in SMA N 3 South Tangerang which is located in Pondok Benda 11, Pamulang 2, South Tangerang.
-
The Time of the Research It was conducted almost during on two months, started from August to September 2015. The focuses are on grade XI MIA 3 and XI MIA 4 in SMA N 3 South Tangerang, academic year 2014/2015.
B. The Method and Research Design In this research the writer uses quantitative method. According to Uhar Suharsaputra, quantitative research is a research approach that represents the understanding of positivism where the data or information that was obtained will be proofed empirically. It refers to a theory and uses the hypothesis test to vivificated that theory as the result.1 Meanwhile, Creswell gave statement about quantitative research definition, quantitative research is an inquiry process of understanding based on distinct methodological traditions of inquiry that explore a social or human problem. The researcher builds a complex, holistic, picture, analyzes words, reports detailed views of informants and conducts the study in a natural setting.2 Thus, this study was conducted to find out the effectiveness of
1
Uhar Suharsaputra, Metode Penelitian: Kuantitatif, Kualitatif, dan Tindakan, (Bandung: Refika Aditama, Inc. 2012), pp. 50—53. 2 John W. Creswell, Educational Research, (Boston: Pearson Education Inc, 2012), p. 13.
18
19
using reciprocal technique through administering pre-test and post-test to get the scores and to have numerical data. Later, this study specifically was designed as quasi-experiment research. Quasi-experiment is the research that does not permit the researcher to control the assignment. The quasi experimental is experimental situation in which the research assigns, but not randomly, participants to groups because the experimenter cannot artificially create groups for the experiment.3 The quasi– experiment design uses nonrandomized control group pre-test and post-test can be figured as follows: Table 3.1 Design of the research
GROUP
PRE-TEST
TREATMENT
POST-TEST
Experimental
O1
X
O2
Control
O3
-
O4
O = observation/measurement X = treatment given to experimental group
In this study, the writer decides that there are two variables, the independent and dependent variable. Variable is a concept where the subjects stand variously in a class.4The independent variable is reciprocal Teaching and the dependent variable is students’ reading comprehension.
C. The Population and Sample of the Research 1.
The Population of the Research Population of this research was the eleventh grade students of SMAN 3 South
Tangerang in academic year 2014/2015. The eleventh grade students of SMAN 3 South Tangerang are divided into eight classes. Seven classes are science major and one class for social major. The total of the population is 259 students. 3
Creswell, op.cit., p. 309. Jack R. Fraenkel and Norman Wallen, How to Design and Evaluate Research in Education, (New York: Mc Graw Hill, Inc.,2003), p. 94. 4
20
2.
The Sample and Sampling Technique of the Research The technique in deciding the sample was purposive sampling. Purposive
sampling allows the researcher takes the sample by using their judgment to choose the appropriate sample for collecting the data that needed and usually based on the prior information.5 It was chosen because those samples have the purpose, make the writer is easier in collect the data. Furthermore, the researcher also considered it based on the recommendation from the English teacher on this school. The sample for this study was two classes. They are XI MIA-3 and class XI MIA-4. Then the researcher manipulates the sample, XI MIA 3 as experimental class and XI MIA4 as controlled class. The class of XI MIA 3 has its member for about 29 students and the class of XI MIA 4 has 29 students.
D. The Instrument of the Research The instruments which were used were test and non-test. The test is designed to pre-test and post-test. Meanwhile, the non-test instrument form is questionnaire. Before shared the test, it was tried out in another class. It was tried out to test the items’ validity of the test instrument. Twenty-five items were chosen as the valid items for pre-test and post-test. They were chosen because they can cover enough all of the indicator that will be tested to measure students’ reading comprehension. The indicators can be seen in appendix one. The pre-test is given due to know the students’ condition before getting the treatment. Meanwhile, the post-test is used to know whether any significance effect of reciprocal technique or not. The pre-test and post-test instrument can be seen in appendix two. The writer also used questionnaire to get the students’ respond after learning reading comprehension using reciprocal technique. The questionnaire consists of five open-ended questions.
5
Fraenkel, op.cit., pp. 104—105.
21
E. Techniques of Data Analysis After the test is given to the students in the pre and posttest, it will be tested. The test is focused on normality of the students’ pretest and post test score. The result from the test will be analyzed first by the test of normality and test of homogeneity in SPSS 18. The data will be analyzed by assumption testing and hypothesis testing. The kind of assumption testing was normality test and homogeneous test. It is calculated due to know the next step of analyzing the data which whether using parametric test or non-parametric test. 1. Normality Test Normality test is used to know whether the data come from the normal distribution or not. In this study, the researcher tends to use SPSS version 18 to find out the normality of the data by followed these steps: a. Open SPSS Program b. Input the data to the data view by first fill the variable view with write down X as score of pre-test or post-test score and Y as the kind of class c. Click Analyze >> Descriptive Statistics >> Explore d. Drag the X to the Dependent List and Y to the Factor list e. Click Plot >>checklist Normality plots with test>> ok The criteria of determining the normality of the data was: a. If tvalue was smaller than ttable (tvalue < t
table),
it meant that H0 was accepted
and H1 was rejected b. If tvalue greater than ttable (talue > ttable), it meant that H0 was rejected and H1 was accepted.
2. Homogeneity Test Homogeneity test is used to know whether the data come from the homogeneous variance or not. To calculate the data, the researcher use SPSS version 18 as follows: a. Open the SPSS program
22
b. Input the data to the data view by first fill the variable view with write down X as score of pre-test or post-test score and Y as the kind of class c. Click Analyze >> Compare means >> One-way ANOVA d. Drag the X the Dependent List and Y to the Factor list e. Click Option >>checklist Homogeneity of Variance Test >> Ok The criteria of determining the homogeneous of the data was: c. If tvalue was smaller than ttable (tvalue < t
table),
it meant that H0 was accepted and
H1 was rejected d. If tvalue greater than ttable (talue > ttable), it meant that H0 was rejected and H1 was accepted. After tested the normality and homogeneity of the data, the writer will know continue the analyzing process into t-test calculation. Actually, in t-test the writer analyzes the data using comparative technique between the control and experiment class. The score of experiment class and control class in pre-test and post-test will be compared. This technique is very effective to show the result statistically. Then the result of the technique will show whether the reciprocal technique is effective or not in improving reading comprehension.
To show the differences, the writer uses t-test formula. to = M1 –M2 SEM1-M2 to = The value of “t observation” M1= Mean variable of experimental class M2= Mean variable of control class SEM1
= Standard Error of experimental class
SEM2
= Standard Error of control class
The procedure of calculation is as follows: a.
Determining mean of variable x (variable 1) with the formula:
23
M1 =
∑
N b.
Determining mean of variable y (variable 2) with the formula: M1 =
∑
N c.
Determining Standar Deviation of variable x (variable 1) with the formula: SD1 =
∑ 2 N
d.
Determining Standar Deviation of variable x (variable 1) with the formula: SD2 =
∑ 2 N
e.
Determining Standard error of variable x (variable 1) with the formula: SEM1 =
SD1 √ −1
f.
Determining Standard Error of variable y (variable 2) with the formula: SEM2 =
SD2 √ −1
g.
Determining Standard Error of the different mean between variable x and variable y with formula: SEM1M2 = √
h.
1 +
2
Determining Test Observation with the formula: to =
M1 – M2 SEM1 - M2
i.
Determining T-Table in significance of level of level 5% with df. Df = (N1+N2)-2
Explanation: Mx
: The mean score of gain’s score of experimental class
24
My
: The mean score of gain’s score of experimental class
∑x
: The total score of experimental class gain’s score
∑y
: The total score of controlled class gain’s score
∑x2
: The total score of the calculation the score minus mean score of experimental class
∑y2
: The total score of the calculation the score minus mean score of controlled class
SDx
: The standard deviation of gain’s score of experimental class
SDy
: The standard deviation of gain’s score of controlled class
1
: The mean score of post-test in the experimental class
2
: The mean score of post-test in the controlled class
SEMx : Standard error mean of the experimental class SEMy : Standard Error mean of controlled class n1
: Total Students of the experimental class
n2
: Total Students of the controlled class
F. Statistical Hypothesis A hypothesis is a tentative statement about the relationship between two or more variables. This research is designed to find out whether there is progress of using reciprocal technique on students’ reading ability of report text. In order to get the answer of that hypothesis, the writer proposed Alternative Hypothesis (Ha) and the Null Hypothesis (H0) which is described to the following statistical hypothesis: 1.
H0 = If t test (tcount) < ttable (tt) in significant degree of 0,05
2.
Ha = If t test (tcount) > ttable (tt) in significant degree of 0,05 Meanwhile, the degree of freedom (df) = ( N1+N2) - 2 = (29+29) – 2 =56. It
must be consulted with t-table of df. If df is 56, the value of the significance level 5% is 1,673.
CHAPTER IV THE RESEARCH FINDING AND DISCUSSION
In this chapter, the writer presents the descriptions of the data, the analysis of the data and the interpretation of the data. A. Description of the Data 1. The Students’ Scores of Experiment Class After conducting the research, the writer obtained two kinds of the data; the pre-test and post-test scores: Table 4.1 The Score of Pre-Test, Post Test, and Gained Scores of Experiment Class Number of the
Pre-test
Post-test
Gained Score (X)
1
72
92
20
2
52
80
28
3
32
60
28
4
64
64
0
5
72
92
20
6
48
76
28
7
60
80
20
8
36
60
24
9
68
76
8
10
56
80
24
11
64
88
24
12
48
76
28
Students
25
26
Number of the
Pre-test
Post-test
Gained Score (X)
13
56
84
28
14
80
80
0
15
56
64
8
16
36
64
28
17
60
84
24
18
60
60
0
19
60
88
28
20
36
68
32
21
72
92
20
22
56
48
-8
23
44
72
28
24
64
96
32
25
40
52
12
26
56
88
32
27
44
76
32
28
56
88
32
29
52
76
24
Total
1600
2204
604
Mean
55.17241
76
20.82759
Students
Based on the Table 4.1 above, the highest pre-test score of the students in the experiment class was 80, and the lowest was 32.
27
Meanwhile, the highest post-test score was 96 and the lowest score in the experiment class was 48. After the writer collect the data in Ms. Excel 2007, the writer got the mean score of pre-test was 55.17 and the mean score of post-test was 76.
2. The Students’ Scores of Controlled Class Table 4.2 The Score of Pre-Test, Post Test, and Gained Scores of Controlled Class Number of the
Pre-test
Post-test
Gained
1
32
48
16
2
32
48
16
3
56
68
12
4
52
72
20
5
72
84
12
6
48
60
12
7
40
56
16
8
68
80
12
9
56
72
16
10
56
56
0
11
68
68
0
12
56
64
8
13
68
80
12
14
44
52
8
Students
28
Number of the
Pre-test
Post-test
Gained
15
36
48
12
16
56
52
-4
17
56
72
16
18
40
56
16
19
60
72
12
20
52
68
16
21
68
76
8
22
72
80
8
23
76
72
-4
24
52
68
16
25
64
76
12
26
48
60
12
27
44
36
-8
28
64
84
20
29
72
68
-4
Total
1608
1896
288
Mean
55.44828
65.37931
9.93103
Students
Based on the Table 4.2 above, the highest pre-test score in the controlled class was 76 and the lowest was 32. Meanwhile, the highest post-test score in the experiment class was 84 and the lowest was 36. After the writer collect the
29
data in Ms. Excel 2007, the mean score of pre-test was 55.44 and the mean score of post-test was 65.37.
3. The Calculating Scores of Experiment and Controlled Class
Table 4.3 The Comparison of Students’ Score in the Experiment Class and Control Number EKS.
CONT.
CLASS
CLASS
1
20
20
16
2
28
28
3
28
4
( − )
( − )
( − )
( − )
-0.827
6.069
0.684
16
7.172
6.069
51.443
28
12
7.172
2.069
51.443
0
0
20
-20.827
10.069
433.788
5
20
20
12
-0.827
2.069
0.684
6
28
28
12
7.172
2.069
51.443
7
20
20
16
-0.827
6.069
0.684
8
24
24
12
3.172
2.069
10.064
9
8
8
16
-12.827
6.069
164.547
10
24
24
0
3.172
-9.931
10.064
11
24
24
0
3.172
-9.931
10.064
12
28
28
8
7.172
-1.931
51.443
of the Students
30
Number EKS.
CONT.
CLASS
CLASS
13
28
28
12
14
0
0
15
8
16
( − )
( − )
( − )
( − )
7.172
2.069
51.443
8
-20.827
-1.931
433.788
8
12
-12.827
2.069
164.547
28
28
-4
7.172
-13.931
51.443
17
24
24
16
3.172
6.069
10.064
18
0
0
16
-20.827
6.069
433.788
19
28
28
12
7.172
2.069
51.443
20
32
32
16
11.172
6.069
124.822
21
20
20
8
-0.827
-1.931
0.684
22
-8
-8
8
-28.827
-1.931
831.029
23
28
28
-4
7.172
-13.931
51.443
24
32
32
16
11.172
6.069
124.822
25
12
12
12
-8.827
2.069
77.926
26
32
32
12
11.172
2.069
124.822
27
32
32
-8
11.172
-17.931
124.822
28
32
32
20
11,1724
10.069
124.822
of the Students
31
Number EKS.
CONT.
CLASS
CLASS
29
24
24
Total
604
288
Mean
20.827
9.931
of the
( − )
( − )
( − )
( − )
-4
3,1724
-13.931
10.064
0
0
3628.137
1651.862
Students
4. Data Testing In this research, the normality test is performed before the calculation of t test value to determine if the data set is well-modeled by a normal distribution and to compute how likely it is for a random variable underlying the data set to be normally distributed. The data is analyzed by the use of IBM SPSS Statistic 18. The result of the test can be seen as follows: a) Normality of the Pre-test Table 4.4 Tests of Normality Kolmogorov-Smirnov a
Shapiro-Wilk
Class Statistic
df
Sig.
Statistic
df
Sig.
1
,148
29
,107
,968
29
,507
2
,117
29
,200*
,955
29
,249
PreScore dimension1 a. Lilliefors Significance Correction *. This is a lower bound of the true significance.
The writer used normality test via SPSS 18, especially used Lilliefors Significance Correction. From the table above Table 4.4 above, it can be seen that the L0 in significance column was 0.107 in experiment class, and 0.200 in control class.
32
Meanwhile, the Ltables was 0.246.1 It can be conclude that L0 < Ltable and it means the data was normal. b) Normality of the Post-test Table 4.5 Tests of Normality Kolmogorov-Smirnova
Class
Statistic PostScore
df
Sig.
Shapiro-Wilk Statistic
df
Sig.
1
,155
29
,072
,951
29 ,196
2
,170
29
,031
,953
29 ,224
dimension1 a. Lilliefors Significance Correction
The writer used normality test via SPSS 18, especially used Lilliefors Significance Correction. From the table above Table 4.5 above, it can be seen that the L 0 in significance column was 0.072 in experiment class and 0.031 in control class. Meanwhile, the L tables was 0.246.2 It can be conclude that L 0 < L table and it means the data was normal. c) Homogeneity of the Pre-test Table 4.6 Test of Homogeneity of Variances PreScore Levene Statistic ,053
df1
df2
Sig.
1
56
,818
The writer used homogenityty test via SPSS 18, especially used One-Way Annova test. From the table above Table 4.6 above, it can be seen that the F 0 in
1
Budi Susetyo, Statistika untuk Analisis dan Penelitian, (Bandung: Refika Aditama, Inc.,2010), p. 331. 2 Ibid., p. 331.
33
significance column was 0.818. Meanwhile, the F tables was 1.91.3 It can be conclude that L 0 < L table and it means the data was homogeny. d) Homogeneity of the Post-test Table 4.7 Test of Homogeneity of Variances PostScore Levene Statistic ,000
df1
df2
Sig.
1
56
,984
The writer used homogenityty test via SPSS 18, especially used One-Way Annova test. From the table above Table 4.7 above, it can be seen that the F 0 in significance column was 0.984. Meanwhile, the F tables was 1.91.4 It can be conclude that L 0 < L table and it means the data was homogeny.
5. The Analysis of the Data The procedure of data calculation was as follow: 1. Determining mean of variable X the formation is: MX =
∑x 1
MX =
596 29
M X= 20.82
2. Determining mean of variable Y the formulation is: My =
∑y 2
My =
288 29
3 4
Ibid., p. 347 Ibid.
34
M y= 9.93
3. Determining standard deviation X (SDx), with formula: SD x =
∑x2 1
SD x =
3628.13 29
SD x = √ 125.11 SD x = 11.18
4. Determining standard deviation Y (Sdy), with formula: SD y =
∑y2 2
SD y =
1651.86 29
S y = √56.96 SD y = 7.54
5. Determining standard errors mean variable x (Semx), with formula: SE Mx = SE Mx =
√ 1−1
11.18 √29−1
SE Mx =
11.18 √28
SE Mx =
11.05 5.29
SE Mx = 2.11
6. Determining standard errors mean variable y (Semy), with formula: SE y = √ SE My =
2−1 7,54 √29−1
35
SE My =
7.54 √28
SE My =
7.54 5.29
SE Mx = 1.42
7. Determining the difficulties of mean variable X and mean variable Y, with formula: SE Mx-My = SE Mx-My =
2
+
2
2
(2.11) + (1.42)
2
SE Mx-My = √4.4521 + 2.0164 SE Mx-My = √6.4685 SE Mx-My = 2.54
8. Determining t 0 with formula: t 0=
− −
t 0=
20.82−9.93 2.54
t 0=
10.89 2.54
t 0= 4.287
9. Determining t table in significance level 5% with degree of freedom (df): df = (N1+N2) – 2 df = (29+29) – 2 df = 58 – 2 df = 56 To find the t table , the writer use table of distribution table . Thus, the writer gained t table : Degree of significance 5% = 1.673
36
10. The Hypothesis Testing From the calculation above, it was found that the calculated t-test of t 0 was 4.287 and the degree of freedom (df) was 56. In this research, the writer used the degree of significance 5%, so she gained the critical t-test 1.673 By comparing the result of t0 was 4.287 and the t table on the degree of significance 5% = 1.673, thus the writer summarized that t 0 was higher than the t table. . The research is held to answer the question whether the use of reciprocal technique has any effectiveness on students’ reading comprehension of report text on eleventh grade of SMAN 3 South Tangerang. In order to provide answer for the question above, the Alternative Hypothesis (H a) and Null Hypothesis (H 0 ) are proposed as follow: a. H 0 (Null Hypothesis): there was no significance effect of using reciprocal towards students reading comprehension on report test. b. H a (Alternative Hypothesis): there was a significance effect of using reciprocal towards students reading comprehension on report test. To prove the hypothesis, the obtained data from experiment class and control class are calculated by using t test formula with assumption as follows: a.
If t0 ≤ t table, in significant degree of 5%, the Null Hypothesis (H 0 ) is
accepted and the Alternative Hypothesis (H a ) is rejected. It means that there is not effect of using reciprocal technique on students’ reading comprehension of report text. b.
If t0 ≥ t table, in significant degree of 5%, the Null Hypothesis (H 0 ) is
rejected and the Alternative Hypothesis (H a ) is accepted. It means that there is an effect of using reciprocal technique on students’ reading comprehension of report text. According to the statistical calculation above, the value of t 0 was 4.287 and the degree of freedom is 56 with 5% degree of significant used by the writer.
37
Based on the significance, it can be seen that on df = 56 in significance 5% the value of the t table is 1.673. By comparing the result of t table and t 0, in the degree of significance of 5%, t 0 > t table = 4.287>1.673. According that result, it can be concluded that the Null Hypothesis (H 0) is rejected and the Alternative Hypothesis (H a ) is accepted.
11. The Questionnaire Result In collecting the data from the experimental class students, the researcher also use the questionnaire which consists of five questions. This questionnaire is adapted from an international journal in Malaysia which the researcher uses as the guide of her research. The questionnaire is used to know what students’ respond of using the reciprocal technique before. After analyzed the questionnaire that students filled the researcher got some information that can be seen below: Table 4.8 The Questionnaire Result No. 1.
Questionaire Apa pendapat anda
Positive (+) Respond
Negative (-) Respond
26 students
3 students
Ex: sangat bagus, seru,
Ex: biasa saja,
sangat cocok,
lumayan efektif.
mengenai strategi pembelajaran reciprocal?
menyenangkan, dll. 2.
Apa yang kamu sukai dari
28 students
1 students
Ex: mengasyikan,
Ex: biasa saja
strategi pembelajaran reciprocal?
mengasah krearifitasnya, bekerja sama, dll.
38
No. 3.
Questionaire Apa yang tidak kamu
Negative (-)
Positive (+) Respond
Respond
11 students
18 students
Ex: tidak ada,
Ex: kurang
menyenangkan, dll.
waktu,banyak
sukai dari strategi pembelajaran reciprocal?
bercanda, dll. 4.
Manfaat apa yang kamu
29 students
dapat dari strategi
Ex: menambah
pembelajaran reciprocal?
pengetahuan, bekerja sama
-
teman, lebih kreatif, dll 5.
Apa kesan yang didapat
28 students
1 students
Ex: Bagus, Bisa lebih aktif,
Ex: Biasa saja
dari strategi pembelajaran reciprocal
Asyik, dll. TOTAL
122 students
23 students
Based on the data, we can conclude that the respond from the students in the experimental class about the reciprocal technique is positive. This data also can be supported view besides the view from t-test result which described that, there was significant difference after teaching reading comprehension by using reciprocal technique at the second grade of SMAN 3 South Tangerang.
B. Discussion Based on the data and the process during did the research, the writer got some information. First, the process of teaching and learning report text in both classes, experiment and controlled, was well done. The students in the
39
experiment and controlled class are the students who generally have the same level of achievement. In the pre-test session, both of the classes did the test well. The result of the pre-test showed that both of them have the mean score which relative same, the experiment class was 55.17 and the controlled class was 55.44. The next step was the writer gave the students an explanation of report text. Report text is a text about something with all of its facts.5 Next, the students should be able to identification its structure. They also should be able to decide where the main ideas are. All of the students paid much attention with the text. This text has special text structures; they are general classification and description.6 After explanation session, the writer divided the students in the experiment class into five groups. Each group consisted of five or six members. Each of the groups got a same report text to read. The writers gave the time for students to read along 10 minutes. The writer observed them during the reading process. Their eyes were focus in the text, and their brain of course tried to work to know the text content. The writer believed, it was what the Harmer said about reading process. He said that reading is an exercise dominated by the eyes and the brain. The eyes tried to receive the messages and the brain then has to work out the significance of these messages.7 These reading purposes are one of the kinds of reading purposes like what Grabe stated. Grabe said that there are some purposes of reading; reading to search for simple information, reading to skim quickly, reading to learn from texts, reading to integrate information, reading to write, reading to critique texts, and reading for general comprehension.8 The main goal of the reading in this case was for general comprehension. The students were guided to comprehend the text which they read. This is because reading as an activity will be a
5
Anderson, op.cit., p. 17 Sudarwati, op.cit., p. 15. 7 Harmer, op.cit., p. 190. 8 Grabe, op.cit., pp. 7—10. 6
40
meaningful activity by comprehending.9 Without understanding the text, the reader only did reading as meaningless process. They cannot get the message from the author. After finishing their reading, each group did a discussion with their members. The group was modified by the teacher. Each group contains of the high achiever students, medium achiever, and also low achiever students. The students who were low achiever and got some difficulties will ask the help from their friend in a group who were high achiever students along the discussion process. The lower achiever students would make question about what the part of the text that they did not understand. They also would make question to know the vocabularies that they did not know. The difficulties that the lower students feel were the problems in reading commonly. To solve their problem in learning, students actually have two typical of thoughtful improvement, a real improvement action and a capable improvement action. The real improvement action is the thoughtful action which shows the students can fix their problem by themselves; they do not need any helps. Meanwhile, the capable improvement action is the students’ thoughtful which want the helping of the teacher or other capable people to fix their problem.10 Reading text in foreign language makes some students get difficulties, hence some of them can do it well. The low achiever students’ must get more attention from the teacher. Actually it was because they need more treatment or helping. From Vigotzky’s theory those students want or need some guidance. However, the guidance here, not always only come from the teacher. It also can come from the others students. That is why the next step was clarifying. Overall, this step is the students’ high achiever responsibility. They must help their friend and give the clarification. The last step was summarizing. Each group made a summary about what they read and what they found during the process. Moreover, all of the steps above actually are the reciprocal technique. It is in 9
Seravallo, op.cit., p. 43. Ahmadi, op.cit., p. 163.
10
41
line with Kligner statement that reciprocal technique has some steps. They are predicting, clarifying, summarizing and questioning.11 Furthermore, the writer concluded that reciprocal technique helps both teacher and eleventh grade students of SMAN 3 South Tangerang in increasing their reading comprehension. Reciprocal technique itself is the strategy that the writer uses to enhance students’ reading comprehension. It is proved that to make students improve their reading comprehension skill, teacher should use a strategy.12 Reading comprehension process was gained by the students using good vocabulary, good oral comprehension skill, also accurate and fluent decoding skills. Those factors were proved the McGuinnes’ theory. He argues that reading comprehension is the final or ending of the learning to read and comes with good vocabulary, good oral comprehension skill, also accurate and fluent decoding skills.13 Those three factors were not come from the students themselves. They got it during the discussion session. From the writer’s experienced in the teaching and learning process which has conducted in the experiment class for six meetings, the students which assigned in group that consists of five students, they had their own role and engaged with the steps in reciprocal techniques; predicting, questioning, clarifying, and summarizing. Reciprocal technique made teacher and students got the same important role. This technique made the students take turns the teachers’ role in leading discussion.14 The students are being active. They could produce the question and understand what they read. The teacher also engaged with her role as the facilitator and feedback giver. The strong effort from each students in their group and the teacher role to provide what the students need to understanding the text are the evidence that reciprocal technique was success to make the students’ comprehension improved. It can be seen that according to Palinscar 11
Kligner, op.cit., p. 134. Ahmadi, op.ci.,. p. 153. 13 McGuinnes, op.cit., p. 211. 14 Atika, op.cit., p. 3. 12
42
and Brown, cited by Farris, the successfully reciprocal teaching occurs as each team member can assume the responsibility of the leader or instructor.15 Here, each of the leaders in the class of reading wants their team to do the best and give the good directions. Moreover, by good organizing from each team, team work, and the role of the teacher, reciprocal technique can be the good way to teach reading comprehension. Meanwhile, the controlled class was very different with the experiment class. After got the pre-test, the writer gave the explanation about report text. Next, all of the exercises and practice were finished individually. No discussion, no sharing, etc. the high achievers and low achiever students work individually without any interaction. Then the teacher’s role is as the leader in the class. Students cannot learn actively. The teacher dominates the learning process. Students cannot explore their difficulties with the others. They also cannot share their idea to solve the problems. The exercises form was only answer the question of report texts. It is look like conventional drills. When the writer compared the pre-test and post-test score, many students got higher score, same score, and lower score. From the result of statistical calculation above, the value of t 0 was 4.287 and the degree of freedom is 56 with 5% degree of significant used by the writer. Based on the significance, it can be seen that on df = 56 in significance 5% the value of the t table is 1.673. By comparing the result of t table and t 0, in the degree of significance of 5%, t table < t 0 = 1.673 < 4.287. According those results, it can be conclude that the Null Hypothesis (H 0 ) is rejected and the Alternative Hypothesis (H a ) is accepted. In conclude, the reciprocal technique has effect on students’ reading comprehension of report text.
15
Farris, op.cit., p. 45.
CHAPTER V CONCLUSION AND SUGGESTION
This chapter presents the conclusion of the research and several suggestions for the readers, the teachers and the further researchers. A. The Conclusion This study is a kind of quasi experimental study which has an objective to get empiric evidence of reciprocal technique towards students’ reading comprehension on report text at eleventh grade students of SMAN 3 South Tangerang in academic year 2014/2015. Based on the statistical calculation and hypothesis testing in chapter IV, it is showed that tobservation is 4,287 and ttable is 1,673 with the level of significance 5%. Thus, H0 (Null Hypothesis) is accepted and H1 (Alternative Hypothesis) is rejected. In the other words, the use of reciprocal technique has significance effect towards students’ reading comprehension.
B. The Suggestion Based on the conclusion above, it can be delivered some suggestions from this research for people who have interested in doing the experiment in the same field. Here the suggestions as follows: 1.
For Teachers Reciprocal teaching technique could be used in teaching reading comprehension,
because it was an effective technique to increase their ability in reading comprehension, and become more creative in learning reading text by doing wellsteps of the technique.
43
44
2.
For Students Reciprocal technique is expected to
increase
students’
confidence
and
bravery to ask a question, to show their argument and also to build their thinking skill. 3.
For Further Researchers The writer knows that her skripsi is not perfect. But this skripsi can be a source
or reference for the next researcher to make a better research.
REFERENCES
Alderson, J Charles., et al.
2000. Assessing Reading. New York: Cambridge
University Press Anderson, Mark and Kathy. 1997. Text Types in English Vol. 2. Malaysia: Macmillan Education Australia PTY LTD Atika, Nur, et al. 2013. Using Reciprocal Teaching Technique in Improving Reading Comprehension. E-Journal of English Language Teaching (ELTS) Vol. 1 Daiek, Deborah B., and Nancy M. Anter. 2004. Critical Reading for College and Beyond. New York: McGraw-Hill Companies Farris, J. Pamela and et al. 2004. Teaching Reading: A BalancedApproach for Today’s Classrooms. New York: McGraw-Hill Companies Fraenkel, Jack R. and Norman E. Wallen. 2002. How To Design and Evaluate Research in Education. New York: McGraw-Hill Companies Gebhard, Jerry G. 2009. Teaching English as a Foreign or Second Language. (2nd Ed). New York: The University of Michigan Press Gillet, Jean Wallace. 2012. Understanding Reading Problems. (8th Ed). Boston: Pearson Grabe, William. 2009. Reading in a Second Language: Moving from Theory to Practice. New York: Cambridge University Press Harmer, Jeremy.1991. The Practice of English Language Teaching (New Edition). New York: Longman
45
46
Klingner, Janette K. 2007. Teaching Reading Comprehension to Students with Learning Difficulties.New York: The Guilford Press Kusuma, Alvina. 2015. Practice Test TOEFL. Solo: Genta Smart Publisher Lande, Shyla K. 2015. Forward for Vocational School Grade XII. Jakarta: Erlangga Lems, Kristin., et al. 2007. Teaching Reading to English Language Learners. New York: Marie Carbo Mahmud. 2011. Metode Penelitian Pendidikan. Bandung: Pustaka Setia McGuinnes, Diane. 2004. Early Reading Instruction. London: The MIT Press Palinscar, Annemarie Sullivan and Ann L. Brown. 1984. Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities Reza A,. Mohammad. 2012. Reciprocal Teaching Strategy as an Important Factor of Improving Reading Comprehension. Macrothink Intitutes Journal of Studies in Education. Vol.2 No. 4 Ruddel, Martha Rapp. 2008.Teaching Content Reading and Writing. New Jersey: John Wiley & Sons, Inc. Serravallo, Jennifer. 2010. Teaching Reading in Small Groups. Pourthsmouth: Heinemann Silabus Kemendikbud RI Bahasa Inggris Kelas X, XI dan XII Kurikulum 2011 Sudarwati and Eudia Grace. 2014. Siap Ujian Akhir (SIAPUJA). Jakarta: Penerbit Erlangga Suharsaputra, Uhar. 2012. Metode Penelitia: Kuantitatif, Kualitatif, dan Tindakan. Bandung: Refika Aditama
47
Susetya, Budi. 2010. Statistika untuk Analisis dan Data Penelitian. Bandung: Refika Aditama Kemendikbud. 2014. Ujian Naional Mata Pelajaran Bahasa Inggrin Tahun 2014 Paket 1 Willis, Judy. 2008. Teaching the Brain to Read. Virginia: ASDC
SILABUS SMA/MA Mata Pelajaran Kelas Kompetensi Inti
: BAHASA INGGRIS-WAJIB : XI :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan
Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memberi saran dan tawaran, serta
Materi Pokok Teks lisan dan tulis untuk memberi saran dan tawaran dan responnya
Fungsi Sosial • Menjaga hubungan interpersonal dengan guru, teman, dan orang lain • Terbiasa menggunakan ungkapan memberi saran dan tawaran
Pembelajaran
Penilaian
Mengamati
KRITERIA PENILAIAN:
• Siswa menyimak/ mendengarkan ungkapan memberi saran dan tawaran dan responnya dengan (ucapan, tekanan kata, intonasi, ejaan) yang tepat, serta sikap santun dan peduli.
• Tingkat ketercapaian fungsi sosial memberi saran dan tawaran dan responnya
• Siswa mencoba menirukan pengucapannya dan menuliskan ungkapan yang digunakan. • Siswa belajar mengambil giliran dalam melakukan tindak komunikasi
Mempertanyakan (questioning) • Dengan pertanyaan pengarah dari guru, siswa mempertanyakan: - Fungsi sosial
• Tingkat kelengkapan dan keruntutan struktur teks memberi saran dan tawaran dan responnya
Alokasi Waktu 2 x 2jp
Sumber Belajar • CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com
• Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
- http://americanen glish.state.gov/file s/ae/resource_file s
• Kesesuaian format penulisan/
- http://learnenglish. britishcouncil.org/ en/
penyampaian
Kompetensi Dasar responnya, sesuai dengan konteks penggunaannya
Materi Pokok dan meresponnya
Ungkapan
4.1 Menyusun teks lisan dan Saran dan tawaran: tulis untuk menyatakan, Why don’t you… menanyakan, dan What about …? merespon ungkapan You should … memberi saran dan You can …. tawaran, dengan Do you need ….? memperhatikan fungsi sosial, struktur teks, dan Unsur kebahasaan unsur kebahasaan yang (1) Ucapan, tekanan benar dan sesuai konteks kata, intonasi, (2) Rujukan kata
Pembelajaran - Ungkapan yang digunakan untuk memberi saran dan tawaran - Penggunaan unsur kebahasaan dari tindakan komunikatif memberi saran dan tawaran dan responnya.
Mengeksplorasi • Siswa secara mandiri mencari pengetahuan tambahan tentang tujuan, ungkapan, dan unsur kebahasaan yang digunakan dalam ungkapan memberi dan dan tawaran dan meresponnya • Siswa berlatih menggunakan ungkapan tersebut • Siswa berlatih mengambil giliran dan menggunakan kesantunan dalam berkomunikasi
Mengasosiasi Topik Keteladanan tentang perilaku peduli, kerjasama, dan proaktif
• Siswa menganalisis ungkapan untuk menyatakan, memberi, dan menerima saran dan tawaran dengan mengelompokannya berdasarkan penggunaan.
• Dalam kerja kelompok terbimbing, siswa membandingkan ungkapan memberi saran dan tawaran dan responnya yang lain dan mengaitkan dengan berbagai ekspresi yang mungkin digunakan, sesuai konteks penggunaannya. • Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok. • Siswa membandingkan cara mengambil giliran dan merespon dengan yang diperoleh dari sumber lain
Penilaian
CARA PENILAIAN: Unjuk kerja • Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan tentang memberi saran dan tawaran dan responnya . • Ketepatan menggunakan struktur dan unsur kebahasaan dalam memberi saran dan tawaran serta responnya Pengamatan (observations): • Upaya menggunakan bahasa Inggris untuk memberi saran dan tawaran dan responnya ketika muncul kesempatan. • Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. • Kesantunan dan kepedulian dalam melaksanakan komunikasi
Alokasi Waktu
Sumber Belajar
Kompetensi Dasar
Materi Pokok
Pembelajaran
Penilaian
Alokasi Waktu
Sumber Belajar
Mengkomunikasikan • Siswa bermain peran memberi saran dan
tawaran serta responnya • Siswa menggunakan ungkapan-ungkapan memberi saran dan tawaran dalam konteks komunikasi yang wajar di dalam dan di luar kelas,dalam bentuk percakapan/simulasi dengan memperhatikanfungsi sosial, ungkapan, dan unsur kebahasaan serta strategi yang benar dan sesuai dengan konteks. • Siswa membuat ‘learning journal’ 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International 2.2. Mengembangkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menyatakan pendapat dan pikiran, sesuai dengan konteks penggunaannya.
Teks lisan dan tulis untuk menyatakan pendapat dan pikiran serta responnya
Fungsi Sosial
• Menjaga hubungan interpersonal dengan guru, teman, dan orang lain
Ungkapan menyatakan pendapat/pikiran I think … I suppose... In my opinion …
Mengamati
KRITERIA PENILAIAN:
• Siswa mendengarkan/menonton interaksi menyatakan pendapat dan pikiran serta responnya
• Tingkat ketercapaian fungsi social ungkapan menyatakan pendapat dan pikiran
• Siswa mengikuti interaksi menyatakan pendapat dan pikiran • Siswa menirukan model interaksi menyatakan pendapat dan pikiran • Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi menyatakan pendapat dan pikiran (fungsi sosial, struktur teks, dan unsur kebahasaan). Mempertanyakan (questioning) • Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan berbagai ungkapan menyatakan pendapat dan pikiran dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia,
• Tingkat kelengkapan dan keruntutan struktur teks ungkapan menyatakan pendapat dan pikiran
2 x 2 JP
• CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com
• Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
- http://americanen glish.state.gov/file s/ae/resource_file s
• Kesesuaian format penulisan/
- http://learnenglish. britishcouncil.org/ en/
penyampaian CARA PENILAIAN: Unjuk kerja
Kompetensi Dasar
Materi Pokok
4.2. Menyusun teks lisan dan Unsur Kebahasaan tulis untuk menyatakan dan merespon ungkapan Ucapan, tekanan kata, menyatakan pendapat intonasi dan pikiran, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, benar dan sesuai konteks.
Pembelajaran
Penilaian
kemungkinan menggunakan ungkapan lain, dsb.
• Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan tentang ungkapan menyatakan pendapat dan pikiran.
Mengeksplorasi Siswa menyatakan pendapat dan pikiran dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur. Mengasosiasi • Siswa membandingkan ungkapan menyatakan pendapat dan pikiran yang telah dipelajari dengan yang ada di berbagai sumber lain. • Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa. Mengkomunikasikan • Siswa menyatakan pikiran dan pendapat dengan bahasa Inggris, di dalam dan di luar kelas. • Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan pendapat dan pikiran dalam jurnal belajar (learning journal).
• Ketepatan menggunakan struktur dan unsur kebahasaan dalam menyatakan pendapat dan pikiran serta responnya Pengamatan (observations): • Upaya menggunakan bahasa Inggris untuk menyatakan dan menanyakan pendapat atau pikiran ketika muncul kesempatan. • Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. • Kesantunan dan kepedulian dalam melaksanakan komunikasi • Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi
Alokasi Waktu
Sumber Belajar
Kompetensi Dasar 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International
Materi Pokok Teks lisan dan tulis untuk menyatakan harapan dan doa serta responnya
best. Thank you. Unsur kebahasaan: Ucapan, tekanan kata, intonasi
Penilaian
Mengamati
KRITERIA PENILAIAN:
• Siswa mendengarkan/menonton interaksi ungkapan harapan dan doa
• Tingkat ketercapaian fungsi social ungkapan menyatakan harapan dan doa
• Siswa mengikuti interaksi harapan dan doa
2.1.Mengembangkan perilaku Fungsi sosial: santun dan peduli dalam Menjaga hubungan melaksanakan komunikasi antar pribadi interpersonal dengan dengan guru dan teman. guru, teman, dan orang lain 3.3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada Ungkapan: ungkapan harapan dan harapan dan doa doa bersayap (extended), sesuai dengan konteks - I hope … penggunaannya - I wish you all the 4.3 Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan harapan dan doa, bersayap (extended) dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks
Pembelajaran
• Siswa menirukan model interaksi harapan dan doa • Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi harapan dan doa. (fungsi sosial, struktur teks, dan unsur kebahasaan). Mempertanyakan (questioning) Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan harapan dan doa dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. Mengeksplorasi Siswa menyatakan harapan dan doa dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur. Mengasosiasi • Siswa membandingkan ungkapan harapan dan doa yang telah dipelajari dengan yang ada di berbagai sumber lain. • Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
• Tingkat kelengkapan dan keruntutan struktur teks ungkapan menyatakan harapan dan doa bersayap
Alokasi Waktu 2 x 2 JP
Sumber Belajar • CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com
• Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi
- http://americanen glish.state.gov/file s/ae/resource_file s
• Kesesuaian format penulisan/
- http://learnenglish. britishcouncil.org/ en/
penyampaian CARA PENILAIAN: Unjuk kerja • Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan tentang ungkapan menyatakan harapan dan doa bersayap • Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyatakan harapan dan doa serta responnya. Pengamatan (observations): • Upaya menggunakan
Kompetensi Dasar
Materi Pokok
Pembelajaran Mengkomunikasikan • Siswa menyatakan harapan dan doa dalam bahasa Inggris, di dalam dan di luar kelas. • Siswa menuliskan permasalahan penggunaan ungkapan harapan dan doa dalam bahasa Inggris dalam jurnal belajar (learning journal).
Penilaian
Alokasi Waktu
Sumber Belajar
bahasa Inggris untuk menyatakan harapan dan doa ketika muncul kesempatan. • Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. • Kesantunan dan kepedulian dalam melaksanakan komunikasi
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.4 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks undangan resmi, sesuai dengan konteks penggunaannya
Teks khusus, lisan dan tulis, berbentuk undangan resmi sederhana
Fungsi Sosial Menjagahubungan transaksional dengan orang lain
Struktur Salutation - Will/ Couid you come with me to the exhibition? - Is it possible for you to attend my birthday partyr? Closing
Mengamati • Siswa mendengarkan berbagai ungkapan yang digunakan guru dalam mengundang secara resmi dari berbagai sumber (a.l. media massa, internet). • Siswa berlatih menentukan gagasan utama, dan informasi rinci • Siswa membacakan contoh-contoh teks mengundang tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar. • Siswa menyalin contoh-contoh teks undangan resmi sesuai dengan aslinya agar menangkap isi, format dan tata letak penulisan. Mempertanyakan (questioning) • Dengan pertanyaan pengarah dari guru siswa terpancing untuk mempertanyakan tujuan; struktur dan kebahasaan yang digunakan
Kriteria penilaian: • Pencapaian fungsi sosial • Kelengkapan dan keruntutan struktur teks • Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan • Kesesuaian format penulisan/
penyampaian Cara Penilaian: Unjuk kerja • Melakukan role-play
(bermain peran) mengundang secara resmi • Ketepatan dan kesesuaian menggunakan struktur dan
3 x 2 JP
• Berbagai undangan dalam bahasa Inggris • CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/ en/
Kompetensi Dasar
Materi Pokok
4.4 Menangkap makna teks undangan resmi.
Unsur kebahasaan:
4.5 Menyunting undangan resmi dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
4.6 Menyusun teks tulis undangan resmi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
(1) Kata dan tata bahasa baku
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan (4) Layout (5) Rujukan kata
Pembelajaran dalam mengundang secara resmi. • Siswa memperoleh pengetahuan tambahan tentang tujuan, struktur teks, dan unsur kebahasaan dalam mengundang secara resmi. Mengeksplorasi • Siswa secara mandiri dan dalam kelompok mencari contoh undangan yang lain dari berbagai sumber • Siswa Mengasosiasi • Siswa menganalisis berbagai macam undangan terkait dengan tujuan, struktur teks, dan unsur kebahasaan, dilihat dari segi ketepatan, efisienci, efektivitasnya. • Secara berkelompok siswa mendiskusikan ungkapan yang mereka temukan dari sumber lain.
• Siswa menyunting undang yang diambil dari berbagai sumber • Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang di sampaikan dalam kerja kelompok
Mengkomunikasikan • Siswa melengkapi teks undangan resmi dan menyampaikannya di depan guru dan teman untuk mendapat feedback.
Penilaian unsur kebahasaan dalam menyampaikan undangan secara resmi
Pengamatan (observations Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: • Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi • Kesungguhan siswa dalam proses pembelajaran di setiap tahapan. • Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi undangan resmi • Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio • Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog. • Kumpulan karya siswa yang mendukung proses penulisan
Alokasi Waktu
Sumber Belajar
Kompetensi Dasar
Materi Pokok
Pembelajaran • Siswa berkreasi dalam membuat kliping undangan resmi • Siswa menyunting undang yang diambil dari berbagai sumber • Dengan menggunakan multimedia, siswa membuat kartu undangan • Siswa memperoleh penguatan dari guru dan
teman sejawat
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
Surat pribadi sederhana Fungsi Sosial Menjalin hubungan dengan bertegur sapa dan memberi kabar pribadi kepada teman secara tertulis
2.3. Menunjukkankan perilaku tanggung jawab, peduli, Memberi informasi kerjasama, dan cinta kepada teman damai, dalam melaksanakan Struktur komunikasi fungsional. 3.5 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks surat pribadi, sesuai dengan konteks penggunaannya 4.7 Menangkap makna teks
Date Salutation: Dear .... Opening paragraph: Greetings dan mengabarkan keadaan sekarang dan apa yang sedang dilakukan
Mengamati • Siswa memperhatikan berbagai surat pribadi yang digunakan guru dari berbagai sumber (a.l. media massa, internet). • Siswa membacakan contoh-contoh surat pribadi tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar. • Siswa menyalin contoh-contoh tersebut sesuai dengan aslinya agar menangkap isi, format dan tata letak penulisan. • Siswa berlatih menentukan gagasan utama, dan informasi rinci Mempertanyakan (questioning) • Dengan pertanyaan pengarahan dari guru siswa terpancing untuk mempertanyakan - Fungsi Sosial; - Struktur - Unsur kebahasaan yang digunakan dalam surat pribadi.
Penilaian
Alokasi Waktu
Sumber Belajar
teks undangan resmi berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi • Kumpulan hasil tes dan latihan. Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain Kriteria penilaian: • Tingkat ketercapaian fungsi sosial dalam menyampaikan surat pribadi • Tingkat kelengkapan dan keruntutan struktur teks surat • Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ejaan, dan tulisan tangan • Kesesuaian format penulisan/
penyampaian Cara Penilaian: Pengamatan (observasi) • Upaya menggunakan Bahasa Inggris dalam menulis surat pribadi
4 x 2 JP
• CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/ en/
Kompetensi Dasar surat pribadi. 4.8 Menyusun teks surat pribadi, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pokok Content: Mengabarkan hal yang sudah/ akan terjadit Closing: Menutup surat dengan harapan untuk bertemu kembali Signature Unsur kebahasaan: • Kata dan tata bahasa baku • Ejaan dan tulisan tangan dan cetak yang jelas dan rapi. • Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan • Rujukan kata • simple present, simple past, ejaan, ucapan, intonasi, tekanan kata, tanda baca, dan tulisan tangan yang jelas dan rapi
Pembelajaran •
Siswa mempertanyakan cara menetukan
gagasan utama, dan informasi rinci dan informasi tertentu Mengeksplorasi • Siswa secara mandiri dan dalam kelompok mencari contoh surat pribadi yang lain dari berbagai sumber • Siswa berdiskusi menentukan gagasan utama, dan informasi rinci dan informasi tertentu • Siswa menyusun paragraph-paragraf pendek menjadi surat pribadi. Mengasosiasi • Siswa menganalisis berbagai macam surat pribadi terkait dengan tujuan, struktur teks, dan unsur kebahasaan, dilihat dari segi ketepatan, efisienci, efektivitasnya. • Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam surat pribadi
Komunikasi • Siswa melengkapi surat pribadi sederhana dan menyampaikannya di depan guru dan teman untuk mendapat feedback. • Siswa berkreasi dalam menuliskan surat pribadi kepada teman/ guru • Siswa memperoleh penguatan dari guru
Penilaian • Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan • Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi • Ketepatan dan kesesuaian menggunakan strategi dalam membaca Portofolio • Kumpulan catatan kemajuan belajar • Kumpulan karya siswa yang mendukung proses penulisan surat pribadi, berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi • Kumpulan hasil tes dan latihan. • Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Alokasi Waktu
Sumber Belajar
Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Mengembangkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.6 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks prosedur berbentuk manual dan kiat-kiat (tips), sesuai dengan konteks penggunaannya. 4.9 Menangkap makna teks prosedur, lisan dan tulis, berbentuk manual dan kiat-kiat (tips). 4.10 Menyunting teks prosedur berbentuk manual dan kiat-kiat (tips), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
Materi Pokok teks prosedur berbentuk manual dan kiat-kiat (tips) Tujuan komunikasi : menyelesaikan pekerjaan, secara lengkap dan urut. Struktur menyebutkan bahan/bagian dari benda yang dipaparkan secara lengkap, serta daftar langkah yang dilakukan Unsur Kebahasaan • simple present tense • imperative, • Nomor yang menyatakan urutan • kata keterangan • ejaan, ucapan, intonasi, tekanan kata, tanda baca, tulisan tangan yang jelas dan rapi.
Pembelajaran Mengamati • Siswa membaca/ membacakan/ mendengarkan berbagai macam manual dan tip. • Siswa mengamati tujuan komunikasi, struktur, dan unsur kebahasaan dari teks prosedur yang membaca, membacakan, menonton, dan mendengarkan Mempertanyakan • Dengan pertanyaan pengarah dari guru, siswa mempertanyakan tujuan komunikasi, struktur, dan unsur kebahasaan dari teks prosedur Mengeksplorasi • Siswa berlatih menggunakan kalimat imperative dalam memberikan tip secara lisan dan tulis • Siswa membacakan manual dan tip kepada teman dengan menggunakan unsur kebahasaan yang tepat • Secara individu siswa menyalin beberapa tips Mengasosiasi • Siswa membandingkan beberapa manual dan tips • Dalam kerja kelompok terbimbing siswa membahas tentang masalah yang dihadapi pada saat membaca, mendengarkan, dan menuliskan manual dan tips dengan fokus pada tujuan komunikasi, struktur, dan unsur kebahasaan. • Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap permasalahan yang disampaikan dalam kerja kelompok.
Penilaian Kriteria penilaian: • Pencapaian fungsi sosial • Kelengkapan dan keruntutan struktur teks prosedur • Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan • Kesesuaian format
penulisan/ penyampaian Pengamatan (observations) Tujuan untuk memberi balikan. Sasaran penilaian adalah: • Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi • Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Portofolio • Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks prosedur berbentuk manual dan tips • Kumpulan karya siswa yang mendukung proses
Alokasi Waktu 4 x 2 JP
Sumber Belajar • Manual dari berbagai produk • CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish. britishcouncil.org/ en/
Kompetensi Dasar
Materi Pokok
konteks.
Pembelajaran Mengkomunikasikan • Siswa mempresentasikan beberapa tips yang disalin dari beberapa sumber • Siswa membuat jurnal belajar (learning journal)
Penilaian
Alokasi Waktu
Sumber Belajar
penyuntingan teks prosedur. • Kumpulan hasil tes dan latihan. Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar
Tindakan/kegiatan/ke jadian tanpa perlu menyebutkan pelakunya (Passive Voice) Fungsi Sosial
menyatakan dan menanyakan tentang 2.2 Mengembangkan perilaku jujur, disiplin, percaya diri, tindakan/kegiatan/kejadi dan bertanggung jawab an tanpa perlu menyebutkan pelakunya dalam melaksanakan komunikasi transaksional Struktur Teks dengan guru dan teman. Insects are considered 3.7 Menganalisis fungsi dangerous animals. sosial, struktur teks, dan Tsunami is caused by unsur kebahasaan untuk earthquake affecting the menyatakan dan seabed. menanyakan tentang tindakan/kegiatan/kejadia Unsur kebahasaan n tanpa perlu • Kata kerja be (is/ am/ menyebutkan pelakunya are/ was/ were) dan dalam teks ilmiah, sesuai verb 3rd form. dengan konteks
MENGAMATI
Kriteria penilaian:
• Siswa mendengarkan dan membaca banyak kalimat Passive, dalam berbagai konteks.
• Pencapaian fungsi sosial
• Siswa mengikuti interaksi tentang tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya selama proses pembelajaran, dengan bimbingan guru.
• Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
• Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan struktur Passive
• Kelengkapan dan keruntutan struktur teks
• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan kalimat Passive (fungsi sosial, struktur teks, dan unsur kebahasaan).
• Kesesuaian format penulisan/ Cara Penilaian:
MEMPERTANYAKAN
Pengamatan (observations):
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai kalimat Passive yang ada dalam bahasa Inggris, perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. EKSPERIMEN (Explore)
penyampaian
Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: • Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam
3 x 2 JP
• CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar penggunaannya. 4.11 Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang tindakan/kegiatan/kejadia n tanpa perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pokok • tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi. Topik Berbagai hal terkait dengan kejadian/ kegiatan/ tindakan ilmiah yang tanpa perlu melibatkan pelakunya
Pembelajaran a. Siswa bertanya jawab dengan kalimat Passive dalam bahasa Inggris dalam konteks simulasi dan kegiatan lain yang terstruktur. b. Siswa berusaha menyatakan dan menanyakan dalam bentuk passive dalam bahasa Inggris dalam proses pembelajaran. MENGASOSIASI • Siswa membandingkan kalimat passive yang telah dipelajari dengan kalimat aktive.
2.2 Mengembangkanperilaku
Pengandaian jika terjadi suatu keadaan/kejadian/peri stiwa di waktu yang akan datang Conditional Sentence Fungsi Sosial
• Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Portofolio
KOMUNIKASI
• Kumpulan hasil tes dan latihan.
• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan kalimat passive dalam jurnal belajarnya.
• Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
MENGAMATI
Kriteria penilaian:
• Siswa mendengarkan dan membaca banyak kalimat pengandaian, dalam berbagai konteks.
• Pencapaian fungsi sosial
• Siswa mengikuti interaksi tentang pengandaian jika terjadi suatu keadaan/kejadian/peristiwa di waktu yang akan datang selama proses pembelajaran, dengan bimbingan guru.
Sumber Belajar
• Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks dalam bentuk passive
• Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar
• Siswa berkreasi dengan tulisan ilmiah mereka dengan kalimat passive
Alokasi Waktu
melaksanakan komunikasi
• Siswa membandingkan antara kalimat passive dalam bahasa Inggris dengan bahasa ibu atau bahasa Indonesia. • Siswa bertanya jawab dengan kalimat passive dalam bahasa Inggris, di dalam dan di luar kelas.
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar
Penilaian
• Kelengkapan dan keruntutan struktur teks • Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
2 x 2 JP
• CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish.
Kompetensi Dasar jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang pengandaian jika terjadi suatu keadaan/kejadian/peristi wa di waktu yang akan datang, sesuai dengan konteks penggunaannya. 4.12 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang pengandaian jika terjadi suatu keadaan/kejadian/peristi wa di waktu yang akan datang, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks
Materi Pokok Menyatakan dan menanyakan tentang pengandaian jika terjadi suatu keadaan/kejadian/peristi wa di waktu yang akan datang Struktur Teks - If teenagers eat too much fast food, they can easily become overweight. - If you excercise regularly, you will get the benefit physically and mentally Unsur Kebahasaan - If Clauses dalam simple present - Main Clause dengan modals can/ will Topik: Berbagai hal terkait dengan mengandaikan keadaan/ kejadian/ peristiwa diwaktu yang akan datang
Pembelajaran • Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan pengandaian. • Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan pengandaian (fungsi sosial, struktur teks, dan unsur kebahasaan). MEMPERTANYAKAN Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai pengandaian yang ada dalam bahasa Inggris, perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb. Mengeksplorasi • Siswa menyatakan dan menanyakan pengandaian dalam bahasa Inggris dalam konteks simulasi, roleplay, dan kegiatan lain yang terstruktur.
Penilaian intonasi, ejaan, dan tulisan tangan • Kesesuaian format
penulisan/ penyampaian Cara Penilaian: Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: • Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi • Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks dalam bentuk pengandaian/ If clause
• Siswa berusaha menyatakan dan menanyakantentang pengandaian jika terjadi suatu keadaan/ kejadian/ peristiwa di waktu yang akan datang dalam bahasa Inggris selama proses pembelajaran.
• Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Mengasosiasi
Portofolio
• Siswa membandingkan ungkapan pengandaian yang telah dipelajari dengan ungkapan-ungkapan lainnya.
• Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar
• Siswa membandingkan antara ungkapan pengandaian dalam bahasa Inggris dengan ungkapan keharusan dalam bahasa ibu atau
• Kumpulan hasil tes dan latihan. • Catatan penilaian diri dan
Alokasi Waktu
Sumber Belajar com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar
Materi Pokok
Pembelajaran bahasa Indonesia. Mengkomunikasikan • Siswa menyatakan dan menanyakan pengandaian dalam bahasa Inggris, di dalam dan di luar kelas.
Penilaian
Alokasi Waktu
Sumber Belajar
penilaian sejawat, berupa komentar atau cara penilaian lainnya.
• Siswa berkreasi dengan imajinasi mereka dalam teks pengandaian • Siswa menuliskan permasalahan dalam menggunakan pengandaian dalam bahasa Inggris untuk menyatakan dan menanyakan pengandaian dalam jurnal belajarnya. 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.9 Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks ilmiah faktual (factual report ) dengan menyatakan dan
Teks ilmiah faktual (factual report) lisan dan tulis sederhana tentang benda, binatang dan gejala/peristiwa alam,
Mengamati
Kriteria penilaian:
• Siswa menyimak berbagai contoh/ film ilmiah pendek yang disediakan
• Pencapaian fungsi sosial
Fungsi sosial
• Siswa berlatih menentukan gagasan utama, dan informasi rinci dan informasi tertentu
- Mengamati alam - Menulis paparan ilmiah mengenai benda,binatang dan gejal/ peristiwa alam
Struktur - Klasifikasi Umum tentang binatang/ benda yang ditulis, e.g. Slow loris is a
• Siswa mengamati fungsi sosial, struktur dan unsur kebahasaan teks ilmiah faktual
Mempertanyakan (questioning) • Dengan pertanyaan pengarah dari guru, siswa terpancing untuk mempertanyakan tujuan, struktur, dan unsur kebahasaan yang digunakan dalam paparan tersebut. • Siswa mempertanyakan cara menemukan gagasan pokok, informasi rinci dari teks faktual report.
Mengeksplorasi Siswa mendengarkan/ membaca/membacakan teks ilmiah faktual dengan membandingkan berbagai teks
• Kelengkapan dan keruntutan struktur teks ilmiah faktual • Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan • Kesesuaian format penulisan/
penyampaian Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. • Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan
4 x 2 JP
• CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar
Materi Pokok
menanyakan tentang teks ilmiah faktual tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sederhana, sesuai dengan konteks pembelajaran di pelajaran lain di Kelas XI
mammal. It is found in ... It is a nocturnal animal. It is very small with ....
4.13 Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana, tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di Kelas XI.
Pembelajaran report dengan memperhatikan tujuan, struktur, dan unsur kebahasaan yang benar dan sesuai dengan konteks.
Penilaian komunikasi
Mengasosiasi
• Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks ilmiah faktual
• Dalam kerja kelompok terbimbing siswa menganalisis struktur dan unsur bahasa yang ada dalam beberapa teks report.
• Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
• Siswa mengelompokkan struktur, fungsi sosial dan unsur kebahasaan teks berdasarkan penggunaannya.
• Ketepatan dan kesesuaian menggunakan strategi dalam membaca
- Kata kerja yang menggambarkan binatang/ benda/ gejala alam
• Siswa memperoleh balikan (feedback) dari guru
Portofolio
- Kata sifat
Komunikasi
- Berbagai kata benda terkait dengan benda/ binatang/ gejala alam yang diamati
• Siswa menyalin teks report yang didapatkannya tentang benda, binatang dan gejala alam atau peristiwa lain yang terkait dengan mata pelajaran lain dan membacakannya di kelas
- Penggambaran mengenai bagian, sifat dan tingkah lakunya
Unsur kebahasaan - Simple Present
- ejaan, tanda baca, dan tulisan tangan dan cetak yang jelas dan rapi. - Rujukan kata
dan teman tentang hasil analis tentang fungsi sosial, struktur, dan unsur kebahasaan dari teks berita yang disampaikan dalam kerja kelompok
• Kumpulan catatan kemajuan belajar • Kumpulan hasil tes dan latihan. • Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat
• Siswa menyampaikan laporan berupa catatan (note taking) dari hasil membaca beberapa teks Bentuk: diary, jurnal, format khusus, komentar, atau bentuk ilmiah faktual. • Membuat learning journal dalam pembelajaran ini. • Pada saat yang sama, antar siswa melakukan penilaian sejawat, tentang teks report yang dihasilkan
penilaian lain
Alokasi Waktu
Sumber Belajar
Kompetensi Dasar
Materi Pokok
1.1 Mensyukuri kesempatan
Teks eksposisi analitis
dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks eksposisi analitis tentang topik yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya. 4.14 Menangkap makna dalam teks eksposisi analitis tentang topik yang hangat dibicarakan umum
Fungsi Sosial Menyatakan pendapat tentang topik yang hangat dibicarakan secara bertanggung jawab Struktur teks a. Menyebutkan pokok permasalahan terhadap sesuatu yang hangat dibicarakan b. Menyebutkan pandangan / pendapat mengenai hal tersebut beserta ilustrasi sebagai pendukung c. Diakhiri dengan kesimpulan yang menyatakan kembali pendapat terhadap hal tersebut Unsur Kebahasaan: - Kalimat Simple Present - Conditional Clauses - Modals
Pembelajaran
Penilaian
Mengamati
Kriteria penilaian:
• Siswa menyimak berbagai contoh teks eksposisi analisis yang diberikan/ diperdengarkan guru
• Pencapaian fungsi sosial
• Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya • Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks eksposisi analitis Mempertanyakan (questioning) • Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks eksposisi yang ada dalam bahasa Inggris, Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu Mengeksplorasi • Siswa mencari beberapa text eksposisi analitis dari berbagai sumber. • Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu • Siswa secara berkelompok menuliskan /menyalin teks eksposisi analitis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut • Siswa membacakan teks eksposisi kepada teman dengan menggunakan unsur kebahasaan yang tepat
• Kelengkapan dan keruntutan struktur teks eksposisi analitis • Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan • Kesesuaian format penulisan/
penyampaian Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: • Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi • Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks eksposisi analitis • Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan • Ketepatan dan kesesuaian menggunakan strategi dalam
Alokasi Waktu 4 x 2 JP
Sumber Belajar • CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish. com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar
Materi Pokok
Pembelajaran Mengasosiasi • Secara berpasangan siswa menganalisis beberapa teks eksposisi dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan • Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.
Penilaian
Portofolio • Kumpulan catatan kemajuan belajar • Kumpulan hasil tes dan latihan. • Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
• Berkelompok, siswa bertukar cerita tentang teks eksposisi dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Penilaian Diri dan Penilaian Sejawat
• Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam mencari teks eksposisi selama proses pembelajaran di dalam dan di luar kelas, termasuk kendala yang dialami.
Sumber Belajar
membaca
Mengkomunikasikan • Siswa membuat laporan berupa catatan hasil membaca dan mendengarkan
• Siswa mempresentasikannya di kelas
Alokasi Waktu
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
• Siswa membuat ‘learning journal’
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkan perilaku
Teks biografi pendek dan sederhana tentang tokoh terkenal Fungsi Sosial Meneladani, membanggakan, bertindak teratur, teliti
Mengamati
Kriteria penilaian:
• Siswa menyimak berbagai contoh teks biografi yang diberikan/ diperdengarkan guru secara santun dan tanggung jawab.
• Pencapaian fungsi sosial
• Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya • Siswa mengamati keteladanan dari teks biografi
• Kelengkapan dan keruntutan struktur teks • Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata,
4 x 2 JP
• CD/ Audio/ VCD • Koran/ majalah berbahasa Inggris • Sumber dari internet: - www.dailyenglish.
Kompetensi Dasar tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 3.11 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks biografi pendek dan sederhana tentang tokoh terkenal, sesuai dengan konteks penggunaannya. 4.15 Menangkap makna teks biografi pendek dan sederhana tentang tokoh terkenal
Materi Pokok dan disiplin, melaporkan Struktur
a. Menyebutkan tindakan/ peristiwa/kejadian secara umum
b. Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan runtut
c. Jika perlu, ada kesimpulan umum. Unsur Kebahasaan - Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja, kejadian/peristiwa yang sedang banyak dibicarakan.
Pembelajaran yang dipelajari. • Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda
Penilaian intonasi, ejaan, dan tulisan tangan • Kesesuaian format penulisan/
penyampaian
Mempertanyakan (questioning)
Pengamatan (observations):
• Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks biografi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Sasaran penilaian adalah:
• Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu Mengeksplorasi • Siswa mencari beberapa text biografi dari berbagai sumber. • Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu • Siswa melengkapi rumpang dari beeberapa teks biografi sederhana
• Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi • Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks biografi • Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan • Ketepatan dan kesesuaian menggunakan strategi dalam membaca
• Siswa secara berkelompok menuliskan /menyalin teks biografi dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut
Portofolio
- Penyebutan kata benda
• Siswa membacakan teksbiografit kepada teman dengan menggunakan unsur kebahasaan yang tepat
• Kumpulan hasil tes dan latihan.
- Modal auxiliary verbs
Mengasosiasi
- Simple, Continuous, Perfect tense
• Secara berpasangan siswa menganalisis beberapa teks biografi dengan fokus pada fungsi
• Kumpulan catatan kemajuan belajar
• Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar
Alokasi Waktu
Sumber Belajar com - http://americanen glish.state.gov/file s/ae/resource_file s - http://learnenglish .britishcouncil.org /en/
Kompetensi Dasar
Materi Pokok
Pembelajaran sosial, struktur, dan unsur kebahasaan • Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok. Mengkomunikasikan • Siswa menceritakan kembali teks biografi sederhana tentang keteladanan dari tokoh terkenal dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Penilaian
Alokasi Waktu
Sumber Belajar
atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain.
• Siswa membuat kliping teks biografi dengan menyalin dan beberapa sumber. • Membuat laporan evaluasi diri secara tertulis tentang pengalaman masing-masing dalam mencari teks biografi selama proses pembelajaran di dalam dan di luar kelas, termasuk kendala yang dialami. • Siswa membuat ‘learning journal’
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanaka n
Lagu Fungsi sosial Menghibur, mengungkapkan perasaan, mengajarkan pesan moral
Unsur kebahasaan • Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk
Mengamati • Siswa mendengarkan lagu yang diperdengarkan • Siswa menirukan model secara terbimbing. • Siswa mempertanyakan cara menemukan informasi rinci dan kesimpulan dari lagu tersebut
Mempertanyakan (questioning) • Dengan pertanyaan pengarah dari guru, siswa terpancing untuk mempertanyakan pesan yang disampaikan dari lagu
Pengamatan (observations): Bukan penilaian formal seperti tes, tetapi untuk tujuan memberi balikan. Sasaran penilaian adalah: • kesantunan saat melakukan tindakan • Perilaku tanggung jawab, peduli, kerjasama dan cinta damai
2 x 2 JP
• CD/ Audio/ VCD • Koran/Majalah berbahasa Inggris • Buku lagu bahasa Inggris
• Sumber dari internet: - www.dailyenglis h.com
Kompetensi Dasar komunikasi fungsional
Materi Pokok lagu.
3.12 Menyebutkan fungsi sosial dan kebahassaan dalam lagu
• Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
4.16 Menangkap pesan dalam lagu
• Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Pembelajaran • Siswa mempertanyakan cara menemukan informasi rinci dan kesimpulan dari lagu tersebut
Mengeksplorasi •
Siswa melengkapi rumpang pada lagu tersebut dengan ungkapan yang benar sesuai dengan model yang dipelajari
•
Siswa membacakan teks lagu dengan pengucapan dan tekanan kata yang tepat
•
Siswa berdiskusi tentang pesan lagu yang didengar
Topik Keteladanan tentang perilaku yang menginspirasi.
Mengasosiasi
Penilaian • Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan • Ketepatan dan kesesuaian dalam pengucapan dan penyalinan lirik lagu
Portofolio • Kumpulan kemajuan siswa berupa kumpulan lagu yang disalin dengan tulisan tangan beserta kesan terhadap lagu • kumpulan hasil tes dan latihan.
• Secara individu siswa membandingkan pesan yang terdapat dalam beberapa lagu yang dibaca/didengar
• Catatan atau rekaman penilaian diri dan
• Siswa membuat kumpulan lagu- lagu yang bertema perdamaian dengan menyalin
• penilaian sejawat, berupa komentar atau cara penilaian lainnya
• Siswa mengaitkan syair lagu dengan ungkapan yang sudah dipelajari
Mengkomunikasikan •
Siswa mendemonstrasikan kemahiran mereka menyanyikan lagu tersebut dengan pengucapan dan tekanan kata yang benar.
• Siswa melaporkan kumpulan lagu yang sudah dianalis pesan di dalam lugu-lagu tersebut • Antar siswa melakukan penilaian terhadap kumpulan lagu yang dibuat.
Alokasi Waktu
Sumber Belajar - http://americane nglish.state.gov/ files/ae/resource _files - http://learnenglis h.britishcouncil.o rg/en/
69
Appendix 2 KISI-KISI SOAL PRE-TEST
Nama Sekolah
: SMA N 3 Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas
: XI
Jumlah Soal/Waktu
: 25/45 menit
Kompetensi Inti (KI) 3.9. Menganalisis struktur teks dan unsur kebahasaan
untuk
melaksanakan
fungsi sosial teks ilmiah faktual (factual report ) dengan menyatakan dan menanyakan tentang teks ilmiah faktual
tentang
orang,
binatang,
benda, gejala dan peristiwa alam dan sosial,
sederhana,
sesuai
dengan
konteks pembelajaran di pelajaran lain di Kelas XI.
4.13 Menangkap makna dalam teks ilmiah
Indikator Soal 1. Mengidentifikas i ide pokok berdasarkan teks dan mengidentifikas i fungsi social teks ilmiah factual report 2. Mengidentifikas i informasi spesifik dalam teks report 3. Memahami makna tersirat di dalam teks report.
faktual (factual report), lisan dan tulis,
sederhana,
tentang
orang,
binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di Kelas XI.
4. Menetukan makna kata/frasa/ kalimat atau rujukan kata dari teks tertulis berbentuk report
Jenis Soal
M U L T I P L E
C H O I C E
Soal No. Jml 1, 4, 11 3
2, 6, 7, 8, 10, 15, 17, 18, 21, 22, 24
11
3, 5
2
9, 12, 13, 14, 16, 19, 20, 23, 25
9
70
KISI-KISI SOAL POST-TEST
Nama Sekolah
: SMA N 3 Tangerang Selatan
Mata Pelajaran
: Bahasa Inggris
Kelas
: XI
Jumlah Soal/Waktu
: 25/45 menit
Kompetensi Inti (KI) 3.10. Menganalisis struktur teks dan unsur kebahasaan
untuk
melaksanakan
fungsi sosial teks ilmiah faktual (factual report ) dengan menyatakan dan menanyakan tentang teks ilmiah faktual
tentang
orang,
binatang,
benda, gejala dan peristiwa alam dan sosial,
sederhana,
sesuai
dengan
konteks pembelajaran di pelajaran lain di Kelas XI.
4.14 Menangkap makna dalam teks ilmiah
Indikator Soal 5. Mengidentifikas i ide pokok berdasarkan teks dan mengidentifikas i fungsi social teks ilmiah factual report 6. Mengidentifikas i informasi spesifik dalam teks report 7. Memahami makna tersirat di dalam teks report.
faktual (factual report), lisan dan tulis,
sederhana,
tentang
orang,
binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di Kelas XI.
8. Menetukan makna kata/frasa/ kalimat atau rujukan kata dari teks tertulis berbentuk report
Jenis Soal
M U L T I P L E
C H O I C E
Soal No. Jml 3, 10 2
7, 11, 13, 15, 16, 17, 22, 24, 25
9
9, 19
2
1, 2, 4, 5, 6, 8, 12, 14, 20, 21, 23
11
71
Appendix 3
Jackfruit is known for its strong
PRE TEST
fruity flavor that can be smelt from a
Name :
distance. Inside the fruit, there are many Class :
edible bulbs with a delicious sweet taste.
Choose the correct answer by crossing (X)
The flesh is rich in energy, dietary fiber,
A, B, C, D or E!
minerals,
vitamins,
and
is
free
from
saturated fats or cholesterol. It is one of the The following text is for question 1 to 3 Jackfruit Jackfruit is well-known as an Asian tropical fruit. It belongs to the family of Moraceae. Scientists say that the fruit is
healthiest summer season fruits. Jackfruit is quite similar to durian fruits. Its outer surface is covered with blunt thorns. The thorns will become soft when it ripens. 1.
What is the text about?
native to the Southwestern rain forest of
a.
India. It easily grows in tropical humid and
b. The appearance of Jackfruits.
rainy climates. It does not survive in cold
c.
and frosty conditions. That’s why it is
d. The benefit of consuming jackfruit
largely cultivated only in tropical countries.,
e.
such as Indonesia, Malaysia, Thailand,
A tropical jackfruit
Some characteristics of Jackfruits
The time
when
jackfruits
are
harvested
Brazil, and the Indian Subcontinent. The jackfruit is categorized as a big tree, with hard trunk. It may grow as high as 30 meters. During the seasons, the tree can bear 250 large fruits. That is the reason why the tree is listed as the largest tree may vary. They might be oval or round, 10 to 60 cm in length. They can weigh from 3 to 30 kg. They are green when they are still unripe, but they turn light brown when they ripen.
2.
What does a jackfruit look like when it ripens? a.
It is light brown
b. It will have a hard trunk c.
Its thorn will get harder
d. The flesh will turn green e.
It will reach 60 cm in length
72
3.
Why
can
we
find
jackfruits
in
Indonesia, Malaysia, Thailand, Brazil,
from about 90 percent for snowflakes to less than 20 percent for glacier ice.
and the Indian Subcontinent? a.
The whole process may take as little
Because the countries are always frosty.
b. Because
years or longer. The snow is usually many the
countries
are
in
tropical area c.
rain forest
in the coldest regions of the Earth, the entire mess of ice is temperatures below the
jackfruits
were
first
cultivated in those countries e.
meters deep by the time the lower layers are converted ice. In cold glaciers those formed
Because the countries have a lot of
d. Because
as a few years, but more likely ten or twenty
melting point and no free water exists. In temperate glaciers, the ice is at the melting
Because people of those countries
point at every pressure level within the glacier, and free water is present as small
The following text is for question 4 to 10 Glaciers are large masses of ice on land that show evidence of past or present
drops or as larger accumulations on tunnels within or beneath the ice.
movement. They grow by the gradual
Formation of a glacier is complete
transformation of snow into glacier ice. A
when ice has accumulated to a thickness
fresh snowfall is a fluffy mass of loosely
(and thus weight) sufficient to make it move
packed
ice
slowly under pressure, in much the same
constals grown in the atmosphere. As the
way that solid rock deep within the earth can
snow ages on the ground for weeks or
change shape without breaking. Once that
months, the crystals shrink and become
point is reached, the ice flows downhill,
more compact., and
mass
either as a tongue of ice filling a valley or as
becomes squeezed together into a more
thick ice cap that flows out in direction from
dense form, granular snow. As new snow
the highest central area where the most snow
falls and buries the older snow, usually a
accumulates. The up down leads to the
year or more old, which has little pore space.
eventual melting of ice.
snowflakes, small delicate
the
whole
Further burial and slow cementation-a process by which crystals at the expense of old ones., the percentage of air is reduced
4.
Which of the following does the passage mainly discuss? a. The effect of glaciers on climate
73
b. Damage from glaciers c. Glacier formation
8.
According to the passage, which of the
d. The location of glaciers
following is the LEAST amount of
e. The benefit of glacier
time necessary for glacial ice to form? a. Several months
5.
Which of the following will cause
b. Several years
density within the glacier to increase?
c. At least fifty years
a. Increased water and air content
d. A century
b. Pressure from the weight of new
e. A decade
snow c. Long period of the darkness and
9.
The word “converted” in line 16 is closest in meaning to…
temperature variations d. Movement of the glacier
a. Changed
e. Heavy Rain
b. Delayed c. Promoted
6.
From the text above, we can say that
d. Dissolved
the time when ice has not accumulated
e. Created
to a thickness mentioned as…. a. Deep process b. Uncompleted process
10.
In temperate glaciers, where is water
c. Sufficient process
found?
d. Breaking process
a. Only near the surface
e. Complete and perfect process
b. In pools a: various depths c. In a thin layer below the firm
7.
Which of the following will be lost is
d. In tunnels
a glacier forms?
e. In the edge of glaciers land
a. Air b. Pressure
The following text is for question 11 to 16
c. Weight d. Rocks e. Winds
Many ants forage across the countryside in large numbers and undertake mass migrations; these activities proceed because
74
one ant lays a trail on the ground for the
oscillating from side to side across the line
others to follow. As a worker ant returns
of the trail itself, bringing first one and then
home after finding a source of food, it marks
the other antenna into a vapor space. As the
the route by intermittently touching its
ant moves to the right, its left antenna
stinger to the ground and depositing a tiny
arrives in the vapor space. The signal it
amount of trail pheromone-a mixture of
receives causes it to swing to the left, and
chemicals that delivers divers message as
the ant then pursue this new course until its
the context changes. These trails incorporate
right antenna reaches the vapor space. It
no directional information and may be
then swings back to the right, and so weaves
followed by other ants in either direction.
back and forth down the trail.
Unlike some other messages, such as
11. What does the passage mainly discuss?
the one arising from a dead ant, a food trail
a. the mass migration of ants
has to be kept secret from members of other
b. how ants mark and follow a chemical
species. It is not surprising then that ant species use a wide variety of compounds as trail pheromones. Ants can be extremely sensitive to these signals. Investigators working with the trail pheromone of the leaf cutter ant Atta texana calculated that one
trail c. different species of ants around the world d. the
information
contained
in
pheromones e. ants’ food
milligrams of this substance would suffice to lead a column of ants three times around
meaning to?
Earth. The
12. The word “forage” in line 1 is closest in
vapor
of
the
evaporating
pheromone over the trail guides an ant along the way, and the ant detects this signal with receptors in its antennae. A trail pheromone will evaporate to
furnish
the highest
a. Look up b. Walk toward c. Revolve around d. Search for food e. Survive their life
concentration of vapor right over the trail., in what is called a vapor space. In following the trail, the ant moves to the right and left ,
13. The word “intermittently” in line 4 is closest in meaning to? a. Periodically
75
16. The word “oscillating” in line 18 is
b. Incorrectly c. Rapidly
closest in meaning to?
d. Roughly
a. Falling
e. Perfectly
b. Depositing c. Swinging
14. The
author
mentions
“the
trail
pheromone of the leafcutter art” in line
d. Starting e. Flying
11-12 to point out… a. How little pheromone is needed to
The following text is for question 17 to 20
mark a trail b. The different types of pheromones ants can produce c. A type of ant that is common in many parts of the world d. That certain ants can produce up to one milligram of pheromone e. Types of ant
Ethology is concerned with study of adaptive, or survival, value of behavior and its Evolutionary history. Ethological theory began to be applied to research on children in the 1960’s but has become even more influential today. The origins of ethology can be traced to the work of Darwin. Its modern foundations were laid by two
15. According to the passage, how are ants guided by trail pheromones? a. They concentrate on the smell of food b. They follow an ant who is familiar with the trail c. They avoid the vapor spaces by moving in a straight line d. They sense the vapor through their antennae e. They unfollow an ant who is familiar with the trail
European zoologist, Konrad Lorenz and Niko Tinbergen. Watching the behaviours diverse animal species in their natural habitat, Lorenz, and Tinbergen observed behavior patterns that promote survival. The most well-known of these is imprinting, the carly following behavior of certain baby birds that ensure that the young will stay close to their mother and be fed and protected from danger. Imprinting takes place during an early, restricted time period of development. If the mother goose is not present during
76
this time, but an object resembling her in
baby. By keeping a parent near, these
important features is, young goslings may
behaviors help ensure that the baby will be
imprint on it instead.
fed, protected from danger, and provided
Observations of imprinting led to major concepts that have been applied in child development, the critical period. It refers to a limited times span during which the child is biologically prepared to acquire certain adaptive behavior but needs the support of suitably stimulating environment.
with the stimulation and affection necessary for healthy growth. The development of attachment in human infants is a lengthy process involving changes in psychological structures that lead to a deep affectional tie between parent and baby. 17. What was Darwin’s contribution to
Many researchers have conducted studies to
ethology?
find out whether complex cognitive and
a. Darwin improved on the original
social behavior must be learned during restricted time periods. For example, if children are derived of adequate food or physical and social stimulation during the early years of life, will their intelligence be permanently impaired? If language is not mastered during the preschool years, is the
imprinting, psychoanalyst
by
in
observations
1969 John
the
British
Bowlby
applied
the relationship between an infant and its He
argued
that
Lorenz and Tinbergen. c. Darwin’s work provided the basis for ethology d. Darwin was the first person to apply athological theory to children
of
ethological theory to the understanding of
parents.
b. Darwin was the professor who taught
e. Darwin’s imagination to treat a child
child’s capacity to acquire it reduced? Inspired
principles of ethology
attachment
behaviors of babies, such as smiling, babbling, grasping, and crying, are built-in social signals that encourages the parents to approach, care for, and interact with the
18. According to the passage, if a mother goose is not present during the time period when imprinting takes place, which of the following will most likely occur? a. The gosling will not imprint on any object b. The gosling may not find a mate when it matures
77
c. The mother will later imprint on the gosling. d. The gosling may imprint on another object e. The gosling can not imprint
22. According to the passage, attachment behaviors of infants are intended to… a. Get the physical, emotional and social needs of the infant met b. Allow
the
infant
to
become
imprinted on objects that resemble 19. The word “it” in line 12 refers to… a. Development b. Goose c. Time d. Object e. a, b, c, and d are incorrect
the parent c. Provide the infant with a means of self-stimulation d. Prepare the infant to cope with separation e. Provide the infant and others with a means of self-stimulation
20. The word “suitably” in line 16 is closest in meaning to…
23. The phrase “affectional tie” in line 30 is
a. Willingly
closest in meaning to…
b. Moderately
a. Cognitive development
c. Appropriately
b. Emotional attachment
d. Emotionally
c. Psychological need
e. Importantly
d. Behavioral change e. Psychological development
21. The author mentions all of the following as
The following text is for question 21 to 25
attachment behavior of human
infants, except…
Stars may be spheres, but not every
a. Grasping
celestial object is spherical. Objects in the
b. Crying
universe show a variety of shapes: round
c. Eating
planets (some with rings), tailed comets,
d. Smiling
wispy cosmic gas and dust clouds, ring
e. a,b,c, and are correct
nebulae, pinwheel-shaped spiral galaxies, and so on. But none of the shapes on this list describes the largest single entitles in the
78
universe. These are the double radio sources,
directional, the jets move outward at speeds
galaxies with huge clouds of radio emission
close to the speed of light. When the jets
that dwarf the visible galaxies, sometimes by
strike the highly rarefied gas that permcales
a factor of a hundred or more. Stretching
intergalactic
over distance greater than a million-light
electrons lose their highly directional motion
years, the radio-emitting regions resemble
and form vast clouds of radio-emitting gas.
with turbulent gas clouds, typically forming dumbbell-like shapes with the visible galaxy (when it is visible) in the corner.
space,
the
fast-moving
Cosmic jets have ranked among the hottest topic of astronomical research in recent years as astronomers strive to
These double radio sources present
understand where they come from. Why
astronomers with a puzzle. Their radio
should a galaxy eject matter at such
emission
tremendous speed in two narrow jets? And
arises
from
the
synchrotron
process, in which electrons accelerated to nearly the speed of light move through magnetic fields. However, in view of the rate at which the radio sources emit energy, they should disappear in a few million years as their electrons slow down and cease producting
radiation.
Somehow
new
electrons must be continually accelerated to nearly the speed of light, otherwise, by now almost none of the double radio sources
why are such jets not seen in the Milk Way? 24. According to the passage, scientists do not fully understand why double radio sources…. a. Have not eventually disappeared b. Cannot be observed with a telescope c. Are beginning to slow down d. Are not as big as some planets and stars e. Can observed by naked eyes
would be observed. With the advent of high-resolution
25. The word “their” in line 22 refers to…
radio interferometers during the late 1970’s,
a. Speeds
part of the answer became clear: the electron
b. Direction
are produced in jets that are shot out in
c. Electrons
opposite directions from the center of
d. Clouds
galaxy. Remarkably narrow and highly
e. Space
79 Lemurs mostly eat fruits and leaves of
POST TEST
Madagascar rainforest.
Name : Class :
1.
“This evolution process has yielded
Choose the correct answer by crossing (X)
…. (Paragraph 1)
A, B, C, D or E!
What
The following text is for question 1
means?
does
a.
Lead
b.
Make
Lemurs are known as primates of
c.
Produce
Madagascar. They only live in the island
d.
Maintain
country, off the coast of Southeast Africa.
e.
Estimate
Lemurs
The word “lemur” originates from Roman
the
underlined
word
The following text is for question 2
mythology and means “ghost” or “spirit”. Many research said that they came to the
Maldives
Madagascar in the Holocene period. Since
The Maldives is an archipelago
that time, lemurs have evolved to adjust
country near the Indian sub-continent. It
themselves to environmental and climate
consists of 1200 islands, which are mostly
conditions. This evolution process has
uninhabited. All the islands of the Maldives
yielded various species of lemurs. It is
are at risk of tsunami. None of the islands
reported that there are more than 100
lay more than 1.8 meters above sea level. It
species, living in Madagascar today.
seems that global warming issues will
The size of lemurs ranges from 30 gr
greatly impact the country.
to 9 kg. Their fingers and toes are similar to
The country greatly depends on
other primates. Their wet noses differentiate
tourism. It has many sandy beaches.
lemurs from other primates. Lemurs are
Abundant islands are good choice to go for
more social than other primates. They
nature lovers. Sea and underwater life is
communicate
and
magnificent. They are listed as some of the
vocalization instead of by visual signals.
most beautiful places in the world. Travel
by
their
scents
80 companies call the country a tropical
The second is when a new feather grows in
paradise.
its place. When each feather has been shed
The Maldives was hit by the December 2004 Asian tsunami. Homes and resorts were devastated by the waves. There is a fear that as sea levels rise, island countries such as the Maldives, and some
and replaced, then the molt can be said to be complete. This, however, is an abstraction that often does not happen: incomplete, overlapping, and arrested molts are quite common. Molt requires that a bird find and
Pacific territories, will simply be swamped and disappear. 2.
“Homes and resorts were devastated by the waves.” What does the underlined word mean? a.
Blown
b. Vanished c.
Protected
d. Supported e.
Destroyed
process
enough
protein
to
rebuild
approximately one-third of its body weight. It is not surprising that a bird in heavy molt often seems listless and unwell. But far from being random, molt is controlled by strong evolutionary forces that have established an optimal time and duration. Generally, molt occurs at the time of least stress on the bird. Many songbirds, for instance, molt in late summer, when the hard work of breeding is
The following text is for question 3 to 9 Molting is one of the most involved
done but the weather is still warm and food still plentiful. This is why the woods in late
processes of a bird’s annual life circle.
summer
often
seem
so
quite,
when
Notwithstanding preening and constant care,
compared with the Exuberant choruses o
the marvelously intricate structure of a
spring.
bird’s. Feather inevitably wears out. All
Molt of the flight feathers is the most
adult birds molt their feather at least once a
highly organized part of the process. Some
year, and upon close observation, one can
species, for example, begin by dropping the
recognize the frayed, ragged appearance of
outermost primary feathers on each side (to
feathers that are nearing the end of their
retain balance in the air) and wait until the
useful life. Two distinct processes are
replacement feathers are about one-third
involved in molting. The first step is when
grown before shedding the next outermost,
the old, worn feather is dropped, or shed.
81 and so on. Others always start with the
b. Unusual
innermost
work
c. Unobservable
outward. Yet other species begin in the
d. Unpredictable
middle and work outward on both weeks
e. Unchangeable
primary
feathers
and
while the replacement feathers grow. 3. The passage mainly discusses how….. a. Birds prepare for breeding b. Birds feathers differ from species c. Birds shed and replace their feathers d. Birds are affected by seasonal changes e. Birds are affected by their feather
7.
Which
of
the
following
is
not
mentioned as a reason that songbirds molt in the late summer? a. Fewer predators are in the woods. b. The weather is still warm. c. The
songbirds
have
finished
breeding 4. The word “Notwithstanding” in line 2 is closest in meaning to….
d. Food is still available e. Many predators are in the woods
a. Despite b. Because of c. Instead of d. Regarding e. Because
8. The word “Others” in line 22 refers to…. a. Ducks b. Sides c. Species d. Flight feathers
5. The word “intricate” in line 2 is closest in
e. Birds
meaning to…. a. Regular b. Complex c. Interesting d. Important e. Special
9. The author discusses ducks in order to provide an example of birds that… a. Grow replacement feathers that are very long b. Shed all their wing feathers at one time
6. The word “random” in line 13 is closest in meaning to…. a. Unfortunate
c. Keep their innermost feathers d. Shed their outermost feathers first e. Shed all their wing in many times
82 summertime
The following text is for question 10 to 17 The Acacia is a genus of trees and shrubs of the Mimosa family. Although nearly five hundred species of Acacia have been identified, only about a dozen of the
in
Australia.
Actually,
however, the pale, yellow blossoms appear in August in Australia. Whether growing in the Northern or Southern Hemisphere, the Acacia will bloom in winter.
three hundred Australian varieties grow well
10. With which of the following topics is
in the southern United States, and of these
the passage primarily concerned?
only three are flowering. The Bailey Acacia
a. The Black Acacia
has fernlike silver leaves and small, fragrant
b. Characteristics and varieties of the
flowers arranged in rounded clusters. The
Acacia
Silver Wattle, although very similar to the
c. Australian varieties of the Acacia
Bailey Acacia, grows twice as high. The
d. The use of Acacia wood in
Sydney Golden Wattle is squat and bushy with broad, flat leaves and sharp spined
ornamental furniture e. The Wattle Acacia
twigs. Names for its bright, yellow flowers, the Golden Wattle is the most showy and
11. How many species of Acacia grow well
fragrant of the Acacias. Another variety, the
in the Southern United States?
Black Acacia or Blackwood, has dark green
a. Five hundred
leaves and unobtrusive blossoms. Besides
b. Three hundred
being
c. Twelve
a
popular tree
for
ornamental
purposes, the Black Acacia is valuable for
d. Three
its dark wood, which is used in making
e. Two thousand
cabinets and furniture, including highly 12. The word “these” in line 3 refers to…
prized pianos. The Acacia’s unusual custom of blossoming in February has been commonly attributed to its Australian origins. In the Southern Hemisphere, of course, the seasons are
resrved,
wintertime
and in
the
February,
which
is
United
States,
is
a. United States b. Varieties c. Species d. Trees and shrubs e. Flower
83 13. According to this passage, the Silver
e. Food
Wattle a. Is squat and bushy
17. When do Acacia trees bloom in
b. Has unobtrusive blossoms
Australia?
c. Is taller than the Bailey Acacia
a. February
d. Is used for making furniture
b. Summer
e. Is better than the Black Acacia
c. August d. Spring
14. In line 6, the word “flat” most nearly means
e. Autumn The following text is for question 18 to 22
a. Smooth b. Pretty
Alpha
Centauri
is
a
triple-star
c. Pointed
system. One of the three stars in Alpha
d. Short
Centauri is Proxima Centauri, which is the
e. Long
nearest star to the earth, except of course the Sun. the name “Proxima” comes from a
15. Which of the following Acacias has the least colorful blossoms?
Latin word which mean “close”. Even though Proxima Centauri is the
a. Bailey Acacia
closest star to the Earth outside of our solar
b. Sydney Golden Wattle
system, it is not really close. Interstellar
c. Silver Wattle
distances are so large that they are almost
d. Black Acacia
impossible to imagine. A person travelling
e. Silver and Black Acacia
in a modern spacecraft would not arrive at Proxima Centauri within this lifetime, or the
16. Which of the following would most
next, or even ten lifetimes because the
probably be made from a Black Acacia
distance is so great. Light travels at a speed
tree?
of 186.000 miles per second, and it still
a. A flower arrangement
takes light more than four years to travel
b. A table
from Proxima Centauri to the Earth.
c. A pie d. Paper
Alpha Centauri can be easily seen in the night sky without a telescope from
84 certain parts of the Earth. It is the third
c. Is directed
brightest
d. Visits
star
in
the
sky,
out
of
approximately 6.000 visible stars. It cannot
e. Go
be seen from the most parts of the United States because most of the United States is
21. The word “brightness” in line 11 could
too far north; however, it can be seen from
best be replaced by…
the southern parts of the states.
a. Smartest
18. The main subject of this passage is… a. The closest star to the earth b. Modern space travel c. The speed of light
b. Palest c. Shiniest d. Largest e. Biggest
d. Interstellar distances e. Solar system
22. Where in the passage does the author explain how fast light can travel?
19. The passage indicates that which of the following is NOT true? a. Alpha Centauri is composed of three stars b. Proxima Centauri is the closest star to the earth c. Proxima Centauri is one of the stars in Alpha Centauri d. It s possible to see Alpha Centauri from the Earth e. It is impossible to see Alpha Centauri by the naked eyes
a. Line 1-2 b. Line 5 c. Line 7 – 9 d. Line 10 – 11 e. Line 13 – 14 The following text is for question 23 to 25 The human brain with an average weight of fourteen kilograms is the control center of the body. it receives information from the senses, processes the information, and rapidly sends out responses; it also stores the information that is the source of human thoughts and feelings. Each of the
20. The word “comes” in line 3 could best replaced by… a. Travel b. Is derived
three main parts of the brain-the cerebrum, the cerebellum, and the brain stem –has its own role in carrying out these function s.
85 The cerebrum is by far the largest of three parts, taking up 85% of the brain by
24. The passage states that the most
weight. The outside layer of the cerebrum,
massive part of the brain is the…
the cerebral cortex, which is responsible for
a. Cerebrum
receiving and decoding sensory messages
b. Cerebellum
from throughout the body; the motor cortex,
c. Cerebral cortex
which send actions instructions to the
d. Brain stem
skeletal muscles; and the association cortex,
e. All of them are correct
which receives, monitors, and processes information. It is in the association cortex that the processes that allow humans to think take place. The cerebellum, located below the cerebrum in the back part of the skull, is made of masses of bunched up never cells. It is the cerebellum that control human balance, coordination, and posture.
25. The sensory cortex… a. Senses that massages should e sent out to the muscles b. Provides a surface covering for nerve cells c. Is where the human process of thinking occurs d. Receives and processes information from the senses
The brain system which connects the cerebrum and the spinal cord, control various body processes such as breathing and heartbeat. It is the major motor and sensory pathway connecting the body and the cerebrum. 23. The word “stores” in line 3 closest in meaning to which of the following? a. Shops b. Processes c. Releases d. Stockpiles e. Place
e. Ignoring the information
86 Appendix 3
ANSWER KEY OF PRE-TEST READING COMPREHENSION 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
A A B C B D A B A D
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
B D A A D C C D D C
21. 22. 23. 24. 25.
C A B A C
ANSWER KEY OF POST-TEST READING COMPREHENSION 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
C E C A B D A C B B
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
C B C A D B C A B B
21. 22. 23. 24. 25.
C C D A D
87
Appendix 5 QUISTIONNAIRE (Open-ended Questionnaire) Name : Class :
1. Apa pendapat anda mengenai strategi pembelajaran “Reciprocal” (timbal balik)? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 2. Apa yang kamu sukai dari strategi pembelajaran “Reciprocal” (timbal balik)? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 3. Apa yang kamu tidak sukai dari strategi pembelajaran “Reciprocal” (timbal balik)? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 4. Manfaat apa yang kamu dapatkan dari strategi pembelajaran “Reciprocal” (timbal balik)? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… 5. Apa kesan yang kamu dapat dari strategi pembelajaran “Reciprocal” (timbal balik)? ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………
88
Appendix 6
Questionnaire Detail Description 1. Apa pendapat anda mengenai strategi pembelajaran Reciprocal (timbale balik)? Number of
Positive (+) Respond
Negative (-) Respond
the Students 1.
Sangat bagus
2. 3.
Biasa aja Seru tapi lumayan susah soalnya waktunya dikit banget
4.
Pembelajaran yang mengutamakan kerjasama tim.
5.
Reciprocal itu membuat kesan berbeda dengan pembelajarannya. Seru juga
6.
Menurut saya strategi reciprocal sangat cocok dengan kurikulum 2013. Para siswa menjadi lebih aktif berinteraksi mengenai materi yang dipelajari
7.
Menurut saya strategi seperti itu sudah cukup baik karena dapat menjalin kerjasama antar siswa dengan baik dan juga dapat membantu mengetahui sifat dan karakter masing-masing.
89
8.
Menyenangkan, sehingga murid lebih bisa memahami yang diajarkan tanpa ada perasaan terbebani (have fun)
9.
Menurut saya belajar dengan metode tersebut sangat baik dan efektif karena dapat mudah dipelajari dan membangun kerjasama dengan baik juga kreativitas
10.
Menurut saya sangat emnarik karena selain melatih kreativitas juga membuat suasana belajar menjadi lebih asyik
11.
Menurut saya, strategi pembelajaran seperti itu baik namun terkadang membuang waktu karena adayang serius adayang bercanda
12.
Menyenangkan/ seru
13.
Asyik, efektif, saya suka belajar berkelompok
14.
Sangat bagus dan memuaskan
15.
Seru banget belajarnya, yang paling asyik belajar materi ini
16.
Baik
17.
Menarik, seru
90
18.
Sangat menyenangkan dan membuat belajar lebih menarik, membuat siswa lebih kreatif namun pelaksanaannya membutuhkan waktu yang cukup lama.
19.
Menarik, membuat kesan yang berbeda. Sehingga menarik minat dan mdah diingat.
20.
Bagus, membuat tidak jenuh, belajar asyik
21.
Strategi pembelajaran ini efektif untuk menjadi alternative dalam kegiatan belajar mengajar karena siswa-siswi dituntut untuk menjadi kreatif
22. 23.
Lumayan efektif Strategi ini sangat menarik dan juga seru. Dengan cara ini, kelompok menjadi makin bersatu dan terjalin kerja sama yang baik dalam kelompok strategi ini juga memancing kreatifitas masing-masing orang dalam kelompok. Strategi ini juga memancing kreatifitas masing-masing
91
orang dalam kelompok 24.
Cara pembelajaran yang baru tapi menarik karena dilakukan secara berkelompok
25.
Menurut saya strategi pembelajaran “Reciprocal” menarik dan seru. Strategi “Reciproal” yang diterapkan dalam kelompok dapat menjalin kerja sama dengan baik.
26.
Sangat baik & memuaskan, terus tingkatkan
27.
Saya suka, tetapi tidak efektif
28.
Bagus + keren
29.
Menurut saya strategi ini kurang efektif tetapi sangat menyenangkan.
TOTAL
26
3
2. Apa yang kamu sukai dari strategi pembelajaran “Reciprocal” (timbale balik)? STUDENTS
POSITIVE (+)
1.
Mengasyikan
2.
Nempel-nempelin, main-main
3.
Mengasah kreatifitas
4.
Kerjanya sama-sama jadi menyenangkan. Apalagi
NEGATIVE (-)
92
ditambah membuat hiasannya jadi makin menyenangkan 5.
Mewarnai, sama menghias kreasi kita
6.
Yang saya sukai adalah pekerjaan menjadi lebih mudah sehingga lebih asyik, enjoy, dan santi dalam pengerjaannya. Selain itu dengan berinteraksi kegiatan bisa jauh dari membosankan.
7.
Kerja sama dan menghias dengan cara seperti itu pembelajaran menjadi seru dan siswa tidak cepat bosan
8.
Pas yang sesi tanya jawab karena menyenangkan jadinya ngerti deh
9.
Saya menyukai strateg itu karena mudah, dapat berekspresi dengan bebas juga dapat melatih kerjasama dengan teman
10.
Yang saya sukai dari strategi pembelajaran reciprocal yaitu suasana belajar menjadi lebih ringan dan asyik (tidak menegangkan dan tidak
93
membosankan) 11.
Menyenangkan dan tidak terlalu serius., jadinya tidak tegang.
12.
Kreatif
13.
Mengjias + berkreasi
14.
Lebih efektif dan menyenangkan
15.
Berekspresi bebas untuk menghias
16.
Biasa saja
17.
Menambah kerja sama
18.
Pembelajaran ini membuat siswa lebih kreatif dan meningkatkan kerja sama antar teman. Menambah ilmu pengetahuan umum.
19.
Tidak terpaku kepada buku, melatih kerjasama, tidak membebankan ke murid
20.
Semuanya mengasyikan
21.
- Mengasah kreativitas - Menjalin kerjasama kelompok - Membutuhkan konsentrasi dan konsistensi yang lebih
22.
Bisa saling mengerti dan lebih jelas mempelajari suatu
94
pembelajaran 23.
- Melatih kreativitas - Melatih kerja sama tim -tidak membosankan
24.
Tidak teras seperti belajar karena hampir seperti bermain games. Sehingga lebih seru
25.
Kerja samanya dalam kelompok
26.
Tidak mudah bosan
27.
Belajar bersama dan kompak
28.
Belajarnya ringan
29.
Bekerja bersama dengan teman-teman
TOTAL
28
1
3. Apa yang kamu tidak sukai dari stratgei pembelajaran “Reciprocal” (timbale balik)? STUDENTS
POSITIVE (+)
1.
NEGATIVE (-) Terlalu banyak bercanda
2.
Gak ada
3.
Sangat menyenangkan
4.
Tidak yang tidak ku suka karena pelajarannya menyenangkan
5. 6.
Terlalu cepat pembelajarannya -
95
7.
Memahami isi teks mungkin itu hanya menurut saya kak, ehehehh
8.
Terlalu lama mengkreatiififkan tugas sehingga banyak waktu yang terbuat.
9. 10.
Tidak terlalu kondusif Tidak ada
11.
Banyak yang bercanda jadi tidak efektif
12.
-
13.
No
14. 15.
Banyak bercanda Tidak ada
16.
Kurang waktu
17.
Waktu yang terlalu singkat
18
Menghabiskan waktu yang terlalu lama dalam pembelajaran ini
19.
Seharusnya guru juga mencontohkan karya yang sudah selesai terlebih dahulu dan hasilnya seharusnya dipajang atau ditamilkan
20.
Banyak yang bercanda
21.
Terkadang memakan waktu yang banyak sehingga menyita
96
waktu 22.
Kurang aktif -
23.
Memakan waktu yang banyak
-
- Kalau lagi ga ad aide ya hasilmya ga bagus
24.
Memerlukn banyak waktu, mungkin jika kita diberi waktu lebih banyak hasilnya akan lebih bagus
25.
Menurut saya tidak ada yang saya tidak sukai dari strategi pembelajaran.
26.
Banyak bercanda
27.
Banyak yang bercanda
28.
Tidak ada
29.
Tidak ada
TOTAL
11
18
4. Manfaat apa yang kamu dapatkan dari strategi pembelajaran “Reciprocal” (timbale balik)? STUDENTS
POSITIVE (+)
1.
Bisa menambah pengetahuan dan meningkatkan daya kreatif
2.
Bisa membantu kreatifitas
3.
- mengasah kreatifitas - belajar bekerja sama
NEGATIVE (-)
97
- belajar memanajemen waktu 4.
Jadi bisa menyusun teks dengan benar, mengasah kreatifitas dengan baik
5.
Nambah kreatifitas
6.
- Belajar menjadi lebih menyenangkan - Belajar mengorganisasi diri sendiri dengan orang lain - Belajar menjadi lebih ringan dan asyik
7.
- Menjalin kerja sama / kekompakan - Pelajaran tidak cepat bosan -mempererat pertemanan
8.
Bisa meningkatkan kreatifitas
9.
Manfaatnya sangat banyak, dapat memahami lebih mudah, menyenangkan dan seru banget. Ngilangin strres tapi tetep dapat manfaat belajarnya.
10.
- saya belajar berinteraksi dengan bekerja sama dengan orang lain - saya belajar untuk lebih berfikir kreatif.
11.
Berkreatif dan bisa menambah
98
pengetahuan 12.
Kerjasama
13.
Banyak, tambah ilmu dan menyenangkan
14.
Dapat menambah pengetahua
15.
Semakin kompak
16.
Kerjasama
17.
Menambah kreatifitas
18.
Mendapat ilmu pengethuanyang sangat banyak dan menambah solidaritas antar siswa
19.
Menambah pengalaman baru
20.
Menambah ilmu pengetahuan baru dan solidaritas antar siswa
21.
- Menjadi lebih kreativ - menjadi lebih mengenal antar teman - belajar time- management
22.
Dapat mempelajari dengan cepat
23.
Melatih kerja sama, kekompakan, solid, belajar mengurutkan paragraph dengan teliti dan melatih kreatifitas
24.
Menambah kreatifitas dan
99
kerjasama 25.
Bisa kompak antar teman dalam mencapai suatu tujuan
26.
Dapat menambah pengetahuan
27.
Bekerja sama
28.
Lebih paham
29.
Melatih kerjasama dan kekompakan bersama temanteman, menguji kecepatan otak untuk memahami sesuatu
TOTAL
29
0
5. Apa kesan yang kamu dapat dari strategi pembelajaran “Reciprocal” (timbal balik)? STUDENTS
POSITIVE (+)
1.
Menyenangkan
2.
Menyenangkan
3.
Seu.. karena mengasah kreatifitas, belajar bekerja sama dan belajar manajemen waktu dengan baik
4.
Kerja sama tim yang pasti
5.
Seru , menyenangkan, asik
6.
Seru, hehehe
7.
Seru
8.
Menyenangkan, awal mula yang baik untuk pebawannya
NEGATIVE (-)
100
bisa jadi KBM. 9.
Seru banget.
10.
Asyik, seru, enjoy, menyenangkan
11.
Menyenangkan
12.
Seru mau lagi
13.
Seru
14.
Menyenangkan
15.
Menyenangkan
16.
Asyik
17.
Seru, asik, mau lagi
18.
Pembelajaran ini sangat seru dan menyenangkan
19.
Menyenangkan
20.
Seru tapi kurang lama
21.
Seru, asik, tidak membosankan
22.
Bisa lebih aktif lagi
23.
Seru banget kak
24.
Menambah kreativitas kerjasama
25.
Seruuu, menyenangkan
26.
Menyenangkan
27.
Biasa aja
28.
Bagus
29.
Bahagia & ulmu saya bertambah
TOTAL
28
1
101
101
Appendix 7
RANCANGAN PELAKSANAAN PEMBELAJARAN (RPP) KELAS EKSPERIMEN
SATUAN PENDIDIKAN
: SMA N 3 TANGERANG SELATAN
MATA PELAJARAN
: Bahasa Inggris
TEMA
: Report Text (Factual Report)
KELAS/SEMESTER
: XI MIA (Kelas Eksperiment)
PERTEMUAN KE
: 1 s.d. 6 (Dalam Penelitian)
WAKTU
: 6 X 45 menit
A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami,
menerapkan,
dan
menganalisis
pengetahuan
faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
102
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar 1.1
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, sesuai dengan konteks penggunaannya. 3.9. Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks ilmiah faktual (factual report ) dengan menyatakan dan menanyakan tentang teks ilmiah faktual tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sederhana, sesuai dengan konteks pembelajaran di pelajaran lain di Kelas XI. 4.11 Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.13 Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana, tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di Kelas XI.
103
C. Indikator Pencapaian Kompetensi 1. Menunjukan motivasi untuk mengembangkan kemampuan bahasa inggris 2. Mengidentifikasi definition, social function, dan generic structure dari teks factual report 3. Mengidentifikasi informasi faktual dari teks yang dibacanya 4. Menjawab pertanyaan dengan informasi rinci dari teks yang dibacanya dari memahami teks tersebut 5. Mengidentifikasi makna kata, frase dalam kalimat atau teks factual report 6. Menyusun teks factual report 7. Mampu menemukan main idea dari setiap paragraf yang ada
D. Tujuan Pembelajaran 1. Menmukan judul dari teks yang dibacanya 2. Menyebutkan definition, social function dan generic structure dari teks 3. Menemukan main idea dari setiap paragraf yang ada 4. Menemukan informasi faktual dari teks 5. Memahami teks report yang diberikan
E. Materi Pembelajaran Factual Report Text MANGROVE TREE A mangrove is a tropical marine tree. Mangroves have special aerial roots and salt-filtering tap roots which enable them to thrive in brackish water. Brackish water is salty but not as salty as sea water. Mangrove trees are commonly planted and found in coastal areas. Mangroves can serve as walls of protection for natural disaster in coastal area like tsunami. According to BBC News, healthy mangrove forests had helped save lives in the Asia disaster tsunami and people tended to respect these natural barriers even more, especially after the tsunami.
104
There are several species of mangrove tree found all over the world. Some prefer more salinity, while others like to be very-close to a large fresh water source such as river. Some prefer areas that are sheltered from waves. Some species have their roots covered with sea water every day during high tide. Other species grow on dry land but are still part of the ecosystem. The Times of India reported that rare species of mangrove had been found and was also known as the looking-glass tree, probably because the leaves are silvercoated. Mangroves need to keep their trunk and leave above the surface of the water. Yet they also need to be firmly attached to the ground so they are not moved by waves. Any part of root that appears above the water flows oxygen to the plant under water surface. As the soil begin to build up, these roots procedure additional roots that become embedded in the soil.
Fungsi Sosial - Mengamati alam - Menulis paparan ilmiah mengenai benda,binatang dan gejala/ peristiwa alam
Struktur Teks 1. General Classification : Pernyataan umum yang menerangkan subjek laporan, keterangan, dan klasifikasinya. 2. Description : Tells what the phenomenon under discussion ; in terms of parts, qualities, habits or behaviors. Pada bagian ini report text memberikan gambaran fenomena-fenomena yang terjadi; baik bagian-bagiannya, sifat-sifatnya,
105
kebiasaannya, ataupun tingkah lakunya. Intinya adalah penjabaran dari klasifikasi yang disajikan dengan ilmiah.
Unsur kebahasaan - Simple Present - Kata kerja yang menggambarkan binatang/ benda/ gejala alam - Kata sifat - Berbagai kata benda terkait dengan benda/ binatang/ gejala alam yang diamati - ejaan, tanda baca, dan tulisan tangan dan cetak yang jelas dan rapi. - Rujukan kata
F. Model/ Metode Pembelajaran Pendekatan
: Scientific Approach
Metode
: Project based learning
Strategi
: Reciprocal Teaching
G. Kegiatan Pembelajaran Fase Pembukaan
Kegiatan Pembelajaran
Durasi / Waktu
-
Mengucapkan salam
30 menit
-
Cek kehadiran siswa
-
Menjelaskan pada siswa tema apa yang akan dipelajari
-
Menjelaskan
kepada
siswa
mengenai
tahapan recirocal teaching -
Menjelaskan dan menyebutkan kegiatan apa saja yang akan dilakukan selama jam pelajaran
-
Memberikan
pre-test
(Hanya
pada
106
pertemuan ke-1)
Kegiatan Inti
-
Memberikan post-test (Pada petemuan ke-6)
-
Mengamati (Observing) a. Guru
10 menit
menanyakan
background
knowledge siswa tentang jenis-jenis text dan
mengarahkan
siswa
pertanyaan-pertanyaan
melalui menuju
pengetahuan report text b. Siswa
menyimak
penjelasan
atau
presentasi yang diberikan guru mengenai pengertian, fungsi social text, dan struktur teks tersebut. c. Siswa diperlihatkan contoh-contoh dari report text lengkap dengan sturkturnya -
Mempertanyakan (Questioning) a. Memandu
siswa
untuk
menanyakan 10 menit
mengenai fungsi social, struktur report text, dan juga mengarahkan siswa untuk kritis terhadap perbedaan report text dan descriptive text. -
Mengeksplorasi (Exploration) a. Siswa dibagi ke dalam enam kelompok, masing-masinng kelompok berisi 5-6 siswa. b. Setiap kelompok diberi sebuah report text,
kemudian
mereka
diminta
menetukan bagian general classification dan description dari teks-teks tersebut.
10 menit
107
c. Siswa bersama kelompoknya membaca judul dari teks yang didapat sebelum lanjut membaca dan memahami isi teks. (Predicting) d. Setelah membaca judul dan memberikan prediksi,
maka
akan
ada
beberapa
pertanyaan yang muncul. Pertanyaan akan diungkapkan di dalam kelompok masingmasing (Questioning) -
Mengasosiasikan (Association) a. Setelah berdiskusi sesaat, siswa dapat memulai membaca teks yang diberikan dan mencoba menentukan social function, 10 menit struktur serta main idea tiap paragraf dari teks tersebut.
-
Mengkomunikasikan (Communicating) a. Siswa yang telah selesai membaca akan mendiskusikan hasil pemahamaan baca mereka. Prediksi dan asumsi yang tercipta 15 menit diawal dari membaca judul saja, bisa jadi akan dibenarkan setelah membaca teks, atau bisa juga membutuhkan klarifikasi (Clarification) b. Setiap ketua kelompok meringkas hasil diskusi mereka dan menyampaikaannyaa secara
lantang
di
depan
kelas
(Summarizing) c. Mengerjakan evalusi secara bersama-
108
sama sebanyak 10 soal Penutup
-
Guru memberi tanggapan, komentar dan 5 menit feedback dari seluruh proses pembelajaran.
-
Membuat kesimpulan pembelajaran hari ini.
-
Mengevaluasi proses pembelajaran yang dilakukan
-
Menutup dengan salam
H. Sumber/Media Pembelajaran Sumber
: Buku bahasa Inggris SMA XI (Chapter 7 “Natural Disaster”) pages 27 – 44, Internet resources
Media
: Buku pegangan siswa, Laptop, Kertas, Proyektor
I. Penilaian Nilai = Jml. Betul x 10
Guru Pengampu
TATI ERAYATI, M.Pd NIP. 19681008 199802 2004
109
RANCANGAN PELAKSANAAN PEMBELAJARAN (RPP) KELAS KONTROL
SATUAN PENDIDIKAN
: SMA N 3 TANGERANG SELATAN
MATA PELAJARAN
: Bahasa Inggris
TEMA
: Report Text (Factual Report)
KELAS/SEMESTER
: XI MIA (Control Class)
PERTEMUAN KE
: 1 s.d. 6
WAKTU
: 6 X 45 menit
A. Kompetensi Inti 1. Menghargai dan menghayati ajaran agama yang dianutnya 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami,
menerapkan,
dan
menganalisis
pengetahuan
faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
110
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar 1.1
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, sesuai dengan konteks penggunaannya. 3.9. Menganalisis struktur teks dan unsur kebahasaan untuk melaksanakan fungsi sosial teks ilmiah faktual (factual report) dengan menyatakan dan menanyakan tentang teks ilmiah faktual tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sederhana, sesuai dengan konteks pembelajaran di pelajaran lain di Kelas XI. 4.11 Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks. 4.13 Menangkap makna dalam teks ilmiah faktual (factual report), lisan dan tulis, sederhana, tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, terkait dengan mata pelajaran lain di Kelas XI.
111
C. Indikator Pencapaian Kompetensi 1. Menunjukan motivasi untuk mengembangkan kemampuan bahasa inggris 2. Mengidentifikasi definition, social function, dan generic structure dari teks factual report 3. Mengidentifikasi informasi faktual dari teks yang dibacanya 4. Menjawab pertanyaan dengan informasi rinci dari teks yang dibacanya 5. Mengidentifikasi makna kata, frase dalam kalimat atau teks factual report 6. Menyusun teks factual report
D. Tujuan Pembelajaran 1. Menemukan judul dari teks yang dibacanya 2. Menyebutkan definition, social function dan generic structure dari teks 3. Menemukan informasi faktual dari teks
E. Materi Pembelajaran Factual Report Text MANGROVE TREE A mangrove is a tropical marine tree. Mangroves have special aerial roots and salt-filtering tap roots which enable them to thrive in brackish water. Brackish water is salty but not as salty as sea water. Mangrove trees are commonly planted and found in coastal areas. Mangroves can serve as walls of protection for natural disaster in coastal area like tsunami. According to BBC News, healthy mangrove forests had helped save lives in the Asia disaster tsunami and people tended to respect these natural barriers even more, especially after the tsunami. There are several species of mangrove tree found all over the world. Some prefer more salinity, while others like to be very-close to a large fresh water source such as river. Some prefer areas that are sheltered from waves. Some species have their roots covered with sea water every day during high
112
tide. Other species grow on dry land but are still part of the ecosystem. The Times of India reported that rare species of mangrove had been found and was also known as the looking-glass tree, probably because the leaves are silvercoated. Mangroves need to keep their trunk and leave above the surface of the water. Yet they also need to be firmly attached to the ground so they are not moved by waves. Any part of root that appears above the water flows oxygen to the plant under water surface. As the soil begin to build up, these roots procedure additional roots that become embedded in the soil.
Fungsi Sosial - Mengamati alam - Menulis paparan ilmiah mengenai benda,binatang dan gejala/ peristiwa alam
Struktur Teks 1. General Classification : Pernyataan umum yang menerangkan subjek laporan, keterangan, dan klasifikasinya. 2. Description : Tells what the phenomenon under discussion ; in terms of parts, qualities, habits or behaviors. Pada bagian ini report text memberikan gambaran fenomena-fenomena yang terjadi; baik bagian-bagiannya, sifat-sifatnya, kebiasaannya, ataupun tingkah lakunya. Intinya adalah penjabaran dari klasifikasi yang disajikan dengan ilmiah.
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Unsur kebahasaan - Simple Present - Kata kerja yang menggambarkan binatang/ benda/ gejala alam - Kata sifat - Berbagai kata benda terkait dengan benda/ binatang/ gejala alam yang diamati - ejaan, tanda baca, dan tulisan tangan dan cetak yang jelas dan rapi. - Rujukan kata
F. Model/ Metode Pembelajaran Pendekatan
: Scientific Approach
Metode
: Project based learning
Strategi
: Reciprocal Teaching
G. Kegiatan Pembelajaran Fase Pembukaan
Kegiatan Pembelajaran
Durasi / Waktu
-
Mengucapkan salam
20 menit
-
Cek kehadiran siswa
-
Menjelaskan pada siswa tema apa yang akan dipelajari
-
Menjelaskan dan menyebutkan kegiatan apa saja yang akan dilakukan selama jam pelajaran
-
Memberikan
Pre-test
(Hanya
pada
Post-test
(Hanya
pada
pertemuan ke-1) -
Memberikan pertemuan ke-6)
Kegiatan Inti
-
Mengamati (Observing) a. Guru memberikan sebuah teks report
20 menit
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berjudul “Elephant, Mangrove, Global Warming, etc” b. Menunjuk siswa secara bergantian untuk membacakannya dengan keras -
10 menit
Mempertanyakan (Questioning) a. Menanyakan kepada siswa maksud suatu kalimat atau kata yang baru didalan teks tersebut.
-
5 menit
Mengeksplorasi (Exploration) a. Siswa diberi soal esai yang ditampilkan di layar proyektor b. Secara
sukarela
siswa
menjawab
pertanyaan tersebut dan guru melempar kembali jawaban si penjawab kepada siswa
lainnya.
Diskusi
diharapkan
berjalan secara kritis -
Mengasosiasikan (Association) a. Di beri soal evaluasi (Instrument 1, 2, 3) 15 menit yang
berjumlah
10 butir soal dan
dikerjakan secara individu. -
Mengkomunikasikan (Communicating) a. Setelah semua siswa selesai mengerjakan 10 menit soal, soal dibahas dan didiskusikan bersama-sama
Penutup
-
Guru memberi tanggapan, komentar dan 10 menit feedback dari seluruh proses pembelajaran.
-
Membuat kesimpulan pembelajaran hari ini dan memberi tugas siswa untuk pertemuan
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selanjutnya. -
Menutup kegiatan KBM
H. Sumber/Media Pembelajaran Sumber
: Buku bahasa Inggris SMA XI (Chapter 7 “Natural Disaster”) pages 27 – 44, Internet resources
Media
: Buku pegangan siswa, Laptop, Kertas, Proyektor
I. Penilaian NILAI = jml. Benar x 10
Guru Pengampu
TATI ERAYATI, M.Pd NIP. 19681008 199802 2004
SURAT KETERANGAN Nomor : 070/338 - Humas
Yang bertanda tangan di bawah ini : Nama NIP Pangkat/Gol. Ruang Jabatan Unit Kerja
: : : : :
Drs. H. P. A. SOPANDY, M.Pd 19580726 198303 1 009 Pembina Tk. 1 - IV/b Kepala Sekolah SMA Negeri 3 Kota Tangerang Selatan
: : : :
Lulu Walidaini 1111014000077 Pendidikan Bahasa Inggris 8 (Delapan)
Menerangkan bahwa : Nama NIM Jurusan Semester
Benar nama tersebut di atas telah melaksanakan penelitian di SMA Negeri Kota Tangerang Selatan yang dilaksanakan pada tanggal 11 Agustus s.d 10 September 2015. Dalam rangka penyusunan Skripsi dengan judul : “The Effects of Recripocal Strategies towards Students Reading Comprehension (A Quasi Experiment Study of XI MIA Students in SMAN 3 Tangerang Selatan”. Demikian surat keterangan ini kami buat untuk diketahui dan dipergunakan sebagaimana mestinya.
